Self-Paced Learning Module: The Teacher and School Curriculum

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino
COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education
SELF-PACED LEARNING MODULE
IN
EDUC 17
THE TEACHER AND SCHOOL
CURRICULUM
PREPARED BY:
APRYLLE MAYE L. MAUYAO-BALORO

Subject Instructor
FINAL-A
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
“Molding Minds, SHAping Future”

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Module 3: Crafting the Curriculum

Lesson 1: The Teacher as a Curriculum Designer
Learning Outcomes:
1. Identify the fundamentals of curriculum designing ;
2. Appreciate the task of designing a curriculum.
Discussion:
Before a teacher designs a curriculum, it would be of great importance to connect

to the fundamental concepts and ideas about the curriculum mentioned in Modules 1
and 2. Every curriculum designer, implementer or evaluator should take in mind the
following axioms as a guide in curriculum development. (Oliva, 2003):
1. Curriculum change is inevitable,necessary and desirable.

One of the characteristics of curriculum is its being dynamic. Societal development
and knowledge revolution come so fast that the need to address the changing condition
requires new curriculum designs.
2. Curriculum reflects as a product of its time.

A relevant curriculum should respond to changes brought about by current social
forces, philosophical positions, psychological principles, new knowledge and educational
reforms. This is also called timelines.
3. Curriculum changes made earlier can exist concurrently with newer curriculum
changes.
A revision in a curriculum starts and ends slowly. More often, curriculum is
gradually phased in and phased out thus the change that occurs can coexist and
oftentimes overlaps for long periods of time.
4. Curriculum change depends on people who will implement the change.

Teachers who will implement the curriculum should be involved in its development,
hence should know how to design a curriculum. This will assure an effective and long
lasting change.
5. Curriculum development is a cooperative group activity.

Group decisions in some aspects of curriculum development are suggested.
Consultations with stakeholders when possible will add to sense of ownership. Any
significant change in the curriculum should involve a broad range of stake holders to
gain their understanding, support and input.
6. Curriculum development is a decision-making process made from choices of

alternatives.
A curriculum developer or designer must design what contents to teach,
philosophy or point of view to support, how to provide for multicultural groups, what
methods or strategies, and what type of evaluation to use.
7. Curriculum development is an on going process. Continuous monitoring, examination,

evaluation, and improvement of curricula are to be considered in the design of the
curriculum. As the needs of learners change, as society changes, and as new challenges
and technologies appear, the curriculum must change.
8. Curriculum development is more effective if it is comprehensive process, rather than a

piecemeal. A curriculum design should be based on a careful plan, should clearly
establish intended outcomes, support resources and needed time available and should
equip teaching staff pedagogically.
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9. Curriculum development is more effective when it follows a systematic process.

A curriculum design is composed of desired outcomes, subject matter content
complemented with references, set of procedures, needed materials and resources and
evaluation procedure which can be placed in a matrix.
10. Curriculum development starts from where the curriculum is.

Curriculum planners and designers should begin with existing curriculum. An
existing design is a good starting point for any teacher who plans to enhance and enrich
a curriculum.
Building upon the ideas of Oliva, let us continue learning how to d3esih=gn a
curriculum by identifying its components. For most curricula the major elements or
components are answers to the following questions:
1. What learning outcomes need to be achieved? (Intended learning Outcomes)
2. What contents should be included to achieve the learning outcomes? (Subject Matter)
3. What learning experiences and resources should be employed? (Teaching- Learning
Methods)
4. How will the achieved learning outcomes be measured? (Assessment of Achieved
Learning Outcomes)
Elements or Components of a Curriculum Design

There are many labels or names for curriculum design. Some would call it a
syllabus, or a lesson plan or a course design. Whatever is the name of the design, the
common components for all of them are almost the same. However, some schools,
institutions or departments may add other minor parts or trimmings to the design.
A lesson plan or teaching guides includes (1) Intended Learning Outcomes (ILO) or
Desired Learning Outcome (DLO) formerly labelled as behavioural objectives, (2) Subject
Matter or Content, (3) Teaching and Learning Methods, and (4) Assessment Evaluation.
Each of these components or elements is described below.
I. Behavioral Objectives or Intended Learning Outcomes

Begin with the end in view. The objectives or intended learning outcomes are
reason for undertaking the learning lesson from the student’s point of view; it is desired
learning outcome that is to be accomplished in a particular learning episode, engaged in
by the learners under the guidance of the teacher. As a curriculum designer, the
beginning of the learning of the journey is the learning outcomes to be achieved. In this
way, both the learner and the teacher are guided by what to accomplish.
The behavioral objectives, intended learning outcomes or desired learning

outcomes are expressed in action words found in the revised Bloom’s Taxonomy of
Objectives (Anderson and Krathwohl, 2003) for the development of the cognitive skills.
For the affective skills, the taxonomy made by Krathwohl and for the psychomotor
domain by Simpson.
The statement should be SMART: Specific, Measurable,Attainable, Result Oriented

and Time-Bound. For beginner it would hep if you provide the condition, Performance,
Extent or Level of Performance in the statement of the intended learning outcome.
For example, of the lesson intends to identify the parts of a simple flower as stated
in the desired learning outcomes, then, students should have identified the parts of the
simple flower, at the end of the lesson.
Sometimes, the phrase intended learning outcomes is used to refer to the
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anticipated results after completing the planned activity or lesson.
II. CONTENT OR SUBJECT MATTER

The content of the lesson or unit is the topic or subject matter that will be covered.
In selecting content, you should bear in mind the following principles in addition to those
mentioned about the content in previous lessons:
 Subject matter should be relevant to the outcomes of the curriculum. An effective
curriculum is purposive and clearly focused on the planned learning outcomes.
 Subject matter should be appropriate to the level of the lesson or unit. An effective
curriculum is progressive, leading students towards building on previous lessons.
 Subject matter should be up to date and if possible should reflect current knowledge
and concepts.
III. REFERENCES
The reference follows the content. It takes where the subject matter or content has
been taken. The reference may be a book, a module, or any publication. It must ear the
author of the material and if possible, the publications. Some examples are given below.
1. Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The Teaching Profession 2nd E.
Lorimar Publishing Inc. Quezon City
2. Project Wild .(1992.) K to 12 Activity Guide, An Interdisciplinary, Supplementary
Conservation, and Environmental Education Program. Council of Environment
Education, Bethesda, MD
3. Romo, Salvador B. (2013). Horticulture an Exploratory Course. Lorimar Publishing Inc.
Quezon City
IV. TEACHING AND LEARNING METHODS

These are the activities where the learners derived experiences. The teaching-
learning method should allow cooperation, competition as well as individualism or
independent learning among the students.
TYPES OF TEACHING METHODS
There are different types of teaching methods which can be categorized into three
broad types. These are teacher-centred methods, learner-centred methods, content-
focused methods and interactive/participative methods.
(a) INSTRUCTOR/TEACHER CENTRED METHODS
Here the teacher casts himself/herself in the role of being a master of the subject
matter. The teacher is looked upon by the learners as an expert or an authority. Learners
on the other hand are presumed to be passive and copious recipients of knowledge from
the teacher. Examples of such methods are expository or lecture methods - which require
little or no involvement of learners in the teaching process. It is also for this lack of
involvement of the learners in what they are taught, that such methods are called
“closed-ended”.
(b) LEARNER-CENTRED METHODS
In learner-centred methods, the teacher/instructor is both a teacher and a learner

at the same time. In the words of Lawrence Stenhouse, the teacher plays a dual role as a
learner as well “so that in his classroom extends rather than constricts his intellectual
horizons”. The teacher also learns new things everyday which he/she didn’t know in the
process of teaching. The teacher, “becomes a resource rather than an authority”.
Examples of learner-centred methods are discussion method, discovery or inquiry based
approach and the Hill’s model of learning through discussion (LTD).
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(c) CONTENT-FOCUSED METHODS
In this category of methods, both the teacher and the learners have to fit into the
content that is taught. Generally, this means the information and skills to be taught are
regarded as sacrosanct or very important. A lot of emphasis is laid on the clarity and
careful analyses of content. Both the teacher and the learners cannot alter or become
critical of anything to do with the content. An example of a method which subordinates
the interests of the teacher and learners to the content is the programmed learning
approach.
(d) INTERACTIVE/PARTICIPATIVE METHODS
This fourth category borrows a bit from the three other methods without
necessarily laying emphasis unduly on either the learner, content or teacher. These
methods are driven by the situational analysis of what is the most appropriate thing for
us to learn/do now given the situation of learners and the teacher. They require a
participatory understanding of varied domains and factors.
SPECIFIC TEACHING METHODS
We can now consider a number of specific methods which can be drawn from in
the course of classroom instruction. It is however, important to note that the choice of
any form of methods should not be arbitrary, but needs to be governed by the criteria we
have already examined. At the same time each method is not fool-proof, but has its own
advantages and disadvantages. That is why I would recommend the use of
complementary methods rather than one method.
1. LECTURE METHOD
A lecture is an oral presentation of information by the instructor. It is the method

of relaying factual information which includes principles, concepts, ideas and
all THEORETICAL KNOWLEDGE about a given topic. In a lecture the instructor tells,
explains, describes or relates whatever information the trainees are required to learn
through listening and understanding. It is therefore teacher-centred. The instructor is
very active, doing all the talking. Trainees on the other hand are very inactive, doing all
the listening. Despite the popularity of lectures, the lack of active involvement of trainees
limits its usefulness as a method of instruction.
The lecture method of instruction is recommended for trainees with very little
knowledge or limited background knowledge on the topic. It is also useful for presenting
an organised body of new information to the learner. To be effective in promoting learning,
the lecture must involve some discussions and, question and answer period to allow
trainees to be involved actively.
PREPARATION AND DELIVERY OF A LECTURE
As stated earlier, during the lecture, the trainees merely listen to the instructor. It
is therefore very important to consider the attention span of trainees when preparing a
lecture. The attention span is the period of time during which the trainees are able to pay
full attention to what the instructor is talking about. It is estimated to be 15-25 minutes
only. It is difficult to hold the trainees attention for a long period of time and careful
preparation of lectures is very necessary.
The instructor should have a clear, logical plan of presentation. He/she should
work out the essentials of the topic, organize them according to priorities and logical
connections, and establish relationships between the various items. Careful organization
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of content helps the trainees to structure and hence, to store or remember it. When
developing a theme in a lecture, the instructor should use a variety of approaches. A
useful principle in any instruction is to go from the KNOWN to UNKNOWN;
from SIMPLE to COMPLEX, or from PARTS to a WHOLE.
Knowing the trainees and addressing their needs and interests is very important.
For example, in explaining technical processes the instructor should search for
illustrations that will be familiar to the trainees. Unfamiliar technical words should be
introduced cautiously. New terminologies should be defined and explained and examples
given.
In order to gain and focus the attention of trainees, the instructor should be
adequately prepared, fluent in his/her presentation and should use various teaching
aids and illustrations such as charts, transparencies, codes and even the real objects
during presentation. Question and Answer periods should be included in the lecture.
QUALITIES OF A GOOD LECTURE
1. A good lecture should not be too long as to exceed the trainees attention span (up to
25 minutes).
2. A good lecture should address a single theme.
3. In a good lecture technical terms are carefully explained.
4. Familiar examples and analogies are given.
5. A good lecture establishes fluency in technical content.
6. A good lecture uses illustrations and examples.
7. A good lecture builds on existing knowledge.
8. A good lecture employs a variety of approaches.
2. THE DISCUSSION METHOD
Discussion involves two-way communication between participants. In the

classroom situation an instructor and trainees all participate in discussion. During
discussion, the instructor spends some time listening while the trainees spend
sometimes talking. The discussion is, therefore, a more active learning experience for the
trainees than the lecture.
A discussion is the means by which people share experiences, ideas and attitudes.
As it helps to foster trainees involvement in what they are learning, it may contribute to
desired attitudinal changes. Discussion may be used in the classroom for the purpose of
lesson development, making trainees apply what they have learnt or to monitor trainees
learning by way of feedback.
LESSON DEVELOPMENT
In areas in which trainees already have some knowledge or experience, discussion

may be used to develop the main points to be covered in a lesson. For example, in safety
training many of the procedures and behaviour that should be observed can be
established through discussion with trainees. Trainees can draw on their experience of
working in workshops contract sites to contribute to the discussion. In discussing some
issues, differences of opinion arise. The discussion can help to clarify the different points
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of view and may assist each trainee to define his or her own opinion. Used in this way,
discussion may be more effective in motivating trainees than lectures. Trainees can see
that some importance is attached to their contributions.
APPLICATION
Discussion may also be used, following a lecture or demonstration, to help

trainees apply what they have learned. The instructor can ask questions, that help
trainees to relate concepts and principles to contexts that are familiar to the trainees or
in which they will ultimately be needed. For example following a lecture on “types of
wood joint”, the instructor may, lead a discussion directing trainees attention to the
places or pieces of furniture where each type is found, and the reasons for using one type
than the other. Used in this way discussion contributes to the transfer of learning.
FEEDBACK
The discussion method also provides an opportunity to monitor trainees learning.

The answers provided by trainees and the questions they ask, reveal the extent and
quality of learning taking place. Instructors can use this information to repeat or modify
an explanation to improve learning. They can also provide feedback to trainees, thereby
helping to reinforce learning that has taken place. Discussion used in this way should
follow after other methods of classroom instruction such as lectures, demonstration or
practice sessions.
CONDUCTING A DISCUSSION
Discussion sessions can be led by the instructor, or can take place in groups. In
either case, the goal is to meet the lesson objectives by allowing the trainees to:-
a) Relate relevant personal experiences or events which have occurred in the

work setting.
b) Contribute ideas or personal opinions.
c) Apply what has been learned to familiar situations or solving problems.
d) Express what had been learned.
Whether the discussion is instructor led or takes place in groups it must be guided
by the instructor. It must be focused on the objectives of the lesson: it is the instructors
responsibility to see that the objectives are met. If it is not properly guided, a discussion
can degenerate into a consideration of inappropriate or unimportant topics adding
confusion rather than clarification to the lesson.
3. THE DEMONSTRATION LESSON
“The most effective way to teach an occupational skill is to demonstrate it... one of
the two most essential teaching skills is the ability to demonstrate; the other is the ability
to explain. Both are vital to the success of either an operation lesson or an information
lesson”. Weaver and Cencil in APPLIED TEACHING TECHNIQUES.
DEFINITION
Demonstration means any planned performance of an occupation skill, scientific

principle or experiment.
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TEACHER PREPARATION
1. Rehearse your presentation in advance of the lesson.
2. Anticipate any difficult steps, possible interruptions e.t.c.
3. Obtain all materials, tools, equipment, visual and teaching aids in advance and check
their useful condition.
4. Have all materials within reach and conveniently arranged.
5. Time the demonstration NOT to exceed 15 minutes.
6. Remove all extraneous materials; check lighting, visibility, student grouping, and
proximity to electric, gas and water outlets.
7. Plan to use a skill or method to advantage; work from simple to complex, one step at a
time.
PRESENTATION
1. Make sure all students can see and hear the lesson.
2. Be enthusiastic, professional, effective but not dramatic.
3. Relax; use any mishaps or humour to YOUR advantage.
4. Observe all safety rules and procedures.
5. Keep eye-contact with the class; ask and encourage class questions.
6. Explain WHY and HOW: use the techniques of SHOW and TELL.
7. Use a medial summary to strengthen your explanation.
PRECAUTIONS
1. Avoid interruptions; keep demonstration smooth and continuous.
2. Never demonstrate on a student’s material.
3. Work towards one aim.
4. Allow time for possible student participation.
CARRYING OUT A DEMONSTRATION
1. Give a good performance. Remember that the trainees learn by your good example.
2. Explain each step or process as you proceed. Follow your lesson plan.
3. Make sure the trainees see the demonstration from the angle they will perform it
themselves.
4. Be sure everyone can see and hear. Maintain eye contact.
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5. Emphasise key points, and if possible prepare before hand ask key questions as you
go along and allow trainees to ask questions.
6. Observe all safety rules, precautions and procedures; and emphasise them.
7. Use proper instructions, aids such as chalkboard, charts, handouts e.t.c. to support
your demonstration.
8. Provide for trainees participation where possible, during and after demonstration.
9. Demonstrate the correct way only. First impressions are important, therefore, make
them correct ones.
10. Always summarise the steps and emphasise key points again.
AFTER DEMONSTRATION
1. Return all items used during demonstration to their storage places.
2. Make arrangements to have the trainees practice the skill as soon as possible in a
practical class session.
3. Observe and analyse trainee(s) performance and correct mistakes.
4. Offer reinforcement where necessary.
5. Coach weak or slow trainees.
6. Check trainee’s completed work for accurate performance and record.
7. Allow sufficient time interval before demonstrating another operation.
4. BUZZ GROUPS
Another method of instruction is the buzz group. During a longer session, the
plenary group can break into sub-groups to discuss one or two specific questions or
issues. The room soon fills with noise as each sub-group ‘buzzes’ in discussion. If
appropriate, after the discussion one member of each group can report its findings back
to the plenary. Buzz groups can be in pairs, trios, or more depending on the activity.
People turn to their neighbours for a quick buzz, or form larger groups of three or more.
This allows almost every one to express an opinion. While they are buzzing, participants
are able to exchange ideas and draw on their wide collective experience. It may provide a
good opportunity for trainees to reflect on the content of a lecture. A good buzz session
will generate many ideas, comments and opinion, the most important of which will be
reported back.
Buzzgroups help trainers as they allow you to:
- Draw your breath
- Gauge the mood, by listening to some of the discussions
- Change pace of the session
- Encourage participants to reflect on what they have learnt and how they might
apply it in their work.
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DISADVANTAGES
The main obstacle using buzz sessions lie in unfamiliarity with their use, the time
required, the need for leaders or facilitators within each sub-group, and the need to have
tables and chairs arranged for quick and easy discussion.
5. BRAINSTORMING
The purpose of a brainstorming session is to discover new ideas and responses

very quickly. It is particularly a good way of getting bright ideas. It differs from the buzz
groups discussion in that the focus is on generating as many ideas as possible without
judging them. In this technique, all ideas are given equal credence.
Participants are encouraged to let ideas flow freely, building on and improving
from previous ideas. No idea, however crazy, should be rejected. These ideas are listed
exactly as they are expressed on a board or flipchart, or written on bits of paper. The
combination of swiftly generated ideas usually leads to a very animated and energising
session. Even the more reserved participants should feel bold enough to contribute. The
purpose of listing responses is to collect existing experiences and thoughts.
It is useful to collect answers to questions when you expect much repetition in the
responses.
After a brainstorm session, the ideas can be discussed further and evaluated, for
example listing the best options in a systematic way. Ideas can be grouped and analysed
so that they belong to the group rather then individuals. Unlike a buzz session, a
brainstorm session can work well with a large group and usually takes less time. It is
best to limit the time for plenary brainstorms, as you might lose the attention of some
participants.
6. ROLE PLAYS
In role plays, participants use their own experiences to play a real life situation.
When done well, role plays increase the participants self-confidence, give them the
opportunity to understand or even feel empathy for other people’s viewpoints or roles,
and usually end with practical answers, solutions or guidelines.
Role plays are useful for exploring and improving interviewing techniques and
examining the complexities and potential conflicts of group meetings. They help
participants to consolidate different lessons in one setting and are good energisers.
However, role plays can be time-consuming and their success depends on the
willingness of participants to take active part. Some trainees may feel a role play is too
exposing, threatening or embarrassing. This reluctance may be overcome at the outset by
careful explanation of the objectives and the outcome. Some role plays can generate
strong emotions amongst the participants. It is therefore essential that a role play is
followed by a thorough debriefing. This provides the opportunity for the trainer and the
participants to raise and assess new issues.
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INSTRUCTIONAL METHODS AND THEIR APPLICATIONS
METHOD USES ADVANTAGES DISADVANTAGES

THE LECTURE METHOD 1. To orient students. 1. Saves time. 1. Involves one way
A formal or semi-formal discourse is 2. To introduce a subject. 2. Permits flexibility. communication.
which the instructor presents a series 3. To give directions on 3. Requires less rigid 2. Poses problems in
of events, facts, or principles, explores procedures. space requirement. skill teaching.
a problem or explains relationships 4. To present basic 4. Permits 3. Encourages student
material. adaptability. passiveness.
5. To introduce a 5. Permits versatility. 4. Poses difficulty in
demonstration, discussion, 6. Permits better gauging student
or performance. centre over contact reaction.
6. To illustrate application and sequence. 5. Require highly
of rules, principles, or skilled instructors.
concepts.
7. To review, clarify,
emphasise or summarise.
THE DISCUSSION METHOD 1. To develop imaginative 1. Increase students 1. Require highly
A method in which group discussion solutions to problems. interest skilled instructor.
techniques are used to reach 2. To stimulate thinking 2. Increases students 2. Requires
instructional objectives. and interest and to secure acceptance and preparation by
student participation. commitments. student.
3. To emphasise main 3. Utilises student 3. Limits content.
teaching points. knowledge and 4. Consumes time.
4. To supplement lectures, experience. 5. Restricts size of
reading, or laboratory 4. Results in more groups.
exercises. permanent learning
5. To determine how well because of high
student understands degree of student
concepts and principles. participation.
6. To prepare students for
application of theory of
procedure.
7. To summarise, clarify
points or review.
THE PROGRAMMED INSTRUCTION 1. To provide remedial 1. Reduce failure 1. Require local or

METHOD instruction. rate. commercial
A method of self-instruction 2. To provide make-up 2. Improves end-of- preparation.
instruction for late course proficiency. 2. Requires lengthy
arrivals, absentees, or 3. Saves time. programmer training.
translents. 4. Provides for self 3. Increases expenses.
3. To maintain previously instruction. 4. Requires
learned skills which are considerable lead time.
not performed frequently
enough.
4. To provide retraining on
equipment and procedures
which have become
obsolete.
5. To upgrade production.
6. To accelerate capable
students.
7. To provide enough
common background
among students.
8. To provide the review
and practice of knowledge
and skills.
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THE STUDY ASSIGNMENT METHOD 1. To orient students to a 1. Increase coverage 1. Require careful
A method in which the instructor topic prior to classroom or of material. planning and follow
assigns reading to books, periodicals, Laboratory work. 2. Reduce classroom up.
project or research papers or exercises 2. To set the stage for a time. 2. Poses evaluation
for the practice. lecture demonstration or 3. Permits individual problem.
discussion. attention. 3. Produce non-
3. To provide for or standard results.
capitalise on individual
differences in ability,
background, or experience
through differentiated
assignments.
4. To provide for the review
of material covered in class
or to give practice.
5. To provide enrichment
material.
THE TUTORIAL METHOD 1. To reach highly 1. Permits adaptive 1. Requires highly
A method of instruction in which an complicated skills instruction. competent instructor.
instructor works directly with an operations or operations 2. Stimulates active 2. Demands time and
individual student. involving danger or participation. money.
expensive equipment. 3. Promotes safety.
2. To provide
individualised remedial
assistance.
THE SEMINAR METHOD 1. To provide general 1. Provides 1. Requires highly
A tutorial arrangement involving the guidance for a group motivation and competent instructor.
instructor and groups, rather than working on an advanced report. 2. Poses evaluation
instructor and individual. study or research project. 2. Stimulates active problems.
2. To exchange information participation. 3. Is more costly than
on techniques and 3. Permits adaptive most other methods.
approaches being explored instruction.
by members of a study or
research group.
3. To develop new and
imaginative solutions to
problems under study by
the group.
THE DEMONSTRATION METHOD 1. To teach manipulative 1. Minimise damage 1. Require careful
A method of instruction where the operations or procedures. and waste preparation and
instructor by actually performing an 2. To teach 2. Saves time rehearsal.
operation or doing a job shows the troubleshooting. 3. Can be presented 2. Requires special
students what to do, how to do it, and 3. To illustrate principles. to large groups. classroom
through explanations brings out why, 4. To teach operation or arrangements.
where, and when it is done. functioning of equipment.
5. To teach teamwork.
6. To set standards of
workmanship.
7. To teach safety
procedures.
THE DEMONSTRATION METHOD 1. To teach manipulative 1. Builds confidence. 1. Requires tools and
A method of instruction is required to operations or procedures. 2. Enable learning equipment.
perform under controlled conditions 2. To teach operation or evaluation. 2. Requires large block.
the operations, skills or movement functioning of equipment. 3. Reduces damages 3. Requires more
being taught. 3. To teach team skills and waste. instructors.
4. To teach safety 4. Promotes safety.
procedures.
THE BUZZ GROUP 1. To develop and express 1. Help trainers to 1. Unfamiliarity in use.
imaginative ideas, draw breath. 2. Time required.
opinions. 2. Gauge the mood by 3. Need for group
2. Stimulate thinking. listening to some leaders.
discussion.
3. Change pace of
discussion.
4. Encourage
participants to reflect
what was learnt.
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BRAINSTORMING 1. Discover new ideas, 1. Leads to a very 1. It takes time
thoughts and responses animated and particularly if it is a
very quickly. energising session. large group.
2. More reserved 2. May consume a lot
participants feel free of material e.g.
to contribute. flipcharts or writing
materials.
3. Requires high level
facilitation skills.
ROLE PLAYS 1. Exploring and improving 1. Good energizers. 1. Participants might
interviewing techniques 2. Promotes empathy be reluctant.
and examining of trainees for other 2. May not work with
complexities and potential situation. trainees who do not
conflicts of groups. 3. Encourrages know each other well.
2. To consolidate different creativity in learning.
lessons in one setting.
V. ASSESSMENT/EVALUATION
Assessment is feedback from the student to the instructor about the student's
learning. Evaluation uses methods and measures to judge student learning and
understanding of the material for purposes of grading and reporting. Evaluation is
feedback from the instructor to the student about the student's learning.
Assessment may be formative (providing feedback to help the student learn more)
or summative (expressing a judgment on the student’s achievement by reference to
stated criteria). Many assessment tasks involve an element of both, e.g. an assignment
that is marked and returned to the students with detailed comments.
Summative assessment usually involves the allocation of arks or grades. This

helps the teacher make decisions about the progress or performance of the students.
Multiple Perspective Assessment: Self, Peer, and Teacher
A college student opens the double doors and walks into a large conference room
full of 65 long tables, set end-to-end and stacked six rows deep. Taking it all in, he asks
his classmate, “How do we know where to put our projects?” before realizing large
instructions with randomly assigned locations are projected up on the screen for all to
see. He carefully places his project down onto spot #45, along with his required
“Executive Summary,” a two-page document that provides his self-assessment and
rationale about why he chose his project, what class content it caused him to research
and learn more deeply, and how his project directly helped fulfill the four overall stated
course outcomes.
After giving students a few minutes to get situated, the professor stands at a
podium, “Welcome to our project fair! You all should have placed your project and
executive summary on your assigned number. Now, it’s time to evaluate your peers. You
each have been assigned four random numbers that represent the projects you should
peer evaluate. Pick up the peer evaluation sheet at the front of the room, and spend 15
minutes with each project, following the rubric and providing your feedback and scoring
for each section of the project requirements.” For the next 45 minutes, a few hundred
students shuffle from project to project, using a Likert-scale scoring assess how well a
project met the rubric criteria. It’s an exciting, educational, and informative hour.
Afterward, the professor and his teaching assistants enter the peer scores into a
spreadsheet, dropping the lowest score and averaging the other three, calculating each
student a combined overall peer score. Then, the professor and his TAs follow the same
pattern and rubric and give a teacher rating of the project, providing combined feedback
to the student. Thus, when the project is finished, the final score is a composite: the first
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part is based on the student’s own self-assessment of the project, the second part based
on a peer assessment of the project, and the last part from a teacher assessment of the
project.
The project fair, described above, is an example of what’s known as multiple

perspective assessment. In the past few decades, higher education has sought to
implement more outcomes-based, self-regulated, and community-based learning.
Multiple perspective assessment incorporates many of these elements, and others, into a
more holistic evaluative process. Fundamentally, multiple perspective assessment
includes three perspectives:
1. The student’s own (self-assessed)

2. The student’s peers (peer-assessed)
3. The student’s professor (teacher-assessed)
The weight each category carries can and should vary, depending on the
assignment and its purpose. Some may weigh the teacher portion more heavily, others
the peer, while others make the self-assessment weighted the most. The important thing
is for the assessment to include all three in some degree.
Although teacher assessment is standard educational practice, the crux of

multiple perspective assessment involves students in both peer assessment and self-
assessment. These two areas are often unexplored or underutilized by many university
teachers. There are pros and cons to each, to be sure (as is true with teacher-based
assessments), but many of the positives outweigh the negatives.
Other than providing a more holistic view, why should professors consider ways to
include self-assessment or peer assessment? Self and peer assessment procedures help
students to reflect on their own work or that of others, evaluate it against set criteria,
and provide feedback (both consciously and subconsciously) for themselves as they
participate in the process. All of this helps them to learn and improve their own work. As
Nicol and Macfarlane-Dick (2006) summarized: “A key argument is that students are
already assessing their own work and generating their own feedback, and that higher
education should build on this ability….students are seen as having a proactive rather
than a reactive role in generating and using feedback, has profound implications for the
way in which teachers organize assessments and support learning.”
If the idea of multiple perspective assessment makes you think, “NO WAY would I
let students provide a grade for themselves or each other, even based on a well-defined
rubric,” that’s understandable. I would encourage, however, to yet consider using self-
assessment or peer-assessment in a formative fashion rather than a summative one.
Commenting on some of the research in this field, Maryellen Weimer noted that “self-
assessment is not the same as self-grading. Rather, students are looking at their work
and judging the degree to which it reflects the goals of the assignment and the
assessment criteria the teacher will be using to evaluate the work.”
Self-reflection, self-regulation, peer-to-peer feedback, and hearing/learning from

multiple perspectives are essential skills that reflect higher education values. However,
these skills are often not explicitly taught or proactively implemented in some university
courses. Multiple perspective assessment helps foster these essential skills, and many
others, while providing a more holistic view, whether as formative or summative
assessment. This approach is especially useful in project-based learning, term research
papers, or in large-enrollment classes where many students can anonymously assess
others work and share it with a large group. As one student said of the project fair, “This
is my favorite day of the semester. Being able to see and evaluate so many others’
projects is super cool. I am really glad we do this.” It is my hope you may think of ways
to incorporate multiple perspective assessment into your courses and be glad you did it,
too.
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Self-assessment provides students with an opportunity to self-evaluate, or make

judgments about their learning process and products of learning, based on criteria that
they have agreed on with their instructor.
Why Use Self-Assessment?

 Promotes the skills of reflective practice and self-monitoring.
 Promotes academic integrity through student self-reporting of learning progress.
 Develops self-directed learning.
 Increases student motivation.
 Helps students develop a range of personal, transferrable skills.
Considerations for Using Self-Assessment

 The difference between self-assessment and self-grading will need clarification.
 The process of effective self-assessment will require instruction and sufficient
time for students to learn.
 Students are used to a system where they have little or no input in how they are
assessed and are often unaware of assessment criteria.
 Students will want to know how much self-assessed assignments will count
toward their final grade in the course. ]
 Incorporating self-assessment can motivate students to engage with the material
more deeply.
 Self-assessment assignments can take more time.
 Research shows that students can be more stringent in their self-assessment
than the instructor.
Peer assessment involves students taking responsibility for assessing the work of their
peers against set assessment criteria. They can therefore be engaged in providing
feedback to their peers (sometimes referred to as peer review), summative grades
(moderated by you or your colleagues), or a combination of the two.
Why Use Peer Assessment?

Peer assessment can:
 Empower students to take responsibility for and manage their own learning.
 Enable students to learn to assess and give others constructive feedback to
develop lifelong assessment skills.
 Enhance students' learning through knowledge diffusion and exchange of ideas.
 Motivate students to engage with course material more deeply.
Considerations for Using Peer Assessment

 Let students know the rationale for doing peer review. Explain the expectations
and benefits of engaging in a peer review process.
 Consider having students evaluate anonymous assignments for more objective
feedback.
 Be prepared to give feedback on students’ feedback to each other. Display some
examples of feedback of varying quality and discuss which kind of feedback is
useful and why.
 Give clear directions and time limits for in-class peer review sessions and set
defined deadlines for out-of-class peer review assignments.
 Listen to group feedback discussions and provide guidance and input when
necessary.
 Student familiarity and ownership of criteria tend to enhance peer assessment
validity, so involve students in a discussion of the criteria used. Consider
involving students in developing an assessment rubric.
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Teacher assessment of student needs is a method of determining a student’s current

level of knowledge and skills in a particular area using measurable terms to direct future
learning. Teacher assessment is used to determine the current level of student
achievement and, accordingly, to determine appropriate teaching strategies and goals for
the student.
Characteristics
Assessment is initially conducted by classroom teachers. If concerns arise or
persist, a student may be assessed using a more formalized assessment tool by the in-
school-team staff, including a special educator.
Strategies
 Examine the errors and why they were made, and use this information to direct
the next steps in teaching error analysis.
 Use various forms of assessment to accurately measure what you intend. A math
test of word problems may seem like a difficulty with math, when it may in fact be
a reading or receptive language issue.
 Allow students a choice in assessment options to test the same skill.
 Allow for retaking of tests or improving of assignments to demonstrate improved
learning.
 Review and document a summary of the student’s School RecordSR)for past
information; consider strengths and needs. Be sure to examine the
documentation file in the SR for previous assessments. Please see the non-
teacher assessment section of this site for information on how to use professional
reports.
 Use tracking and documentation of assessment.
 Develop a learner profile from your assessments.
 Meet with parents/guardians to discuss concerns and get information.
Enrichment Activities:
A. Directions: Secure a copy of lesson plan. Using the matrix given below, analyze the
sample you secured and give your suggestion based on the principles and concepts you
learned in the module.
Components Copy from the Sample Your comments/ suggestion
Title of Lesson Plan
Intended Learning
Outcomes/ Objectives
Content/ Subject Matter
Methods/ Strategies
Evaluation/ Assessment
B. Directions: Answer briefly.

1. Which one principle of Oliva is reflected in the Lesson Plan? Explain briefly.
2. If you were to improve the design, what will you add, or subtract or modify? Write your
re-design suggestion.
Comprehension Check:
Directions: All quizzes will be administered through google form. The link and schedule of the
said quizzes will be posted in group chat one (1) week before the scheduled quiz. Furthermore,
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be reminded that all quizzes are no longer accessible after (2)two weeks of posting. Good luck
and enjoy reading.
Lesson 2: Approaches to Curriculum Designing

Learning Outcomes:
1. Identify some familiar curriculum designs and approaches to the designs
2. Analyze the approaches in the light of how these are applies in the school setting
Discussion:
You have learned to be familiar with the preliminaries of making a simple design
through a lesson plan components. You will further enrich your knowledge by looking
into how other curricularists approach the curriculum design. In this lesson, we will see
how several examples of curriculum designs are in the classrooms and schools. S
Types of Curriculum Designs

Curriculum design is a term used to describe the purposeful, deliberate, and
systematic organization of curriculum (instructional blocks) within a class or course. In
other words, it is a way for teachers to plan instruction. When teachers design
curriculum, they identify what will be done, who will do it, and what schedule to follow.
Purpose of Curriculum Design

Teachers design each curriculum with a specific educational purpose in mind. The
ultimate goal is to improve student learning, but there are other reasons to employ
curriculum design as well. For example, designing a curriculum for middle school
students with both elementary and high school curricula in mind helps to make sure
that learning goals are aligned and complement each other from one stage to the next. If
a middle school curriculum is designed without taking prior knowledge from elementary
school or future learning in high school into account it can create real problems for the
students.
There are three basic types of curriculum design:

1. Subject-centered design
2. Learner-centered design
3. Problem-centered design
Subject-Centered Curriculum Design

Subject-centered curriculum design revolves around a particular subject matter or
discipline. For example, a subject-centered curriculum may focus on math or biology.
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This type of curriculum design tends to focus on the subject rather than the individual.
It is the most common type of curriculum used in K-12 public schools.
Subject-centered curriculum design describes what needs to be studied and how it

should be studied. Core curriculum is an example of a subject-centered design that can
be standardized across schools, states, and the country as a whole. In standardized core
curricula, teachers are provided a pre-determined list of things that they need to teach
their students, along with specific examples of how these things should be taught. You
can also find subject-centered designs in large college classes in which teachers focus on
a particular subject or discipline.
The primary drawback of subject-centered curriculum design is that it is not

student-centered. In particular, this form of curriculum design is constructed without
taking into account the specific learning styles of the students. This can cause problems
with student engagement and motivation and may even cause students to fall behind in
class.
In the Philippines, our curricula in any level is also divided in different subjects or
courses. Most of the schools using this kind of structure aim for excellence in the subject
matter content.
Examples of Subject-centered curriculum:

1. Subject Design. The drawback of his design is that sometimes learning is so
compartmentalized. It stresses so much the content that it forgets about students’
natural tendencies, interest and experiences.
2. Discipline Design. Discipline refers to specific knowledge and through a method
which the scholars use to study a specific content of their fields.
3. Correlation Design. This comes from a core, correlated curriculum design that
links separate subject designs in order to reduce fragmentation. Subjects are related
to one another but each subject a maintains its identify.
4. Broad field design/interdisciplinary. This design was made to prevent the
compartmentalization of subjects and integrate the contents that are related to each
other.
Learner-Centered Curriculum Design

In contrast, learner-centered curriculum design takes each individual's needs,
interests, and goals into consideration. In other words, it acknowledges that students are
not uniform and adjust to those student needs. Learner-centered curriculum design is
meant to empower learners and allow them to shape their education through choices.
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Instructional plans in a learner-centered curriculum are differentiated, giving

students the opportunity to choose assignments, learning experiences or activities. This
can motivate students and help them stay engaged in the material that they are learning.
The drawback to this form of curriculum design is that it is labor-intensive.

Developing differentiated instruction puts pressure on the teacher to create instruction
and/or find materials that are conducive to each student's learning needs. Teachers may
not have the time or may lack the experience or skills to create such a plan. Learner-
centered curriculum design also requires that teachers balance student wants and
interests with student needs and required outcomes, which is not an easy balance to
obtain.
Here are some examples of curriculum designs which are learner-centered:
1. Child-centered design : (John Dewey, Rouseau, Pestallozi and Froebel )
It is anchored on the needs and interests of the child. The learner is not
considered as a passive individual but as one who engages with his/her
environment. One learns by doing. Learners interact with the teachers and the
environment.
2. Experience-Centered design: Experiences of the learners become the starting
point of the curriculum. Thus the school environment is left open and free. Learners
are made to choose from various activities that the teacher provides. The learners are
empowered to shape their own learning from the different opportunities given by the
teacher.
3. Humanistic design: (Abraham Maslow and Carl Rogers.Maslow)The development
of self is the ultimate objective of leaning. It stresses the whole person and the
integration of thinking, feeling and doing. It considers the cognitive, affective and
psychomotor domains to be interconnected and must be addressed in the curriculum.
It stresses the development of positive self-concept and interpersonal skills.
Problem-Centered Curriculum Design

Like learner-centered curriculum design, problem-centered curriculum design is
also a form of student-centered design. Problem-centered curricula focus on teaching
students how to look at a problem and come up with a solution to the problem. Students
are thus exposed to real-life issues, which helps them develop skills that are transferable
to the real world.
Problem-centered curriculum design increases the relevance of the curriculum and
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allows students to be creative and innovate as they are learning. The drawback to this
form of curriculum design is that it does not always take learning styles into
consideration.
Types of problems to be explored may include:

1. Life-situations design. It uses the past and present experiences of learners as
a means to analyze the basic areas of living. As a starting point, the pressing
immediate problems of the society and the student’s existing concerns are utilized.
Based on Herbert Spencer’s curriculum writing, his emphases were activities that
sustain life, enhance life, and in rearing children, maintain the individual’s social
and political relations and enhance leisure, tasks and feelings. The connection of
subject matter to real situations increases the relevance of the curriculum.
2. Core problem design. It centers on general education and the problems are
based on common human activities. The central focus of the core design includes
common needs, problems, concerns, of the learners.
APPROACHES TO CURRICULUM DESIGN

How will a particular design be approached by the teacher? After writing a
curriculum based from specific design, let us see how a teacher will approach this. We
will find out the utilization of the example design.
Child or Learner-Centered Approach

The learners are at the center stage in the educative process. The curriculum is
built upon the learner’s knowledge, skills, learnings and potentials. From its design how
should a child-centered or learner-centered curriculum be approached?
1. A new respect for the child is fundamental.
2. A new freedom of action is provided.
3. The whole activity is divided into units of work.
4. The recognition of the need for using and exploring many media for self-
discovery and self-direction is embraced.
5. Consider using differentiated instruction or teaching.
The child-centered curriculum approach is illustrated in the example below:
School X is anchored on the theory of multiple intelligences in all its curricular and
co0curricular activities. Every classroom provides activity centers where children can learn
on their own with the different learning resource materials. Learners can just choose which
learning center to engage in with different resources. This arrangement allows for the
capacity of every learner to be honed. It also allows learning how to learn, hence will
develop independence. The teacher acts as a guide for every learner. The learner sets the
goal that can be done within the frame of time.
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Subject-Centered Approach
Anchored on the curriculum design which prescribes different and separate
subjects into one broad field . It prescribes separate distinct subjects for every
educational level: Basic Education, higher education, or vocational technical education.
This considers the following principles:
1. The primary focus is the subject matter.
2. The emphasis is on bits and pieces of information which are detached from life.
3. The continuing pursuit of learning outside the school is not emphasized.
4. The subject matter serves as a means of identifying problems in living.
Example of subject-centered approach is given below:
In another setting, School Y aims to produce the best graduates in the school district.
Every learner must excel in all academic subjects to be on top of every academic competition.
The higher the level of cognitive intelligence is, the better the learner. Hence, the focus of
learning is mastery of the subject matter in terms of content. Every student is expected to be
always on top in terms of mastery of discipline. Memorization, and thrill are important
learning skills. The school gives emphasis to intellectual development, and sets asides
emotional, psychomotor and even value development. Success means mastery of the content.
Problem-Centered Approach
This approach is based on a curriculum design which assumes that in the process
of living, children experience problems. Thus, problem solving enables the learner yo
become increasingly able to achieve complete or total development as individuals.
This approach is characterized by the following views and beliefs.
1. The learners are capable of directing and guiding themselves in resolving
problems.
2. The learners are prepared to assume their civic responsibilities.
3. The curriculum leads the learners in the recognition of concerns and problems
and in seeking solutions.
Example of the problem-centered approach is presented below.
School X believes that a learner should be trained to solve real life problems that come
about because of the needs, interests, and abilities of the learners. Problems persistent in life
and society that affect daily living are also considered. Most of the school activities revolve
around finding solutions to solve problems like poverty, drug problems, climate change,
natural calamities and more. Since the school is using a problem-based design, the same
approach is used. Case study and practical work are the teaching strategies that are utilized.
Problem-centered approach has become popular in many schools.
Enrichment Activities: Take Action

Directions: Get hold of materials about the K to 12. Discuss and answer the following:
1. What kind of curriculum design influence mostly the K to 12 Curriculum? YOu may
have more than one answer.
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2. Cite an illustrative example that relates to your choice.

3. Place your answer on matrix like the one below.
Type of Curriculum Design in K to 12 Illustrative Example
Subject-Centered Design/ Approach
Learner-Centered Design/ Approach
Problem-Centered Design/ Approach
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Lesson 3: Curriculum Mapping

Learning Outcomes:
1. Define curriculum mapping as part of curriculum designing
2. Identify the purpose of curriculum maps
3. Familiarize oneself of some examples of curriculum maps
Discussion:
Have you ever wondered how to pace your lesson, so that it will cover a period of
timelike hours, weeks, quarters, semester or the whole year?”
This lesson will teach us, curricularists, an important process and tool in curriculum
development which is Curriculum Mapping and Curriculum Maps.
Curriculum mapping is a reflective process that helps teachers understand what

has been taught in a class, how it has been taught, and how learning outcomes were
assessed. The curriculum mapping process results in a document known as a
curriculum map. Most curriculum maps are graphical illustrations that consist of a table
or matrix.
The curriculum mapping model based on Dr. Heidi Hayes Jacobs’s work (1997,
2004, 2006, 2008, 2010) clearly addresses the necessity to synthesize various models
and create a framework that focuses on the recommendations, requisites, and desires
that affect students’ learning and teaching environments. Udelhofen (2005) states “…the
concept of curriculum mapping originated in the 1980s with the work of Fenwick
English…” (xviii). Dr. Jacobs embraced and enhanced the earlier work by adding a
variety of teacher-driven curriculum maps, horizontal and vertical alignments, cyclic
reviews, and professional curricular dialogue. Jacobs (2004) states, “…curriculum maps
have the potential to become the hub for making decisions about teaching and learning.
Some curricularist would describe curriculum mapping as making a map to

success. There are common questions that are asked by different stakeholders, like
teachers, colleagues, parents, school officials and the community as well. These
questions may include:
1. What do my students learn?
2. What do they study in the first quarter?
3. What are they studying in the school throughout the year?
4. Do my co-teachers who handle the same subject, cover the same content? Achive the
same outcomes? Use familiar strategies?
5. How do I help my students understand the connections between my subjects and
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other subjects within the year? Next year?
Curriculum Mapping, may be able to answer these questions above. Furthermore,
mapping will produce a curriculum map, which is very functional tool in curriculum
development.
Curriculum Maps vs. Lesson Plans
A curriculum map should not be confused with a lesson plan. A lesson plan is an
outline that details what will be taught, how it will be taught, and what resources will be
used to teach it. Most lesson plans cover a single day or another short time period, such
as a week. Curriculum maps, on the other hand, offer a long-term overview of what has
already been taught. It is not unusual for a curriculum map to cover an entire school
year.
Purpose
As education has become more standards-based, there has been an increased
interest in curriculum mapping, especially among teachers who want to compare their
curriculum to national or state standards or even to the curriculum of other educators
who teach the same subject and grade level. A completed curriculum map allows
teachers to analyze or communicate instruction that has already been implemented by
themselves or someone else. Curriculum maps can also be used as a planning tool to
inform future instruction.
In addition to assisting with reflective practice and better communication among

faculty, curriculum mapping also helps to improve overall coherence from grade to grade,
thus increasing the likelihood of students achieving program- or school-level outcomes.
For example, if all of the teachers in a middle school create a curriculum map for their
math classes, teachers in every grade can look at each other's maps and identify areas in
which they can reinforce learning. This also works well for interdisciplinary instruction.
Systematic Curriculum Mapping

Although it is definitely possible for a single teacher to create a curriculum map for
the subject and grade that they teach, curriculum mapping is most effective when it is a
system-wide process. In other words, the curriculum of an entire school district should
be mapped to ensure continuity of instruction. This systematic approach to curriculum
mapping should involve collaboration among all of the educators who instruct students
within the school.
The main benefit of systematic curriculum mapping is improved horizontal,

vertical, subject area, and interdisciplinary coherence:
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Horizontal coherence: Curriculum is horizontally coherent when it is comparable to the
curriculum of an equal lesson, course, or grade level. For example, the learning outcomes
for a 10th-grade algebra class at a public school in Tennessee are horizontally coherent
when they match the learning outcomes of a 10th-grade algebra class at a public school
in Maine.
Vertical coherence: Curriculum is vertically coherent when it is logically sequenced. In

other words, one lesson, course, or grade prepares students for what they will be
learning in the next lesson, course, or grade.
Subject area coherence: Curriculum is coherent within a subject area when students
receive equitable instruction and learn the same topics across subject area classes. For
example, if one school has three different teachers who teach 9th-grade biology, the
learning outcomes should be comparable in each class regardless of the teacher.
Interdisciplinary coherence: Curriculum is coherent in an interdisciplinary sense when

teachers of multiple subject areas (such as math, English, science, and history) work
together to improve the key cross-curricula skills that students need to succeed in all
grades and subjects. Some examples include reading, writing, and critical thinking skills.
Curriculum Mapping Process

There are many ways of doing things, according to what outcome one needs to
produce. This is also true with curriculum mapping. However, whatever outcome (map)
will be made, there are suggested steps to follow.
There are 5 curriculum mapping steps critical to ensuring alignment from beginning to
end (or from end to beginning!).
STEP 1: WRITE/IDENTIFY PROGRAM GOALS

First, start with the end in mind! Write or identify the program goals that
specifically relate to the course you are mapping. Sometimes these program goals are
written for you by an accreditation body or a curriculum team, and sometimes they need
to be written from scratch. Be sure to visit the Bloom's Taxonomy and Writing Effective
Learning Objectives posts if the program goals are not yet written. You must start with
the end in mind!
STEP 2: WRITE/IDENTIFY COURSE LEARNING OBJECTIVES
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Next, you must decide what skills, knowledge or attitudes you want the students
to achieve by the end of the course. These must align with the program goals. In the case
of the flower analogy, the stem is what feeds the flower. The achievement of the course
objectives should provide students what they need to eventually achieve the program
goals. Instructional designers continually circle back to the previous steps to ensure
alignment. Once you have identified or written the course learning objectives, circle back
to ensure alignment with the program goals.
STEP 3: PREPARE INSTRUCTIONAL SUPPORT MATERIALS

Next, you can start to identify, gather, and prepare the instructional materials that
will assist in your instructional plans and help students achieve the course objectives.
This is the information students will need and might include a textbook, open
educational resources, videos, supplemental resources, learning objects, software or web
tools, and others. You are not yet considering the delivery of the information but simply
the information that is needed. Once you have prepared the support materials, circle
back to ensure alignment with previous steps.
STEP 4: PLAN FOR FORMATIVE COURSE ASSESSMENT

Next, you need to identify and plan activities or assignments that will allow both
you and your students to informally assess their achievement of the course objectives.
Students should be allowed to test the waters before diving directly into a high stakes
exam. So, what can students do to check their own progress and allow you to ensure
they are on their way to achieving the course objectives before that summative
assessment? Formative assessments are often informal, graded or ungraded, lower
stakes activities and assignments that allow students to fail and try again without
detrimental consequences. These might include self-check quizzes, classroom activities
as guided practice, independent activities as homework, or even simple partner-pair-
share activities. Once you have planned for formative course assessment, circle back to
ensure alignment with previous steps.
STEP 5: PLAN FOR SUMMATIVE COURSE ASSESSMENT

Next, you need to identify and plan summative assessments that will allow you to
formally assess student achievement of the course objectives. This is the time for
students to demonstrate their levels of achievement. From these assessments, you will be
able to collect data to aid in improving instructional design, instructional strategies, and
ultimately student learning. These assessments are often formal, graded or ungraded,
higher stakes activities, assignments, and exams that call on the students to
demonstrate mastery of the course objectives. Examples might include traditional exams,
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case studies, research essays, projects, and more. Once you have planned for summative
course assessment, circle back to ensure alignment with all previous steps.
In the case of new program development, or where a program is making significant

changes, it may not be optimal for a unit to associate the new outcomes with the existing
curriculum. Instead, it may make more sense to create a curriculum map to guide the
development of new courses. In this case, the program outcomes would be used as the
starting point for considerations of course alignment (implementing the concept of
backwards design that was described in the introduction), and units would build the
curriculum from the end of the program to the beginning. In other words, start with the
advanced courses where students would demonstrate mastery of the program learning
outcomes, and work backwards through the students’ development to the introductory
courses. Starting with the end point in mind helps to ensure that 1) students leave the
program with the appropriate level of mastery, and 2) students are given appropriate
opportunities throughout the entire curriculum to develop skills and knowledge before
demonstrating mastery of the outcomes near the end of the program.
Typically, curriculum maps are structured with the learning outcomes along one
axis and the courses along the other axis (see Sample Curriculum Map below). At the
cross-section of each line (consider a cell in Excel), the unit would note whether or not
that program learning outcome is addressed in that course, and use an alpha or
numerical code to indicate the level of development of the outcome within that course
(the code for the sample map is outlined below). It can be helpful to have course
outcomes to complete a curriculum map, but in the absence of those, instructors will
need to articulate the main course goals.
It is important for units to understand that each outcome should NOT be

addressed in every course – in fact, a well-balanced curriculum would likely see a
maximum of three or four outcomes addressed in a given course.
Sample Curriculum Map
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Big Idea: Structure in the Arts

Understanding of the various structural components of the arts is critical to the development of other larger concepts
in the arts. Structures that artists use include elements and principles of each art form, tools, media, and subject
matter that impact artistic products, and specific styles and genre that provide a context for creating works. It is the
artist's choice of these structural components in the creative process that results in a distinctively expressive work.
Students make choices about how to use structural organizers to create meaningful works of their own. The more
students understand, the greater their ability to produce, interpret, or critique artworks from other artists, cultures, and
historical periods.
Academic Expectations
1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to
different audiences for different purposes.
1.13 Students make sense of ideas and communicate ideas with the visual arts.
1.14 Students make sense of ideas and communicate ideas with music.
1.15 Students make sense of and communicate ideas with movement.
2.23 Students analyze their own and others' artistic products and performances using accepted standards.
Big Idea: Structure in the Arts - Music
Program of Studies: Program of Studies: Skills and Related Core Content

Understandings Concepts
High School Enduring Knowledge High School Skills and Concepts - AH-HS-1.1.1
- Understandings Music Students will analyze or evaluate
AH-HS-SA-U-1 AH-HS-SA-S-Mu1 the use of elements of music in
Students will understand that the Students will use appropriate musical compositions.
elements of music, dance, and terminology to analyze and evaluate DOK 3
drama are intentionally applied in the use of elements in a variety of (Incorporates prior knowledge
creating and performing. music (rhythm, tempo, melody, about elements from primary
harmony, form, timbre, dynamics) through 8th grade)
AH-HS-SA-U-3 Elements of music:
Students will understand that AH-HS-SA-S-Mu2 Rhythm, Melody, Form (rondo,
responding to and critiquing works of Students will apply the elements of theme and variations, musical
art involves an understanding of music with technical accuracy and forms of opera: overture, aria,
elements, principles, and structures expression while performing, singing, recitative, movements of the
appropriate to each area of the arts. playing instruments, moving, classical symphony - four
listening, reading music, writing movements in typical
AH-HS-SA-U-4 music, and creating music sequence: movement 1-fast
Students will understand that existing independently and with others dramatic movement,
and emerging technologies can movement 2-lyrical slow
inspire new applications of structural AH-HS-SA-S-Mu3 movement, movement 3-a
components. Students will listen to and analyze dance-like movement [e.g.,
how changing different elements minuet or scherzo], movement
results in different musical effects 4-a brilliant or heroic fast
movement), Timbre, Harmony,
AH-HS-SA-S-Mu4 Tempo, Dynamics
Students will recognize, describe,
and compare various styles of music
(rondo, theme and variation, opera –
overture, aria, recitative, movements
of a classical symphony)
VISION MISSION
29
DIFFUN CAMPUS

Sample Curriculum Map for Professional Education Courses

L-Learned Outcomes (knowledge, skills, values)/ outcomes achieved in the subject.
P-Practise the learning outcomes (knowledge, skills, values)
O-Opportunity to learn and practise (opportunities to learn and practise knowledge,
skills and values but not totally taught)
COURSE MAP
Learning Outcomes (for BSEd Program) Indicator
Possess broad knowledge of language and literature for effective learning. L
Use English as a global language in a multilingual context as applied to the L

teaching of language and literature.
L
Acquire extensive background in the field of language, literature, and other
allied services.
P
Demonstrate proficiency in oral and written communication.
P
Show competence in employing innovative language and literature teaching
approaches, methodologies, and strategies.
P
Use technology in facilitating language learning and teaching.
O
Inspire students and colleagues to lead relevant and transformative changes
to improve learning and teaching language and literature.
P
Display skills and abilities to be a reflective and research-oriented language
and literature teacher
Enrichment Activities:
Directions: Make a wise decision. Show me that you understood the lesson. Know the
difference between YES and NO answer to each of the question.
1. Does curriculum mapping help a teacher understand what to accomplish within the
period of time?
2. Is a curriculum map a permanent document?
3. Can a curriculum map help explain to parents what their children are leaning in
school?
4. Is curriculum mapping a task of only one teacher?
5. Can a curriculum map as a tool to be used in instructional supervision?
VISION MISSION
30
DIFFUN CAMPUS

Announcements:
1. For those who have access on internet, you may send your outputs at
apryllemayelumandasmauyao@gmail.com/or apryllemayemauyao@ymail.com.
Make sure outputs are sent with your LAST NAME, FIRST NAME, COURSE &
SECTION, MAJOR as file name.
(Example: MAUYAO, APRYLLE-BSED2B-ENG)
2. Outputs should have a cover page following this format. (This is mandatory for
both students who prefer online and offline (modular) mode of learning)
Please see attached photo.
3. Examinations will be announced in our group chat and will be administered

through google form. Be reminded that announcement on scheduled exam will be
posted a week before the given day of examination.
4. Issues and concerns will only be entertained in our Group Chat. No direct
messaging UNLESS needed.
5. Before posting your question, check if anyone has asked it already and received a
reply.
6. If you reply to a question from a classmate, make sure your answer is accurate. Do
not guess!
7. Remember to say "Please" and "Thank you" when asking for help.
VISION MISSION
31

Self-Paced Learning Module: The Teacher and School Curriculum

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QUIRINO STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION