Asuncion, Alwin Learning Task 1-5 MS05 (30660)

Republic of the Philippines
City of Olongapo
GORDON COLLEGE
COLLEGE OF EDUCATION, ARTS AND SCIENCES
Olongapo City Sports Complex, Donor St., East Tapinac, Olongapo City 2200
Telefax No.: (047) 602-7175 loc 322
Name: Asuncion, Alwin September 09, 2021

Course & Year: BSEd-Mathematics 3A
Corriculum Development (MS05)
30660
I. LEARNING TASKS
Now that you have gained theoretical understanding of the basic concepts, nature and types
of curriculum, it is then necessary to apply these theories and concepts in the context of your
future role as a teacher. Accomplish the following learning tasks according to the timeframe
specified in the course syllabus.
Learning Task No 1
Direction: Now that you have done reading the key learning points about the nature and types
of curriculum, you are now requested to share your insights focusing on the learning that you
gained from this Module.
What are the significant learning or How will these learning or insights be of
insights I gained from this Module ? help to me as a future teacher?
The module shows the principles, nature The insight that is currently being used as
and curriculum objectives. As a a future instructor in our generation helps
prospective instructor in our day today I me decide what kind of learning method
discovered that the curriculum is an should be employed today. Learning is
ongoing rebuilding that takes the child's changing all the time. Creating more
current experience out of the ordered learning methodologies in conjunction with
realities that we call study. It is all changes in the times and economic and
experiences, both guided and unspoken, technological advancement. We must also
connected with the development of the keep pace with changing the modern
individual's capabilities. It consists of all educational tactics, depending on the
children's experiences led by teachers. requirements of our young people today,
Thus, the curriculum as a subject along with the change in our surroundings.
symbolizes a process, rather than a The curriculum helps me guide, evaluate
strictly defined substance. It is the and supply educational tools that assist
guideline or path map for all instructors to me expand our children' s knowledge, find
be a better and more effective educator in out about their vitality and prepare me at
education. the correct moment to confront the vine's
challenges. Teaching is a life-long learning
process that requires more guidance in
order to serve our students and to give
them the finest way to learn.
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
Learning Task No. 2

Direction: Write an Acrostic. Take the word CURRICULUM, and think of the key words or key
learning points that we have discussed relative to the nature and types of curriculum, using
word/s beginning with each of those letters.
From the word CURRICULUM it is a
Central guide for education, a

Unique learning
Reflecting on teaching, a
Roadmap of the
Instructor,
Culturally responsive pedagogy,
Useful for
Learning experience,
Uplifting and
Motivational
Learning Task No. 3
Direction: Multiple Choice Test. Encircle the correct answer. The following are statements to
check your understanding of the concepts and types of curricula:
1. The traditionalists considered curriculum synonymous to these except

a. Subject matter c. Course of Study
b. Syllabus d. Total Learning Experiences
2. This is the type of curriculum which is common to most schools
a. Written curriculum c. Recommended curriculum
b. Taught curriculum d. Supported curriculum
3. This curriculum refers to the learning outcomes achieved by the students
a. Assessed curriculum c. Supported curriculum
b. Learned curriculum d. Hidden curriculum
4. This curriculum comprises the different planned activities which are put into action in the
classroom
a. Assessed curriculum c. Taught curriculum
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
b. Hidden curriculum d. Supported curriculum

5. He sees the curriculum as an on - going development and construction of the learner’s
educational experiences
a. David Armstrong c. John Dewey
b. Joseph Schwab d. Arthur Bestor
6. This type of curriculum will determine if the learners are progressing in their school
performance
a. Hidden curriculum c. Assessed curriculum
b. Learned curriculum d. Written curriculum
7. The use of technology-based instructional materials in teaching and learning is reflective
of this type of curriculum
a. Assessed curriculum c. Hidden curriculum
b. Supported curriculum d. Taught curriculum
8. The ability of the learner to critically analyses situations is the concern of this type of
curriculum
a. Hidden curriculum c. Learned curriculum
b. Supported curriculum d. Recommended curriculum
9. For the traditionalists, this is considered the least priority in education
a. Grammar c. Literature
b. Vocational training d. extra-curricular
10. The inclusion of an additional two-year basic education in the Philippines is an example
of this type of curriculum
a. Written curriculum c. Recommended curriculum
b. Taught curriculum d. Learned curriculum
11. The different school-based and community-based relationships developed from among
the stakeholders is a manifestation of this type of curriculum
a. Written curriculum c. Supported curriculum
b. Hidden curriculum d. Learned curriculum
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
Learning Task No. 4

Direction: Using the internet as your source of information, identify three proponents or
contributors in the development of curriculum concepts and theories (not mentioned in the
module). Give a brief personal and educational background as well as his/her contribution in
curriculum development.
1. Franklin Bobbitt (1876~1956)

Born in English, Indiana. Bobbitt earned his undergraduate degree at Indiana University
and then went on to teach, first in several rural schools in Indiana and later at the Philippine
Normal School in Manila. After receiving his doctorate at Clark University in 1909, he joined
the faculty of the University of Chicago, where he remained until his retirement in 1941.
His contribution in Curriculum development is the Social Efficiency movement. The

aim of education, they said, was to educate young people for the specific
employment and civil society tasks that they played at adulthood and so make
society more ordered and stable. This social goal was met with the test for schools
and their curriculum, as those philosophers saw.
Franklin Bobbitts legacy falls into four areas:
1. He was one of the first American teachers to advance in identifying goals as a
beginning point for curricula. In conjunction with the authors of the Cardinal
Principles of secondary education of the National Education Association, he
argued that the curriculum's content is not obvious in traditional knowledge
disciplines but must be derived from objectives addressing the functions of adult
labor and citizenship.
2. His so-called scientific approach to study set a pattern for many educators'
efforts to describe the methods for the study course throughout the next six-
month period. It was a way of developing curricula, which established and
remained the common thinking among American educators.
3. Bobbitt and other efficiency-based school reformers from the early 20th century
argued that the curriculum should be differentiated into numerous curricula,
including academic, preparatory and other vocational and terminal programs
and that students should be channeled into these courses on the basis of their
skills. His work has credited efforts to make the curriculum professional and has
legitimated one of the most debatable characteristics of the modern curriculum,
the tracking procedures and the grouping of skills.
4. Bobbitt was one of the first American educators to see the curriculum as a tool
of social control or regulation to meet modern society's challenges. True to
ideas of Social Efficiency, he saw the schools' mission as instilling in young
people the skills, knowledge and beliefs needed to operate in an increasingly
heterogeneous, industrial and urban society, which was developed in the early
20th century in America.
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
2. Ralph Tyler (1902~1994)

Was born in Chicago, Illinois, on 22 April 1902, and relocated to Nebraska shortly
thereafter (1904). Tyler graduated from Doane College in Crete, Nebraska in 1921 at
the time of 19 and started secondary education in South Dakota, in the town of Pierre.
He graduated from the University of Nebraska (1923) as an assistant scientific
supervisor (1922-1927). Tyler was awarded a Ph.D. by the University of Chicago in
1927.
Contribution to Testing and Curriculum Development

Tyler's career in the field of testing and curriculum development has certainly been
shaped by OSU over his years. His contacts with the OSU took him to the Progressive
Education Association company and his efforts to establish a project aimed, of course,
at reviewing American secondary education requirements. Thirty secondary schools
that agreed to experiment with various alternative curriculum approaches were known
as the Eight Year Study. The aim of the study was to enhance the understanding of the
impact of secondary school experience on college and other post-secondary activities.
Tyler was chosen as the assessment director for the project, suggested by the OSU
Faculty's teacher, Boyd Bode, for this task. Tyler developed evaluation procedures
specifically for the eight-year study experimental variables. The facts of this work are
preserved on the evaluative part of the eight-year study in Tyler and Smith's 1942
book. The conclusion of the eight-year study called into question the history of
supporting only one set of high school experiences to college success and gave rise to
more alternative thoughts on the curriculum for secondary school.
The eight-year study offered Tyler not just with a space for his creative assessment
perspective, but also required him to think about the logic for a school curriculum. In
reply to a need for greater curriculum support from participating schools, Tyler
produced for participating schools the curriculum planning reason. In 1938 after he was
appointed chairman of the Department of Education at the University of Chicago, Tyler
further cultivated his ideas on the basis that he used the course for his curricula and
training and published it finally in 1949 under the title of Basic Principles of curricula
and instruction. In the explanation, Tyler viewed school action as a way to meet a
range of concerns that talk about school aims, how experiences are organized and
what experiences are evaluated. His fundamental questions are now well known:
1. What educational purposes should the school seek to attain?

2. What educational experiences can be provided that are likely to attain these
purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained?
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
The explanation also highlighted a number of crucial things to consider. Tyler

believed the school curriculum framework should also take account of three
primary characteristics, which form the main parts of an educational experience:
1. the nature of the learner

2. the values and aims of society
3. knowledge of subject matter
3. Harold Rugg (1886–1960)
a long-term teacher at Teachers College, University of Columbia, was one of the most
well-known educators in the United States in the period of progressive education. From
1929 to the early 1940s, he produced the first series of schoolbooks. Rugg was born to
the carpenter's son in Fitchburg, Massachusetts. His early poverty appeared to prevent
his college attendance. Nevertheless, he was able to enroll in Dartmouth College,
graduated from the Thayer School of Civil Engineering in 1908, and obtained a
bachelor's degree in civil engineering in 1909.
Contribution to Curriculum Development

In 1922, Rugg formed a team to construct a series of social studies booklets for junior
high schools. his booklets (grades six to eight). Ginn and Company adapted and
published these works from 1929. Over five million textbooks were to be sold in the
next five decades by Rugg and Ginn and Company, and publishing models that were
still utilized in the early 21st century become a model of the creation of textbooks. In
1939 Rugg also established a series of primary education (1 to 8 grades) with Louise
Krueger.
In 1928, Rugg wrote his first major work, The Child-Centered School, which described
"child-centered" education on the historical and contemporary foundation. This text had
a significant impact on advanced educators and remains a very good explanation of
and criticism of the subject. It was also one of the first treatises on the two main areas
of progressive education: child focus and societal reconstruction.
In the past few years before his retirement, Rugg focused mostly on teacher education
and education foundations. He admired and received his books in these areas but had
no lasting effect on his curriculum work. Rugg tried to comprehend and explain creative
thinking at his death and Imagination, his latest work, was focusing on the field and
was posthumously published but not fully finished.
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
Learning Task No. 5

Direction: Using your school experiences as your frame of reference, apply the concepts ,
theories and principles ( that you have learned from this module ) in teaching and learning.
1. Cite at least two (2) examples of plans and programs prescribed or recommended by the
Department of Education for implementation in schools offering basic education. Give a
brief description of the said plan or program.
Title of Plan/Program: EDUCATION POLICY DEVELOPMENT PROGRAM

Description:
Policy and Research Program - The Policy and Research Program (PRP) aims to
strengthen evidence-based decision making through the oversight, promotion, and
conduct of policy development, research, and sector monitoring and evaluation. The
Policy and Research Program supports activities under three key result areas:
1. Policy Development
2. Research Management
3. Sector Monitoring and Evaluation
Benificiaries: Decision-makers and policymakers together with their technical staff will
be the direct beneficiaries of the Policy and Research Program, capacitating them to
develop, review, and analyze policies; manage, conduct, and utilize research; and
conduct M&E and utilize its results. Setting up standards on policy development,
research management, and sector M&E will also ensure the efficient implementation
of various programs and policies of the Department. For BERF, DepEd personnel
from the schools up to the national office who are qualified for the grant will be its
direct beneficiaries.
Title of Plan/Program: Inclusive Education Program

Description:
Inclusive Education is the core principle of the K to 12 Basic Education Program. This
promotes the right of every Filipino to quality, equitable, culture-based, and complete
basic education. Through inclusive education, all Filipinos will realize their full
potential and meaningfully contribute to building the nation.
The inclusiveness of the K to 12 Education is also expressed through existing
programs such as Special Education (SPEd), Indigenous People’s Education (IPEd),
Madrasah Education, and Flexible Learning Options (FLO) including Alternative
Delivery Modes (ADM) and Alternative Learning System (ALS), which addresses the
needs of particular learners.
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
The principle of inclusion promotes institutional sensitivity and responsiveness

nature, situation, and realities of our country’s learners and directs the Department to
proactively address these through the curriculum and the said programs:
1. Multi grade Education Program- One of the continuing initiatives of the
Department of Education (DepEd) along its thrust of increasing access to
quality elementary education is strengthening the implementation of the
Multigrade Program in the Philippine Education (MPPE).
Multi grade Education Program addresses pressing concerns and issues on
the provision of customized teaching and learning materials for multi grade
classes and professional development of teachers.
2. Special Education (SPED) Program- This Special Education Program
specifically aims to enhance access and upgrade the quality of SPED
programs and services, as well as to raise the efficiency of education
services directed towards all recognized SPED Centers for elementary and
secondary schools with classes for learners with special needs.
The ultimate goal of SPEd is the inclusion of children with special needs into
the regular school system and eventually, in the community.
3. Madrasah Education Program- The Madrasah Education Program (MEP)
aims to provide the Muslim learners with appropriate and relevant
educational opportunities within the context of their cultures, customs,
traditions and interests through the integration of the Arabic Language and
Islamic Values Education (ALIVE) program in the basic education curriculum
so that the Muslim citizens shall have the intellectual and educational
capacity to participate actively in the social, economic and political endeavors
of the country.
4. Indigenous People’s Education (IPEd) Program- The Indigenous
People’s Education (IPEd) Program is DepEd’s response to the right of
Indigenous People (IP) to basic education that is responsive to their context,
respects their identities, and promotes their indigenous knowledge, skills,
and other aspects of their cultural heritage.
5. Flexible Learning Options: Alternative Learning System (ALS)-
Alternative Learning Systemis a program aimed at providing an alternative
path of learning for the out-of-school youth and adults who are basically
literate but have not completed 10 years of basic education as mandated by
the Philippine Constitution. Through this program, school dropouts will be
able to complete elementary and secondary education outside the formal
system.
6. Alternative Learning System-Education Skills and Training ( ALS-EST)-
The Alternative Learning System (ALS) Integrated Education and Skills
Training Program modifies the regular ALS program by integrating Technical-
Vocational Training and other skills training. The program will utilize existing
DepEd expertise, particularly from remaining technical high schools and
select Senior High Schools, and leverage partnerships with SUCs, LGUS,
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
private sector and CSOs, to provide the technical-vocational and other skills
training components attuned to the demands and opportunities of the local
community and the country.
7. Alternative Delivery Mode (ADM)- ADM is a tried and tested alternative
modality of education delivery within the confines of the formal system that
allows schools to deliver quality education to marginalized students and
those at risk of dropping out in order to help them overcome personal, social,
and economic constraints in their schooling (Republic No. 10618 (An Act
Establishing Rural Farm Schools as ADM of Secondary Education and
Appropriating Funds Therefor).
2. The Taught Curriculum contains varied teaching and learning activities that are
implemented by the teacher in the classroom. Using your experiences as your frame of
reference, cite specific examples of activities utilized and implemented before, during and
after the presentation of the lesson.
Examples of Classroom Activities Utilized/Implemented by the Teacher BEFORE the Presentation of
the Lesson
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
Examples of Classroom Activities Utilized/Implemented by the Teacher DURING the Presentation

of the Lesson
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
Examples of Classroom Activities Utilized/Implemented by the Teacher AFTER the Presentation of the
Lesson
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
3. The Written Curriculum includes documents based on the recommended curriculum.

They come in the form of course of study, syllabi, learning plans, curriculum guides, etc.,
which are handed down to the schools for implementation. Using available resources
(like interview or internet) place here an example of the format used in the preparation of
the following written curriculum
Main Components of a CURRICULUM GUIDE (Prescribed by DepEd)
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
Format/Parts of a COURSE SYLLABUS

City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
Format/Parts of a LEARNING PLAN
4. The Assessed Curriculum contains appropriate assessment tools to find out the extent of
teaching or to tell if the students are progressing. Using available resources (like DepEd
Orders) place the description and example of formative and summative assessment. The
sample test must be related to your area of specialization.
Brief Description of FORMATIVE ASSESSMENT:

 activities that students and teachers undertake to get information about
students’ learning
 giving students feedback which they can use to improve their performance
The goal of formative assessment is to monitor student learning to provide ongoing

feedback that can be used by instructors to improve their teaching and by students to
improve their learning. Help the students to identify their strengths, weaknesses and
target areas that need work.
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
Sample Formative Test:
1. Diagnostic test
2. Pop Quizzes (not recording)
3. Rubrics
Brief Description of SUMMATIVE ASSESSMENT:

 Judgement made on work that results in the student being awarded a grade,
may include formative elements.
 Assessment designed to be used to determine grades or mark.
The goal of summative assessment is to evaluate student learning at the end of an

instructional unit by comparing it against some standard or benchmark. It helps to
measure a student's achievement at the end of a dedicated instructional period.
Sample Summative Test:

1. Midterm exam
2. Final project
3. Written report
5. The Supported Curriculum contains appropriate instructional materials which should

support or enhance the implementation of the curriculum. Using available resources
examples of technology – based instruction materials as well as print instructional
materials.
List of Technology-Based Instructional Materials
Audio- Cassette, Lapel microphone or microphone, podcast

Audio Visual- Slides tapes, films, filmstrips, television, video, multimedia
Electronic Inter-active- Computer or laptop, calculators, tablets
List of Print –Based / Paper-Based Instructional Materials

-Text books
-Chart
-Posters
-Hand-outs
-Study guide
-manuals
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322

Asuncion, Alwin Learning Task 1-5 MS05 (30660)

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Asuncion, Alwin Learning Task 1-5 MS05 (30660)

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

Name: Asuncion, Alwin September 09, 2021

Learning Task No. 2

From the word CURRICULUM it is a

Central guide for education, a

1. The traditionalists considered curriculum synonymous to these except

b. Hidden curriculum d. Supported curriculum

Learning Task No. 4

1. Franklin Bobbitt (1876~1956)

His contribution in Curriculum development is the Social Efficiency movement. The

2. Ralph Tyler (1902~1994)

Contribution to Testing and Curriculum Development

1. What educational purposes should the school seek to attain?

The explanation also highlighted a number of crucial things to consider. Tyler

1. the nature of the learner

3. Harold Rugg (1886–1960)

Contribution to Curriculum Development

Learning Task No. 5

Title of Plan/Program: EDUCATION POLICY DEVELOPMENT PROGRAM

Title of Plan/Program: Inclusive Education Program

The principle of inclusion promotes institutional sensitivity and responsiveness

Examples of Classroom Activities Utilized/Implemented by the Teacher DURING the Presentation

3. The Written Curriculum includes documents based on the recommended curriculum.

Format/Parts of a COURSE SYLLABUS

Format/Parts of a LEARNING PLAN

Brief Description of FORMATIVE ASSESSMENT:

The goal of formative assessment is to monitor student learning to provide ongoing

Sample Formative Test:

Brief Description of SUMMATIVE ASSESSMENT:

The goal of summative assessment is to evaluate student learning at the end of an

Sample Summative Test:

5. The Supported Curriculum contains appropriate instructional materials which should

Audio- Cassette, Lapel microphone or microphone, podcast

List of Print –Based / Paper-Based Instructional Materials

You might also like