D58-EDUC 15 December 2, 2021

Module 3: Approaches and Curriculum Development Process and Models

IV. LEARNING EXPERIENCES/ACTIVITIES

Learning Activity 9. Inventory of Curriculum Approach as Contents, Process

and Product (15 points)

1. Choose a reference or textbook that is being used in the Elementary, High School or
college. Use K-12 Based textbook.
2. Do what are asked for in the matrix.
3. Submission: November 29 to Dec. 3, 2021 (one-time submission)

Title of the Book: Science

Grade Level: 3 Subject Area:
No Contents Process Product/Outcome
. Example: Foundations of Example: Compare and Example: Venn
Curriculum contrast the philosophical Diagram
foundation of education
1. Characteristics of Solids Identify different solids Ven Diagram &
around them. Chart
Group the solids
according to their
observable characteristics
2. The Skin Identify the parts of the Leveling the Pictures
skin and foundation of
each part
3. Beneficial Parts Identify different benefits Fill out Chart
from parts
4 Characteristics of Liquids What are the shapes of Fill out the chart
containers? What is in
each container?
5 Sense Organs Describe the parts and Leveling the Pictures
function of the eyes

Activity 10. Assessment Check (10 points)

Instruction: Write the correct answer of the concept referred to.

Submission: November 29 to Dec. 3, 2021 (one-time submission)

Concepts of Curriculum Development Process Answer

1. Curriculum as a way of doing Curriculum
Designing
2. Authenticity of the curriculum content Validity
3. Curriculum as the subject matter Curriculum as a
Content or Body of

BO, CHARLENE A.
D58-EDUC 15 December 2, 2021
Module 3: Approaches and Curriculum Development Process and Models

Knowledge
4. Fair distribution of the contents across the subjects Articulation
5. Curriculum as an outcome of learning Curriculum as a
Product
6. Continuous flow of content vertically and horizontally in the Articulation
curriculum
7. Evidence of effective and successful teaching Curriculum
Evaluation
8. Curriculum contents are interrelated with others subject areas Feasibility
9. Relevance and usefulness of the content Utility
10. Contents are within the capabilities and abilities of the leaners Learnability
considering the psychological principles of learning.

Learning Activity 11. Analyses a DepEd Self-Learning Module (20 points)

1. Have a copy of DepEd Self-Learning Module in any grade level and subject area.
2. Describe the module based on the curriculum development process
3. Submission: November 29 to Dec. 3, 2021 (one-time submission)

Planning Designing Implementing Evaluating

Based on the Dep Specific Learning Training of NEAP
Ed Learning Modalities Teachers, School Transformation
materials for School  Learning Leaders and Priorities Multi-
Year 2020-2021 Delivery Household Skilled Teachers and
Modes Partners Multiskilled Utilities
Preparation Technologies
Professional and and Prepare teacher to Classroom, Online
Development of Strategies; adopt, implement Broadcast, and off
Teachers and Traditional Face to and manage remote classroom modules
School Leaders for face combined with learning modalities
Multi-Model modular Learning as alternative and
Learning Deliver Distance learning complementary
through Modules, delivery modality to
Prepare teachers to Online and face to face (in
adopt, implement Educational school learning)
and message Television (ETV) Capacitate school
distance learning Printed leaders to implement
modalities. Offline Digital and manage to
Online Digital remote the learning
Regular Educational system at the school
Professional Television and community
Development Homeschooling level.
Program  Modality
depending on Improve readiness
local COVID of household
 Local Choice partners in
supporting learners
while on remote
learning at house

BO, CHARLENE A.
D58-EDUC 15 December 2, 2021
Module 3: Approaches and Curriculum Development Process and Models

setting.

Learning Activity 12. Comparison of the Three Models (30 points)

1. Determine the similarities and differences of the three models of curriculum development
process.
2. Submission: November 29 to Dec. 3, 2021 (one-time submission)

A. How are they similar?

Similar Features Tyler Taba Saylor & Alexander
Tyler  Both objective
based and both
include
evaluation
process
 They both
have a
specific
objective that
need to be
accomplished.
Taba's 
 Their
models both
emphasize on
the planning
phase xxxx 
 They both
specify major
educational
goals.
Taba  Both objective
based and both
include
evaluation
process
 They both
have a
specific
objective that
need to be
accomplished.
Taba's 
 Their
models both
emphasize on

BO, CHARLENE A.
D58-EDUC 15 December 2, 2021
Module 3: Approaches and Curriculum Development Process and Models

the planning
phase xxxx 
 They both
specify major
educational
goals.
Saylor &  Both objective
Alexander based and both
include
evaluation
process
 They both
have a
specific
objective that
need to be
accomplished.
Taba's 
 Their
models both
emphasize on
the planning
phase xxxx 
 They both
specify major
educational
goals.
Comments:

B. How are they different?

Similar Features Tyler Taba Saylor & Alexander
Tyler Tyler's model is
deductive. Tyler’s
approach argues
from the
administrator
approach.

Taba While Taba's model

is inductive. Taba's
reflects the teacher's
approach.

Saylor & Alexander Model Saylor and

Alexander define
curriculum as a plan

BO, CHARLENE A.
D58-EDUC 15 December 2, 2021
Module 3: Approaches and Curriculum Development Process and Models

to provide sets of
opportunities for
learning to attain
practical educational
goals as well as
related objectives for
the identifiable
population a school
center service,
Comments:

Prepared by:

LAINE T. TUMAMANG, PH.D.

Professor, Professional Education Courses

BO, CHARLENE A.