Activity 1- Think- Pair – Share

1. Get a partner (A and B)

2. Discuss the Sabre- Tooth Curriculum and answer the following:
a. Does the sabre- tooth curriculum still exist at present?
Give examples of your evidence?
-In our own opinion, Sabre- tooth Curriculum still exists because
there are subjects that still teaching learners the basic survival skills.
For example, In social Studies subject, student are trained to budget
their good so that they can have ideas on how to survive when
inflation strike their locality.
b. Describe the Kind of curriculum that exists as described in the article.

Sabre- Tooth curriculum is a curriculum that being used to teach

students how to survive in different phenomena or conflict situations
that may harm their lives. In our present curriculum, it is not
recommended but still applicable.

c. What does the author mean, when he said “ A curriculum should be timeless”
Explain

The quote”: A curriculum should be timeless” means that

education system should fit with the needs of the time and serve a
purpose. Curriculum should not remain constant but instead, it must
adjust or develop depending on the needs of the students.

d. What is the difference between education and training?

The difference between education and training is; Training refers

to the process of learning something with a goal performing a specific
skills or behavior. While, Education is the systematic process of learning
something with a goal of acquiring knowledge. In training, we pursuit
ability while in education we pursuit knowledge.

Name of Partner: Nenia Joy P. Gella

Activity 2- Observing a Curriculum in a classroom.

Visit a classroom other than your own with permission from the teacher( elem. high school,
college)

Do the two activities:

1. Observe the classroom activities.

2. Interview the teacher.

Focus your observation and interview on the presence or absence of the seven types of curricula
and their descriptions.

3. Record your observation and interview on the matrix provided.

Guide questions for observation and interview.

1. What curricula are present in the classroom from my observation?

- Based on my observation, the present curricula in the classroom are;
Recommended, Written, Taught, assessed, learned and supported
curriculum.
-
2. What Curricula is present in the classroom from my interview?
- According to the teacher that I interviewed, The present curricula in the
classroom are: The Recommended, Written, Taught, Supported, Hidden,
Learned and assessed curriculum.
-
3. How do I describe what I observed? Interviewed?
- Since the country is still in the midst of pandemic Covid 19, The classes in all
level of education are still suspended. To make students continue their
studies, Government use new modalities to still sustain the needs of students.
Some schools used printed modules while others used online modalities.
- During my Observation in one of the elementary school located in my
barangay. I noticed that the present curriculums are: the recommended
curriculum, this refers to the curriculum being suggested by professional
agencies such as DepEd, CHED and TESDA. The Written curricula or the
written works made by teachers to facilitate the learning of their students,
This include the lesson plans. The taught curriculum or the topics being
discussed by the teacher. Since classes are still suspended, taught curriculum
is present in the form of modules and other modalities used by the teacher.
Next is the supported curriculum. This refers to the activities made by
 teachers to support the learning of students. Hidden curriculum, or the
norms, the tradition and other external factors that can affect student’s
learning. The learned curriculum or the thing being learned by the students.
In this time of pandemic, learned curriculum is being assessed from the
answers of the students in their modules and lastly the assessed curriculum,
this refers to the activities made by students to assess the learning of the
students. This is useful to make the teacher identify whether he/she
effectively taught the lesson to her/his students.
-
4. Is there a type of curricula not present in the classroom? identify

Based on my observation, there is no absence curricula since each of them has its
own function in helping students achieve the knowledge they needed.

Types of Curriculum What observation/ information did I get? or what answer did I
get from my interview?
1. Recommended It is a curriculum that suggested by different professional
agencies. It is based on the needs of the students and serves as a
guide of a teacher in teaching lessons for their students.
2. Written It is a curriculum that made by the teachers. it consist of
activities, materials and plans that a teacher made in preparation
for a better discussion of a teacher. Mostly, it is based on the
recommended curriculum.
3. Taught It is a curriculum that consist of lessons that being teach by a
teacher. It is the information or topics discussed during the class.
4. Supported It is a curriculum that supports the learning of a student. Some of
the examples are the discussion, individual and group activities,
reporting and etc. .
5. Assessed It is a curriculum that helps teachers assess the learning of the
students. it is also an effective way to identify the effectiveness of
a teacher in discussing the lesson. some of the examples are the
quizzes, exams, and performance assessments.
6. Learned It refers to anything that a student learned from the discussion of
a teacher. it can be identified through assessment process.
7. Hidden It refers to other external factors that may affect the learning of
the students such as norms, culture, tradition, language and etc.

Self- Check

Spin a Win: Agree or Disagree

Read each statement and decide whether you agree or disagree.

Write your answer before each number.

Agree 1. In the Saber Tooth Curriculum learning is experiential and authentic.

Agree 2. It is a reality that there exists more than one curriculum in the teacher’s Classroom.

Agree 3. A teacher can say with confidence that learning has occurred, if the Curriculum has
been assessed.

Agree 4. Some curricula in the schools/classroom are unwritten.

Agree 5. To establish national standards, teachers should be guided by recommended

Curriculum in basic and higher education.

Agree 6. Teachers should expect that school curricula are dynamic and changing.

Agree 7. Evaluated curriculum makes judgment about learning.

Agree 8. Textbook and modules are written curricula that represent the recommended

curricula.

Agree 9. Only the Department of Education can recommend a curriculum.

Agree 10. In the heart of all the types of curricula, the teacher has a major role.

Self- reflect

1. Is it necessary for teachers to learn about school curriculum? Why? Write your answer in
the space provided below.

Curriculum serves as a guide for a teacher in teaching a lesson to their students

therefore, it is very important of a teacher to study, familiarize and as much as possible
master the curriculum. Teacher must identify the expected outcomes that the student
should perform after the class so that he can establish a better plan of activities to be
conducted during the class to meet the expected outcomes from the students.
Self- Reflect

Choose one case 1 to 10 above. reflect on the case you have chosen and write your reflection in
the box below. Ask your classmates to read and comment on your reflection. Both of you,
Discuss your answer.

Name: Porland P. Hornada Case No. 2

A. My Reflection on Case No _2_ (Refers to cases 1 to 10 above)

- Case no 2 describe the teacher as a planner curricularist. As a future teacher
we must learn to develop plans on what to do during the class. In the case
above, the teacher study the curriculum and create plans to have an effective
discussion on next school year.
-
B. What my partner said about my reflection:
After Nenia Read my reflection. She agreed with my opinion because
according to her, it is very important for a teacher to plan a lesson, because
through planning a teacher can effectively thought his lesson to his students.

Name of Partner: Nenia Joy Gella

 Self- Check

Match the CONCEPT in column II with the CHOICES in column III. Write the letter of your
ANSWER in Column I.

I. ANSWER I. CONCEPTS III. CHOICES

B 1. Curriculum as way of doing. A. Content
D 2. Authenticity of the content. B. Process
A 3. Curriculum as the subject matter. C. Product
E 4. Fair distribution of the content across D. Validity
the subjects.
J 5. Curriculum as the outcome of E. Balance
learning
H 6. Seamless flow of content vertically F. Articulation
or horizontally in the curriculum.
C 7. Evidence of successful teaching. G. Sequence
F 8. Content in enduring and perennial, H. Integration
from past to future.
I 9. Allow the transfer of content to other I. Continuity
fields.
G 10. Arrangement of contents from easy J. Learning Outcomes
to difficult.
Take Action

Activity 1: making an inventory of curriculum approach as content Process and Product

Instruction: choose a book that is being used in elementary, high school or college.
Identify the following: content, process, and product.

INVENTORY OF THE CURRICULUM CONTENT, PROCESS AND PRODUCT

Title of the Book: E-MATH

Grade Level: Grade IV Subject area used: Mathematics

No. Content Process Product/Outcome

Example: Example: Example:
a. Type of A. Individual research A. list of types of
curriculum B. Interview curriculum
the classroom C. observation B. skills in
interview and
observation
1. Basic Ideas of  Deductive A. Identify the
Multiplication Method process of
 Individual multiplication
Activities B. Understand the
 Assignment multiplication
process
C. Use
multiplication
table to perform
the
multiplication
process
D. Solve problems
involving
multiplication.
2. Measuring  Deductive Method A. Convert
Capacity  Problem Solving capacity
 Assignment measurements
from one unit to
 another; and
B. Solve problem
involving
capacity.
3. Angles and pairs of  Classroom A. Measure of
angles Discussion angle;
 Board Works B. Classify the
 Quiz different types
of angles;

C. Bisect an angle
using compass
and straight
edge; and
D. Construct an
angle congruent
to a given
angle.
4. Adding Decimal  Inductive Method A. Perform
 Board Works addition of
 Problem Solving decimals
B. Solve problems
involving adding
of decimals
5. Measurements  Deductive A. Illustrate what it
Method means to
 Individual measure;
Activities B. Describe the
 Assignments development of
measurements
from the
primitive to the
present
international
system of units;
and
C. Identify and use
the following
prefixes in the
metric system:
kilo-, hector-,
deka-, deci-,
centi-, mili-,

Self – reflect
 Instruction: after learning from this lesson, how would you prepare yourself to become a teacher,
using the three approaches to Curriculum? Write in the space below:

I will prepare myself in becoming a teacher using the three approaches of

curriculum by having and finding more strategies that will fit to the needs of my students. I
will try to become creative carrier of knowledge.

TAKE ACTION

Activity 1: Comparison of the Three Models (by group or cluster of 3 to 5 persons)

Instruction: With your group members, determine the similarities and differences of the three
models of Curriculum Development Process.

How are the models similar?

Similar Features Tyler’s Taba’s Saylor & Alexander

Tyler Xxxxxxxxx
Taba  They are both xxxxxxxxx
emphasizing on the
planning phase.
 taba’s model is
more grassroot,
inductive approach
that tyler’s model
Saylor & Alexander  Prescribe in nature,
suggest what is
ought to be done.
 Both linear in  They both have a
design. specific objective
 both useful in that needs to be
school and accomplished.
national levels.  Yyler’s model
 Tyler’s model is gives
deductive while considerations
Taba’s model is while Saylor and
inductive. Alexander does
not.
 They both specify
Major educational
goals.
 Taba’s Model give
attention to
anything that may
interfere the
learning of the
students while
Saylor and
Alexander’s model
directs the steps
into four major
steps.
 Their models are Xxxxxxxxx
both design that
follows
  appropriate
learning
opportunities, and
how opportunities
are provided.

SELF – CHECK

1. Describe the model of curriculum development which you understand well. Write two
paragraphs.

SELF- CHECK

1. What phase of the curriculum process do you find very important as a teacher? Why?
As a teacher, the most important phase of curriculum process is the planning. In this
phase the teacher will prepare the activities that will help the students achieve the
designated objectives that they are expected to perform after the discussion. Teachers
also prepared secondary plans so that if the prepared activities failed or doesn’t fit for the
students’ abilities he have prepared activity to be conducted.

Take Action

Activity1. Explore the Web (by groups)

Instruction:

1. Form of five members. Choose a group leader. With all the group members, search two
outstanding personalities in the cluster of Curriculum Foundations who contributed to
curriculum development. Write the biography. You may find other persons not included
in the list given in the lesson.

Cluster 1- Philosophical Foundation

a. Horace Mann

Was born in Franklin, Mass., on May 4, 1796. He labored on the family farm and
learned his letters at home and in the district school, supplemented by long hours in the town
library. Guided by his parents, he developed an appetite for knowledge. Mann's father died in
1809. The next year, when his older brother drowned while swimming on a Sunday, the local
Congregational minister elaborated on the dangers of breaking the Sabbath, instead of
consoling the family. This confirmed Mann's growing alienation from the Church. After
briefly attending an academy in Wrentham and intensive tutoring by an itinerant
schoolmaster, Mann entered the sophomore class of Brown University in 1816. He developed
a lively interest in debating, frequently speaking in support of humanitarian causes. He
graduated as valedictorian in 1819. A growing interest in public affairs led him to study law
after graduation. He interrupted his legal education to serve as tutor of Latin and Greek at
Brown but returned to legal study in 1821 at the famous school of Tapping Reeve in
Litchfield, Conn. He was admitted to the bar in 1823.

Mann practiced in Dedham and Boston, acquired an admiration for Whig politics, and
was elected to the Massachusetts Legislature in 1827. Essentially an activist, Mann came to
believe that public education, which he called "the great equalizer of the conditions of men,"
was more likely to yield the general social improvements he desired than piecemeal efforts in
behalf of prison reform, humane treatment of the insane, and temperance. A fellow legislator
had studied educational conditions in Massachusetts and reported that barely a third of the
school-age children were attending school; that teachers were ill-prepared, poorly paid, and
unable to maintain discipline; and that public schools were avoided by those who could
afford private education. As a result, in 1837 the assembly created the Massachusetts State
Board of Education. The board was required to collect and disseminate information about
public schools and, through its secretary, report annually to the legislature.

b. Sidney Hook

was born Dec. 20, 1902, New York City and died on July 12, 1989, Stanford,
Calif., U.S., American educator and social philosopher who studied historical theory in
relation to American philosophy. He was among the first U.S. scholars to
analyze Marxism and was firmly opposed to all forms of totalitarianism, holding
liberal democracy as the most viable political structure for social and scientific
advancement.

After receiving a doctorate from Columbia University (1927) with John Dewey as

his mentor, Hook taught at New York University (1927–69) until he retired to become
 senior research fellow at the Hoover Institution on War, Revolution, and Peace
at Stanford University (1973–89). An exponent of pragmatism, secularism, and
rationalism, he advocated a general philosophy of personal development. He wrote and
edited more than 35 books including Towards the Understanding of Karl Marx: A
Revolutionary Interpretation (1933), The Hero in History (1943), Education for Modern
Man (1946; rev. ed. 1963), In Defense of Academic Freedom (1971), and Revolution,
Reform, and Social Justice (1975). His autobiography, Out of Step: An Unquiet Life in
the 20th Century, was published in 1987.

Cluster 2- Historical Foundation

a. Franklin Bobbit( 1876-1965)

Was a North-American educationist, a university professor and a writer. A

representative of the efficiency minded thinkers, he specialized in the field of
the curriculum. His parents were James and Martha Bobbitt, he was born in the small
town of English, Indiana on February 16, 1876. Bobbitt graduated in 1901 from
the Indiana University.  He first worked in several rural schools in Indiana.
From 1903 to 1907, Bobbitt was a teacher at the Philippine Normal
School in Manila. He went to the Philippines as part of a member of a committee sent
to draw up an elementary school curriculum for the islands. They had the freedom to
form an original curriculum to fit the needs of the population. At first they put
together American textbooks which they had been familiar with in United States
schools, but a director of education in the Philippines made them look this over.
When they saw that their idea did not fit with the social realities, they discarded their
original plan. This time they drew up a plan with a variety of things to help the people
gain health, make a living, and enjoy self-realization. They got away from the
American textbooks and found activities derived from the Philippine culture. This is
when Bobbitt realized that there were more useful solutions to forming a curriculum
than just using traditional beliefs.
b. Warret Charters (1875- 1952)

Was a pioneering researcher in teacher education and curriculum

development. His scientific approach to curriculum development through analysis of
life activities broke new ground in the emerging field of curriculum study

. Born in Hartford, Ontario, Charters attended the Hartford Village School

and, after finishing studies at Hagersville High School, enrolled at McMaster
University in Toronto for one year. Taking a break from the university, he taught at
the Rockford Public School for two years before he returned to McMaster to earn a
bachelor’s of art degree. A leader throughout his life, Charters served as class
president during his final year at McMaster. In 1923, he received an honorary
doctorate degree from his alma mater.
 Charters earned his teaching diploma at Ontario Normal College in 1899 and,
subsequently, became the principal of Hamilton City Model School. He later served
as the school’s administrator and instructor of teachers-in-training. So successful
were his teacher preparation methods that the Board of Examiners named the
Hamilton Model School as the premier model school in Ontario. Charters later earned
a bachelor’s degree from the University of Toronto, and a master’s degree and Ph.D.
from the University of Chicago. John Dewey, renowned educational philosopher and
the first Laureate of Kappa Delta Pi, was his dissertation advisor.

Upon completing his doctorate, Charters served as principal of the Winona

State Normal School in Minnesota before transferring to the University of Missouri,
where he became a Professor of Theory of Teaching and the Dean of the School of
Education. Concerned particularly about instruction in rural schools, Charters
traveled throughout Missouri to visit and inspect high schools, often walking miles
between train stations and the schools themselves. His first book, Methods of
Teaching, appeared in 1909.
From 1917–1928, Charters was a faculty member at four institutions: the University
of Illinois, Carnegie Institute of Technology, University of Pittsburgh, and University
of Chicago. In 1928, he left the University of Chicago to become Professor of
Education and Director of the Bureau of Educational Research at The Ohio State
University. He also served as Director of Research at Stephen’s College in Columbia,
Missouri, from 1920–1949.

While at the Carnegie Institute of Technology (1919–23), Charters engaged in

numerous research projects, especially ones in vocational and professional education.
By analyzing the professional activities of various occupations to determine
deficiencies in content knowledge, Charters developed curricula for training in fields
such as pharmacy, secretarial work, and radio education. For Charters, activity
analysis was the critical starting point of curriculum development. “Without such
analysis,” he explained, “we are entirely at a loss to know how to proceed in building
the curriculum” (Charters 1923, 40). Increasing productivity through heightened
efficiency in industry was another of his professional emphases, and one which
Charters would continue throughout his career.
Cluster 3- Psychological Foundations
a. Daniel Goleman

was born in Stockton California in 1946. He attended both Amherst College and
the University of California at Berkeley, and graduated from Amherst. He covered
behavioral sciences and the brain for The New York Times for 12 years. He has taught at
Harvard University, where he received his Ph.D., and was senior editor at Psychology
Today. His books include Emotional Intelligence, Working with Emotional Intelligence,
Vital Lies, Simple Truth, The Meditative Mind, The Brain and Emotional Intelligence:
New Insights and, as co-author, The Consumer's Guide to Psychotherapy. He lives in
Massachusetts with his wife.

b. Carl Rogers

Carl Ransom Rogers was born in 1902 in Oak Hill, Illinois. His father was a civil
engineer, and his mother was a housewife; he was the fourth of six children. Rogers was
a high achiever in school from an early age: He started reading before age 5 and was able
to skip kindergarten and first grade.

When he was 12, his family moved from the suburbs to a rural farm area. He
enrolled at the University of Wisconsin in 1919 as an agriculture major. However, after
attending a 1922 Christian conference in China, Rogers began to question his career
choice. He later changed his major to History with plans to become a minister.

He graduated from the University of Wisconsin in 1924 with a bachelor's degree

in History and enrolled at the Union Theological Seminary before transferring to
Teachers College of Columbia University in 1926 to complete his master's degree.

After receiving his Ph.D., Rogers spent a number of years working in academia,
holding positions at Ohio State University, the University of Chicago, and the University
of Wisconsin.

It was during this time that Rogers developed his approach to therapy, which he
initially termed "nondirective therapy." This approach, which involves the therapist
acting as a facilitator rather than a director of the therapy session, eventually came to be
known as client-centered therapy.

In 1946, Rogers was elected President of the American Psychological

Association. Rogers wrote 19 books and numerous articles outlining his humanistic
theory. Among his best-known works are Client-Centered Therapy (1951), On Becoming
a Person (1961), and A Way of Being (1980).
 After some conflicts within the psychology department at the University of
Wisconsin, Rogers accepted a position at the Western Behavioral Studies Institute
(WBSI) in La Jolla, California. Eventually, he and several colleagues left WBSI to form
the Center for Studies of the Person (CSP).

In 1987, Rogers was nominated for a Nobel Peace Prize. He continued his work
with client-centered therapy until his death in 1987.

Cluster 4- Sociological Foundations

a. John Dewey

Was born on October 20, 1859, to Archibald Dewey and Lucina Artemisia Rich
in Burlington, Vermont. He was the third of the couple’s four sons, one of whom died as
an infant. Dewey’s mother, the daughter of a wealthy farmer, was a devout Calvinist. His
father, a merchant, left his grocery business to become a Union Army soldier in the Civil
War. Dewey’s father was known to share his passion for British literature with his
offspring. After the war, Archibald became the proprietor of a successful tobacco shop,
affording the family a comfortable life and financial stability.

Growing up, Dewey attended Burlington public schools, excelling as a student.

When he was just 15 years old, he enrolled at the University of Vermont, where he
particularly enjoyed studying philosophy under the tutelage of H.A.P. Torrey. Four years
later, Dewey graduated from the University of Vermont second in his class

He taught at universities from 1884 to 1930. An academic philosopher and

proponent of educational reform, in 1894 Dewey started an experimental elementary
school. In 1919 he co-founded The New School for Social Research. Dewey published
over 1,000 pieces of writings during his lifetime.

As an educator John Dewey originated the experimentalism philosophy. A

proponent of social change and education reform, he founded The New School for Social
Research.

b. Alvin Toffler
 An American author, businessman, and futurologist. He is known for his research on
the social effects of modern technologies, and includes research on the digital- and
communication revolution. His books include the bestsellers ‘Future Shocks’ in which he
discusses how emerging technologies are impacting future, and ‘The Third Wave’ in
which he discusses how the explosion of choice and ease of communication would
transform commercial, public, and private life.

He was born in New York City where he grew up and spent his early life. He and
his little sister are children of Poland migrants. By the age of 7, he was inspired by his
uncle and aunt, an editor and poet, to become a writer in the future. Alvin Toffler started
since this time writing poetry and stories.

After High School, Alvin Toffler studied English at New York University where
he also obtained his degree. During his study period, Alvin met his future wife Adelaide
Elizabeth Farrell, also known as Heidi. He met her when he was on his way walking to
Washington Square Park, and since they met, they have been inseparable. Heidi was in
that time also coincidentally studying a course at New York University. Alvin Toffler
immediately married Heidi after graduating in 1950

2. Submit in group the biography of the identified persons in not less than 3 pages, short
size bond paper, double spaced, with list of references at the end.

John Dewey

Dewey was born on October 20, 1859, to Archibald Dewey and Lucina Artemisia Rich in

Burlington, Vermont. He was the third of the couple’s four sons, one of whom died as an infant.

Dewey’s mother, the daughter of a wealthy farmer, was a devout Calvinist. His father, a

merchant, left his grocery business to become a Union Army soldier in the Civil War. Dewey’s
father was known to share his passion for British literature with his offspring. After the war,

Archibald became the proprietor of a successful tobacco shop, affording the family a comfortable

life and financial stability.

Growing up, Dewey attended Burlington public schools, excelling as a student. When he was

just 15 years old, he enrolled at the University of Vermont, where he particularly enjoyed

studying philosophy under the tutelage of H.A.P. Torrey. Four years later, Dewey graduated

from the University of Vermont second in his class.

The autumn after Dewey graduated, his cousin landed him a teaching job at a seminary in Oil

City, Pennsylvania. Two years later, Dewey lost the position when his cousin resigned as

principal of the seminary.

Teaching Career

After being laid off, Dewey went back to Vermont and started teaching at a private school in

Vermont. During his free time, he read philosophical treatises and discussed them with his

former teacher, Torrey. As his fascination with the topic grew, Dewey decided to take a break

from teaching in order to study philosophy and psychology at Johns Hopkins. George Sylvester

Morris and G. Stanley Hall were among the teachers there who influenced Dewey most.

Upon receiving his doctorate from Johns Hopkins in 1884, Dewey was hired as an assistant

professor at the University of Michigan. At Michigan he met Harriet Alice Chipman, and the two

married in 1886. Over the course of their marriage, they would give birth to six children and

adopt one child.

In 1888 Dewey and his family left Michigan for the University of Minnesota, where he was a

professor of philosophy. However, within a year, they chose to return to the University of

Michigan, where Dewey taught for the next five years.

By 1894 Dewey was made head of the philosophy department at the University of Chicago. He

remained at the University of Chicago until 1904, also serving as director of its School of

Education for two years.

Dewey left Chicago in 1904 to join the Ivy League, becoming a professor of philosophy at

Columbia University while working at Teachers College on the side.

In 1930, Dewey left Columbia and retired from his teaching career with the title of professor

emeritus. His wife, Harriet, had died three years earlier.

Philosophy

Dewey’s philosophical treatises were at first inspired by his reading of philosopher and

psychologist William James’ writing. Dewey’s philosophy, known as experimentalism, or

instrumentalism, largely centered on human experience. Rejecting the more rigid ideas of

Transcendentalism to which Dewey had been exposed in academia, it viewed ideas as tools for

experimenting, with the goal of improving the human experience.

Dewey’s philosophy also claimed than man behaved out of habit and that change often led to

unexpected outcomes. As man struggled to understand the results of change, he was forced to

think creatively in order to resume control of his shifting environment. For Dewey, thought was
the means through which man came to understand and connect with the world around him. A

universal education was the key to teaching people how to abandon their habits and think

creatively.

Education Reform

Dewey was a strong proponent for progressive educational reform. He believed that education

should be based on the principle of learning through doing.

In 1894 Dewey and his wife Harriet started their own experimental primary school, the

University Elementary School, at the University of Chicago. His goal was to test his educational

theories, but Dewey resigned when the university president fired Harriet.

In 1919, Dewey, along with his colleagues Charles Beard, Thorstein Veblen, James Harvey

Robinson and Wesley Clair Mitchell, founded The New School for Social Research. The New

School is a progressive, experimental school that emphasizes the free exchange of intellectual

ideas in the arts and social sciences.

During the 1920s, Dewey lectured on educational reform at schools all over the world. He was

particularly impressed by experiments in the Russian educational system and shared what he

learned with his colleagues when he returned to the States: that education should focus mainly on

students’ interactions with the present. Dewey did not, however, dismiss the value of also

learning about the past.

In the 1930s, after he retired from teaching, Dewey became an active member of numerous

educational organizations, including the New York Teachers Guild and the International League

for Academic Freedom.

Writing

Dewey wrote his first two books, Psychology (1887) and Leibniz’s New Essays Concerning the

Human Understanding (1888), when he was working at the University of Michigan. Over the

course of his lifetime, Dewey published more than 1,000 works, including essays, articles and

books. His writing covered a broad range of topics: psychology, philosophy, educational theory,

culture, religion and politics. Through his articles in The New Republic, he established himself as

one of the most highly regarded social commentators of his day. Dewey continued to write

prolifically up until his death.

Politics

While Dewey thought that a democracy was the best type of government, he believed that

America’s democracy was strained in the wake of the Industrial Revolution. Industrialization, he

believed, had quickly created great wealth for only a few people, rather than benefiting society as

a whole. Viewing the major political parties as servants of big business, Dewey became president

of the People’s Lobby, an organization that often lobbied their own candidates—in lieu of
affiliating themselves with big business — in accordance with everyday people’s social interests.

In 1946, Dewey even attempted to help labor leaders establish a new political party, the People’s

Party, for the 1948 presidential elections.

Later Life and Death

In 1946, Dewey, then 87, remarried to a widow named Roberta Grant. Following their marriage,

the Deweys lived off of Roberta’s inheritance and Dewey’s book royalties. On June 1, 1952,

Dewey, a lifelong supporter of educational reform and defender of rights for everyman, died of

pneumonia at the age of 92 in the couple’s New York City apartment.

Reference

https://www.biography.com/scholar/john-dewey

SELF- CHECK
Quick Check! Tag the Person
What significant contribution can you recall about this person?

Contributors Contributions
1. Lev Vygotsky Developed the theories of cultural
transmission and development and socio-
cultural development keys to learning.
2. Daniel Goleman Developed the emotional quotient.
3. William Kipatrick Introduce the project method where teacher
and students plan the activities.
4. Hilda Taba She contributed to the theoretical and
pedagogical foundations of curriculum
 development and critical thinking in social
science curriculum.
She helped lay the foundation for diverse
student’s population.
5. Ralph Tyler State that curriculum is a science and an
extension of school’s philosophy. It is based
on students’ needs and interest.
6. John Dewey Believes that education is experiencing.
Reflective thinking is a means that unifies
curricular elements that are tested by
application.
7. Abraham Maslow Developed the self-actualization theory and
the classic theory of human needs.
8. Carl Rogers Developed the Nondirective and therapeutic
learning.
9. Franklin Bobbit HE started the curriculum development
movement.
10. Alvin Toffler Believed that knowledge should prepare
students for the future.

Self – reflect

After discussing this lesson, reflect on the following questions.

1. Identify which among the foundations of curriculum, has influenced what you have
learned in school as a college student?
- The foundation that influences what I have learned in school is the
Philosophical foundations. It allows me to establish own perceptions on how
to treat and use the learning I have learned in real life situations.
2. How will the thinking of Abraham Maslow influence your teaching practice in the
future?
- The hierarchy of need developed by Abraham Maslow influence my teaching
practice in the future by demonstrating the basic needs that needs to be met.
it allows me to identify the things that need to be prioritize and develop to be
an effective teacher in the future.
3. Do you agree with what Alvin Toffler?
- I do agree with the theory of Alvin Toffler because knowledge has a great
impact on the future of the student. I a child has a higher level of intelligence,
it is possible that he can have a better contribution in the future.
TAKE ACTION
Activity 1: Finding an Example
Instruction: with a partner….
1. Secure a copy of a sample Lesson Plan.
2. Using the matrix give your suggestions based on the principles and concepts you
learned in this module.
Components
Title of the Lesson Plan
Intended Learning
Outcomes/Objectives
Content/ Subject Matter
Method/Strategies
Copy from the Sample Your comment/suggestion
Detailed lesson plan in This lesson is fit for the
multiplication for grade level of knowledge that the
IV. students have.
Students can Multiply 2 Teacher should include the
digit numbers. affective objectives so that
at the end of the lesson, a
student can able to use
their learning in actual
scenario.
Multiplication of two Multiplication of 2 digit
digit numbers numbers is one of the
challenging topics in
mathematics. Teacher
should be resourceful in
teaching this lesson.
Video presentation Teacher should not depend
on video presentations,
instead he must find more
strategies to help student
understand the lesson.
 Evaluation/ Assessment
10 items short quiz The teacher must conduct
performance assessment to
determine how students
use their learning in real
life situations.

Answer briefly:

1. Which one principle of Oliva is reflected in the Lesson Plan? Explain briefly.

Based on the sample lesson plan that I have used in filling the matrix, I
could say that curriculum development is more effective whe I follows a
systematic process because the curriculum design is composed of title,
learning outcomes, subject matter, strategies and assessment methods.

2. If you were to improve the design, what will you add, or subtract or modify?
Write your re- design suggestion.

If I could improve the design, I would add feedbacks or remarks

because through this he can identify whether he become successful in his
teaching or if he failed he could able t determine how to provide those needs
that the students have.

SELF- CHECK

Which of the concepts do you clearly understand? Answer yes or no to the questions that
follow.

Question Answer
As a curricularist and curriculum designer…. Yes or No
1. Do you think, curriculum change is investable? YES
2. Does curriculum change not consider the existing one? NO
3. Should curriculum be designed only by one person? NO
4. Should any change in curriculum include an evaluation process? YES
5. Does curriculum change means total overhaul? NO
6. Should learning outcomes be considered first before the content? YES
7. Should teaching methods consider only the expertise of the teacher? NO
8. Are time tested methods like inductive and lecture no longer useful? NO
9. Should contents be updated and relevant? YES
10. Is there only one design that a teacher should know? NO
Self – Reflect

Instruction: Provide answer to the incomplete sentences.

After reading and discussing with my classmates, this lesson on fundaments of

curriculum designing or crafting a curriculum.

1. I realize that In constructing lesson plan there are factors that need to be considered.
including the structure, objectives, content, materials activities and for who it is
centered, its either for a teacher or for the students. Crafting the curriculum is very
important for a teacher because it can help him establish efficient activities to
achieve outcomes for the student.

2. I feel that in crafting curriculum, determining the capabilities of the students id very
important, a teacher should kmow first whether the planned activities is suited for
the level of competencies that his students have. He must always consider the
interest of his students.

3. I need to be resourceful in making a lesson plan, I should stick in one strategies since
not all strategies is effective in all subjects.

TAKE ACTION

Activity 1- The K to 12 Curriculum: What Design?

Get hold of materials about K to 12. Discuss with your group mates and answer the
following:

1. What kind of curriculum design influence mostly the K to 12 Curriculum? (A)

Subject- Centered? (B) Learner- Centered (C) Problem- Centered? (You may have
more than one answer)
- based on our discussion, the curriculum design that influence the K to 12
students are the subject centered, Learner centered and the problem
centered. In the elementary level, subject centered is more influential since
students at this age are not really capable of learning by their own way. In
secondary level. students are already capable of learning lesson through
activities, therefore, learner centered and problem centered are more
influential at this stage.
2. Cite illustrative example that relates to your choice.
3. .Place your answer on a matrix like the one below.
Type of Curriculum Design in K to 12
Subject Centered Design/Approach
Learner- Centered Design/Approach
Problem- Centered Design/Approach
Illustrative example
Jane is elementary students. She can’t
understand her lesson alone therefore; her
teacher needs to discuss her lesson.
Jun is a second year students, He can
understand her lesson through performance
activities
May read and understand the question, then
she make an creative solution for it.

SELF CHECK

Identify what kind of design and approach are utilized in the following descriptions?

Subject Centered Design 1. Only students who master the subject content can succeed.

Learner- Centered Design 2. Students are encouraged to work together to find answers
to their task.

Subject Centered Design 3.. No learner is left behind in reading, writing and arithmetic.

Learner- Centered Design 4. School means survival of the fittest.

Subject Centered Design 5.. Teacher extends class because the children have not
mastered the lesson.

Problem- Centered Design 6. Lesson deals with finding solution to everyday problem.

Learner- Centered Design 7. Differentiated instruction for different ability groups.

Subject Centered Design 8. Accumulation of knowledge is the primary importance in

teaching.

Learner- Centered Design 9. Learning how to learn is observable among students.

Problem- Centered Design 10. Students are problem- finder and solution- giver.

SELF- REFLECT
 1. Choose one statement and reflect on it. What do you think and feel about it.

Statement No. 1- “schools that approach the curriculum as subject- centered,

make robots out of the students.”

Statement No. 2- “In schools where child- centeredness is the approach, discipline
is weak.”

Statement No. 3- “Students are to young to solve life’s problem, why should they
do problem solving in school?”

- The statement 3 state that students are too young to solve problems, then
why they do problem –solving in school? In my own opinion, Schools are
having this activity even the students are not capable enough to solve
problems because they want to make students prepared for more
complicated responsibilities in the future. Through this students can able to
determine solutions if they encounter the same problems in the future. Like
what they said. we should not think for the past nor the present, but instead
we must think for our future.

TAKE ACTION

Activity 1- Lets Apply

1. Using the sample A1 for science curriculum Map, what knowledge and understanding
have you learned? Analyze the matrix and answer the question that follow:
1.1 What are the main cluster of science content that students should lear from
G3 to G10?
- The main cluster of science content that students should learn from grade 3
to grade 10 are Matter, Living things and their environment, Force, Motion,
Energy and earth and space.

1.2 How does science content progress from grade 3 to grade 10?
 - The students will see the same contents or related topics across the grade
level from grade 3 to grade 10, but as they encounter the science content, It
increasingly maximizes its level of complexity and reinforce previous
learning.

1.3 When you look at and analyze the map, what summary ideas can you give?
-As I analyzed the map, io can see that the curriculum mapping helps to
determine and ensure that the teaching is purposefully structured and the
content must be properly aligned and logically in sequence in teaching the
subject or the or the content across the grade level. It involves the
progression and continuity in learning science.
1.4 Science curriculum is spiral. How do you explain that in terms of what you
see in the map?
-Science curriculum is spiral, in a way that it has logical progression of the
content from simplistic ideas to complicated ideas. The concepts are
presented repeatedly but it has the level of complexity throughout the
curriculum from different grade levels. It also requires the deepening of it,
with each successive encounter building on the previous one.

2. Using the Sample B, analyze and answer the following questions briefly.

2.1 what is the meaning of Practical with a green background for subject Teaching
Profession and PO1 Apply basic higher 21st century skills?
-The meaning of Practical with a green background for subject teaching
professional and PO1 Apply basic higher 21st century skills is that students
should practice the learned outcomes in a particular subjects which can be used
in different activities that develop an individual’s knowledge, skills and values.

2.2 What is your interpretation of the collared cell with Learned that cross
between subject Social Dimensions and PO5, Facilitate learning of different
types of learners in diverse learning environment?
- The learned outcomes that are achieved such as knowledge, skills and values
in a particular subject can be used and applied in determining and
examining the learner’s interest, needs, and abilities.

2.3 What does the colored Opportunity in the cell of the subject Curriculum
Development that crosses with the PO6 Direct experience in the field and
classroom (observation, teaching assistance, practice teaching)
 - The colored Opportunity in the cell of the subject Curriculum Development
that crosses with the PO6 Direct experience in the field and classroom
provides opportunities to learn and practice the learned outcomes by
applying and utilizing the knowledge, skills, values, in the field of education.
imparting best practices in developing a plan that will successfully be made
in the curriculum development process.
-

SELF- CHECK

Make a wise decision; show me that you understood the lesson. Know the difference
between YES and No answer to each of the question.

YES 1. Does curriculum mapping help a teacher understand what to accomplish

within the period of time?

NO 2. Is a curriculum map a permanent document?

YES 3. Can a curriculum map help explain to parents what their children are learning
in school?

NO 4. Is curriculum mapping a task of only one teacher?

YES 5. Can a curriculum map as a tool be used in instructional supervision?

SELF –REFLECT

Reflect on the process of curriculum mapping and the sample curriculum map in this
lesson. As a future teacher, how will the process of mapping and the map as a tool help you in
your profession?

The process of mapping and the map as a tool help me in my profession by

allowing me to review the curriculum, check for any redundancies, inconsistent,
misalignments, weaknesses and gaps. by identifying this errors I can able to
establish adjustments to improve my teaching strategies.
Take-Action

Activity 1: K to 12: Can we make a curriculum change? (by group)

The K-12 is the current reform in our national basic education curriculum. There driving forces
as well as restraining forces that affect its implementation. In other words, There are factors that
will make L to 12 succeed but there are also factors that will make k to 12 fail.

1. What factors make the K to 12 succeed? Write this on the left column A. You may not
fill up all the boxes.
2. What factors make the K to 12 difficult to succeed? Write these on the right column B.
You may not fill Up all the boxes.
3. You see the middle portion is the word equilibrium or balance.

A. Driving Forces/ Factors B. Restraining Forces/Factors

Modernization E Negative attitudes
Government Q Traditional Perceptions
Knowledge Expansion U Fear of Unknown
Society’s value I Misconceptions
Administrative Support L
Technological Advancement I
B
R
I
U
M

1. If A is more than B, three will be a successful curriculum change.

2. If B is more than A, There will be an unsuccessful curriculum change.
3. If A and B are equal, There will be a status quo.
3.1 What were the different learning activities?
 - The pupils performed and did many tasks and activities. The teacher gave a mini-
guessing game for the pupils that are related to the topic. The teacher also grouped the
class into four and did brainstorming. They also participated in class recitation and
answered the short quiz given by the teacher.

3.2 What did the teacher do, to make the learners engage in the activities?

The teacher said the objectives of the lesson. The teacher also gave motivations for
the pupils. Because the learners are actively participated in class discussion. The
teacher also used several teaching methods and styles extended the attention span to
engage all of the learners in the learning process.

3.3 Were majority of the children actively participating? Why?

Yes, majority of the children actively participated. It’s because strategy used by the
teacher motivated the learners and caught their attention. The teacher’s way of
teaching was also impressive.

3.4 Did the teacher Control most of the activities?

Yes, the teacher has a control of the activities, but after giving the activities, the
students were the one who did and the teacher served as a facilitator.

3.5 Did the learners and the teacher together achieve the desired learning outcomes? Explain.

Yes, the teacher and the pupils achieved the desired learning outcomes. This is the result
when the teacher’s strategies and methods matched the students’ learning styles. The learners
had fun and actively participated, without compromising the desired learning outcome which is
to learn new topic.

Groupmates:
Alarcon, Donna Jane
Balatayo, Kathe
Galope, Bernice
Gella Nenia
Jabajab, Claivan Jade
Labor, Angely
Legada, Edemar
Mayormita, Junar Rey
Yap, Jaquilyn

Self- Check

Perfect match

In column A are concepts about curriculum implementation. Connect a line from the box on the
left (A) to the arrow on the right (B) of the correct match.

Column A Column B
Concepts Meaning /Description
 Implementing  Minor curriculum change like the use of e
portfolio instead of portfolio as an artifact.
 Restructuring  Progressive steps from orientation to
reflection about the curriculum that is a
characteristic of a curriculum
implementation
 Developmental  Major curriculum change like shifting from
face to face to on line in the delivery of an
academic program.
 Alteration  Curriculum process of putting into action
what has been planned and designed.
 Change Process  Process that ensures that the curriculum
brings about something different and better
than before in the desired learning
outcomes.

Self-respect

1. As a future teacher, what should be your response to curriculum implementation as part

of curriculum change? Are you willing to take part in the implantation? Why not? Write
your answer in the box?

My Response to curriculum implementation

Yes, I would be a part of implementation of curriculum change because I

believe that the needs of students are not retain. It constantly changes because of
different factors such as modernization and government influences. If we stayed on
the curriculum that we are using today, we cannot achieve the competencies that
our future generation should have in the future.
Activity 1: What you’re learning styles?
1. Study the learning style Choice board and check as many as you feel you want to do
more often.
2. If you have more choices then you have a multiple learning style individual.
Visual
 Create Visual Diagram
 Graph Results of a
Survey
 Create a Cosmic Strip
 Create a Poster
 Draw a Map
 Create a PowerPoint
 Create a Webcast or
Video
Physical/Kinesthetic
 Create a Game
 Do an Experiment
 Construct a Model
 Build a
Representation
 Create a Sports
Social
 Tell Stories or
Poems
 Survey Others
 Interviews Someone
 Teach a
Cooperative Game
 Role play
 Hold a Discussion
Musical/Auditory Verbal
 Write a Song or Rap  Teach Concept
 Create a Dance  Write Instructions
 Write a Jingle  Create ads
 Create a Rhyme  Write a poem
 Use an Instrument to  Keep a journal
Create  Retell in your own
words
 Teach Concept
Mapping
 Write a Story
Learning Style Choice Logical/Mathematics
Board
 Create a Code
We all learn in different  Make a Time Line
ways! Pick your way to  Compare/Contrast
discover, think, create Ideas
and learn concepts in all  Create an Outline
areas; math, reading,  Design a Map
science, history, writing  Show a Pattern
 Teach Concept
Mapping
Solitary Naturalist
 Tell Stories or Collect and
Poems Categorize
 Survey Others  Data, Materials, or
 Interviews Someone Ideas
 Teach a  Discover or
Cooperative Game Experiment
 Role play  Take a Field Trip
 Hold a Discussion  Adapt Materials
 Label and Classify
 Research an Area
 Keep a Journal
 Write about
Personal
Experience
  Think about… and
plan…
 Read a Book on…

Activity 2: Matching the teachers strategies with learning styles in curriculum

implementation

Congratulation Future Teacher!

Now that you have identified your own learning style, What strategy or method of
teaching will be most appropriate for you? Look for 4 members from among your classmates
who have similar learning style with you.

Make a group lesson plan that is most appropriate for your group, using the basic components as
prescribed by the department of education.

I. Objectives
II. Subject matter
III. Procedure
IV. Assessment
V. Assignment

Topic: Elements of the Short Story

Reference: New Dynamic series in English V – page 56

Materials: laptop, visual aids

Procedure

A. Prayer
B. Motivation

The students will be group into 3 groups and write a summary of a story “The
cow and Fox “. They will be given 10 minutes to do the activity and after the
activity, the leader of each group will present their output to the class.

C. Analysis

D. Generalization

F. Application
 The student will be grouped into 10 members. Each group will be given a
piece of paper where they eill identify the elements of a short story. Each group will
be give 10 minutes to answer the activity and after the given time one member from
the group will present their output.

G. Assessment

Identify the correct answers of the following questions.

1. What do you called to the sequence of events that make up a story?

2. Refers to the time and place in which a story happens
3. is a struggle between two people or things in a story.
4. It refers to the central idea of belief in an short story
5. is a person, or sometimes even an animals who take part in the action of a story
or other literary work

H. Assignment

Search for at least 1 story from books of internet. Identify its character, Settings, Plot,
Conflict and theme. Write it in a one-half sheet of paper.

Self- Check

Let’s Recall! Provide the answer to what is asked in each item.

1. What is the first level of knowledge in Bloom’s Taxonomy?

-Knowledge or Acquired Knowledge

2. What is the highest level of cognition in the Revised Bloom’s Taxonomy?

- Creating
3. What DepEd Order. requires a newly hired teacher to write a lesson plan?
- DepEd Order No. 70 s. 2012
4. What is referred to as a miniscule curriculum that the teacher implements every day?
- lesson Plan
5. What is the learning style of a learner, who likes to thinker with many things?
- Kinesthetic
 6. What component of a lesson plan requires an active action for a curriculum to be
implemented?
- Procedures or methods or strategies
7. Who provided a visual model to show what instructional support can best enhance
learning?
- Neil D. Flemming
8. Who was Blooms student who revised his taxonomy of objectives?
- Loren Anderson
9. Who is the frontline curriculum implementor?
- teacher
10. Who provided the original taxonomy for the cognitive domain?
- Benjamin Bloom

Self-Reflect

Reflect and answer the statement below, based on the lesson you learned in this lesson.

1. When I become a teacher,

I will use different teaching strategies in presenting a topic to my students. I will

also consider factors such as curriculum, materials available, and students’ ability
in making lesson plans for my discussion

Because as a teacher your primary goal is to make students understand the lesson
you are being discuss. Therefore your plans will always base on your students.