Republic of the Philippines

Pangasinan State University

Asingan, Campus
ASINGAN, PANGASINAN

PROF. ED. 109

The school
and
the Curriculum

Submitted to: Mrs. Gina Selga

(Subject Teacher)
Submitted by: Jocelyn O. Millano
BSE II Science

NAME: JOCELYN O. MILLANO YEAR&SECTION: BSE II

SCIENCE
PROF. ED 109 THE TEACHER AND THE SCHOOL CURRICULUM
Module 1
Take Action
Activity 1 - Think-Pair-Share
1. Get a partner (A and B).
2. Discuss the Sabre-tooth curriculum and answer the following:
Sabre-tooth curriculum
Sabre – tooth curriculum is a curriculum that applies the survival needs of the communities
according to the changes of time neither the changes that they have to adapt. It is where the
students had taught on doing their tasks on their own
A. Does the Sabre-tooth curriculum still exist at present? Give examples of your evidence.
 The Sabre- tooth curriculum still exist at present. Because the curriculum that is being
use today teaches the students on how to do their own activities or tasks on their own and
teachers let the students to do their tasks, so that the students can exercise their minds,
broaden their knowledge, explore and develop their skills. A good example for this is the
students are performing a science experiment. In performing an experiment, the students
have the chance to do their tasks, explore and gain knowledge. At the end of their task,
they were able to explain their experiment and apply what they’ve learned.
B. Describe the kind of curriculum that exist as described in the article.
 The kind of curriculum that exist as describe in the article is showing that teachers/future
teachers should let the learners to do their tasks on their own and let them practice to
think strategies on how they do their tasks. They must teach the students to manipulate
their cognition.
C. What does the author mean, when he said “A curriculum should be timeless?"
Explain.
 The author means, when he said “A curriculum should be timeless” is the education
system must be right for us and fit in our needs of the time. Education should stand the
test of time.
D. What is the difference between education and training?
 The difference between education and training is, education is a process of systematic
learning something in an institution that develops a sense of judgment and reasoning. It is
an effort to make our individual knowledge advance and developing our intellect. While
training is undertaken to gain a specific skill and it is an act of imparting a special skill or
behavior to a person.

Activity 2 - Observing a Curriculum in a Classroom

Visit a classroom other than your own that permission from the teacher. (Elem, High School,
College).
Do the two activities:
1. Observe the classroom situation.
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?

 From my observation, the curricula that are present in the classroom are supported
curriculum and written curriculum.

2. What curricula are present in the classroom from my interview?

 The curricula that are present in the classroom from my interview are written curriculum,
taught curriculum, supported curriculum and the recommend curriculum.

3. How I describe what I observed? interviewed?

 On my observation and interview, I observed support materials that the teacher needs to
make learning and teaching meaningful. It includes print materials like books, charts,
posters, worksheets, or non-print materials like Power Point presentation, movies, slides,
models, and other electronic illustration.

4. Is there a type of curricula not present in the classroom? Identity.

 Hidden/Implicit curriculum and Learned curriculum

What observation/information did I get? Or

Type of Curriculum What answers did i get from my interview?
1. Recommended This kind of curriculum is recommended and
come in the form of memoranda or policies,
standards and guidelines.
2. Written This curriculum comes in the form of course of
study, syllabi, modules, books or instructional
guides. And a packet of this curriculum is the
lesson plan.
3. Taught The taught curriculum will depend on the
teaching style of the teacher and the learning
style of the learners.
4. Supported This curriculum is describing as support
materials that the teacher needs to make
learning and teaching meaningful. And it is in
the form of visual aids or presentation in
teaching and learning.
5. Assessed This curriculum aims to find out the progress
of learning. And find out if the teacher has
succeeded or not in facilitating learning.
6. Learned In this curriculum it demonstrates higher order
and critical thinking and skills also.

7.Hidden This curriculum is not deliberately planned, but

has a great impact on the behavior of the
 learner.

Self-Check
I. Spin a win: Agree or Disagree
Read each statement and decide whether you Agree or Disagree.
Write your answer before each number.
Agree1. In the Saber Tooth Curriculum, learning is experiential and authentic.
Agree 2. It is a reality that there exist more than one curricula in the teacher's classroom.
Agree 3. A teacher can say with confidence that learning has occured, 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. Textbooks and modules are written curricula that represent the recommended curricula.
Disagree9. Only the Department of Education can recommend a curriculum.
Agree 10. In the heart of all types of curricula, the teacher has a major role.
Self-Reflect
1. It is necessary for teachers to learn about school curriculum? Why? Write your answer
on the space provided below.
 Yes, it is necessary for teachers to learn about school curriculum. Because if the teacher
is aware and learned about the curriculum, she can organize the knowledge on what she
should be taught.  It serves as a guide and outlining in what you need to do or to teach. It
can also help a teacher to measure the knowledge of the students; in that case the teacher
will know what are the strategies and materials to be use to have an effective teaching
and learning. It also serves as a reference to ensure that the teacher is on the right track.
Its components are designed to develop concepts, from a basic level to increasingly
complex topics or skills. You’ll be helping your students stay on top of the latest skills
and to have a more coherent learning path.

Lesson 2 The Teacher as a Curricularist

Activity 1: Let’s Do a Simple Survey Have you done a survey before? In this activity you will
gather information direct from teachers to find out what curriculum activities they are involved
in.
Here are the steps. Follow these.
Step 1- Form two groups in the class. Group A will survey elementary teachers, and Group B
will survey secondary or high 5911001 teachers.
Step 2- Each group will look for at least 30 teachers coming from one 01' different school and
are currently teaching either in the private or public schools.
Step 3- With the use of the Teacher Survey Tool below, conduct the survey during your vacant
periods. ‘
The Teacher as a Curricularist Surve Tool
Name of Teacher: Jeo Mar A. Millano
School: Carosucan Sur National High School
GradeLevelAssignment: Senior High school
No of Years Teaching: 3 years
Degree Graduated: BTLED

Circle YES or NO that will correspond to your self-assessment. Then rank the items which you
answered YES. Which activity do you do most of the time? What activity do you do least of the
time?
As a school teacher Rank
1. I master the subject matter that I have to YES NO
teach
2. I implement what I have planned for my YES NO
teaching
3. I monitor and assess if my students are YES NO
learning
4. I modify my activity to suit my learners in YES NO
my classroom
5. I lead in the implementation of a new YES NO
curriculum in my school
6. I write instructional materials based on the YES NO
recommended school curriculum
7. I look for other ways of doing to improve YES NO
teaching and learning in my classroom.
Step 4 -Consolidate the data of 30 teachers in at Appendix 1.
Step 5 - Report the result of your Survey to the whole class

Self-Check
I am a Teacher! Who Am I as a Curricularist?
Instructions; Identify on the blanks provided who am I as a Curriculum based on the cases
presented.
Case 1: I have a good idea on how to make my learners pay attention a} the lesson. I will use the
new idea and find out if it will work
INNOVATOR
Case 2: DepEd sent the standards, competencies and guidelines in teaching the Mother Tongue
in Grade 1 in our school. I will study and use it in the coming school year, 12
IMPLEMENTER
Case 3: There is so much to do in one school day. I seem not able to do all, but I have to
accomplish something for my learners. I have made a daily activity plan to guide me.
PLANNER
Case 4: I need a poem to celebrate the World Teachers’ Day. I composed one to be used in my
class in Literature,
WRITER
Case 5: My class is composed of learners from different home background and culture. I cannot
use a “one-size-fits all strategy” in teaching so I can respond to the diverse background. In my
readings, I discovered that there are ways of teaching. I tried one myself and it worked.
INNOVATOR
Case 6: Knowledge is limitless. What I learned in college is not enough. I need to know more, so
I enrolled in the graduate school to advance my learning.
KNOWER
Case 7: At the end of the year, my performance as a teacher is redacted in the school
performance of my students. So, I need to provide a monitoring tool to measure how they are
progressing. The result will inform me how I will address my learners’ weakness and enhance
their strengths.
EVALUATOR
Case 8: I am teaching in a very far away barangay with no electricity yet. Many of the
instructional aids for teaching sent to our school are films and video tapes which need power I
cannot use them, but the lessons are very important, So I thought of making an alternative
activity. I took my class to the river and waterfall instead of doing the lesson,
INNOVATOR

Case 9: My principal asked me to attend a write shop to make the lesson exemplars in the
teaching of science in Grade '7. In the workshop, I used my experiences as a science teacher for
ten years, and my knowledge of the subject matter. At the end of three days, I was able to
produce lesson exemplars which I am proud of.
KNOWER
Case 10: In grade 7 to grade 10 of the K to 12 Enhanced Curriculum, silence as a subject is
presented, taught and learned in a spiral manner. This is part of the DepEd implementing
guidelines of the curriculum. I am Biology major, and I have insouciant knowledge about the
other areas of science such as Physics and Earth Science. Because of this dilemma, 'I have to
request the principal that we have team teaching. "Which role of the curricularist, am I trying to
do?
INITIATOR
Self-Reflect
Choose one from Case 1 to 10 above. Reflect on the case you have chosen and write your
reflections on the box below. Ask your classmate to read and comment on your reflections. Both
of you discuss your answers

Name: JOCELYN O. MILLANO

Case No. 1
A. My Reflections on Case No 1 (refer to cases 1 to 10 above)
As a potential teacher, I plan to be an innovator in order to get my students to pay more attention
in class. You must also come up with new ideas and innovations as an innovator. Some teachers
have already been introduced to technology, while others are still using conventional methods.
Students should be exposed to technologies such as computers these days because it makes them
pay attention in class. Teachers must move from conventional teaching to a more modernized
approach. By using technologies such as PowerPoint presentations, movies, and other similar
tools. This is how an instructor or teacher can adjust her teaching approach so that students aren't
bored. Teachers should be innovators in the classroom, doing something different to help
students extract ideas and opinions. Since a good teacher innovates the program, you should be
trained and qualified in the teaching process as an innovator. Innovations have the potential to
improve each of us individually, as well as make nations more prosperous.

B. What my partner said about my reflections:

Name of Partner: Daisy Arogar

Module 2
The Teacher as a Knower of Curriculum
Lesson 1
Take Action
Activity 1 - Traditional or Progressive: What is your View of Curriculum?
1. What is your own definition of a curriculum? Write down your answer in the space
provided.

- The term "curriculum" refers to a course of study that employs planned

instruction and training. It covers the lessons taught, specific strategies, and how
much time will be spent on a certain subject or topic in the teaching and learning
environment. Curriculum is a list of concepts that should be taught to pupils in
order for them to satisfy subject standards.

2. DO you have a traditional View of a curriculum, progressive View or both? Explain

your View based on you definition.

- Curriculum has served as an outline and guidance for both teachers and students
in prior years. In the former curriculum, teachers were expected to be more
focused, and every student was expected to learn. The curriculum is both
traditional and progressive for me at this time since no curriculum is permanent; it
evolves and progresses. The primary assumption underlying the progressive
curriculum notion is that ideas and practices should be structured in such a way
that they can potentially invigorate the teaching and learning process. In regard to
the development of the future of children's education, the traditional to the
progressive curriculum of education.

Self-Check
Label the description/definition on the left with either Traditional (T), or Progressive (P).
No. Description (T) (P)
1. Teachers are required to
teach the book from /
cover to cover.

2. If we learners can
memorize the content, /
then the curriculum is
best.

3. Children are given

opportunity to play /
outdoors.
4. Parents send children to
a military type school /
with rigid discipline.

5. Teachers are reluctant

to teach beyond the /
written curriculum.

6. Prerequisites to
promotion for the next /
grade are skills in
reading, ‘ writing and
arithmetic only.
 7. Teachers provide varied
experiences for the /
children.

8. learning can only be

achieved in schools. /

9. it is the systematic
arrangement of contents /
in the course syllabus,
10. Co-curricular activities
are planned for all to /
participate.

Self-Reflect
Pick up a daily newspaper and read today’s headline. Choose one and reflect on this
headline that relates on curriculum and to your becoming a curricularist. Write your answer in at
least two paragraphs.

“Consistency Is the Key to Breaking Bad Habits and Forming Good Ones”
Consistency is the key to success in any situation. If you're not consistent throughout the
procedure, you shouldn't anticipate a better result. You should continually focus on the
curriculum, just as you should on the curriculum, so that it can direct you in teaching the
learners.
Consistency can take many forms, including being consistent in poor behaviors and consistent in
improving. Expect no better results if you continue to do poorly in a certain area. If you know
you're better at something, relax and enjoy it since it will benefit you. The more consistent an
educator is, the more trust and respect learners and their parents have for that educator.

Lesson 2
Approaches to School Curriculum
Take Action
Activity I: 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, Product.
Inventory of the Curriculum Content, Process and Product
Title of the Book: Work text in Mathematics

Grade Level: Grade 7 Subject area used: Mathematic

No Content Process Product/Outcome

1. A. Measurements A. Problem Solving A. Explain the
B. Deductive Method importance of
statistics; and
B. Pose problems
that can be
solved using
statistics.
2. The Language of Algebra A. Classroom A. Translate verbal
Discussion phrases to mathematical
B. Oral Activity phrases and vice versa;
C. Assignment and
B. Differentiate
between constants and
variables in a given
algebraic expressions.
3. Introduction of Equations A. Classroom A. Differentiate
Discussion algebraic expressions
B. Problem Solving from equations;
C. Assignment B. Illustrate linear
equation in one variable
C. Translate verbal
sentences to
mathematical sentences
vice versa.
4. Building Blocks of A. Classroom A. Represent point, line,
Geometry Discussion and plane using
B. Board Works concrete and pictorial
C. Seat work models
B. Illustrate subsets of a
line
5. Basic Ideas of Sets A. Deductive Method A. Describe well-
B. Individual defined sets, subsets,
Activities universal sets, null sets,
C. Assignment and cardinality of sets
B. Illustrate the union
and intersection of sets
and the difference of
two sets

Self-Check
Instruction: Match the CONCEPT in Column II with the CHOICES in Column III. Write the
letter of your ANSWER in Column I.
I. Answer II. 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 D. Validity
across the subjects
C 5. Curriculum as the outcome of E. Balance
learning
F 6. Seamless how of content vertically F. Articulation
or horizontally
J 7. Evidence of successful teaching G. Sequence
I 8. Enduring and perennial content, H. Integration
from past to future
H 9. Allowing the transfer of content to I. Continuity
other fields.
G 10. Arranging of contents from easy to J. Learning
difficult Outcomes

Self-Reflect

Instruction: After learning from this lesson, how would you prepare yourself to become a
teacher, using the three approaches to Curriculum? Write on the space below:
There are several aspects of instruction for which you would be solely accountable as a future
teacher. Instructions can never be put to the test. These decisions are usually made at the state
level. You will be responsible for teaching the state or county-mandated curriculum as a future
teacher. Preparation and pace would be far more essential to you on a daily, weekly, or annual
basis. You'll very certainly be assigned to a group of teachers to work with in some capacity, and
you'll decide on presentation order and speed as a group, depending on your subject.

Lesson 3
Curriculum Development: Processes and Models
Take Action
Activity 1: Comparison of the Three Models (by groups or clusters of 3 (2051mm to 5
persons)
 Instruction: With your group members, determine the similarities and K/ « differences of
the three models of Curriculum Development Process.
How are the models similar?
Similar Features Tyler’s Taba’s Saylor & Alexander
There are some and There are principles and
Tyler xxxxxxxxxxxxxxx considerations to steps to be follow and
follow and to evaluate they are both more
in the end. focuses on the purposes
of the school.
There are some and They both have steps and
Taba considerations to xxxxxxxxxxxxxxx objectives in providing
follow and to sets of learning
evaluate in the end. opportunities to achieve.
There are principles They both have steps
Saylor & Alexander and steps to be and objectives in xxxxxxxxxxxxxxxx
follow and they are providing sets of
both more focuses learning opportunities
on the purposes of to achieve.
the school.
Comment: All of the models exercise the process of curriculum process, designing,
implementing and evaluating. They are all having objectives in providing learning opportunities
to achieve and there is an evaluation at the end.

How are the models Different?

Similar Features Tyler’s Taba’s
Taba's model it is
Tyler xxxxxxxxxxxxxxx more student-
friendly and less
time consuming.
While Taylor's
model is opposite
with Taba`s model
because it very time
consuming and does
not evaluate learning
experiences.
Taba's model it is more
Taba student-friendly and xxxxxxxxxxxxxxx
less time consuming.
While Taylor's model
is opposite with Taba`s
model because it very
time consuming and
does not evaluate
learning experiences.
Tyler's approach Taba's model is
Saylor & Alexander
Tyler's approach argues
from the administrator
approach and its model
is deductive. While
Saylor And Alexander
Model define
curriculum as a plan to
provide sets of
opportunities for
learning to accomplish
practical educational
goals as well as related
objectives for the
identifiable population
a school center serves.
Taba's model is made
with the teamwork of
teachers, admins,
experts, students and
society and its model
specified each step
towards curriculum.
While Alexander and
Saylor's model is
directed on the steps to
the four major steps.
 Saylor & Alexander argues from the made with the xxxxxxxxxxxxxxxx
administrator approach teamwork of
and its model is teachers, admins,
deductive. While experts, students and
Saylor And Alexander society and its model
Model define specified each step
curriculum as a plan to towards curriculum.
provide sets of While Alexander
opportunities for and Saylor's model is
learning to accomplish directed on the steps
practical educational to the four major
goals as well as related steps.
objectives for the
identifiable population
a school center serves.
Comment: All models have dissimilarity in accomplishing practical educational goals which is
the differences between the set of objectives, steps, and plan in providing sets of opportunities
to achieve their goals.

Self –Check
1. Describe the model of curriculum development which you understand well. Write in two
paragraphs.
- Curriculum development is defined as a method for improving the educational
system that is deliberate, purposeful, progressive, and systemic. When there are
advancements or inventions in the world, it has an impact on school curricula.
Ralph Tyler's model is the most classic of the three approaches for curriculum
design and instructional planning. Supervisors, teachers, and planners now have a
scientific way for examining instructional and teaching concerns thanks to the
Tyler paradigm. In our customary practice, educators treat the collecting and
organization of educational experience as a single entity.
Self-Reflect

1. What phase of the curriculum process do you find very important as a teacher? Why
- The instructor should carefully evaluate the order in which learning targets should
be learned as part of curriculum implementation. It is critical for teachers and
students to be grounded in the program and to use it as the foundation for their
teaching and learning. It's also crucial that the parents are aware of the situation.
Curriculum is a set of abilities and observable standards that students should be
able to achieve at the conclusion of a certain time period. It encompasses all of the
activities that a teacher can give to his or her students, whether they occur within
or outside the classroom. Not only is the subject taught and understood, but it is
also assessed. It is created by a small group of people and embraced by everyone
in society.

Lesson 4
Foundations of Curriculum Development

Take Action
Activity 1: Explore the Web (by Groups)
Instructions:
1. Form a live-member group. 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 their biographies. You.“ may find other persons not
included in the list given in this lesson.
Cluster 1 -Philosophical Foundations
Cluster 2 ~Historical Foundations
Cluster 3 -Psychological Foundations
Cluster 4 -Sociological Foundations

2. Submit in group me biographies of less than 3 pages, short-sized bond list of references at
the end.

CLUSTER 1

1. RENE DESCARTES

RENÉ DESCARTES
"Descartes" redirects here. For other uses, see Descartes (disambiguation).
31 March 1596 – 11 February 1650 was a French-born philosopher, mathematician, and scientist
who spent a large portion of his working life in the Dutch Republic, initially serving the Dutch
States Army of Maurice of Nassau, Prince of Orange and the Stadtholder of the United
Provinces. One of the most notable intellectual figures of the Dutch Golden Age, Descartes is
also widely regarded as one of the founders of modern philosophy.
Many elements of Descartes's philosophy have precedents in late Aristotelianism, the revived
Stoicism of the 16th century, or in earlier philosophers like Augustine. In his natural philosophy,
he differed from the schools on two major points: first, he rejected the splitting of corporeal
substance into matter and form; second, he rejected any appeal to final ends, divine or natural, in
explaining natural phenomena. In his theology, he insists on the absolute freedom of God's act of
creation. Refusing to accept the authority of previous philosophers, Descartes frequently set his
views apart from the philosophers who preceded him. In the opening section of the Passions of
the Soul, an early modern treatise on emotions, Descartes goes so far as to assert that he will
write on this topic "as if no one had written on these matters before." His best known
philosophical statement is "cogito, ergo sum" ("I think, therefore I am"; French: Je pense, donc je
suis), found in Discourse on the Method (1637; in French and Latin) and Principles of
Philosophy (1644, in Latin).
Descartes has often been called the father of modern philosophy, and is largely seen as
responsible for the increased attention given to epistemology in the 17th century. He laid the
foundation for 17th-century continental rationalism, later advocated by Spinoza and Leibniz, and
was later opposed by the empiricist school of thought consisting of Hobbes, Locke, Berkeley,
and Hume. In the 17th-century Dutch Republic, the rise of early modern rationalism – as a highly
systematic school of philosophy in its own right for the first time in history – exerted an
immense and profound influence on modern Western thought in general, with the birth of two
influential rationalistic philosophical systems of Descartes (who spent most of his adult life and
wrote all his major work in the United Provinces of the Netherlands) and Spinoza – namely
Cartesianism and Spinozism. It was the 17th-century arch-rationalists like Descartes, Spinoza
and Leibniz who have given the "Age of Reason" its name and place in history. Leibniz,
Spinoza, and Descartes were all well-versed in mathematics as well as philosophy, and Descartes
and Leibniz contributed greatly to science as well.
Descartes's Meditations on First Philosophy (1641) continues to be a standard text at most
university philosophy departments. Descartes's influence in mathematics is equally apparent; the
Cartesian coordinate system was named after him. He is credited as the father of analytical
geometry, the bridge between algebra and geometry—used in the discovery of infinitesimal
calculus and analysis. Descartes was also one of the key figures in the Scientific Revolution.

2. JOHN-JACQUES ROUSSEAU

JEAN-JACQUES ROUSSEAU
Rousseau was born in Geneva, which was at the time a city-state and a Protestant associate of
the Swiss Confederacy. Since 1536, Geneva had been a Huguenot republic and the seat
of Calvinism. Five generations before Rousseau, his ancestor Didier, a bookseller who may have
published Protestant tracts, had escaped persecution from French Catholics by fleeing to Geneva
in 1549, where he became a wine merchant.

The house where Rousseau was born at number 40, Grand-Rue, Geneva
Rousseau was proud that his family, of the moyen order (or middle-class), had voting rights in
the city. Throughout his life, he generally signed his books "Jean-Jacques Rousseau, Citizen of
Geneva".
Geneva, in theory, was governed "democratically" by its male voting "citizens". The citizens
were a minority of the population when compared to the immigrants, referred to as "inhabitants",
whose descendants were called "natives" and continued to lack suffrage. In fact, rather than
being run by vote of the "citizens", the city was ruled by a small number of wealthy families that
made up the "Council of Two Hundred"; these delegated their power to a 25-member executive
group from among them called the "Little Council".
There was much political debate within Geneva, extending down to the tradespeople. Much
discussion was over the idea of the sovereignty of the people, of which the ruling class oligarchy
was making a mockery. In 1707, a democratic reformer named Pierre Fatio protested this
situation, saying "a sovereign that never performs an act of sovereignty is an imaginary
being". He was shot by order of the Little Council. Jean-Jacques Rousseau's father, Isaac, was
not in the city at this time, but Jean-Jacques's grandfather supported Fatio and was penalized for
it.
Rousseau's father, Isaac Rousseau, followed his grandfather, father and brothers into the
watchmaking business. He also taught dance for a short period. Isaac, notwithstanding his artisan
status, was well educated and a lover of music. Rousseau wrote that "A Genevan watchmaker is
a man who can be introduced anywhere; a Parisian watchmaker is only fit to talk about watches".
In 1699, Isaac ran into political difficulty by entering a quarrel with visiting English officers,
who in response drew their swords and threatened him. After local officials stepped in, it was
Isaac who was punished, as Geneva was concerned with maintaining its ties to foreign powers.
Rousseau's mother, Suzanne Bernard Rousseau, was from an upper-class family. She was raised
by her uncle Samuel Bernard, a Calvinist preacher. He cared for Suzanne after her father,
Jacques, who had run into trouble with the legal and religious authorities for fornication and
having a mistress, died in his early 30s. In 1695, Suzanne had to answer charges that she had
attended a street theater disguised as a peasant woman so she could gaze upon M. Vincent
Sarrasin, whom she fancied despite his continuing marriage. After a hearing, she was ordered by
the Genevan Consistory to never interact with him again. She married Rousseau's father at the
age of 31. Isaac's sister had married Suzanne's brother eight years earlier, after she had become
pregnant and they had been chastised by the Consistory. The child died at birth. The young
Rousseau was told a fabricated story about the situation in which young love had been denied by
a disapproving patriarch but later prevailed, resulting in two marriages uniting the families on the
same day. Rousseau never learnt the truth.
Rousseau was born on 28 June 1712, and he would later relate: "I was born almost dying, they
had little hope of saving me". He was baptized on 4 July 1712, in the great cathedral. His mother
died of puerperal fever nine days after his birth, which he later described as "the first of my
misfortunes".

CLUSTER 2
1. RALPH TYLER
TYLER, RALPH W. (1902–1994)
Ralph W. Tyler's long and illustrious career in education resulted in major contributions to the
policy and practice of American schooling. His influence was especially felt in the field of
testing, where he transformed the idea of measurement into a grander concept that he called
evaluation ; in the field of curriculum, where he designed a rationale for curriculum planning that
still has vitality today; and in the realm of educational policy, where he advised U.S. presidents,
legislators, and various school leaders on new directions and improvements for public schooling.
After starting his career in education as a science teacher in South Dakota, Tyler went to the
University of Chicago to pursue a doctorate in educational psychology. His training with Charles
Judd and W.W. Charters at Chicago led to a research focus on teaching and testing. Upon
graduation in 1927, Tyler took an appointment at the University of North Carolina, where he
worked with teachers in the state on improving curricula. In 1929 Tyler followed W. W. Charters
to the Ohio State University (OSU). He joined a team of scholars directed by Charters at the
university's Bureau of Educational Research, taking the position of director of accomplishment
testing in the bureau. He was hired to assist OSU faculty with the task of improving their
teaching and increasing student retention at the university. In this capacity, he designed a number
of path-breaking service studies. He made a name for himself at OSU by showing the faculty
how to generate evidence that spoke to their course objectives. In this context, Tyler first coined
the term evaluation as it pertained to schooling, describing a testing construct that moved away
from pencil and paper memorization examinations and toward an evidence collection process
dedicated to overarching teaching and learning objectives. Because of his early insistence on
looking at evaluation as a matter of evidence tied to fundamental school purposes, Tyler could
very well be considered one of the first proponents of what is now popularly known as portfolio
assessment.

Contribution To Testing And Curriculum Development

The years Tyler spent at OSU clearly shaped the trajectory of his career in testing and curriculum
development. His OSU ties brought him into the company of the Progressive Education
Association and its effort to design a project dedicated to the reexamination of course
requirements in American high schools. Known as the Eight-Year Study, the project involved
thirty secondary schools that agreed to experiment with various alternative curricula approaches.
The purpose of the study was to help colleges and high schools better understand the effects of
the high school experience on college performance and other post—high school events. Tyler
was chosen as the director of evaluation for the study, recommended for the job by Boyd Bode,
who witnessed Tyler's work with faculty at OSU. Tyler designed methods of evaluation
particular to the experimental variables of the Eight-Year Study. The details of this work are
captured in Tyler and Smith's 1942 book on the evaluative component of the Eight-Year Study.
The finding of the Eight-Year Study threw into question the tradition of supporting only one set
of high school experiences for success in college and opened the door for more alternative
thinking about the secondary school curriculum.
Encyclopedia 1080
For Tyler, the Eight-Year Study not only provided a venue for his creative perspective on
evaluation but it also forced him to think about a rationale for the school curriculum. Answering
a call from the participating schools in the study for more curriculum assistance, Tyler designed
a curriculum planning rationale for the participating schools. After moving to the University of
Chicago in 1938 to take the position of chairman in the Department of Education, Tyler
continued to cultivate his ideas on the rationale, using it in a syllabus for his course on
curriculum and instruction and eventually publishing it in 1949, under the title Basic Principles
of Curriculumand Instruction. In the rationale, Tyler conceived of school action as moving
across a continuum of concerns that speaks to school purposes, the organization of experiences
and the evaluation of experiences. His basic questions are now famous:
What educational purposes should the school seek to attain?
What educational experiences can be provided that are likely to attain these purposes?
How can these educational experiences be effectively organized?
How can we determine whether these purposes are being attained?
The rationale also highlighted an important set of factors to be weighed against the questions.
Tyler believed that the structure of the school curriculum also had to be responsive to three
central factors that represent the main elements of an educative experience: (1) the nature of the
learner (developmental factors, learner interests and needs, life experiences, etc.); (2) the values
and aims of society (democratizing principles, values and attitudes); and (3) knowledge of
subject matter (what is believed to be worthy and usable knowledge). In answering the four
questions and in designing school experience for children, curriculum developers had to screen
their judgments through the three factors.
Tyler's rationale has been criticized for being overtly managerial and linear in its position on the
school curriculum. Some critics have characterized it as outdated and atheoretical, suitable only
to administrators keen on controlling the school curriculum in ways that are unresponsive to
teachers and learners. The most well-known criticism of the rationale makes the argument that
the rationale is historically wedded to social efficiency traditions. Tyler offered no substantive
response to these criticisms, believing that criticism of his curriculum development work
required some discussion of an alternative, which none of the critics provided.
Tyler's reputation as an education expert grew with the publication of Basic Principles of
Curriculum and Instruction. Because of the value Tyler placed on linking objectives to
experience (instruction) and evaluation, he became known as the father of behavioral objectives.
This led many to again characterize his work in the tradition of the social efficiency expert
aiming to atomize the curriculum with hyper-specific objectives. Tyler, however, claimed no
allegiance to such thinking. To him, behavioral objectives had to be formed at a generalizable
level, an idea he first learned in graduate school under Charles Judd, whose research focused on
the role of generalization in the transfer of learning. And although Tyler understood that
schooling was a normative enterprise, he showed great regard for the exercise of local
prerogatives in the school and cited a concern for "children who differ from the norm" as an
educational problem needing attention.

2. HILDA TABA
HILDA TABA

Estonian-born American educator

Hilda Taba, (born December 7, 1902, Kooraste, Russian Empire [now Estonia]—died July 6,
1967, Burlingame, California, U.S.), Estonian-born American educator, who is considered one of
the most-significant contributors to the fields of intergroup education and curriculum design.

As a child, Taba attended the elementary school where her father was the schoolmaster. After
completing her undergraduate studies in 1926 at the University of Tartu in Estonia, where she
majored in history and education, Taba moved to the United States and began postgraduate
studies at Bryn Mawr College, where she received an M.A. in 1927. In 1932 she received a
doctoral degree at Teachers College, Columbia University, where William H. Kilpatrick oversaw
her work. She also studied with the philosopher John Dewey, whose thought was influential in
her later work. Unable to secure a job in Estonia, Taba became a teacher of German in 1933 at
the Dalton School, in New York City. The Dalton School was at the time involved in the Eight-
Year Study, an investigation into alternative curricula and new practices in areas such as student
testing and teacher development. Taba’s participation brought her together with the study’s
research director, Ralph Tyler, who hired her as part of his research team at Ohio State
University. In 1939 she became the director of the curriculum laboratory at the University of
Chicago, which she headed until 1945.

Taba subsequently initiated, designed, and directed several research projects aimed at intergroup
education, an educational program that drew extensively on concepts from cognitive and social
psychology to increase understanding and tolerance between pupils from different ethnic and
cultural backgrounds. Taba’s Intergroup Education Project, launched in New York City in 1945,
was a success, and it led to the establishment of the Center of Intergroup Education at the
University of Chicago in 1948.

In 1951 Taba accepted an invitation to reorganize and develop social studies curricula in Contra
Costa county, California. Among the ideas she and others developed during this project were a
spiral curriculum; inductive teaching strategies for the development of concepts, generalizations,
and applications; and the organization of learning content on three levels—key ideas,
organizational ideas, and facts. These curricular developments gained worldwide recognition in
the 1960s and early 1970s. Taba and her colleagues’ attention in the 1950s to the value of a
multicultural curriculum foreshadowed similar intercultural and multicultural reforms in the
1990s.

CLUSTER 3
 1. JEAN PIAGET

JEAN PIAGET
9 August 1896 – 16 September 1980) was a Swiss psychologist known for his work on child
development. Piaget's theory of cognitive development and epistemological view are together
called "genetic epistemology".
Piaget placed great importance on the education of children. As the Director of the International
Bureau of Education, he declared in 1934 that "only education is capable of saving our societies
from possible collapse, whether violent, or gradual." His theory of child development is studied
in pre-service education programs. Educators continue to incorporate constructivist-based
strategies.
Piaget created the International Center for Genetic Epistemology in Geneva in 1955 while on the
faculty of the University of Geneva and directed the Center until his death in 1980. The number
of collaborations that its founding made possible, and their impact, ultimately led to the Center
being referred to in the scholarly literature as "Piaget's factory".
According to Ernst von Glasersfeld, Jean Piaget was "the great pioneer of the constructivist
theory of knowing." However, his ideas did not become widely popularized until the 1960s. This
then led to the emergence of the study of development as a major sub-discipline in psychology.
By the end of the 20th century, Piaget was second only to B. F. Skinner as the most cited
psychologist of that era.
Piaget was born in 1896 in Neuchâtel, in the Francophone region of Switzerland. He was the
oldest son of Arthur Piaget (Swiss), a professor of medieval literature at the University of
Neuchâtel, and Rebecca Jackson (French). Piaget was a precocious child who developed an
interest in biology and the natural world. His early interest in zoology earned him a reputation
among those in the field after he had published several articles on mollusks by the age of 15.
When he was 15, his former nanny wrote to his parents to apologize for having once lied to them
about fighting off a would-be kidnapper from baby Jean's pram. There never was a kidnapper.
Piaget became fascinated that he had somehow formed a memory of this kidnapping incident, a
memory that endured even after he understood it to be false.
He developed an interest in epistemology due to his godfather's urgings to study the fields of
philosophy and logic. He was educated at the University of Neuchâtel, and studied briefly at the
University of Zürich. During this time, he published two philosophical papers that showed the
direction of his thinking at the time, but which he later dismissed as adolescent thought. His
interest in psychoanalysis, at the time a burgeoning strain of psychology, can also be dated to this
period. Piaget moved from Switzerland to Paris after his graduation and he taught at the Grange-
Aux-Belles Street School for Boys. The school was run by Alfred Binet, the developer of the
Binet-Simon test (later revised by Lewis Terman to become the Stanford–Binet Intelligence
Scales). Piaget assisted in the marking of Binet's intelligence tests. It was while he was helping
to mark some of these tests that Piaget noticed that young children consistently gave wrong
answers to certain questions. Piaget did not focus so much on the fact of the children's answers
being wrong, but that young children consistently made types of mistakes that older children and
adults managed to avoid. This led him to the theory that young children's cognitive processes are
inherently different from those of adults. Ultimately, he was to propose a global theory of
cognitive developmental stages in which individuals exhibit certain common patterns of
cognition in each period of development. In 1921, Piaget returned to Switzerland as director of
the Rousseau Institute in Geneva. At this time, the institute was directed by Édouard Claparède.
Piaget was familiar with many of Claparède's ideas including that of the psychological concept
'groping' which was closely associated with "trials and errors" observed in human mental
patterns

In 1923, he married Valentine Châtenay (7 January 1899 – 3 July 1983); the couple had three
children, whom Piaget studied from infancy. From 1925 to 1929, Piaget worked as a professor of
psychology, sociology, and the philosophy of science at the University of Neuchatel. In 1929,
Jean Piaget accepted the post of Director of the International Bureau of Education and remained
the head of this international organization until 1968. Every year, he drafted his "Director's
Speeches" for the IBE Council and for the International Conference on Public Education in
which he explicitly addressed his educational credo.
Having taught at the University of Geneva and at the University of Paris, in 1964, Piaget was
invited to serve as chief consultant at two conferences at Cornell University (11–13 March) and
University of California, Berkeley (16–18 March). The conferences addressed the relationship of
cognitive studies and curriculum development and strived to conceive implications of recent
investigations of children's cognitive development for curricula.
In 1979 he was awarded the Balzan Prize for Social and Political Sciences. He died in 1980 and
was buried with his family in an unmarked grave in the Cimetière des Rois (Cemetery of Kings)
in Geneva. This was per his request.
Piaget before psychology
Before Piaget became a psychologist, he trained in natural history and philosophy. He received a
doctorate in 1918 from the University of Neuchâtel. He then undertook post-doctoral training in
Zürich (1918–1919), and Paris (1919–1921). He was hired by Théodore Simon to standardize
psychometric measures for use with French children in 1919. The theorist we recognize today
only emerged when he moved to Geneva, to work for Édouard Claparède as director of research
at the Rousseau Institute, in 1922.
 2. ABRAHAM MASLOW

ABRAHAM MASLOW

Abraham Maslow was an American psychologist who developed a hierarchy of needs to explain
human motivation. His theory suggested that people have a number of basic needs that must be
met before people move up the hierarchy to pursue more social, emotional, and self-actualizing
needs.

Abraham Maslow was born on April 1, 1908, in Brooklyn, New York, where he grew up the first
of seven children born to his Jewish parents who emigrated from Russia. Maslow later described
his early childhood as unhappy and lonely. He spent much of his time in the library immersed in
books.

Maslow studied law at City College of New York (CCNY). After developing an interest in
psychology, he switched to the University of Wisconsin and found a mentor in psychologist
Harry Harlow who served as his doctoral advisor. Maslow earned all three of his degrees in
psychology (a bachelor's, master's, and doctorate) from the University of Wisconsin.

Career and Humanistic Theories

Abraham Maslow began teaching at Brooklyn College in 1937 and continued to work as a
member of the school's faculty until 1951. During this time, he was heavily influenced by Gestalt
psychologist Max Wertheimer and anthropologist Ruth Benedict.

Maslow believed that they were such exceptional people that he began to analyze and take notes
on their behavior. This analysis served as the basis for his theories and research on human
potential.

Humanistic Psychology

During the 1950s, Maslow became one of the founders and driving forces behind the school of
thought known as humanistic psychology. His theories—including the hierarchy of needs, self-
actualization, and peak experiences—became fundamental subjects in the humanist movement.

How did Maslow's ideas compare to other theories that were popular at the time? Some key
differences:
Maslow felt that Freud's psychoanalytic theory and Skinner's behavioral theory were too focused
on the negative or pathological aspects of existence.

He also felt that these theories neglected all of the potential and creativity that human beings
possess.

Maslow's theories were more focused on maximizing well-being and achieving one's full
potential.

CLUSTER 4
1. ALVIN TOFFLER

ALVIN TOFFLER

Alvin Toffler (October 4, 1928 – June 27, 2016) was an American writer, futurist, and
businessman known for his works discussing modern technologies, including the digital
revolution and the communication revolution, with emphasis on their effects on cultures
worldwide. He is regarded as one of the world's outstanding futurists.

Toffler was an associate editor of Fortune magazine. In his early works he focused on technology
and its impact, which he termed "information overload." In 1970 his first major book about the
future, Future Shock, became a worldwide best-seller and has sold over 6 million copies.

He and his wife Heidi Toffler, who collaborated with him for most of his writings, moved on to
examining the reaction to changes in society with another best-selling book, The Third Wave in
1980. In it, he foresaw such technological advances as cloning, personal computers, the Internet,
cable television and mobile communication. His later focus, via their other best-seller,
Powershift, (1990), was on the increasing power of 21st-century military hardware and the
proliferation of new technologies.

He founded Toffler Associates, a management consulting company, and was a visiting scholar at
the Russell Sage Foundation, visiting professor at Cornell University, faculty member of the
New School for Social Research, a White House correspondent, and a business consultant.
Toffler's ideas and writings were a significant influence on the thinking of business and
government leaders worldwide, including China's Zhao Ziyang, and AOL founder Steve Case.
Toffler was married to Heidi Toffler, also a writer and futurist. They lived in the Bel Air section
of Los Angeles, California, and previously lived in Redding, Connecticut

The couple's only child, Karen Toffler (1954–2000), died at age 46 after more than a decade
suffering from Guillain–Barré syndrome

Alvin Toffler died in his sleep on June 27, 2016, at his home in Los Angeles. No cause of death
was given. He is buried at Westwood Memorial Park.

2. JOHN DEWEY

JOHN DEWEY

American philosopher and educator

John Dewey, (born October 20, 1859, Burlington, Vermont, U.S.—died June 1, 1952, New
York, New York), American philosopher and educator who was a cofounder of the philosophical
movement known as pragmatism, a pioneer in functional psychology, an innovative theorist of
democracy, and a leader of the progressive movement in education in the United States.

Dewey graduated with a bachelor’s degree from the University of Vermont in 1879. After
receiving a doctorate in philosophy from Johns Hopkins University in 1884, he began teaching
philosophy and psychology at the University of Michigan. There his interests gradually shifted
from the philosophy of Georg Wilhelm Friedrich Hegel to the new experimental psychology
being advanced in the United States by G. Stanley Hall and the pragmatist philosopher and
psychologist William James. Further study of child psychology prompted Dewey to develop a
philosophy of education that would meet the needs of a changing democratic society. In 1894 he
joined the faculty of philosophy at the University of Chicago, where he further developed his
progressive pedagogy in the university’s Laboratory Schools. In 1904 Dewey left Chicago for
Columbia University in New York City, where he spent the majority of his career and wrote his
most famous philosophical work, Experience and Nature (1925). His subsequent writing, which
included articles in popular periodicals, treated topics in aesthetics, politics, and religion. The
common theme underlying Dewey’s philosophy was his belief that a democratic society of
informed and engaged inquirers was the best means of promoting human interests.

Social and political activism

While Dewey was at the University of Chicago, his letters to his wife Alice and his colleague
Jane Addams reveal that he closely followed the 1894 Pullman Strike, in which the employees of
the Pullman Palace Car Factory in Chicago decided to go on strike after industrialist George
Pullman refused to lower rents in his company town after cutting his workers’ wages by nearly
30 percent. On May 11, 1894, the strike became official, later gaining the support of the
members of the American Railway Union, whose leader Eugene V. Debs called for a nationwide
boycott of all trains including Pullman sleeping cars. Considering most trains had Pullman cars,
the main 24 lines out of Chicago were halted and the mail was stopped as the workers destroyed
trains all over the United States. President Grover Cleveland used the mail as a justification to
send in the National Guard, and ARU leader Eugene Debs was arrested. Dewey wrote to Alice:
"The only wonder is that when the 'higher classes' – damn them – take such views there aren't
more downright socialists. That a representative journal of the upper classes – damn them again
– can take the attitude of that harper's weekly", referring to headlines such as "Monopoly" and
"Repress the Rebellion", which claimed, in Dewey's words, to support the sensational belief that
Debs was a "criminal" inspiring hate and violence in the equally "criminal" working classes. He
concluded: "It shows what it is to be a higher class. And I fear Chicago Univ. is a capitalistic
institution – that is, it too belongs to the higher classes". Dewey was not a socialist like Debs, but
he believed that Pullman and the workers must strive toward a community of shared ends
following the work of Jane Addams and George Herbert Mead.

As a major advocate for academic freedom, in 1935 Dewey, together with Albert Einstein and
Alvin Johnson, became a member of the United States section of the International League for
Academic Freedom, and in 1940, together with Horace M Kallen, edited a series of articles
related to the Bertrand Russell Case.

As well as defending the independence of teachers and opposing a communist takeover of the
New York Teachers' Union, Dewey was involved in the organization that eventually became the
National Association for the Advancement of Colored People, sitting as an executive on the
NAACP's early executive board. He was an avid supporter of Henry George's proposal for taxing
land values. Of George, he wrote, "No man, no graduate of a higher educational institution, has a
right to regard himself as an educated man in social thought unless he has some first-hand
acquaintance with the theoretical contribution of this great American thinker." As honorary
president of the Henry George School of Social Science, he wrote a letter to Henry Ford urging
him to support the school

He directed the famous Dewey Commission held in Mexico in 1937, which cleared Leon
Trotsky of the charges made against him by Joseph Stalin, and marched for women's rights,
among many other causes.

In 1939, Dewey was elected President of the League for Industrial Democracy, an organization
with the goal of educating college students about the labor movement. The Student Branch of the
L.I.D. would later become Students for a Democratic Society
https://en.wikipedia.org/wiki/Ren%C3%A9_Descartes

https://en.wikipedia.org/wiki/Jean-Jacques_Rousseau
https://www.encyclopedia.com/people/history/historians-miscellaneous-biographies/ralph-tyler
https://www.britannica.com/biography/Hilda-Taba#:~:text=Hilda%20Taba%2C%20(born
%20December%207,intergroup%20education%20and%20curriculum%20design.
https://en.wikipedia.org/wiki/Jean_Piaget
https://www.verywellmind.com/biography-of-abraham-maslow-1908-1970-2795524
https://en.wikipedia.org/wiki/Alvin_Toffler
https://www.britannica.com/biography/John-Dewey
https://en.wikipedia.org/wiki/John_Dewey

Self-Check
Quick Check! Tag the Person
What significant contribution can you recall about this person?
1. Lev Vygotsky (1896-1934) - was a Russian developmental psychologist who did a lot of work
on cognitive development. His work serves as foundation for research in cognitive development.
Vygotsky was a prolific writer, publishing six books on psychology topics over a ten-year
period. His interests were quite diverse but often centered on issues of child development and
education. He also explored such subjects as the psychology of art and language development.
He introduced the Cultural transmission and development stage, Learning precedes development
and Sociocultural development theory.
2. Daniel Goleman- (born March 7, 1946) is an internationally renowned author, psychologist,
science journalist, and corporate consultant. Goleman authored the international best-seller book
Emotional Intelligence (1995, Bantam Books) that spent more than one-and-a-half-years on the
New York Times Best Seller list. Emotional Intelligence Theory Explained by The Editorial
Team With regard to emotional intelligence, Daniel Goldman was not the first to articulate the
concept. However, in the double role of psychologist and journalist, Goleman made the elements
of emotional intelligence accessible to broad segments of society
3. William Kipatrick - was born on 20 November 1871, American educator, college president,
and philosopher of education William H. Kilpatrick (1871-1965) wasone of the great teachers of
his time and a leading figure in the American progressive education movement. For him, the
purpose of curriculum is child development, growth, and social relationship. He also introduced
the use of small group interaction, and the project method in which the teacher and students plan
together. Thus, it is called as the child-centered curriculum.
4. Hilda Taba - (born December 7, 1902, Kooraste, Russian Empire [now Estonia] died July 6,
1967, Burlingame, California, U.S.), Estonian-born American educator, who is considered one of
the most-significant contributors to the fields of intergroup education and curriculum design. She
contributed to the theoretical and pedagogical foundations of concepts development and critical
thinking in social studies curriculum. She also helped lay the foundation for diverse student
population.
5. Ralph Tyler - (1902-1994) and as to the hallmark of curriculum development as a science,
Ralph Tyler believes that curriculum should revolve around the students’ needs and interests.
The purpose of curriculum is to educate the generalists and not the specialists, and the process
must involve problem solving. Likewise, subject matter is planned in terms of imparting
knowledge, skills and values among students.
6. John Dewey - (born October 20, 1859, Burlington, Vermont, U.S.—died June 1, 1952, New
York, New York), American philosopher and educator who was a cofounder of the philosophical
movement known as pragmatism, a pioneer in functional psychology, an innovative theorist of
democracy, and a leader of the progressive movement in education in the United States. Major
Contributions. John Dewey was an American philosopher and educator who helped found
pragmatism, a philosophical school of thought that was popular at the beginning of the 20th
century. He was also instrumental in the progressive movement in education, strongly believing
that the best education involves learning through doing.
7. Abraham Maslow - was born on April 1, 1908, in Brooklyn, New York, where he grew up
the first of seven children born to his Jewish parents who emigrated from Russia. Maslow later
described his early childhood as unhappy and lonely. He spent much of his time in the library
immersed in books. During the 1950s, Maslow became one of the founders and driving forces
behind the school of thought known as humanistic psychology. His theories including the
hierarchy of needs, self-actualization, and peak experiences became fundamental subjects in the
humanist movement. His theories focused on the positive aspects of human nature. his work
influenced how we see mental health, and his work continues to exert an influence today.
8. Carl Rogers - in full Carl Ransom Rogers, (born January 8, 1902, Oak Park, Illinois, U.S.
died February 4, 1987, La Jolla, California), American psychologist who originated the
nondirective, or client-centered, approach to psychotherapy, emphasizing a person-to-person
relationship between the therapist and the client (formerly known as the patient), who determines
the course, speed, and duration of treatment. He established counseling procedures and methods
for facilitating learning.
9. Franklin Bobbit - (1876-1956), Bobbit believes that the learning objectives, together with the
activities, should be grouped and sequenced after clarifying the instructional activities and tasks.
He also views curriculum as a science that emphasizes the needs of the students. This viewpoint
explains why lessons are planned and organized depending on the needs of the students and these
needs must be addressed by the teachers to prepare them for adult life.
10. Alvin Toffler - an American writer, and futurist, was born on 4th October 1928 in New
York City. He was then brought up in Brooklyn. 'Future Shock,' an international bestseller, was
published in 1970. The research work for Future Shock was initiated in the mid-1960, and after
five years of extensive research, the book was published. He believed that knowledge should
prepare students for the future. Foresaw schools and students worked creatively, collaboratively,
and independent of their age.

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?
- As a college student, I've learned that the foundations are crucial, since if they
aren't solid enough, the entire structure will crumble. The foundations are the
forces that shape curriculum creators' thoughts. As a result, they have an impact
on the program's quality and form. A society's desire is for their children to
develop the practices, concepts, behaviors, and skills of adult society and culture,
and educational institutions are the correct approach to transmit these skills. The
teacher's and school's roles are to discipline society's youth and give them with a
series of encounters in the shape of a curriculum. The wants, awareness, and
specifics of society are used to create curricula.

2. How will the thinker of Abraham Maslow influence your teaching practice in the future?
- In Abraham Maslow Self- Actualization Theory. I learnt to emphasize positive things,
focus on myself, and choose to be cheerful in the face of adversity. And, as a potential
teacher, it is equally critical that I treat my students fairly. Nurture them well, respect
their feelings, and completely adore them.

3. Do you agree with Alvin Tomes?

- Knowledge, according to Alvin, should prepare pupils for the future. Yes, I
completely agree with what he said because education is one of the most
important factors in achieving success! Knowledge is our weapon at every step of
our lives, and it is critical to our future.

NAME: JOCELYN O. MILLANO COURSE: BSE II SCIENCE

Chapter 2 Crafting the Curriculum

Module 3: The Teacher as a Curriculum Designer

Take Action
Actvity 1: Finding an Example
Instruction: With a partner . . .
1. Secure a copy of secure of a Lesson Plan.
2. Using the matrix given below, analyze the sample you secured and given your suggestions
based on the principles and concepts you learned in this module.

Components Copy from the Sample Your comment/suggestions

Title of the Lesson Plan A SEMI-DETAILED The title of the lesson plan is
LESON PLAN IN appropriate for the learners.
METEOROLOGY

Intended Learning A. Define precipitation.

Outcomes/Objectives
B. Identify the two processes
of precipitation.
The objectives are well stated
C. Discuss the collision and and appropriate.
coalescene process.
D. Discuss the Bergeron
process.
E. Categorize the types of
precipitation

Content/Subject Matter Precipitation The content of the topic is in

Methods/Strategies
Evaluation/Assessment
accordance of the lesson
Making model of This is an effective way
precipitation because the students will
engage themselves which is
better for learning.
Quiz This is effective to measure
the learnings of the students.

Answer briefly:
1. Which one principle of Oliva is reflected in the Lesson Plan? Explain briefly.
 When curriculum development is done in a systematic manner, it is more effective. It's
because the curriculum design is made up of intended Outcomes content subject matter,
references, a set of methods, materials and resources, and an evaluation system that can all
be mapped out in a matrix.

2. If you were improve the design, what will you add, or subtract or modify? Write your re-design
suggestion.
  I don't want to change the lesson because it is well-organized and appears to be
straightforward.

Self-Check
Which of the concepts do you clearly understand? Answer Yes or No to the question that follow.

Question Answer
As a curricularist and curriculum designer . . . Yes or No
1. Do you think, curriculum change is YES
inevitable?
2. Does curriculum change not consider the YES
existing one?
3. Should curriculum designed only by one YES
person?
4. Should any change in curriculum include YES
an evaluation process?
5. Does the curriculum change mean total YES
overhaul?
6. Should learning outcomes be considered YES
first before the content?
7. Should teaching methods consider only the YES
expertise of the teacher?
8. Are time tested methods like inductive and YES
lecture no longer useful?
9. Should contents be updated and relevant? YES
10. Is there only one design that a teacher YES
should know?
If you got 10 correct answers out of 10 items, Congratulations! You are now ready to move to the next
lesson. If otherwise, you need to review this lesson. Good Luck.

Self-Reflect
Instructions: Provide answers to the incomplete sentences. After reading and discussing with my
classmates, this lesson on fundamentals of curriculum designing or crafting a curriculum.
1. I recognize the importance of carefully planning and sequencing the lesson to be presented to the
students. Every teacher, as a curricularist, should be involved in the creation of a curriculum, in
my opinion. I recognize that every day, a teacher creates a lesson or uses a curriculum that has
already been created and written, and creating a curriculum is a difficult undertaking.

Lesson 2 Approaches to Curriculum

Take Action
Activity 1 –The K to 12 Curriculum; What Design?

Get hold of materials about the 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 time than one answer)
2.Cite an 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 Illustrative Example
Subject-Centered Design/Approach Math, biology, science, and other disciplines in the
K-12 curriculum may be the focus. This form of
curriculum design is more concerned with the
subject than with the individual. Mastery of the
topic is the key to success. In K-12 education, it is
the most frequent type of curriculum.
Learner-Centered Design/Approach For Grade 1 and first-year high school students, the
Department of Education is introducing a "learner-
centered" curriculum that focuses less on
memorizing and more on critical thinking.
Problem-Centered Design/Approach The K-12 curriculum/program emphasizes/draws
societal problems, needs, interests, and abilities of
learners, allowing them to address a specific
problem that can be used and implemented in real-
life circumstances.

Self-Check
Identify what kind of design and approach are utilized in the following descriptions.
1. Only students who master the subject matter can succeed. Subject-Centered Design/Approach
2. Students are encouraged to work together to find answers to their task. Problem-Centered
Design/Approach
3. No learners is left behind in reading, writing and arithmetic. Subject-Centered Design/Approach
4. School means survival of the fittest. Problem-Centered Design/Approach
5. Teacher extends class because the children have not mastered the lesson. Learner-Centered
Design/Approach
6. Lesson deals with finding solution to everyday problem. Problem-Centered Design/Approach
7. Differentiated instruction should be utilized for different ability groups. Learner-Centered
Design/Approach
8. Accumulation of knowledge is the primary importance in teaching. Subject-Centered
Design/Approach
9. Learning how to learn is observable among students. Learner-Centered Design/Approach
10. Students are problem-finders and solution-givers. Problem-Centered Design/Approach

Self-Reflect
Choose one statement and reflect on it. What do you think and feel about it?
1. Statement No. 1 – Students become robots in schools that take a subject-centered approach to
learning.
2. Statement No. 2 – In schools where child-centeredness is the approach, discipline is weak.
3. Statement No. 3 – Why should students conduct problem solving in school when they are too
young to solve life's problems?” I choose statement number one, which states that the
accumulation of knowledge is the most important aspect of teaching, since we teachers know that
we must provide sufficient knowledge to our students/learners in order for them to have a bright
future and be prepared for what lies ahead.
NAME: JOCELYN O. MILLANO COURSE: BSE II SCIENCE
Chapter 3 Implementing the Curriculum
Module 4: The Teacher as Curriculum Implementor and Manager

Take Action
Activity 1: K to 12: Can We Make a Curriculum Change? (By Group)
The K to 12 is the current reform in our national basic education curriculum. There are
driving forces as well as restraining forces that affect its implementation. In other words, there
are factors that will make K to 12 succeed but there are also factor that will make K to 12 fail.
1. What factors make the K to 12 succeed? Write these 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 that the middle portion is the way equilibrium or balance.

A. Driving Force/Factors E B. Restraining Force/Factors

Give students opportunities to undergo
immersions and relevant exposure and
experiences to a variety of industries and
their chosen tracks. (Learner- centered
curriculum)
Give student sufficient time to master skills
and acquire basic competencies with the
goal of being competitive on the global
scales. (Skill competency in the global job
market)
Equipped with the skills required to be
ready for employment, entrepreneurship,
middle-level skills development, and
higher education. (Readiness to join the
workplace)
Promotes global competency
Allow student to choose between three
tracks which are the academic, Technical
Vocational-Livelihood, and the Sports and
Arts strands
Enhancing the students’ progress and their
future
Preparedness for tertiary learning
High enrollment rates in senior high school
programs
1. If A is more than B, there will be a success curriculum change.
Q Students will have to undergo 12 years of
U basic education than the usual 10 years
I
L
I
B Teachers in the country are not been fully
R prepared for the program, which may
I have an impact on the overall quality
U received by the students.
M
The added two years in basic education
will certainly be financially burdensome
for many families at this point and also
cause a low turnout of enrollees in college
and universities
Insufficiency of classrooms, libraries,
toilets, and other facilities; textbooks,
modules, and other instructional
materials; teachers, non-teaching staff and
maintenance staff.
Students need to adjust to the new
curriculum and have to condition
themselves spending a longer time in
school.
K-12 program will manufacture young
and docile laborers who will be forced to
accept and be permanently chained to
low-paying and contractual jobs, at a time
when even many college graduates are
unable ti fins jobs.
Many courses- such as Housekeeping and
caregiving in the senior high school curriculum are
shockingly suitable only to overseas jobs, and/or
beneficial only to foreign businesses. Suitable only
to overseas jobs, and/or beneficial only to foreign
businesses.
 2. If B is more than A, there will be an unsuccessful curriculum change.
3. If A and B are equal, then there will be status quo.

Activity 2: Making sense of curriculum implementation.

1. Observe class where the teacher is actually teaching.
2. Describe what the teacher is doing for at least the whole period.
3. Write down your observation based on the following questions:

3.1 What were the different learners activities?

 Many chores and activities were undertaken by the pupils. The teacher conducted
a topic-related mini-guessing game with the kids. In addition, the teacher divided
the class into four groups and conducted brainstorming sessions. They also took
part in the teacher's brief quiz and recited in class.

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

 The teacher said the objectives of the lesson. She also gave motivations for the
students. Because of this, the students actively participated in the class discussion.
The teacher also used several teaching methods and styles extended the attention
span to engaged all of the students in the learning process.

3.3 Were majority of the children actively participating? Why?

 Yes. The majority of the pupils took part in the activity. It's because the teacher's
teaching technique piqued the pupils' interest and inspired them to participate.
The method the teacher taught was very excellent.

3.4 Did the teacher control most of the activities?

 Yes. The teacher has the 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 outcome? Explain

 Yes. The teacher and students were successful in achieving the anticipated
learning objective. When the teacher's strategies and teaching methods fit the
students' learning styles, this is the consequence. The children had a good time
and actively participated, all while achieving the desired learning result of
learning a new topic.
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 the
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 in to action

what has been planned in designed.
 Change Process  Process that ensures that the curriculum
brings about something different and better
than before in the desired learning outcomes.

Self-Reflect
1. As a future teacher, what would be your response to curriculum implementation as part of
curriculum change? Are you will you willing to take part in the implementation? Why?
Why not? Write your answer in the box.
 Yes. I'll help with the implementation. This is a time when curricular reform is
required. In the modern day, a new approach to curriculum and execution usually
necessitates schools and teachers taking greater responsibility for student learning.
This can be difficult at any time, but it's especially difficult when teachers are
used to more directions and less professional approaches to curriculum
implementation. To overcome this difficulty, policymakers used a new approach
to curriculum policy, known as "soft" policy, to execute curriculum reform.
Policymakers anticipated that by providing large resources, schools and teachers
would have better opportunity to develop professionally and effectively manage
the new challenges.

My Response to Curriculum implementation

 Curriculum serves as a teacher's guidance in dealing with large groups of
students, and without it, a teacher's purpose is unmeasurable. My response is that
I will comprehend and analyze the modifications that have been made. As a future
teacher, it is my responsibility to manage my students in a creative manner. Even
though things change, no one can take the place of a teacher since a teacher will
always be a teacher. I have complete control over how my curriculum is
implemented. By including some tasks in my talk, I hope to help learners improve
their intellectual, emotional, and psychomotor skills. I will propose objectives that
will be effective and useful at the end of the lesson.
LESSON 2 Implementing a Curriculum Daily in the Classroom
Take Action

Activity 1: What Is Your Learning Style?

1. Study the Learning Style Choice Board and check has 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 Musical/Auditory Verbal

 Create Visual  Write a Song or Rap  Teach Concepts

Diagrams
 Graphs Result of a
survey
 Create a Comic Strip
 Create a Poster
 Draw a Map
 Create a Power Point
 Create a Webcast or
Video
Physical/Kinesthetic
 Create a Game
 Do an Experiment
 Construct a Model
 Build a Representation
 Create a Sport
 Create a Dance
 Write a Jingle
 Create a Rhyme
 Use an Instrument to
create
Learning Style Choice
Board
We all learn in different ways!
Pick your way to discover,
think, create, and learn
concepts in all areas; math,
reading, science, history,
writing, etc…….
 Write Instruction
 Create ads
 Write a Poem
 Keep a Journal
 Retell in your own Words
 Teach Concepts Mapping
 Write Story
Logical/Mathematical
 Create a Code
 Make a Time Line
 Compare/Contrast Ideas
 Create an Outline
 Design a Map
 Show Pattern
 Teach Concept Mapping

Social Solitary Naturalist

 Tell Stories or Poems  Research an Area  Collect and Categorize

 Survey Others
 Interview Someone
 Teach a Cooperative
Game
 Role Play
 Hold Discussion
 Keep a Journal
 Write about Personal
Experiment
 Think about… and
plan…..
 Crate a Power Point
 Read a Book on….
Source: Loving2Learns.com
Data, Material, or Ideas
 Discover or Experiment
 Take a Fieldtrip
 Adapt Materials
 Label and Classify
Activity 2: Matching the Teaching Strategies with Learning Styles in Curriculum
Implementation
Congratulation Future Teacher!
Now that you have identified your own learning styles, what strategies 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 Department of Education.
I. Objective
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment

SEMI-DETAILED LESSON PLAN

METEOROLOGY - 2 BSE SCIENCE
June 14, 2021

I. Objectives
At the end of the lesson, the students will be able to:
a. Describe the movement and flow of cyclone
b. Compare hurricane from typhoon
c. Describe the formation of typhoon
d. Determine point of origin of typhoon in the Pacific
e. Categorize typhoon according to intensity
f. Identify the typhoon’s local name and its international code name
g. Describe how typhoons are named
h. Discuss the effects of typhoon
i. Track the typhoon’s movement in the weather map
II. Subject Matter
Topic: Cyclone
Materials: Curriculum Guide, PowerPoint presentation, Video Presentation
Reference:
https://public.wmo.int/en/our-mandate/focus-areas/natural-hazards-and-disaster-risk-
reduction/tropical-cyclones
https://www.britannica.com/science/tropical-cyclone/Life-of-a-cyclone
http://bagong.pagasa.dost.gov.ph/learning-tools/public-storm-warning-
signal#:~:text=When%20any%20Public%20Storm%20Warning,of%20the%20given
%20meteorological%20conditions.
https://www.weather.gov/news/fujiwhara-effect
https://en.m.wikipedia.org/wiki/Typhoons_in_the_Philippines#:~:text=The%20PAGASA
%20naming%20scheme%20for,each%20reused%20every%20four%20years.
http://bagong.pagasa.dost.gov.ph/learning-tools/philippine-tropical-cyclone-names
https://sciencing.com/typhoons-5479398.html
https://www.google.com/url?q=https://znnhs.zdnorte.net/wp-content/uploads/2021/01/
Science8-Q2-Module-4.pdf&usg=AOvVaw2wiZge3maXeYigmXLBjTjn
III. Procedure
A. Preparation
 Prayer
 Greetings
 Classroom management
 Checking of attendance
B. Motivation
Video Presentation
Guide Questions:
1. What have you notice in the video?
2. What event is this?
3. What will you do when you are in that situation?
C.Lesson Proper
 What are the classification of cyclone?
 How do cyclone formed?
 What are the structure of tropical cyclone?
 What are the stages of tropical cyclone?
 What are the typhoon categories of PAGASA?
 How was the lifecycle of tropical cyclone?
 What are the Public Storm Warning Signals?
 What is Fujiwhara effect?
 How typhoons are named?
D. Generalization
How tropical cyclone develops and how it is affected by landmasses and bodies of water?

IV. Assessment
Short quiz composed of 10 items.
V. Assignment
Do a research on a real-life typhoon stories struck and devastated our country (Philippines).
Select one incident that you would like to focus on. Write 1-2 paragraphs following the guide
questions below:
1. Where did it happen?
2. Where did the typhoon form?
3. What was the damage?

Self-Check
Lets 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 requires a newly hired teacher to write a lesson plan? DEPED ORDER NO. 70
s. 2012
4. What is referred to as miniscule curriculum that the teachers implements everyday? LESSON
PLAN
5. What is the learning style of a learner, who likes to tinker 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 provides a visual model to show what instructional support can best enhance learning?
NEIL D. FLEMING
8. Who was Bloom’s student who revised his taxonomy of objectives? LORIN ANDERSON
9. Who is the frontline curriculum implementer? 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 take into account my students' learning styles in order to provide them with a more
effective and efficient learning experience, because this will undoubtedly aid me in devising the
finest techniques or approaches for their learning. In addition, connecting learning styles to
teaching methodologies for curriculum implementation will enable me to meet the required
goals.
Lesson 3 The Role Of technology in Delivering the Curriculum
Class activity: Make students in groups decide on (a) a specific lesson to be taught (b) learning
objectives (c) choice of media (d) preparing in grid form a Lesson Plan,
Take Action
Class activity: Make students in groups decide on (a) a specific lesson to be taught (b) learning
objectives (c) choice of media (d) preparing in grid form a Lesson Plan,
Table 2 A Simplified Lesson Plan
Subject : Science
Level : Grade 8
Class size : 30 students
Duration : 2 Periods (2 hours)
Lesson : Understanding Typhoon
Topic : Tropical Cyclone

Specific desired learning outcomes

At the end of the lesson, learners must have:

 Explain how tropical cyclones form;

 Explain how typhoons develop;
 Describe the factors that affect a typhoon

Instructional Media

 Video Presentation about Tropical Cyclone (10 minutes)

 PowerPoint Presentation

Activities

 Teacher introduces the general topic and lesson

 Pupils are prepared to watch a Video Presentation
 After watching, the teacher will ask some pupils in a brief discussion (What have you notice in
the video? What event is this? What will you do when you are in that situation?)
 Teacher highlights the important terms that will be discussing
 Teacher will give instructions to the students for an experiment named "What Kind of Air
Causes the Formation of Typhoon?"
 Teacher asks pupils to prepare a short presentation of their brief output.
 Teacher makes a summary of the lesson.
Self-Check
Learners say, we learn 83% through the use of sight, compared with less effective ways
to learn: hearing (10%), smell (4%), touch (2%) and taste (1%). In the use of visuals for a wide
range of materials (visual boards, charts, overhead transparencies, slides, computer- generate
presentations), there are basic principles of basic design.
Assess a visual material or presentation ( a transparency or slide) using the following criteria:

 Visual elements (pictures, illustrations, graphics):

1. Lettering style or font-consistency and harmony

2. Number of lettering style-no more than 2 in a static display (chart, bulletin
board)
3. Use of capitals-short titles or headlines should be no more than 6 words
4. Lettering colors-easy to see and read. Use of contrast is good for emphasis
5. Lettering size-good visibility even for students at the back of the classroom
6. Spacing between letters-equal and even spacing
7. Spacing between lines-not too close as to blur at a distance
8. Number of line0No more than 8 lines of text in each transparency/slide
9. Appeal-unusual/catchy, two-dimensional, interactive (use of overlays or
movable flaps)
10. Use of directional-devices (arrows, bold letters, bullets, contrasting color and
size, special placement of an item.
 Overall look: patterns of alignment, shape, balance, style, color, scheme and
color appeal.

In the teaching demonstration produced by my teacher, I evaluated one visual

item. The font used for learning is consistent. The letters are typed or written in a
clear and uniform manner. The letter colors and sizes are appealing and readable.
The spacing is really accurate. The presentation as a whole is appealing and well-
made.
Self-Reflect
In a proposed mastery approach trough instruction, the teacher (a) presents the lesson to
the whole class (b) assesses if learners attained mastery the lesson (c) provides enrichment
activities with use of media technology (d) Re-mediates the non-mastery student (e) moves on to
the next lesson.
1. How is the mastery approach better than the traditional one?
 It is better because new advancements are adapted to broaden one’s knowledge and of
course approach in teaching-learning process.

2. The mastery approach appears time-consuming and difficult. Do you believe practice
and experience can overcome these difficulties?
 Yes. Practice and experience can overcome these difficulties. To come up with a fine and
consistent mastery approach, practice and experience is really needed. You can’t easily
get what you want without having some practice or with lack of experience.

3. How can technology help in enrichment activities?

 They provide supplementary resources and references for teaching and learning. And
aside from it, learning is becoming more effective and one click away because of
technology.
 4. Should the effective use of media be also assessed by the teacher?
 Yes. It is very much needed by the teacher to assessed the use of media. This will help
them identify and analyze if the media they are using makes an efficient and effective
learning for the students

Lesson 4 Stakeholder in Curriculum Implementation

Take Action
Activity 1: Learn More, Make an Interview
With the use of the interview protocol below, ask two persons (ex: 1 student and 1
teacher OR 1 teacher and one LGU) among the stakeholders. Record your
interview data and report to the class.
Interview Protocol on the Roles of Stakeholders
Name of the Interviewee: Apol Grace Asuncion Interviewer: Jocelyn Millano
Name of School: Angela Valdez Ramos National High school
Category: (check only)
Students: / Teacher: _____________ School Head: ____________ Parent: _____
Community: _______ LGU: ___________ Govt Agency: ________ Non-Govt Agency: ___

Lead Questions:
1. What do you know about the curriculum that is taught in this school?
2. Are you Involve in the activities in the school? How?
3. Why do you get involve in the school activities?
4. Do the activities contribute to the learning achievement of the students?
5. What is your most important involvement that contributed to the learning of the
students? Give specific examples.
6. Would you like to continue what you are doing for the school curriculum? Why?

Note to Interviewers:
1. You may use tape recorder or write on your field notebook their answers.
2. Consolidate the answers and write in paragraph form your report for two individual
samples.
3. Submit to your faculty facilitator and make and share your experiences to the whole
class.

“As a high school student, Apol Grace knew that the K to 12 Curriculum is the curriculum
that is implemented and used in their school. She also said that she actively participates in
school activities. As a matter of fact, she is an officer. She joined several clubs and
organizations. She said that she involved herself in this school activities to prosper and
hone her skills, to perceive new information, and to grow himself individually. Ramon also
said that through these school activities, he noticed that he improved a lot and discovered
new skills. She became consistent and as time passed by, she felt that she became
developed. For her, the most important involvement that contributed to the learning of the
students was the program they started called “Leadership Training”, wherein together
with the teachers, they helped other students to boost their confidence, motivate them and
develop their skills. She said she loved to continue what she’s doing cause aside from the
fact that it benefits her, the school benefits as well.”
Self-Check
Stakeholders: How are they involve in curriculum implementation?
Enter in the matrix the stakeholders and identify their involvement in curriculum
implementation
Stakeholders Involvement
Learners have more dynamic participation
LEARNERS from the planning, designing, implementing
and evaluating. However, the degree of their
involvement is dependent on their maturity
Teachers are stakeholders who plan, design,
TEACHERS teach, implement and evaluate the curriculum.
No doubt, the most important person in
curriculum implementation is the teacher
Principals and school heads, too, have
SCHOOL LEADERS important roles in curriculum implementation
process in schools. They should understand
fully the need for change and the
implementation process. They should be ready
to assist the teachers and the students in the
implementation
PARENTS Parents are significant school partners.

Self-Reflect

QUESTION for REFLECTION: Reflect on this questions and answer below.

If all the stakeholders contribute positively in curriculum implantation, do you think,
curriculum change or development will succeed? Why? Or Why not?
Yes. The curriculum change will be successful if all stakeholders participate positively to its
implementation. Each person who is interested is an important aspect of a school or the
educational system as a whole. So, in general, they are all critical for educational professional
growth because they might have a good impact or, on the other hand, lead to failure. If different
stakeholders, including as educators, community members, and families, collaborate and share
their ideas, goals, and objectives, the educational environment for children can be considerably
improved. Stakeholder participation must be aware, complete, and methodical throughout the
process, as well as offer decision-making alternatives, to be successful. The interaction could
include a variety of issues, including the use of assents, school feedback, innovation planning,
strategy development, and parental involvement. To summarize, various stakeholders play an
important part in today's educational system. They all have a vested stake in the development of
the sphere and are highly motivated to do so.
NAME: JOCELYN O. MILLANO COURSE: BSE II SCIENCE
CHAPTER 4 EVALUATING THE CURRICULUM
MODULE 5: Curriculum Evaluation and the Teacher

Lesson 1 What, Why and How to Evaluate a Curriculum

Take Action
Activity 1: Making a Simple Rapid Curriculum Evaluation
1. Choose an existing curriculum in Elementary, Secondary or College.
2. Interview the teacher who is using such curriculum.
3. Using the identified questions, make a rapid evaluation.
4. Fill up the matrix with the answers given by your interviewee (teachers).

Name of School: ANGELA VALDEZ RAMOS NATIONAL HIGH SCHOOL

Curriculum to be Evaluated:
Questions to be answered based on your evaluation:
1. Does the curriculum emphasize learning outcomes? Y or N Yes
2. Does the implemented curriculum require less demands? Y or N Yes
3. Can this curriculum be applied to any particular level? (a) kindergarten, (b) C
elementary, (c) secondary, (d) learned curriculum? Write the letter or letters of the
answer that is applicable,
4. Which of the curriculum aspects can be assessed? (a) written (b) taught (c) supported D
(d) tested and (e) learned curriculum? Write the letter or letters of your answer,
5. Does the curriculum include the formative assessment? YES
6. Does the curriculum include the summative assessment? YES
7. Can the curriculum provide information needed for decision making? YES

Activity 2: Let us Try! Be a curriculum Material Evaluator

1. You are asked by your Principal to review a book for decision.
2. Get a textbook in elementary or high school. This book is a curriculum product.
3. Use a Consumer-Oriented Evaluation Approach by Scriven and adapted from the original work
of Marvin Patterson shown above.
4. Make a matrix similar with that Marvin Patterson.
5. Review the whole textbook from cover to cover and reflect your answer on the matrix itself.
6. What are your major comments?
7. What decision would like to recommend to your principal?
Self-Check
Test I-What Can I Remember?
Persons Evaluation/Model and Short Description
1. L.H. Bradley Bradley effectiveness model in 1985, l.h. Bradley
wrote a handbook on curriculum leadership
development. this book provides indicators that can help
measure the effectiveness of a developed or written
curriculum. for purposes of the classroom teachers,
some of the statements were simplified
2. Michael Scriven In the goal-free evaluation model developed by
Michael Scriven (1991), the evaluation looks at a
program's actual effect on identified needs. In other
words, program goals are not the criteria on which
 the evaluation is based. Instead, the evaluation
examines how and what the program is doing to
address needs in the client population. With this
model, you observe without a checklist, but record
all data accurately and determine their importance
and quality. Categories naturally emerge from your
observations. This model of evaluation can use all
forms of obtrusive methods—those methods a
subject is aware of, such as tests—as well as
unobtrusive ones—methods that a subject is not
aware of, such as a hidden camera—to gather data
3. Robert Stake Responsive evaluation is an approach to measure
the effectiveness of educational programs
developed by Robert E. Stake. This approach
enables to evaluate the educational and other
programs by comparing the program activity, the
program uniqueness, and the social diversity of the
people. The most important feature in the
Responsive evaluation is the responsiveness to
main issues and problems, in particular those cases
where people recognize at the site.[2] The
Responsive evaluation emphasizes: 1.Educational
problems more than objectives or hypotheses
2.Direct and indirect observation of program
participation (the pluralism of value standards held
by various groups) 3.A continuous attention to
audience informationneeds and media for reporting
4. Daniel Stufflebeam The CIPP model was created in the 1960s by
Daniel Stufflebeam[ and is considered a decision-
oriented model that systematically collects
information about a program to identify strengths
and limitations in content or delivery, to improve
program effectiveness or plan for the future of a
program.
5. Ralph Tyler The Tyler model is comprised of four major parts.
These are: 1) defining objectives of the learning
experience; 2) identifying learning activities for
meeting the defined objectives; 3) organizing the
learning activities for attaining the defined
objectives; and 4) evaluating and assessing the
learning experiences

Self-Reflect
Reflect on your current and past experiences on the different curricula you went through from the
time you entered school up to the present.
Pause for some moments and read the “I wonder if . . . .” incomplete sentences. Based on your
reflection, choose one number and write your answer on the box provided then based on your response on
“ I wonder if . . . .”, complete the sentence, “ I think . . . . . . .”,
I wonder if . . . . . .”
1. My teacher have reviewed the textbooks we used in High School.
2. The instructional materials we are using now will not be used in the future.
3. What I have learned now still be relevant in the future.
4. Evaluation of a curriculum will still be a task of a teacher.
5. There is really a need to evaluate the curriculum.
Please write your answer in the box.
1. I wonder if The instructional materials we are
using now will not be used in the future.
2. I think it will change in the future.
LESSON 2 Curriculum Evaluation through Learning Assessment
Below 75 Did not meet expectations

Take Action
Activity 1. Giving an Example
1. Give two test items that are appropriate for each level of learning outcomes. You can
choose the type of test.
A. Knowledge
B. Process
C. Understanding

Activity 2. Ask a Teacher (in groups)

1. Interview a teacher in basic education about how they assess learning.

 Because of the global pandemic, it's difficult to assess kids' learning during these
times. The only option to evaluate the students' progress is to do so online. What
I do is provide formative and summative assessments online, just as in a typical
face-to-face class. Before beginning the actual class, I offer my pupils a quick
formative evaluation to see and test their understanding of the material. This is
something I do occasionally before or during a lecture. I give my students
summative evaluation assessments after we discuss the lesson. To determine if
the pupils have mastered the lesson's competency.

2. Request some items for their assessment tools.

 Formative assessment:
-Comprehension Checks
- Post-Test
- Pre-Test
- Picture Analysis

 Summative Assessment:
- Graded Recitation
- Quiz
- Tests
- Exams

Self-Check
Recall:
1. What are the levels of learning outcomes?
 The original levels were ordered as follows: Knowledge, Comprehension,
Application, Analysis, Synthesis, and Evaluation. The taxonomy is presented
below with sample verbs and sample learning objectives for each level

2. What are the levels of assessment?

 Level 1 – Assessing individual student learning within courses. Level 2 –
Assessing individual student learning across courses. Level 3 – Assessing
Courses. Level 4 – Assessing Programs. Level 5 – Assessing the Institution.
Simplify Your Assessment Needs with Capsim Modular Exam

3. What are the levels of proficiency?

 Five major levels of proficiency: Distinguished, Superior, Advanced,
Intermediate, and Novice. The major levels Advanced, Intermediate, and
Novice are subdivided into High, Mid, and Low sublevels
 4. What the assessment tools to measure learning outcomes?
 Information about student learning can be assessed through both direct and
indirect measures. Direct measures may include homework, quizzes, exams,
reports, essays, research projects, case study analysis, and rubrics for oral and
other performances.

Self-Reflect
Reflect on the question:
“Does the result of a periodical test reflect evaluation of a curriculum? Why?
The result gathered from a periodical test does reflect towards the evaluation of curriculum in terms of
being able to reassess its effectiveness in the student’s performance. In theory, a set of subjects within a
given curriculum should be easily learned by the students. There has to be something wrong when the
results from periodical examination come back with a high percentage of failures.

Lesson 3 Planning, Implementing and Evaluating: Understanding the Connections

Take Action
Activity 1: A day in a life of teacher in the classroom
1. Look for a teacher, whom you know personally.
2. Ask her/him to answer the following:
a. What are the teaching plans that you do everyday? Give at least three
 According to Mrs. Ojas from Angela Valdez Ramos National School, the teaching plans that she
do every day are, First is clear objectives and a sense of purpose, second is expect learners to
succeed. And have a positive attitude and sense of humor.

b. Do you implement these plans? How?

 Yes, everyday by having clear objectives and a sense of purpose. Making a plan does not suggest
a lack of creativity in your curriculum but rather, gives creativity a framework in which to
flourish. Expect learners to succeed. Learners need someone to believe in them. They need a
wiser and older person to put stock in their abilities. Set the bar high and then create an
environment where it’s okay to fail. This will motivate your learners to keep trying until they
reach the expectation you’ve set for them

c. if you implement these plans, how do you evaluate these?

 Develop a conceptual model of the project and identify key evaluation points

3. After you have asked and recorded the information, write these in the paragraph form.
Self-Check

Match the concept with the PIE

( C ) 1. Summative Testing
A. Planning
( A) 2. Course Designing

( B ) 3. Cooperative Learning
B . Implementing
( A) 4. Determining Needs

( B) 5. Guiding Learners
 C. Evaluating

(C ) 6. Making Judgement

Self-Check
Reflect on the information given by the teacher in your interview above.“Is teacher’s life a series
of planning, implementing, and evaluating? Will this improve teaching? Why?”
 Yes, as a future educator, planning, implementing, and evaluating will not only improve my
teaching. Planning is what you intended to teach. Allow you to think and improve any shortening
you may have about the lesson. It also improves teaching because you can see what worked, what
didn’t work and what could be improved. Without these three series it is hard to make something
you can’t understand. It will complete all about teaching. Planning is setting the objectives for the
lessons. Implementing needs to be flexible with the objectives in mind. Evaluating means
assessing if the content objectives we’ve meet.