Maria Victoria S.

Lopo
BSED 3-ENGLISH
CHAPTER 8&9

CHAPTER 8: TEACHERS AS CURRICULUM LEADERS

Activity 36. Reflect on and address the following:
1. Write your own definition of curriculum leadership.
The curriculum leadership is the integration of curriculum, instruction, evaluation, and
assessment to enhance learning and comprehension. The integration of curriculum,
instruction, assessment, and evaluation with the purpose of enhancing learning and
comprehension is known as curriculum leadership. Curriculum leaders assist teachers
in developing an understanding of the methodology, curriculum, and educational
resources that will enhance students' academic achievement.
2. Identify roles of teachers as curriculum leaders that you observed from
teachers in your school.
Curriculum leadership is…
• Developing lesson plans
• Monitored and evaluated students' progress
• Encourage curricular improvements that will improve education standards.
• Choosing and creating educational resources
• Monitoring and reporting students' development
• Creating a classroom that is suitable for the children
• Choosing the proper teaching methods and tactics
• Creating reports and completing paperwork
• Supporting kids in their academic lives
• Teaching the assigned subjects
• Conduct research to improve teaching methods and curriculum content.
• Increase knowledge of the instructional process.
• Create a curriculum that is suitable for pupils.
• Assess the curriculum's execution and its supporting materials.
• Lead initiatives to make sure that every single curricular reform is understood by the
general audience.
• Curriculum Expert
• Create innovative curricula
Despite the fact that these responsibilities are crucial to the educational process,
instructors must view themselves as curriculum leaders. The idea of curriculum
leadership includes a lot more ideas than just instructional leadership. All teachers can
perceive themselves as advocates and the driving force behind educational reforms at
all levels, including local schools, districts, divisions, regions, and the federal
government, by becoming curriculum leaders.
Activity 37. Select a partner and answer the following questions:
1. What are the challenges that K-12 teachers are currently facing in their
schools?
Here are the challenges of K-12 that teacher is currently facing in their schools
 • Scarce Resources
• Low levels of involvement and engagement among students (or lack of parental
supporLarge class sizes
• pupils who lack access to technology
• worries about the welfare of the students
• no direct communication with students
a lack of a work-life balance
• being tech savvy.
• Lack of finance
2. What leadership functions of teachers need strengthening?
One of the leadership duties of teachers that has to be improved or strengthened is the
expansion of information about the teaching and learning process. This leadership role
needs to be strengthened and improved if teachers are to be effective educators for
their students. It's crucial for a teacher to be familiar with and cognizant of his or her
students. The pupils' various learning styles allow them to use a variety of
methodologies and instructional techniques. To increase student and teacher
competency and their power to effect societal change, it is very advantageous to
strengthen and improve a teacher's leadership role. It is the duty of every teacher to
encourage their students to study and understand everything they can in both the
classroom and in real life. If a teacher takes on a leadership position
Activity 38. Identify the important traits of teachers as curriculum leaders in 21 st
century learning. Write your answer below. Share your answer to the class.
The following are the most important traits of teachers as curriculum leaders in
the 21st century learning.
• They Develop Leadership Skills and Empower Teachers
• Know how to deal with complicated issues, gather, examine, and synthesize data from
various sources, put up with ambiguity and uncertainty, and develop potentially
workable solutions.
• They Establish inclusive, cooperative learning environments
• Present unbiased perspectives on global issues and help students see things from
different angles.
· Provide students with the chance to reflect on their own learning and the instruction
they have received.
• They Have a Passion for What They Do
• They Promote Taking Risks
• They Set a Good Example
Activity 39. Interview some teachers. Ask them to discuss their involvement in
selecting textbooks and other instructional materials. Write a summary of the
results of your interview.
The textbooks and other teaching aids that instructors use in their classes should
be at the instructors’ discretion. Teachers may be required to choose the school’s
textbooks in some institutions; administrators, however, often choose the textbooks for
many institutions. Teachers should be allowed the freedom to choose the textbooks and
instructional materials they will use for their classes because they are the ones who will
be teaching the subject and are better acquainted with the needs and personalities of
their students. Involving teachers in the process is logical and appropriate because they
will be the ones teaching the subject. Teachers oversee curriculum development and
ensure that all of the instructional resources required for curriculum implementation are
available. They also make sure that the teaching materials are up-to-date and
accommodating of the students’ needs. Teachers are constantly encouraged to create
their own teaching materials using resources found in their immediate environment.
When creating pertinent teaching materials for their classes, they are expected to be
innovative and creative.

Activity 40: How can a teacher influence other teachers to become curriculum
leaders? Write your answer below.
A teacher can influence other teachers to become curriculum leaders by giving them the
freedom to innovate, make critical decisions, and act in their classrooms and schools.
Teachers play a variety of roles and perform a variety of tasks that are crucial to the
planning, development, and evaluation of the curriculum.
• They offer technical assistance for developing curricula.
• They create curricula for all levels of education, including higher education.
• They contribute to the creation of the curriculum's activities and assessment tools.
• They introduce innovations in the curriculum.
• Take the initiative to design or buy educational materials.
• They carry out the curriculum in a variety of administrative or teaching positions.

CHAPTER 9: UNPACKING CURRICULUM STANDARDS AND COMPETENCIES

Activity 41. Examine the K-12 Basic Education Curriculum. Write in this matrix
other examples of content standards, performance standards, and learning
competencies to form your favorite subjects.
Subject: English
Grade Level: Grade 7
Content:
CONTENT STANDARD PERFORMANCE LEARNING
STANDARD COMPETENCY
The learner demonstrates
comprehension of the The learner applies what The student should be able
following concepts: the use they have learned by: to: EN7G-11a-1
of conflict analysis in resolving conflicts that are
Philippine literature during presented in literary 1. Classify the usage
the apprenticeship period; selections; using tools and of each sentence
various deliberate listening mechanisms to locate 2. Decide which
and viewing strategies; the library resources; obtaining punctuation mark
distinction between literal data and noting details belongs in the
and figurative language; from texts to write a précis, sentence.
techniques for extracting summary, or paraphrase;
and condensing identifying and using literal
information from library and figurative language as
sources; verbal and non-
verbal cues in oral
communication; and
different kinds of phrases,
clauses, and sentences.
well as verbal and non-
verbal cues; and using
phrases, clauses, and
sentences meaningfully
and appropriately.

Activity 42. Reflect on and address the following:

1.Examine the learning competencies. Try to identify whether the learning
competencies are:
K-Knowledge.
V-Values.
K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL-APPLIED
TRACK SUBJECT
Gnde:11
Subject Tile: Practical Research 1
Semester: Second Semester No. of Hours/Semester:80 hours/ semester
Subject Description: This course develops critical thinking and problem-solving skills
through qualitative research.
CONTENT CONTENT PERFORMANC LEARNING CODE
STANDARD E STANDARD COMPETENCY
The learner The learner is The learner CS_RS11-
NATURE demonstrates able to: 1. Shares IIIa-1
OF understanding of: Use appropriate research
INQUIRY 1. The kinds of experiences
AND importanc research in and
RESEARC e of making knowledge.
H research decisions. 2. Explains the CS_RS11-
in daily importance IIIa-2
life. of research
2. The in daily life.
characteris 3. Describes CS_RS11-
tics, characteristi IIIa-3
processes, cs,
and ethics processes,
of and ethics
research. of research.
3. Quantitativ 4. Differentiate CS_RS11-
e and s IIIa-4
qualitative quantitative
research. from
4. The kinds qualitative
of research.
research 5. Provides CS_RS11-
across examples of IIIa-5
fields. research in
areas of
interest
(arts,
humanities,
sports,
science,
 business,
agriculture
and
fisheries,
information
and
communicat
ion
technology,
and social
inquiry.

LEARNING COMPETENCIES
The learner…
1. Shares research experiences and knowledge. ( S )
2. Explains the importance of research in daily life. ( V)
3. Describes characteristics, processes, and ethics of research. (K)
4. Differentiates quantitative from qualitative research. (K)
5. Provides examples of research in areas of interest (arts, humanities, sports,
science, business, agriculture and fisheries, information and communication
technology, and social inquiry. ( S )

2. Compare your work with your classmates. List the similarities and differences
you noted. Then, explain the basis of your classification.

CLASSMATE A CLASSMATE B MY ANSWER

1. V S S
2. S S V
3. K K K
4. K K K
5. D S S

Research experiences and information were shared as the first learning competency.
We both gave the identical response to the first learning competency—values in the
case of my classmate A and skills in the case of my classmate B. Explains the value of
research in daily life is part of the second competency. My classmates A and B's
responses are examples of skills. They have the same answer. While my answer is
different from theirs, it is Values. In the third learning competency, Describes research
characteristics, processes, and ethics, and fourth competency. It differentiates
quantitative from qualitative research. In the third and fourth competencies, we have the
same answer: knowledge.
3. Discuss which classification is best for each learning competency.
The knowledge category is the most appropriate one for each learning
competency since it emphasizes knowledge acquisition and application and is
frequently utilized in educational settings. displays knowledge of previously studied
content by recalling facts, phrases, fundamentals, and ideas
4. Decide what classification is best for each competency.
For each learning competency, knowledge, skill, and worth, they are all the best. This
information is crucial for figuring out the level of competence needed for each
measurable student outcome. Teachers may use the results to better understand the
nature of the subject matter and select effective delivery methods. Teachers can select
the best classroom assessment strategies for the course by organizing measurable
student outcomes in this way. It's crucial for pupils to develop their knowledge,
principles, and abilities.
Activity 43. Reflect on and address the following:
1. Examine the learning competencies in the last curriculum.
Look at this example:
LO 2.Demonstrate the testing of an automotive battery
2.1 Select appropriate test equipment. K.SPT
2.2 Test different types of batteries. S.SPT
2.3 Analyze test results. .SPT
2.4 Compare battery test result based on manufacturer's specification.S.SPT
2.5 Observe safety at all times while doing battery test.V.SCD-PT
2.6 Report findings of test results. K.SPT

2. Identify whether the learning competencies are: K-Knowledge, s-Skills, or V-

Values.
1. Illustrates a random variable (discrete and continuous).( K. knowledge )
2. Distinguishes between a discrete and a continuous random variable.
(K. knowledge )
3. Finds possible values of a random variable. (K-Knowledge)
4. Constructs the probability mass function of a discrete random variable and its
corresponding histogram. ( S. Skill )
5. Computes probabilities corresponding to a given random variable. (S. Skill)
6. Computes probabilities corresponding to a given random variable. ( S. Skill )
7. Illustrates the mean and variance of a distance random variable.( K. knowledge )
8. Calculates the mean and the variance of a discrete random variable. (S. Skill )
9. Interprets the mean and the variance of a discrete random variable. (K-knowledge )
10. Solves problems involving mean and variance of the probability distributions.
( S-skill )
11. Illustrates a normal random variable and its characteristics. ( K-knowledge )
12. Constructs a normal curve. ( S-skill )

3. Classify whether each competency is: SCT-Standards with Conventional

Testing. SPT-Standards with Performance Task, or SCD-Standards for Continuing
Development.
1. Illustrates a random variable (discrete and continuous)
 SPT – Standards with Performance
2. Distinguishes between a discrete and a continuous random variable.
 SPT – Standards with Performance
3. Finds possible values of a random variable
 SCT – Standards with Conventional Testing
4. Constructs the probability mass function of a discrete random variable and its
corresponding histogram.
 SPT – Standards with Performance Task
5. Computes probabilities corresponding to a given random variable.
 SPT – Standards with Performance Task
6. Computes probabilities corresponding to a given random variable.
 SCT – Standards with Conventional Testing
7. Illustrates the mean and variance of a distance random variable.
 SCT – Standards with Conventional Testing
8. Calculates the mean and the variance of a discrete random variable.
 SCT – Standards with Conventional Testing
9. Interprets the mean and the variance of a discrete random variable.
 SCD – Standard for Continuing Development
10. Solves problems involving mean and variance of the probability distributions.
 SPT – Standards with Performance Task
11. Illustrates a normal random variable and its characteristics.
 SCT – Standards with Conventional Testing
12. Constructs a normal curve.
 SPT – Standards with Performance Task

4.Try unpacking the learning competencies from the Senior High School
Statistics and Probability Curriculum.
LEARNING COMPETENCY
The learner…
1. Illustrates a random variable (discrete and continuous) ( S. SPT)
2. Distinguishes between a discrete and continuous random variable. ( K.SPT)
3. Determines the possible values of a random variable. ( K.SCT)
4. Illustrates a probability distribution for a discrete random variable and its
properties. ( S.SCT)
5. Constructs the probability mass function of a discrete random variable and its
corresponding histogram. (S. SPT)
6. Computes probabilities for a given random variable. ( S.SCT)
7. Illustrates the mean and variance of a discrete random variable. ( S.SCT)
8. Calculates the mean and the variance of a discrete random variable. ( S.SCT)
 9. Interprets the mean and the variance of a discrete random variable. ( V. SCD )
10. Solves problems involving mean and variance of the probability, distribution.
(S. SPT)
11. Illustrates a normal random variable and its characteristics.( S. SCT)
12. Construct normal curve (S. SPT )

5. Compare your work with your classmates. List the similarities an differences
you noted. Then, explain the basis of your classification.

CLASSMATE A CLASSMATE B MY ANSWER

1. S. SCT S. SCT S. SPT
2. K. SPT S. SPT K. SPT
3. V. SCT V. SCT K. SCT
4. S. SCT S. SCT S. SCT
5. V. SPT S. SPT S. SPT
6. S. SCT S. SCT S. SCT
7. S. SPT V. SCD S. SCT
8. V. SCD S. SCT S. SCT
9. K. SPT K. SCT V. SCD
10. K. SCT K. SPT S. SPT
11. S. CT S. CT S. SCT
12. S. SPT S. SPT S. SPT

6. Discuss which classification is best for each learning competency.

The best classification for Knowledge is SCT because it could be applied mostly
In traditional way of learning like pencil and paper test, assessment tools evaluate what
skills students can perform with success.
For Skills, the best classification is SPT because performance tasks are routinely used
in certain disciplines, such as visual and performing arts, physical education, and
career-technology where performance is the natural focus of instruction. Skills should
be applied more in authentic way or in real-world situation,
Finally, Values is best classification for SCD since it refers to the development and
moral of a person in learning.

7. Try doing it with the other subjects in the K-12 Basic Education Curriculum
until you master the skills for unpacking the standards and competencies.
 THE EXAMPLES OF STANDARD AND LEARNING COMPETENCIES FROM ORAL
COMMUNICATION
The learner…
1. Discusses the functions of communication. ( K. SCT)
2. Identifies the speaker’s purpose(s). ( K. SCT)
3. Watches and listens to sample oral communication activities ( S. SPT)
4. Ascertains the verbal and nonverbal cues that each speaker uses to achieve
his/her purpose ( S. SPT)
5. Comprehends various kinds of oral texts ( K. SCT)
6. Identifies strategies used by each speaker to convey his/her ideas effectively.
( K. SCT)
7. Evaluates the effectiveness of an oral communication activity. ( S. SCT )

Activity 44. Reflect on and address the following:

1. Form a small group. Select one subject to examine from the K-12 Basic Education
curriculum.
2. Examine the nature of the competencies. Then, using the appropriate Bloom’s
Taxonomy, look over the descriptions of the various levels of expertise.
3. Determine which description most closely matches that learning competency.
4. Analyze which of the three domains of learning is more emphasized in the curriculum.
5. Report your output to the whole class.
The traditional "Knowledge, Attitude, Skills" framework of teaching strategies and
assessment is supported by Bloom's Taxonomy. The taxonomy is an effective tool for
assessing students' values, attitudes, and actions as well as their level of conceptual
comprehension and application, as well as their presentation of certain skills. The most
widely used framework of its kind in education is still Bloom's Taxonomy of Learning
Domains. It is a simple, useful model that may be used to define learning objectives,
implement teaching and training techniques, and evaluate the efficacy of those
techniques. Bloom's Taxonomy provides a great framework for organizing, developing,
assessing, and evaluating the effectiveness of training and learning. This will decide
which classroom assessment strategies are most effective for the course. The
effectiveness of acquiring "mastery" rather than merely memorization will enhance with
proper planning and measurement of educational training and learning objectives.