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Learning Packet 1 Unit 1 Prof - Ed.7
Learning Packet 1 Unit 1 Prof - Ed.7
UNIT 1: BACKGROUND
1.1. Introduction
The continual modernization and globalization greatly affect the many aspects of hu-
man life. One of the affected areas is education if you can still remember that in the past
there was a technology-free classroom. We bring materials for writing for passing notes but
now cellphones will do. Because of the changes and integration of technology in teaching,
any already fully embraced the reality and brings with technology materials common for
the use of teaching (SingularityU Canada, 2018). These now open for new literacies that de-
velop and answer the call of 21st-century learning.
In this chapter we will be discussing the basic concept of the curriculum, revisiting its
process and models. Along the way of this, we will not forget what were the skills and lit-
eracies installed for that curriculum to be effective. This will not stop there because we will
see how the 21st century literacies are inculcated in the curriculum for the learners develop-
ment.
1.2 Background
1.2.1. Basics of Curriculum and Its Process
(Stutt, 2018)
The two schools of definition may have their difference but they greatly em-
phasize two distinct criteria and that is by understanding the term as used by edu-
cators and it should be useful to educators in making operational distinctions
(Glatthorn, Whitehead, & Boschee, 2019). And so, if we will try to define curricu-
lum development as a whole is defined as a planned, purposeful, progressive, and
systematic process to create positive improvements in the educational system. In
every twist of time, there will always changes and developments that will happen
around the world that will greatly affect school curricula (Bilbao, Dayagbil, &
Corpuz, 2015).
In the many definitions that are being given, Goodlad and his associates
were able to analyze curricula and determined five (5) different forms of curricu-
lum planning. In the ideological curriculum, it is highly identified as the ideal cur-
riculum which intended to reflect funded knowledge as interpreted by many schol-
ars and teachers. While the formal curriculum is that which is being approved by
the state and local school boards which are seen as a sanctioned curriculum that
represents society’s interests. On the other hand, the perceived curriculum is called
to be the curriculum of the mind which has been the collation of what the educa-
tors, parents, and other stakeholders think about what the curriculum should be.
Moreover, the operational curriculum is called to be as the actual which is happen-
ing within the day of the delivery of learning. Finally, the experiential curriculum
is seen in the part of the learners which is called learning (Glatthorn, Whitehead, &
Boschee, 2019).
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What has been mentioned above is generally important, but not all terms men-
tioned by Goodlad are co-equal with what is important to curriculum workers.
Glatthorn with his associates (2019) presents context some slightly different deno-
tations with what has been presented above. Below are the following:
1. Recommended Curriculum- this is the curriculum that is being endorsed by ex-
perts and organizations working in a state or group connected to education.
The Department of Education, Commission on Higher Education, TESDA, and
UNESCO are examples of the recommended curriculum that recommends and
implements a curriculum.
2. Written Curriculum- this is the curriculum approved by state and district cur-
riculum guides. It primarily ensures that newly adapted educational goals of
the system are being accomplished and well managed. This allows students,
regardless of differences can graduate and prepare for the next level of learn-
ing. This practically refers to a lesson plan or syllabus written by teachers or a
subject teacher. A teacher should know that the written curriculum needs to be
pilot tested in a school to know its effectiveness.
3. Taught Curriculum- this is about how the written curriculum will be imple-
mented. Whatever is happening in the teaching process of the teacher is con-
sidered part of the taught curriculum. And so, if a teacher gives a lecture, gives
a group work, or asks laboratory experiments under the teacher’s guidance
then the taught curriculum is being executed. In this process, it will always in-
clude the teaching and learning styles to address the necessity and interests of
the learners.
4. Supported Curriculum- in the process of life-long learning, support curriculum
is very important because it allows learners to have hands-on experiences of
the instructional materials like textbooks, audiovisual materials, blogs, wikis,
and many others. In much more effectiveness of support curriculum applica-
tion, we can identify the involvement of learners in playgrounds, zoos, gar-
dens, museums, and real-life objects.
5. Assessed Curriculum- this is a set of learned knowledge and skills that as-
sessed in teacher planned classroom assessments; district-developed tests; and
standardized tests. In the past, early problems in the student’s assessment
preparation have seen. Moreover, the tests in the past are concentrated purely
on the comprehension and memory objective information construction of tests,
and their attempts to measure understanding of concepts brought out the mul-
tiple-choice items that assessed students. Teachers on the other hand may use
the pencil and paper tests, and authentic assessments just like portfolio and
performance-based assessments to know if learners are progressing or not.
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6. Learned Curriculum- this is used to denote all the significant changes of learn-
ers in terms of values, perceptions, and behaviors as a result of school experi-
ences. Also, it includes the student’s understanding, learns, and retains what is
learned in the intentional curriculum. Moreover, the learned curriculum can be
measured through learning outcomes—which can be manifested by what stu-
dents can perform or do either in their cognitive, affective, or psychomotor do-
mains.
7. Hidden Curriculum- this refers to the unplanned part of the curriculum but has
an important role played in the learning process. Often this is called to be as the
unstudied curriculum or implicit curriculum which might be best defined in
various manners like schooling, intentional curriculum, and aspects that pro-
duce values, perceptions, and behaviors.
Would these
new literacies
change the
way young
learners do
their daily
tasks in the
classroom?
Direction: Identify the following which part of the curriculum process (Curriculum Plan-
ning, Curriculum Designing, Curriculum Implementing, Curriculum Evaluation) do it
belongs to.
1. Identify the Issue. 6. Form Curriculum Development Team
2. State Intended Learning Outcomes 7. Design Experiential Methods
3. Produce Curriculum Product 8. Test and Revise Curriculum
4. Reporting and securing resources 9. Implement Curriculum
5. Select Content 10. Conduct Needs Assessment & Analysis
Personal Reflection:
How would you make a situation where we can integrate the 7 types of curriculum?
Personal Reflection:
If you become a teacher, What type of Curriculum are you going to us? Why?
In the activity above, what did you observe with the activities happening in the
classroom?
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As you have seen the difference of the Traditional and Conventional Literacies.
What do you think will be the best way to deal out students within your com-
munity, municipality, Samar or Philippines as a whole?
UNIT TEST
Part I. Multiple Choice. Encircle the letter that contains the best answer.
1. What is the correct Latin term and meaning of the curriculum?
a. Currriri- to create c. Curriri- to run
b. Currere- to run d. Currere- to create a course
2. How did John Dewey define the curriculum?
a. It is a continuous and collective reconstruction moving from the child’s pre-
sent experience out into that presented researches.
b. It is an unending reconstruction moving up from the child’s past and present
experiences into that present studies.
c. It is a continuous reconstruction moving from the child’s present experiences
out into that presented by the studies.
d. It is a continuous reconstruction moving from the child’s past and present ex-
periences out into the result of different studies.
3. What are the two schools that defined the curriculum from different perspectives?
a. Descriptive and Inscriptive c. Prescriptive and Inscriptive
b. Descriptive and Recommended d. Descriptive and Prescriptive
4. What type of curriculum is a syllabus?
a. Recommended Curriculum c. Taught Curriculum
b. Written Curriculum d. Support Curriculum
5. What level of the curriculum process does conceptualization occur?
a. Planning b. Designing c. Implementation d. Evaluation
Part II. Create a schema of the curriculum models/designs indicating also their
highlighted purpose using a graphic organizer. You can use the space below.
Part III. Create a Venn Diagram comparing and contrasting the Traditional and
21st-Century Literacies and make a synthesis explaining your output.
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1.3 References
21st Century Skills. (2016, February 29). Curriculum of the 21st Century. Retrieved from
WorldStride: Educational Travel and Experiences: https://
www.envisionexperience.com/blog/curriculum-of-the-21st-century
Alvior, M. (2015, January 7). Seven School Curriculum Types and their Classroom Implications.
Retrieved from SIMPLYEDUCATE.ME: https://simplyeducate.me/2015/01/07/
seven-school-curriculum-types-and-their-classroom-implications/
Baska, J., & MacFarlane, B. (2016). Enhancing Creativity in Curriculum. Springer, 1061-
1083. DOI: https://doi.org/10.1007/978-1-4020-6162-2_54.
Beach, J. (2016). What is 21st-century Literacy? Retrieved from 21st-Century Literacy:
http://21centurylit.org/introduction
Bilbao, P. P., Dayagbil, F., & Corpuz, B. (2015). Curriculum Development for Teachers. Que-
zon City: Lorimar Publishing, Inc. .
Cox, J. (2019, July 9). Thematic Unit Definition and How to Create One. Retrieved from
ThoughtCo.: https://www.thoughtco.com/what-is-a-thematic-unit-2081360
EduGyan. (2017, MArch 3). Programmed Instruction. Retrieved from EduGyan: http://
www.edugyan.in/2017/03/programmed-instruction.html
Glatthorn, A., Whitehead, B., & Boschee, B. (2019). Curriculum Leadership: Strategies for De-
velopment and Implementation. California: SAGE Publications, Inc.
Hitt, M., Ireland, R., & Lee, H. (2016). Technological learning, knowledge management,
firm growth and performance: an introductory essay. ELSEVIER, 231-246.
Kimbrel, L. (2016, July 6). The Four Stages of Curriculum Development. Retrieved from LAU-
RIE KIMBREL'S BLOG: https://lauriekimbrel.wordpress.com/2016/07/06/the-four
-stages-of-curriculum-development/
Krnel. (2017, March 26). The Trivium Method of Thinking and Learning. Retrieved from
Steemit: https://steemit.com/philosophy/@krnel/the-trivium-method-of-thinking-
and-learning
1.4 Acknowledgment
The images, tables, figures and information contained in this module were taken
from the references cited above.