The Teacher and The School Curriculum

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CHAPTER 1: CURRICULUM ESSENTIAL

MODULE 1 : Curriculum and the Teacher
Curriculum in Schools
Module 1 is all about school curricula and the teacher. This introductory module identifies the
different types of curricula that exist in the teacher’s classroom and school. Further, Module 1 describes
the important roles of the teacher as a curricularist who engages in the different facets of curriculum
development in any educational level.
Discuss the different curricula that exist in the schools.

Enhance understanding of the role of the teachers as a curricularist.
Analyze the significance of curriculum and curriculum development in the teacher’s classroom.
Have you read “Sabre-Tooth Curriculum by Harold Benjamin (1939)?” take some time to read it
and find out what curriculum is all about during those times.
Start here and enjoy reading
A man by the name of New-Fist-Hammer-Maker knew how to do things his community needed to
have done, and he had the energy and the will to go ahead and do them. By virtue of these
characteristics, he was an educated man. New-Fist was also a thinker. Then as now, there were few
lengths to which men would not go to avoid the labour and pain of thought… New-Fist got to the point
where he became strongly dissatisfied with the accustomed ways of his tribe. He began to catch
glimpses of ways in which life might be made better for himself, his family and his group. By virtue of this
development, he became a dangerous man…
New-Fist thought about how he could harness the children’s play to better the life of the
community. He considered what adults do for survival and introduced these activities to children in a
deliberate and formal way. These included catching fish with bare hands, clubbing little woolly horses,
The Teacher and the School Curriculum

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and chasing away-sabre-toothed-tigers-with-fire. These then became the curriculum and the community
began to prosper-with plenty of food, hides for attire and protection from threat. “It is supposed that all
would have gone well forever with this good educational system, if conditions of life in that community
remained forever the same.” But conditions changed.
The glacier began to melt and the community could no longer see the fish to catch with their bare
hands, and only the most agile and clever fish remained which hid from the people. The woolly horses
were ambitious and decided to leave the region. The tigers got pneumonia and most died. The few
remaining tigers left. In their place, fierce bears arrived who would not be chased by fire. The community
was in trouble.
One day, in desperation, someone made a net from willow twigs and found a new way to catch
fish-and the supply was even more plentiful than before. The community also devised a system to include
these new techniques however encountered “stern opposition.”
These are also activities we need to know. Why can’t the schools teach them? But most of the
tribe particularly the wise old men who controlled the school, smiled indulgently at this suggestion. “That
wouldn’t be education… it would be mere training”. We don’t teach fish grabbing to catch fish, we teach it
to develop a generalized agility which can never be duplicated by mere training… and so on.
“If you had any education yourself, you would know that the essence of true education is
timelessness. It is something that endures through changing conditions like a solid rock standing
squarely and firmly in the middle of a raging torent”.
The story was written in 1939. Curriculum then, was seen as a tradition of organized knowledge
taught in schools of the 19th century. Two centuries later, the concept of a curriculum has broadened to
include several modes of thoughts or experiences.
No formal, non-formal or informal education exists without a curriculum. Classrooms will be empty
with no curriculum. Teachers will have nothing to do, if there is no curriculum. Curriculum is at the heart
of the teaching profession. Every teacher is guided by some sort of curriculum in the classroom and in
schools.
In our current Philippine educational system, different schools are established in different
educational levels which have corresponding recommended curricula. The educational levels are:
1. Basic Education. This level includes Kindergarten, Grade 1 to Grade 6 for elementary, and for
secondary, Grade 7 to Grade 10, for the Junior High School and Grade 11 and 12 and for the
Senior High School. Each of the levels has its specific recommended curriculum. The new basic
education levels are provided in the K to 12 Enhanced Curriculum of 2013 of the Department of
Education.

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2. Technical Vocational Education. This is post-secondary technical vocational educational and

training taken care of by Technical Education and Skills Development Authority (TESDA). For the
TechVoc track in SHS of DepEd, DepEd and TESDA work in close coordination.
3. Higher Education. This includes the Baccalaureate or Bachelor Degrees and the Graduate
Degrees (master’s and Doctorate) which are under the regulation of the Commission on Higher
Education (CHED).
Content Focus
In whatever levels of schooling and in various types of learning environment, several curricula
exist. Let us find out how Allan Glatthorn (2000) as mentioned in Bilbao, et al (2008) classified these:
Types of Curricula in Schools
Have you realized that in every classroom there are several types of curricula operating? Let us
look into each one.
1. Recommended Curriculum. Almost all curriculum found in our schools are recommended. For
Basic Education, these are recommended by the Department of Education (DepEd), for Higher
Education, by the Commission on Higher Education (CHED) and for vocational education by
TESDA. These three government agencies oversee and regulate Philippine education. The
recommendations come in the form of memoranda or policies, standards and guidelines. Other
professional organizations or international bodies like UNESCO also recommend curricula in
schools.
2. Written Curriculum. This includes documents based on the recommended curriculum. They
come in the form of course of study, syllabi, modules, books or instructional guides among others.
A packet of this written curriculum is the teacher’s lesson plan. The most recent written curriculum
is the K to 12 for Philippine Basic Education.
3. Taught Curriculum. From what has been written or planned, the curriculum has to be
implemented or taught. The teacher and the learners will put life to the written curriculum. The
skill of the teacher to facilitate learning based on the written curriculum with the aid of instructional
materials and facilities will be necessary. The taught curriculum will depend largely on the
teaching style of the teacher and the learning style of the lessons.
4. Supported Curriculum. This is described as support materials that the teacher needs to make
learning and teaching meaningful. These include print materials like books, charts, posters,
worksheets, or non-print materials like Power Point presentation, movies, slides, models, realias,
mock-ups and other electronic illustrations. Supported curriculum also includes facilities were
learning occurs outside or inside the four-walled building. These include the playground, science
laboratory, audio-visual rooms, zoo, museum, market or the plaza. These are the places where
authentic learning through direct experiences occur.

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5. Assessed Curriculum. Taught and supported curricula have to be evaluated to find out if the
teacher has succeeded or not in facilitating learning. In the process of teaching and at the end of
every lesson or teaching episode, an assessment is made. It can either be assessment of
learning. If the process is to find the progress of learning, then the assessed curriculum, is for
learning, but if it is to find out how much has been learned or mastered, then it is assessment of
learning. Either way, such curriculum is the assessed curriculum.
6. Learned Curriculum. How do we know if the student has learned? We always believe that if a
student changed behavior, he/she has learned. For example, from non-reader to a reader or from
not knowing to knowing or from being disobedient to being disobedient. The positive outcome of
teaching is an indicator of learning. These are measured by tools in assessment, which can
indicate the cognitive, affective and psychomotor outcomes. Learned curriculum will also
demonstrate higher order and critical thinking and lifelong skills.
7. Hidden/ Implicit Curriculum. This curriculum is not deliberately planned, but has a great impact
on the behavior of the learner. Peer influence, school environment, media, parental pressures,
societal changes, cultural practices, natural calamities, are some factors that create the hidden
curriculum. Teachers should be sensitive and aware of this hidden curriculum. Teachers must
have good foresight to include these in the written curriculum, in order to bring to the surface what
are hidden.
In every teacher’s classroom, not all these curricula may be present at one time. Many of them
are deliberately planned, like the recommended, written, taught, supported, assessed, and learned
curricula. However, a hidden curriculum is implied, and a teacher may or may not be able to predict its
influence on learning. All of these have significant role on the life of the teacher as a facilitator of learning
and have direct implication to the life of the learners.
Now that you are fully aware that there are seven types of curricula operating in every teacher’s
classroom, it is then very necessary to learn deeper and broaderabout the role of the teacher in relation
to the school curriculum.
Activity 1- Think - and –Share
1. Get a partner (A and B) from your online classmates.

2. Discuss the Sabre – tooth Curriculum and answer the following:
a. Does the sabre-tooth curriculum still exist at present? Give examples of your evidence.
b. Describe the kind of curriculum that exists as described in the article.
c. What does the author mean, when he said “A curriculum should be timeless?” Explain.
d. What is the difference between education and training?
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Activity 2 – Find a video- clips from online of a class whether within the country or outside the
Philippines then observe a Curriculum. Do the two activities:
1. Observe the classroom situation.

2. Assess the teacher ways in facilitating the learning of the students. Focus your observation on the
presence or absence of the seven types of curricula and their descriptions.
3. Record your observation on the matrix provided.
Guide questions for Observation
1. What curricula are present in the classroom from my observation?

2. What curricula are present in the classroom from my assessment?
3. How do I describe what I observed? Assessed?
4. Is there a type of curricula not present in the classroom? Identify.
Type of Curriculum What observation/ information did I get? or What answers did I
get from my careful assessment?
1. Recommended
2. Written
3. Taught
4. Supported
5. Assessed
6. Learned
7. Hidden

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Self-Check
A. Spin a Win: Agree or Disagree
Read each statement and decide whether you agree or disagree. Write your answer before each
number.
1. In the Saber Tooth Curriculum, learning is experiential and authentic.
2. It is a reality that there exist more than one curricula in the teacher’s classroom.
3. A teacher can say with confidence that learning has occurred, if the curriculum has been
assessed.
4. Some curricula in the schools/classrooms are unwritten.
5. To establish national standards, teachers should be guided by recommended curriculum in basic
and higher education.
6. Teachers should expect that school curricula are dynamic and changing.
7. Evaluated curriculum makes judgment about learning.
8. Textbooks and modules are written curricula that represent the recommended curricula.
9. Only the Department of Education can recommend a curriculum.
10. In the heart of all the types of curricula, the teacher has a major role.
B. Is it necessary for teachers to learn about school curriculum? Why? Write your answer on
the space provided below.
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THE TEACHER AS A
CURRICULARIST
 Enhance understanding of the role of the teacher as a curricularist in the classroom and school.
Take Off
What specific role do teachers play as a curricularist? Should they do these roles?
This lesson will bring all of you to an enhanced understanding and realization of the multifaceted
roles of the teacher which relate to the curriculum. Let us find out!
Look at the words inside the box. Read each one of them. Which one describes the teacher as a
curricularist? Circle the word.
Exciting Facilitating Knowing Planning Frustrating
Growing Evaluating
Growing
Initiating Innovating
Broadening Building Rewarding Believing
Recommending Showing Copying
Are you aware that the teacher’s role in school is very complex? Teachers do a series of
interrelated actions about curriculum, instruction, assessment, evaluation, teaching and learning. A
classroom teacher is involved with curriculum continuously all day. But very seldom has a teacher been
described as curricularist.
Curricularists in the past, are referred only to those who developed curriculum theories. According
to the study conducted by Sandra Hayes (1991), the most influential curricularist in America include John
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Dewey, Ralph Tyler, Hilda Taba and Franklin Bobbit. You will learn more of them in the later part of the
module.
Content Focus
In this lesson, we will start using the word curricularist to describe a professional who is a
curriculum specialist (Hayes, 1991; Ornstein & Hunkins, 2004; Hewill, 2006). A person who is involved in
curriculum knowing, writing, planning, implementing, evaluating, innovating, initiating may be designed as
curricularist. A TEACHER’S role is broader and inclusive of other functions and so a teacher is a
curricularist.
So what does a TEACHER do to deserve the label curricularist? Let us look at the different roles
of the teacher in the classroom and in the school. The classroom is the first place of curricular
engagement. The first school experience sets the tone to understand the meaning of schooling through
the interactions of learners and teachers that will lead to learning. Hence, curriculum is the heart of
schooling.
Let us describe the teacher as a curricularist.
The teacher as a curricularist…
1. Knows the curriculum. Learning begins with knowing. The teacher as a learner starts with
knowing about the curriculum, the subject matter or the content. As a teacher, one has to master
what are included in the curriculum. It is acquiring academic knowledge both formal (disciplines,
logic) or informal (derived from experiences, vicarious, and unintended). It is the mastery of the
subject matter. (knower)
2. Writes the curriculum. A classroom teacher takes record of knowledge concepts, subject matter
or content. These need to be written or preserved. The teacher writes books, modules, laboratory
manuals, instructional guides, and reference materials in paper or electronic media as a
curriculum writer or reviewer. (Writer)
3. Plans the curriculum. A good curriculum has to be planned. It is the role of the teacher to make
a yearly, monthly or daily plan of the curriculum. This will serve as a guide in the implementation
of the curriculum. The teacher takes into consideration several factors in planning a curriculum.
These factors include the learners, the support material, time, subject matter or content, the
desired outcomes, the context of the learners among others. By doing this, the teacher becomes
a curriculum planner. (Planner)

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4. Initiates the curriculum. In cases where the curriculum is recommended to the schools from
DepEd, CHED TESDA, UNESCO, UNICEF or other educational agencies for improvement of
quality education, the teacher is obliged to implement. Implementation of a new curriculum
requires the open mindedness of the teacher, and the full belief that the curriculum will enhance
learning. There will be many constraints and difficulties in doing things first or leading, however, a
transformative teacher will never hesitate to try something novel and relevant. (Initiator)
5. Innovates the curriculum. Creativity and innovation are hallmarks of an excellent teacher. A
curriculum is always dynamic, hence it keeps on changing. From the content, strategies, ways of
doing, blocks of time, ways of evaluating, kinds of students and skills of teachers, one cannot find
a single eternal curriculum that would perpetually fit. A good teacher, therefore, innovates the
curriculum and thus becomes a curriculum innovator. (Innovator)
6. Implements the curriculum. The curriculum that remains recommended or written will never
serve its purpose. Somebody has to implement it. As mentioned previously, at the heart of
schooling is the curriculum. It is this role where the teacher becomes the curriculum plan. The
teacher is at the height of an engagement with the learners, with support materials in order to
achieve the desired outcome. It is where teaching, guiding, facilitating skills of the teacher is
expected to the highest level. It is here where teaching as a science and as an art will be
observed. It is here, where a science and as an art will be observed. It is here, where all the
elements of the curriculum will come into play. The success of a recommended, well written and
planned curriculum depends on the implementation. (Implementer)
7. Evaluates the curriculum. How can one determine if the desired learning outcomes have been
achieved? Is the curriculum working? Does it bring the desired results? What do outcomes
reveal? Are the learners achieving? Are there some practices that should be modified? Should
the curriculum be modified, terminated or continued? These are some few questions that need
the help of a curriculum evaluator. That person is the teacher. (Evaluator)
The seven different roles are those which a responsible teacher does in the classroom every day!
Doing this multi-faceted work qualifies a teacher to be curricularist.
To be a teacher is to be a curricularist even if a teacher may not equal the likes of John Dewey,
Ralph Tyler, Hilda Taba, or Franklin Bobbit. As a curricularist a teacher will be knowing, writing,
implementing, innovating, initiating and evaluating the curriculum in the school and classrooms just like
the role models and advocates in curriculum and curriculum development who have shown the way.

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Take Action
Activity 1: Let’s Do a Simple Survey (Can be done only online or in the neighboring school. A
teacher who is friend, relation or anyone reachable)
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 – Same partner with the previous activity. Tag each one4 of you as person A and B. Person A will
take charge of Elementary while B is assign for the Secondary.
Step 2 – Each will look for at least 2 teachers coming from one or more different schools and are
currently teaching in the private or public schools.
Step 3 – With the use of the Teacher Survey Tool below, conduct the survey through any social media
platform.
The Teacher as a Curricularist Survey Tool
Name of Teacher : ___________________________________________________

School : ___________________________________________________
Grade Level Assignment : ___________________________________________________
No. of Years Teaching : __________________ Degree Graduated: ________________
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 teach. Yes No
2. I implement what I have planned for my teaching. Yes No
3. I monitor and assess if my students are learning. Yes No
4. I modify my activity to suit my learners in my classrooms. Yes No
5. I lead in the implementation of a new curriculum in my school. Yes No
6. I write instructional materials based on the recommend school Yes No
curriculum.
7. I look for others ways of doing to improve teaching and learning in Yes No
my classroom.
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Step 4 – Consolidate the data of 2 teachers in a matrix found in the Appendix 1.

Step 5 – Report the result of your survey to the inst5ructor and it will be included in the portfolio.
.
Self-Check. Please answer this mental exercise in your module.
I am a Teacher! Who Am I as a Curricularist?
Instructions: Identify on the blanks provided who I am as a Curricularist based on the cases
presented.
Case 1: I have a good idea on how to make my learners pay attention to the lesson. I will use the new
idea and find out if it will work. ___________________________________
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.
_____________________________
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.
____________________________
Case 4: I need a poem to celebrate the World Teachers’ Day. I composed one to be used in my class in
Literature. _________________________________
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 do the diverse background. In my readings, I
discovered that there are ways of teaching. I tried one myself and it worked.
_______________________________________
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. _____________________________________
Case 7: At the end of the year, my performance as a teacher is reflected 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.
____________________________________________
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. ______________________________________________
Case 9: My principal asked me to attend to 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
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knowledge of the subject matter. At the end of three days, I was able to produce lesson exemplars which
I am proud of. _______________________________________________
Case 10: In grade 7 to grade 10 of the K to 12 Enhanced Curriculum, science 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 a Biology major, and I have insufficient 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?
________________________________________________
Did you learn more from the cases?
Self-Reflect
Choose one from the 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: ____________________________________________________Case No. _____________________________
A. My Reflections on Case No. ________ (refer to cases 1 to 10 above)

B. What my partner said about my reflections:
Name of Partner: ___________________________________________________

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Module 2: The Teacher as a Knower of Curriculum

Module Overview:
Module 2 describes the school curriculum in terms of its definition, its nature and scope, are
needed by the teacher as a knower. This module provides a wider perspective for the teachers which
about the curriculum, in terms of curriculum approach, curriculum development process, some curriculum
models and the foundations upon which curriculum is anchored.
The School Curriculum:

Definition, Nature and Scope
 Define curriculum from different perspectives.

 Describe the nature and scope of curriculum.
Read today’s headlines
1. “Philippines Shifts to K to 12 Curriculum”

2. “Nature Deficit Syndrome On the Rise Among School Children”
3. “Teachers are Reluctant to Teach Beyond the Written Curriculum”
4. “Co-curricular Activities: Learning Opportunities or Distraction?”
5. “Parents Get Involved in School Learning”
What can you say of these headlines? Do these reflect what are going on in our schools? Should
the public know and be involved in the schooling of their citizens? What are the implications of each
headline to the classroom curriculum?
Each member of society seems to view school curriculum differently, hence there are varied
demands on what schools should do and what curriculum should be taught. Some would demand
reducing content and shifting emphasis to development of lifelong skills. Others feel that development of
character has been placed at the back seat of some school. More debates are emerging on the use of
languages in the classroom. Should it be mother tongue, the national language or the global language?
There seems to be confusion about what curriculum should really be. To have a common
understanding of what curriculum really is, this lesson will present some definitions as given by authors.
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Likewise, you will find in this lesson the description of the nature and scope of curriculum from several
points of view. This lesson will also explain how curriculum is being approaches. It further shows a
development process as a concept and as a process as applied to school curriculum.
Content Focus
Whether curriculum is take in its narrow view as a listing of subjects to be taught in schools or
broadly as all learning experiences that individuals undergo while in school, we cannot deny the fact that
curriculum should be understood by teachers and other stakeholders for curriculum affects all teachers,
students, parents, politicians, businessmen, professionals, government officials or even the common
people.
Like many concepts in education, there seems to be no common definition of ‘curriculum’.
Because of this, the concept of curriculum is sometimes characterized as fragmentary, elusive and
confusing. However, the word originates from the Latin word currere referring to the oval track upon
which Roman chariots raced. The New International Dictionary defines curriculum as the whole body of a
course in an educational institution or by a department while the Oxford English Dictionary defines
curriculum as courses taught in school or universities. Curriculum means different things to different
people. Sometimes educators equate curriculum with the syllabus while a few regard it as all the
teaching-learning experiences which the student encounters while in school. Numerous definitions
indicate dynamism which connotes diverse interpretations as influenced by modes of thoughts,
pedagogies, philosophies, political as well as cultural perspectives. Here are some of them.
Some Definitions of Curriculum
1. Curriculum is a planned and guides set of learning experiences and intended outcomes,
formulated through the systematic reconstruction of knowledge and experiences under the
auspices of the school, for the learners’ continuous and willful growth in personal social
competence.” (Daniel Tanner, 1980)
2. It is a written document that systematically describes goals planned, objectives, content, learning
activities, evaluation procedures and so forth. (Pratt, 1980)
3. The contents of a subject, concepts and tasks to be acquired, planned activities, the desired
learning outcomes and experiences, product of culture and an agenda to reform society make up
a curriculum. (Schubert, 1987)
4. A curriculum includes “all of the experiences that individual learners have in a program of
education whose purpose is to achieve broad goals and related specific objectives, which is
planned in terms of a framework of theory and research or past and present professional
practice.” (Hass, 1987)
5. It is a programme of activities (by teachers and pupils) designed so that pupils wills attain so far
as possible certain educational and other schooling ends or objectives. (Grundy, 1987)
6. It is a plan that consists of learning opportunities for a specific time frame and place, a tool that
aims to bring about behavior changes in students as a result of planned activities and includes all

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learning experiences received by students with the guidance of the school. (Goodland and Su,
1992)
7. It provides answers to three questions: 1. What knowledge, skills and values are most
worthwhile? 2. Why are they most worthwhile? 3. How should the young acquire them?
(Cronbeth, 1992)
Some Points of View of Other Curricularists
Since the concept and meaning of curriculum are shaped by a person’s point of view, this has
added to fragmentation, and some confusion. However, when put together, the different definitions rom
the diverse points of view, would describe curriculum as dynamic and perhaps ever changing.
Points of view about the curriculum can either be traditional or progressive according to the
person’s philosophical, psychological and even psychological orientations. These views can also define
what a curriculum is all about.
Curriculum from Traditional Point of View
The traditional points of view of curriculum were advanced by Robert Hutchins, Arthur Bestor, and
Joseph Schwab.
 Robert M. Hutchins views curriculum as “permanent studies” where rules of grammar, reading,
rhetoric, logic and mathematics for basic education are emphasized. The 3Rs (Reading, Writing,
‘rithmetic) should be emphasized in basic education while liberal education while liberal education
should be the emphasis in college.
 Arthur Bestor as an essentialist believes that the mission of the school should be intellectual
training, hence curriculum should focus on the fundamental intellectual disciplines of grammar,
literature and writing. It should include mathematics, science, history and foreign language.
 Joseph Schwab thinks that the sole source of curriculum is a discipline thus the subject areas as
Science, Mathematics, Social Studies, English and many more. In college, academic disciplines
are labelled as humanities, sciences, languages, mathematics among others. He coined the word
disciplines as a ruling doctrine for curriculum development.
 Phillip Phenix asserts that curriculum should consist entirely of knowledge which comes from
various disciplines.
Collectively from the traditional view of theorists like Hutchins, Schwab, Bestor and Phenix,
curriculum can be defined as a field of study. Curriculum is highly academic and is concerned with broad
historical, philosophical, psychological and social issues. From a traditional view, curriculum is mostly
written documents such syllabus, course of study, books and references where knowledge is found but is
used as a means to accomplish intended goals.
Curriculum from Progressive Points of View

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On the other hand, a listing of school subjects, syllabi, course of study, and specific discipline
does not make a curriculum. In its broadest terms, a progressive view of curriculum is the total learning
experiences of the individual. Let us look into how curriculum is defined from a progressive point of view.
 John Dewey believes that education is experiencing. Reflective thinking is a means that
unifies curricular elements that are tested by application.
 Holin Caswell and Kenn Campbell viewed curriculum as all experiences children have
under the guidance of teachers.
 Othaniel Smith, William Stanley and Harlan Shore likewise defined curriculum as a
sequence of potential experiences, set up in schools for the purpose of disciplining children
and youth in group ways of thinking and acting.
 Colin Marsh and George Willis also viewed curriculum as all the experiences in the
classroom which are planned and enacted by the teacher and also learned by the students.
The nature of curriculum has given rise to many interpretations, depending on a person’s
philosophical beliefs. Let us put all of these interpretations in a summary.
CURRICULUM is what is taught in school, a set of subjects, a content, a program of studies, a set
of materials, a sequence of courses, a set of performance objectives, everything that goes within the
school. It is what is taught inside and outside of school directed by the teacher, everything planned by
school, a series of experiences undergone by learners in school or what individual learner experiences
as a result of school. In short, Curriculum is the total learning experiences of the learner, under the
guidance of the teacher.
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.
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2. Do you have a traditional view of a curriculum, a progressive view or both? Explain your view
based on your definition.
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Label the description/definition on the left with either Traditional (T), or Progressive (P). Put a
check on your choice.
No. Description (T) (P)

1. Teachers are required to teach the book from cover to cover.
2. If the 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 or 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.
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.
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Approaches to School
Curriculum
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 Describe the different approaches to school curriculum.

 Explain by examples by how the approaches clarify the definition of curriculum.
 Reflect on how the three approaches interrelate with each other.
From the various definitions, we realized that curriculum is viewed in many ways. Let us look back
and use the definitions as a way of classifying how curriculum is viewed. In this lesson, let us look at the
curriculum as Content, a Process or a Product to fully understand the different perspectives of what
curriculum is all about. This can be one way of approaching a curriculum.
Content Focus
Three Ways of Approaching a Curriculum
Curriculum can be approached or seen in three ways. It can be defined as a content, a process or
an outcome. If you examine the definitions provided by the experts in the field, there are three ways of
approaching a curriculum. First, is to approach it as content or a body of knowledge to be transmitted.
Second, is to approach it is a product or the learning outcomes desired of learners. Third, is to approach
it as a process or what actually happens in the classroom when the curriculum is practiced.
1. Curriculum as a Content or Body of Knowledge
It is quite common for traditionalists to equate a curriculum as a topic outline, subject matter, or
concepts to be included in the syllabus or a books. For example, a primary school mathematics
curriculum consists of topics on addition, multiplication, subtraction, division. Distance, weight and many
more. Another example is in secondary school science that involves the study of biological science,
physical science, environmental science and earth science. Textbooks tend to begin with biological
science such are plants and animals, physical science with the physical elements, force and motion,
earth science with the layers of the earth and environmental science with the interaction of the biological
and physical science and earth’s phenomena, climate, vegetation followed by economic activities such as
agriculture, mining, industries, urbanization and so forth.
If curriculum us equated as content, then the focus will be the body of knowledge to be transmitted to
students using appropriate teaching method. There can be a likelihood that teaching will be limited the

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acquisition of facts, concepts and principles of the subject matter, however, the content or subject matter
can also be taken as a means to an end.
All curricula have content regardless of their design or models. The fund of knowledge is the
repository of accumulated discoveries and inventions of man from the explorations of the earth and as
products of research. In most educational setting, curriculum is anchored on a body of knowledge or
discipline.
There are four ways of presenting the content in the curriculum. These are:
1. Topical approach, where much content is based on knowledge, and experiences and included;
2. Concept approach with fewer topics in clusters around major and sub-concepts and their interaction,
with relatedness emphasized.
3. Thematic approach as a combination of concepts that develop conceptual structures, and
4. Modular approach that leads to complete units of instruction.
Criteria in the Selection of Content
These are some suggested criteria in the selection of knowledge or subject matter. (Scheffer,
1970 in Bilbao, et al 2009)
1. Significance. Content should contribute to ideas, concepts, principles and generalization that should
attain the overall purpose of the curriculum. It is significant if content becomes the means of
developing cognitive, affective or psychomotor skills of the learner. As education is a way of
preserving culture, content will be significant when this will address the cultural context of the
learners.
2. Validity. The authenticity of the subject matter forms its validity. Knowledge becomes obsolete with
the fast changing times. Thus there is a need for validity check and verification at a regular interval,
because content which may be valid in its original form may not continue to be valid in the current
times.
3. Utility. Usefulness of the content in the curriculum is relative to the learners who are going to use
these utility can be relative to time. It may have been useful in the past, but may not be useful now or
in the future. Questions like: Will I use this in my future job? Will it add meaning to my lie as a lifelong
learner? Or will the subject matter be useful in solving current concerns?
4. Learnability. The complexity of the content should be within the range of experiences of the learners.
This is based on the psychological principles of learning. Appropriate organization of content
standards and sequencing of contents are two basic principles that would influence learnability.
5. Feasibility. Can the subject content be learned within the time allowed, resources available,
expertise of the teachers and the nature of the learners? Are the contents of learning which can be
learned beyond the formal teaching-learning engagement? Are there opportunities provided to learn
these?

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6. Interest. Will the learners take interest in the content? Why? Are the contents meaningful? What
value will the contents have in the present and future life of the learners? Interest is one of the driving
forces for students to learn better.
The selection of the subject matter or content, aside from the seven criteria mentioned earlier, may
include the following guide in the selection of the CONTENT.
Guide in the Selection of the Content in the Curriculum
In 1952, Palma proposed the principle of BASIC as a guide in addressing CONTENT in the
curriculum. B.A.S.I.C. refers to Balance, Articulation, Sequence, Integration and Continuity. In organizing
content or putting together subject matter, these principles are useful as a guide.
Balance. Content should be fairly distributed in depth and breadth. This will guarantee that
significant contents should be covered to avoid too much or too little of the contents needed within the
time allocation.
Articulation. As the content complexity progresses with the educational levels, vertically or
horizontally, across the same discipline smooth connections or bridging should be provided. This will
assure no gaps or overlaps in the content. Seamlessness in the content is desired and can be assured if
there is articulation in the curriculum. Thus, there is a need of team among writers and implementers of
curriculum.
Sequence. The logical arrangement of the content refers to sequence or order. This can be done
vertically for deepening the content or horizontally for broadening the same content. In both ways, the
pattern usually is from easy to complex, what is known to the unknown, what is current to something in
the future.
Integration. Content in the curriculum does not stand alone or in isolation. It has some ways of
relatedness or connectedness to other contents. Contents should be infused in other disciplines
whenever possible. This will provide a wholistic or unified view of curriculum instead of segmentation.
Contents which can be integrated to other disciplines acquire a higher premium than when isolated.
Continuity. Content when viewed as a curriculum should continuously flow as it was before, to
where it is now, and where it will be in the future. It should be perennial. It endures time. Content may not
be in the same form and substance as seen in the past since changes and developments in curriculum
occur. Constant repetition, reinforcement and enhancement of content are all elements of continuity.
2. Curriculum as a Process
We have seen that the curriculum can be approached as content. On the other hand, it can be
approached as a process. Here, curriculum is not seen as a physical thing or a noun, but as a verb or an
action. It is the interaction among the teachers, students and content. As a process, curriculum happens
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in the classroom as the questions asked by the teacher and the learning activities engaged in by the
students. It is an active process with emphasis on the context in which the processes occur. Used in
analogy of the recipe in a cookbook, a recipe is the content while the ways of cooking is the process.
Curriculum as a process is seen as a scheme about the practice of teaching. It is not a package
of materials or a syllabus of content to be covered. The classroom is only part of the learning
environment where the teacher places action using the content to achieve an outcome. Hence the
process of teaching and learning becomes the central concern of teachers to emphasize critical thinking,
thinking meaning-making and heads-on, hands-on doing and many others.
As a process, curriculum links to the content. While content provides materials on what to teach,
the process provides curriculum on how to teach the content. When accomplished, the process will result
to various curriculum experiences for the learners. The intersection of the content and process is called
the Pedagogical Content Knowledge or PCK. It will address the question: If you have this content, how
will you teach it?
This section will not discuss in detail the different teaching strategies from where learning
experiences are derived. Rather, it will describe how the process as a descriptor of curriculum is
understood. The content is the substance of the curriculum, how the contents will be communicated and
learned will be addressed by the process.
To teachers, the process is very critical. This is the other side of the coin: instruction,
implementation, and teaching. These three words connote the process in the curriculum. When
educators ask teachers: what curriculum are you using? Some of the answers will be: 1. Problem-Based.
2. Hands-on, Minds On 3. Cooperative Learning 4. Blended Curriculum 5. On-line 6. Case-based and
many more. These responses approach curriculum as a process. These are the ways of teaching, ways
of managing the content, guiding learning, methods of teaching and learning and strategies of teaching or
delivery modes. In all of these, there are activities and actions that every teacher and learner do together
or learners are guided by the teacher. Some of the strategies are time-tested traditional methods while
others are emerging delivery modes.
When curriculum is approached as a PROCESS, guiding principles are presented.
1. Curriculum process in the form of teaching methods or strategies is means to achieve the end.
2. There is no single best process or method. Its effectiveness will depend on the desired learning
outcomes, the learners, support materials and the teacher.
3. Curriculum process should stimulate the learners’ desire to develop the cognitive, affective,
psychomotor domains in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be described as cognitive,
affective and psychomotor.
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6. Flexibility in the se of the process or methods should be considered. An effective process will always
result to learning outcomes.
7. Both teaching and learning are the two important processes in the implementation of the curriculum.
3. Curriculum as a Product
Besides viewing curriculum as content that is to be transmitted, or process that gives action using
the content, it has also been viewed as a product. In other words, product is what the students desire to
achieve as a learning outcomes.
The product from the curriculum is a student equipped with the knowledge, skills and values to
function effectively and efficiently. The real purpose of education is to bring about significant changes in
students’ pattern of behavior. It is important that any statement of objectives or intended outcomes of the
school should be a statement of changes of take place in the students. Central to the approach is the
formulation of behavioral objectives stated as intended learning outcomes or desired products so that
content and teaching methods may be organized and the results evaluated. Products of learning are
operationalized as knowledge, skills and values.
Curriculum product is expressed in form of outcomes which are referred to as the achieved
learning outcomes. There may be several desired learning outcomes, but if the process is not successful,
then no learning outcomes will be achieved. These learned or achieved learning outcomes are
demonstrated by the person who has meaningful experiences in the curriculum. All of these are result of
planning content and processes in the curriculum.
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:

Grade Level:
Subject Area Used:
NO. CONTENT PROCESS PRODUCT/OUTCOME

Example: Example: Example:
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A. Type of curriculum A. Individual A. Lists of types o

in the classroom research curriculum.
B. Interview B. Skill in interview and
C. Observation observation.
1.
2.
3.
4.
5.
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

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1. Curriculum as way of doing A. Content
2. Authenticity of the content B. Process
3. Curriculum as the subject matter C. Product
4. Fair distribution of the content D. Validity

across the subjects
5. Curriculum as the outcome of E. Balance

learning
6. Seamless flow of content F. Articulatio

vertically or horizontally in the n
curriculum
7. Evidence of successful teaching G. Sequence
8. Enduring and perennial content, H. Integration

from past to future
9. Allowing the transfer of content I. Continuity

to other fields
10.Arranging of content from easy J. Learning

to difficult Outcomes
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.
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Curriculum Development:
Processes and Models
 Explain and summarize the curriculum development process and models.

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Curriculum is a dynamic process. In curriculum development, there are always changes that
occur that are intended for improvement. To do this, there are models presented to us from well-known
curricularists like Ralph Tyler, Hilda Taba, Galen Saylor and William Alexander which would help clarify
the process of curriculum development. There are many other models, but let us use the three for this
lesson.
Content Focus
Curriculum Development Process
Curriculum development is a dynamic process involving many different people and procedures.
Development connotes changes which is systematic. A change or the better means alteration,
modification or improvement of existing condition. To produce positive changes, development should be
purposeful, planned and progressive. Usually it is linear and follows a logical step-by-step fashion
involving the following phase: curriculum planning, curriculum design, curriculum implementation and
curriculum evaluation. Generally, most models involve four phases.
1. Curriculum planning. Considers the school vision, mission and goals. It also includes the
philosophy or strong education belief of the school. All of these will eventually be translated to
classroom desired learning outcomes for the learners.
2. Curriculum designing. Is the way curriculum is conceptualized to include the selection and
organized of content, the selection and organization of learning experiences or activities and the
selection of the assessment procedure and tools to measure achieved learning outcomes. A
curriculum design will also include the resources to be utilized and the statement of the intended
learning outcomes.
3. Curriculum implementing. Is putting into action the plan which is based on the curriculum
design in the classroom setting or the learning environment. The teacher is the facilitator of
learning and, together with the learners, uses the curriculum as design guides to what will
transpire in the classroom with the end in view of achieving the intended learning outcomes.
Implementing the curriculum is where action takes place. It involves the activities that transpire in
every teacher’s classroom where learning becomes an active process.
4. Curriculum evaluating. Determines the extent to which the desired outcomes have been
achieved. This procedure is on-going as in finding out the progress of learning (formative) or the
mastery of learning (summative). Along the way, evaluation will determine the factors that have
hindered or supported the implementation. It will also pinpoint where improvement can be made

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and corrective measures, introduced. The result of evaluation is very important for decision
making of curriculum planners, and implementers.
Curriculum Development Process Models
1. Ralph Tyler Model: Four Basic Principles
Also known as Tyler’s Rationale, the curriculum development model emphasizes the planning
phase. This is presented in his book Basic Principles of Curriculum and Instruction. He posited four
fundamental principles which are illustrated as answers to the following questions:
1. What education purposes should schools seek to attain?

2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?
Tyler’s model shows that in curriculum development, the following considerations should be made:
1. Purposes of the school

2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experience
2. Hilda Taba Model: Grassroots Approach
Hilda Taba improved on Tyler’s model. She believed that teachers should participate that teachers
should participate in developing a curriculum. As a grassroots approach Taba begins from the bottom,
rather than from the top as what Tyler proposed. She presented seven major steps to her linear model
which are the following.
1. Diagnosis of learners’ needs and expectations of the larger society.

2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the means of doing it
3. Galen Saylor and William Alexander Curriculum Model
Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of four
steps. Curriculum is “a plan for providing sets of learning opportunities to achieve broad educational
goals and related specific objectives for an identifiable population served by a single school center.”
1. Goals, Objectives and Domains. Curriculum planners begin by specifying the major educational
goals and specific objectives they wish to accomplish. Each major goal represents a curriculum
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domain: personal development, human relations, continued learning skills and specialization. The
goals, objectives and domains are identified and chosen based on research findings,
accreditation standards, and views of the different stakeholders.
2. Curriculum Designing. Designing a curriculum follows after appropriate learning opportunities

are determined and how each opportunity is provided. Will the curriculum be designed along the
lines of academic disciplines, or according to student needs and interests or along themes?
These are some of the questions that need to be answered at this stage of the development
process.
3. Curriculum Implementation. A designed curriculum is now ready for implementation. Teachers

then prepare instructional plans where instructional objectives are specified and appropriate
teaching methods and strategies are utilized to achieve the desired learning outcomes among
students.
4. Evaluation. The last step of the curriculum model is evaluation. A comprehensive evaluation
using a variety of evaluation techniques is recommended. It should involve the total educational
programme of the school and the curriculum plan, the effectiveness of instruction and the
achievement of students. Through the evaluation process, curriculum planner and developers can
determine whether or not the goals of the school and the objectives of instruction have been met.
All the models utilized the processes of (1) curriculum planning, (2) curriculum designing, (3)
curriculum implementing, and (4) curriculum evaluating.
Comparison of the Three Models
Instruction: Determine the similarities and differences of the three models of Curriculum Development
Process.
How are the models similar?
Similar Features Tyler’s Taba’s Saylor & Alexander

Tyler Xxxxxxxx
Taba xxxxxxxx
Saylor & Alexander xxxxxxxx
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Comment:
How are the Models Different?
Similar Features Tyler’s Taba’s Saylor & Alexander

Tyler Xxxxxxxx
Taba xxxxxxxx
Saylor & Alexander xxxxxxxx
Comment:
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1. What phase of the curriculum process do you find very important as a teacher? Why?
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Foundations of Curriculum
Development
 Describe the foundations of curriculum development.

 Explain how each foundation influences the curriculum development.

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Curriculum development is anchored on a very solid foundation. Although considered to be a new

discipline, its significance in the light of global developments has now been acknowledged. What
philosophical, historical, psychological and sociological influences inform the current school curriculum?
How do these foundations reflect the development of curriculum in our 21 st century classrooms and
learning environment? Who are the identified curricularists with these foundations? Let us find out!
Foundations of Curriculum
1. Philosophical Foundations
Educators, teachers, educational planners and policy makers must have a philosophy or strong belief
about education and schooling and the kind of curriculum in the teachers’ classroom or learning
environment. Philosophy of the curriculum answers questions like: What are schools for? What subjects
are important? How should students learn? What methods should be used? What outcomes should be
achieved? Why?
The various activities in school are influenced in one way or another by a philosophy. John Dewey
influenced the use of “learning by doing”, he being a pragmatist. Or to an essentialist, the focus on the
fundamentals of reading, writing and arithmetic are essential subjects in the curriculum.
There are many philosophies in education but we will illustrate only those presented by Ornstein and
Hunkins in 2004.
A. Perrenialism
 Aim: To educate the rational person; cultivate intellect
 Role: Teachers assist students to think with reason (critical thinking HOTS)
 Focus: Classical subjects, literary analysis. Curriculum is enduring
 Trends: Use of great books (Bible, Koran, Classics) and Liberal Arts
B. Essentialism
 Aim: To promote intellectual growth of learners to become competent
 Role: Teachers are sole authorities in the subject area
 Focus: Essential skills of the 3Rs; essential subjects
 Trends: Back to basics, Excellence in education, cultural literacy
C. Progressivism
 Aim: Promote democratic social living
 Role: Teacher leads for growth and development of lifelong learners
 Focus: Interdisciplinary subjects. Learner-centered. Outcomes-based
 Trends: Equal opportunities for all, Contextualized curriculum, Humanistic education
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D. Reconstructionism
 Aim: To improve and reconstruct society. Education for change
 Role: Teacher acts as agent of change and reforms
 Focus: Present and future educational landscape
 Trends: School and curricular reform, Global education, Collaboration and Convergence,
Standards and Competencies
2. Historical Foundations
Where is curriculum development coming from? The historical foundations will show to us the
chronological development along a time line. Reading materials would tell us that curriculum
development started when Franklin Bobbit (1876-1956) write the book “The Curriculum.” Let us see
how each one contributed to curriculum development during his own time. Here are eight among the
many, we consider to have great contributions.
PERSONS CONTRIBUTIONS/ THEORIES AND PRINCIPLES

Franklin Bobbit  He started the curriculum development movement.
(1876-1956)  Curriculum is a science that emphasizes students’ needs.
 Curriculum prepares learners for adult life.
 Objectives and activities should group together when tasks are clarified.
Werret Charters  Like Bobbit, he posited that curriculum is science and emphasizes
(1875-1952) students’ needs.
 Objectives and activities should match. Subject matter or content relates
to objectives.
William Kilpartick  Curricula are purposeful activities which are child-centered.
(1875-1952)  The purpose of the curriculum is child development and growth. He
introduced this project method where teacher and student plan the
activities.
 Curriculum develops social relationships and small group instruction.
Harold Rugg  Curriculum should develop the whole child. It is child-centered.
(1886-1960)  With the statement of objectives and related learning activities,
curriculum should produce outcomes.
 Emphasized social studies and suggested that the teacher plans
curriculum in advance.
Hollis Caswell  Curriculum is organized around social functions of themes, organized
(1901-1989) knowledge and learners’ interest.
 Curriculum, instruction and learning are interrelated.
 Curriculum is a set of experiences. Subject matter is developed around
social functions and learners’ interest.
Ralph Tyler  Curriculum is a science and an extension of school’s philosophy. It is
(1902-1994) based on students’ needs and interest.
 Curriculum is always related to instruction. Subject matter is organized

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in terms of knowledge, skills and values.

 The process emphasizes problem solving. Curriculum aims to educate
generalists and not specialists.
Hilda Taba  She contributed to the theoretical and pedagogical foundations of
(1902-1967) concepts development and critical thinking in social studies curriculum.
 She helped lay the foundation or diverse student population.
Peter Oliva  He described how curriculum change is a cooperative endeavor.
(1992-2012)  Teachers and curriculum specialist constitute the professional core of
planners.
 Significant improvement is achieved through group activity.
3. Psychological Foundation of Curriculum
Psychology provides a basis to understand the teaching and learning process. It unifies elements of
the learning process. Questions which can be addressed by psychological foundations of education are:
How should curriculum be organized to enhance learning? What is the optimal level of students’
participation in learning the various contents of the curriculum? In this module, we shall consider three
groups of learning theories: behaviorism or association theories; cognitive-information processing
theories and humanistic theories (Ornsten & Hunkins, 2004).
Let us review some theories in learning related to these clusters of learning theories.
3.1 Association and Behaviorism

3.2 Cognitive Information Processing Theory

Ivan Pavlov  He is the father of the Classical Conditioning Theory, the S-R Theory.
(1849-1936)  The key to learning is early years of life is to train them want them to become.
 S-R Theory is a foundation of learning practice called indoctrination.
Edward  He championed the Connectionism Theory.
Thorndike  He proposed the three laws of learning:
(1874-1949)  Law or readiness
 Law of exercise
 Law of effect
 Specific stimulus has specific response.
Robert Gagne  he proposed the Hierarchical Learning Theory. Learning follows a hierarchy.
(1916-2002)  Behavior is based on prerequisite conditions.
 He introduces tasking in the formulation of objectives.
Jean Piaget  Theories of Jean Piaget
(1896-1980) o Cognitive development has stages from birth to maturity:
o Sensorimotor stage (0-2), preoperational stage (2-7), concrete
operations stage (7-11) and formal operation (11-onwards)

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 Keys to learning
o Assimilation (incorporation of new experiences)
o Accommodation (learning modification and adaptation)
o Equilibration (balance between previous and later learning)
Lev Vygotsky  Theories of Lev Vygotsky
(1896-1934) o Cultural transmission and development: children could, as a result of
their interaction with society, actually perform certain cognitive actions
prior to arriving at developmental stage.
o Learning precedes development.
o Sociocultural developmental theory.
 Keys to Learning
o Pedagogy creates learning processes that lead to development.
o The child is an active agent in his or her educational process.
Howard Gardner  Gardner’s Multiple Intelligences
o Humans have several different ways of processing information and
these ways are relatively independent of one another.
o There are eight intelligences: linguistic, logico-mathematical, musical,
spatial, bodily/kinesthetic, interpersonal, intrapersonal, and naturalistic.
Daniel Goleman  Emotion contains the power to affect action.
o He called this Emotional Quotient.
Humanistic Psychology
PERSONS/ CONTRIBUTIONS/ THEORIES AND PRINCIPLES

SYMBOLS
Gestalt  Gestalt Theory
o Learning is explained in terms of “wholeness” of the problem.
o Human beings do not respond to isolated stimuli but to an organization
or patter of stimuli.
 Keys to learning
o Learning is complex and abstract.
o Learners analyze the problem, discriminate between essential and
nonessential data, and perceive relationships.
o Learners will perceive something in relation to the whole. What/ how
they perceive is related to their previous experiences.
Abraham Maslow  He advanced the Self-Actualization Theory and classic theory of human
(1908-1970) needs.
 A child whose basic needs are not met will not be interested in acquiring
knowledge of the world.
 He put importance to human emotions, based on love and trust.
 Key to learning
o Produce a healthy and happy learner who can accomplish, grow and
actualize his or her human self.
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Carl Rogers  Nondirective and Therapeutic Learning

(1902-1987) o He established counselling procedures and methods for facilitating
learning.
o Children’s perceptions, which are highly individualistic, influence their
learning and behavior in class.
 Key to learning
o Curriculum is concerned with process, not product; personal needs,
not subject matter, psychological meaning, not cognitive scores.
Social Foundations of Curriculum
PERSONS/ CONTRIBUTIONS/ THEORIES AND PRINCIPLES

SYMBOLS
Schools and  Society as a source of change.
Society  School as agents of change.
 Knowledge as an agent of change.
John Dewey  Considered two fundamental elements – school and civil society – to be major
(1859-1952) topics needing attention and reconstruction to encourage experimental
intelligence and plurality.
Alvin Toffler  Wrote the book Future Shock.
 Believed that knowledge should prepare students for the future.
 Suggested that in the future, parents might have the resources to teach
prescribed curriculum from home as a result of technology, not in spite of it.
(Home Schooling).
 Foresaw schools and students worked creatively, collaboratively, and
independent of their age.
In summary, the foundation upon which curriculum is based are educational philosophies,
historical developments psychological explanations, and societal influences. All of these foundations are
interrelated to each.
Explore the Web
Instructions:
1. 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.

37
Cluster 1 – Philosophical Foundations

Cluster 2 - Historical Foundations
Cluster 3 – Psychological Foundations
Cluster 4 – Sociological Foundations
2. Submit in group the biographies of the identified persons in not less than 3 pages, short-sized
bond paper, double spaced, with list of references at the end.
Quick Check! Tag the Person
What significant contribution can you recall about this person?
1. Lev Vygotsky
2. Daniel Goleman
3. William Kilpatrick
4. Hilda Taba
5. Ralph Tyler
6. John Dewey
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7. Abraham Maslow
8. Carl Rogers
9. Franklin Bobbit
10. Alvin Toffler
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?
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2. How will the thinking of Abraham Maslow influence your teaching practice in the future?
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3. Do you agree with Alvin Toffler?

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_____________________________________________________________________________.
Reference:
Bilbao, P. P, Dayagbil, F.T, Corpuz, B.B, (2015). Curriculum Development for Teachers, Lorimar
Publishing. Philippines.
Reyes, E., Dizon, E., Villena, D. (2015). Curriculum Development. Adriana Publishing, Co., Inc.
Philippines.
CHAPTER II: Crafting the Curriculum: Curriculum

Development for Teachers
Module 3: The Teacher as a Curriculum Designer
Module Overview:
A curriculum as planned sequence of learning experiences should be at the heart and mind of
every teacher. Every teacher as a curricularist should be involved in designing a curriculum. In fact, it is
one of the teachers’ roles a s a curricularist. As such, you will be a part of the intellectual journey of your
learners. You will be providing them the necessary experiences that will enable the learner what you
intend them learn.
As a curriculum designer, this task was not given much attention in the past. Every single day, a
teacher designs a lesson or utilizes a curriculum that has been made and was previously written.
Designing a curriculum is a very challenging task. It is here where the style and creativity of the teacher

40
come in. thus in this module will provide the necessary concepts and activities that you as a teacher can
refer to as you prepare yourself to be a curriculum designer.
Fundamental of Curriculum
Designing
 Identify the fundamental of curriculum designing.

 Appreciate the task of designing a curriculum
Building on Peter Oliva’s 10 Axioms for Curriculum Designers

Before a teacher designs a curriculum, it would be of great importance to connect to the
fundamental concepts and ideas about the curriculum mentioned in Modules 1 and 2. Every curriculum
designer, implementer, or evaluator should take in mind the following general axioms as a guide in
curriculum development (Oliva, 2003):
1. Curriculum change is inevitable, necessary, and desirable. Earlier it was stated that one of the
characteristics of curriculum is its being dynamic. Because of this, teachers should respond to the
changes that occur in schools and in its context. Societal development and knowledge revolution
come so fast that the need to address the changing condition requires new curriculum designs.
2. Curriculum is a product of its time. A relevant curriculum should respond to changes brought
about by current social forces, philosophical positions, psychological principles, new knowledge, and
educational reforms. This is also called timeliness.
3. Curriculum changes made earlier can exist concurrently with newer curriculum changes. A
revision in a curriculum starts and ends slowly. More often, curriculum is gradually phased in and
phased out, thus the changes that occur can coexist and oftentimes overlap for long periods of time.
4. Curriculum change depends on people who will implement the change. Teachers who will
implement the curriculum should be involved in its development, hence should know how to design a
curriculum. Because the teachers are the implementers of the curriculum, it is best that they should
design and own the changes. This will ensure an effective and long lasting change.
5. Curriculum development is a cooperative group activity. Group decisions in some aspects of

curriculum development are suggested. Consultations with stakeholders when possible will add to a
sense of ownership. Even learners should participate in some aspect of curriculum designing. Any

41
significant change in the curriculum should involve a broad range of stakeholders to gain their
understanding, support, and input.
6. Curriculum development is a decision-making process made from choices of alternatives. A

curriculum developer or designer must decide what contents to teach, philosophy or point of view to
support, how to provide for multicultural groups, what methods or strategies, and what type of
evaluation to use.
7. Curriculum development is an ongoing process. Continuous monitoring, examination, evaluation,

and improvement of curricula are to be considered in the design of the curriculum. As the needs of
learners change, as society changes, and as new knowledge and technology appear, the curriculum
must change.
8. Curriculum development is more effective if it is a comprehensive process, rather than a

“piecemeal”. A curriculum design should be based on a careful plan, should clearly establish
intended outcomes, support resources and needed time available and should equip teaching staff
pedagogically.
9. Curriculum development is more effective when it follows a systematic process. A curriculum

design is composed of desired outcomes, subject matter content complemented with references, set
of procedures, needed materials and resources and evaluation procedure which can be placed in a
matrix.
10. Curriculum development starts from where the curriculum is. Curriculum planners and designers
should begin with existing curriculum. An existing design is a good starting point for any teacher who
plans to enhance and enrich a curriculum.
Building upon the ideas of Oliva, let us continue learning how to design a curriculum by identifying
its components.
For most curricula the major components or elements are answers to the following questions:
1. What learning outcomes need to be achieved? (Intended Learning Outcomes)

2. What content should be included to achieve the learning outcomes? (Subject Matter)
3. What learning experiences and resources should be employed? (Teaching-Learning Methods)
4. How will the achieved learning outcomes be measured? (Assessment of Achieved Learning
Outcomes)
Elements or Components of a Curriculum Design
There are many labels or names for curriculum design. Some would call it a syllabus, or a lesson
plan. Some would call it a unit plan or a course design. Whatever is the name of the design, the common
components for all of them are almost the same. However, some schools, institutions or departments
may add other minor parts or trimmings to the design.

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Let us take the Lesson Plan as a miniscule curriculum. A lesson plan or teaching guide includes
(1) Intended Learning Outcomes (ILO) or the Desired Learning Outcome (DLO) formerly labelled as
behavioral objectives, (2) Subject Matter or Content, (3) Teaching and Learning Methods, and (4)
Assessment Evaluation. Each of these components or elements is described below.
I. Behavioral Objectives or Intended Learning Outcomes
Begin with the end in view. The objectives or intended learning outcomes are the reasons for
undertaking the learning lesson from the student’s point of view’ it is desired learning outcome that is to
be accomplished in a particular learning episode, engaged in by the learners under the guidance of the
teacher. As a curriculum designer, the beginning of the learning journey is the learning outcomes to be
achieved. In this way, both the learner and the teacher are guided by what to accomplish.
The behavioral objectives, intended learning outcomes or desired learning outcomes are
expressed in action words found in the revised Bloom’s Taxonomy of Objectives (Andersen and
Krathwohl, 2003) for the development of the cognitive skills. For the affective skills, the taxonomy made
by Krathwohl and for the psychomotor domain by Simpson.
The statement should be SMART: Specific, Measurable, Attainable, Result oriented and Time
bound. For a beginner, it would help if you provide the Condition, Performance and Extent or Level or
Performance in the statement of the intended earning outcomes.
For example, if a lesson intends the students to identify the parts of a simple flower as stated in
the desired learning outcomes, then students should have identified the parts of a simple flower, at the
end of the lesson.
Sometimes the phrase intended learning outcomes is used to refer to the anticipated results after
completing the planned activity or lesson. In framing learning outcomes, it is good practice to:
 Express each outcome in terms of what successful students will be able to do. For example,
rather than stating students will be able to explain the reason why … it should be: ‘Students must
have explained the reasons why … ‘This helps students to focus on what they have to achieve as
learning. It will also help curricularist devise appropriate assessment tasks.
 Include different kinds of outcomes. The most common are cognitive objectives (learning facts,
theories, formulae, principles, etc.) and performance outcomes (learning how to carry out
procedures, calculations and processes, which typically include gathering information and
communicating results). In some contexts, affective outcomes are important too (for developing
attitudes or values, e.g. those required as a person and for a particular profession).
II. Content/ Subject Matter

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The content of the lesson or unit is the topic or subject matter that will be covered. In selecting
content, you should bear in mind the following principles in addition to those mentioned about the content
in previous lessons:
 Subject matter should be relevant to the outcomes of the curriculum. An effective curriculum is
purposive and clearly focused on the planned learning outcomes.
 Subject matter should be appropriate to the level of the lesson or unit. An effective curriculum is
progressive, leading students towards building on previous lessons. Contents which are too basic
or too advanced for the development levels of learners make students either bored or baffled, and
affect their motivation to learn.
 Subject matter should be up to date and, if possible, should reflect current knowledge and
concepts.
III. References
The reference follows the content. It tells where the content or subject matter has been taken. The
reference may be a book, a module, or any publication. It must bear the author of the material and if
possible, the publication. Some examples are given below.
1. Project Wild (1992) K to 12 Activity Guide, An Interdisciplinary, Supplementary Conservation and

Environmental Education Program. Council of Environmental Education, Bethesda, MD.
2. Shipman, James and Jerry Wilson, et al (2009). An Introduction to Physical Science. Houghton
Mifflin Co. Boston MA
3. Romo, Salvador B. (2013). Horticulture an Exploratory Course. Lorimar Publishing Inc. Quezon
City
4. Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The Teaching Profession 2nd Ed. Lorimar
Publishing Inc. Quezon City
IV. Teaching and Learning Methods
These are the activities where the learners derive experiences. It is always good to keep in mind
the teaching strategies that students will experience (lectures, laboratory classes, fieldwork etc.) and
make them learn. The teaching-learning methods should allow cooperation, competition as well as
individualism or independent learning among the students. For example:
 Cooperative learning activities allow students to work together. Students are guided to learn on
their own to find solutions to their problems. The role of the teachers is to guide the learners.
Democratic process is encouraged, and each one contributes to the success of learning. Students
learn from each other in ways. Group projects and activities considerably enhance the curriculum.
 Independent learning activities allow learners to develop personal responsibility. The degree of
independence to learn how to learn is enhanced. This strategy is more appropriate for fast
learners.
 Competitive activities, where students will test their competencies against another in a healthy
manner allow learners to perform to their maximum. Most successful individuals in their adult life

44
are competitive, even in early schooling. They mostly become the survivors in a very competitive
world.
 The use of various delivery modes to provide learning are experiences is recommended. Online
learning and similar modes are increasingly important in many curricula, but these need to be
planned carefully to be effective.
V. Assessment/ Evaluation
Learning occurs most effectively when students receive feedback, i.e. when they receive
information on what they have already (and have not) learned. The process by which this information is
generated is assessment. It has three main forms:
1. Self-assessment, through which students learn to monitor and evaluate their own learning. This
should be a significant element in the curriculum because we aim to produce graduates who are
appropriately reflective and self-critical.
2. Peer assessment, in which students provide feedback on each other’s learning. This can be
viewed as an extension of self-assessment and presupposes trust and mutual respect. Research
suggests that students can learn to judge each other’s work as reliably as staff.
3. Teacher assessment, in which the teacher prepares and administers tests and gives feedback on
the student’s performance.
Assessment may be formative (providing feedback to help the student learn more) or summative
(expressing a judgment on the student’s achievement by reference to stated criteria). Many assessment
tasks involve an element of both, e.g. an assignment that is marked and returned to the student with
detailed comments.
Summative assessment usually involves the allocation of marks or grades. This helps the teacher
make decisions about the progress or performance of the students.
Students usually learn more by understanding the strengths and weaknesses of their work than
by knowing the mark or grade given to it. For this reason, summative assessment tasks (including
unseen examinations) should include an element of formative feedback, if possible.
Application of the Fundamental Components to Other Curriculum Designs
While our example refers only to designing a lesson plan which is a mini curriculum, similar
components will also be used in making a syllabus for teaching in higher education courses or other
curricular projects. Based on the curriculum models we have learned the fundamental components
include the following:
Major components of a Course Design or Syllabus
1. Intended Outcomes (or Objectives)

2. Content/ Subject Matter (with references)
3. Methods/Strategies (with needed resources)
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4. Evaluation (means of assessment)
All other additional components are trimmings that each designer may place. This additional part
may be an institutional template, suggested by other curriculum experts and as required by educational
agencies like the Department of Education, Commission on Higher Education, Accrediting Agencies,
Professional Organizations that would serve the purposes they intend to achieve.
Activity: Finding an Example
Instructions:
1. Secure a copy of a sample Lesson Plan.

2. Using the matrix given below, analyze the sample you secured and give your suggestions
based on the principles and concepts you learned in this module.
COMPONENTS COPY FROM THE SAMPLE YOUR COMMENT/ SUGGESTION
Title of the Lesson Plan
Intended Learning
Outcomes/Objectives
Content/ Subject Matter
Methods/ Strategies

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Evaluation/ Assessment
Answer briefly:
1. Which one principle of Oliva is reflected in the Lesson Plan? Explain briefly.
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If you were to improve the design, what will you add, or subtract or modify? Write your re-design
suggestion.
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Which of the concepts do you clearly understand? Answer YES or NO to the questions that
follow.
Questions Answer
As a curricularist and curriculum designer… Yes or No
1. Do you think, curriculum change is inevitable?
2. Does curriculum change not consider the existing one?
3. Should curriculum be designed only by one person?
4. Should any change in curriculum include an evaluation process?
5. Does curriculum change mean total overhaul?
6. Should learning outcomes be considered only the expertise of the teacher?
7. Should teaching methods consider only the expertise of the teacher?
8. Are time tested methods like inductive and lecture no longer useful?
9. Should contents be updated and relevant?
10. Is there only one design that a teacher 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, this lesson on
fundamentals of curriculum designing or crafting a curriculum.
1. I realized that …
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2. I feel that …
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3. I need to …
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____________________________________________________________________________.
Reference:
Philippines.

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Approaches to Curriculum
Designing
 Identify some familiar curriculum designs and approaches to the designs.

 Analyze the approaches in the light of how these are applied in the school setting.
Take Off
You have started to be familiar with the preliminaries of making a simple design through a lesson
plan component. You will further enrich your knowledge by looking into how other curricularist approach

50
the curriculum design. In this lesson, we will see how several examples of curriculum designs are used in
the schools and classrooms.
Types of Curriculum Design Models
There are many ways of looking at curriculum and designing one. For our own purposes, let us
focus on the most widely used examples.
1. Subject-Centered Design
This is a curriculum design that focuses on the content of the curriculum. The subject-centered
design corresponds mostly to the textbook because textbooks are usually written based the specific
subject or course. Henry Morrison and William Harris are the few curricularist who firmly believed in this
design. As practiced, school hours are allocated to different school subjects such as Science,
Mathematics, Language, Social Studies, Physical Education, and others. This is also practiced in the
Philippines, because a school day is divided into class period, a school year into quarters or semester.
Most of the schools using this kind of structure and curriculum design aim for excellence in the specific
subject discipline content.
Subject-centered curriculum design has also some variations which are focused on the individual
subject, specific discipline and a combination of subjects or disciplines which are a broad field or
interdisciplinary.
1.1 Subject design.
What subject are you teaching? What subject are you taking? These are two simple questions
that the teacher and the learner can easily answer. It is because they are familiar with the subject design
curriculum.
Subject design curriculum is the oldest and so far the most familiar design for teachers, parents
and other laymen. According to the advocates, subject design has an advantage because it is easy to
deliver. Textbooks are written and support instructional materials are commercially available. Teachers
are familiar with the format, because they were educated using also the design. In the Philippine
educational system, the number of subjects in the elementary education is fewer than in the secondary
level. In college, the number of subjects also differs according to the degree programs being pursued.
For each subject, a curriculum is being designed.
1.2 Discipline design.
This curriculum design model is related to the subject design. However, whilec subject design
centers only on the cluster of content, discipline design focuses on academic disciplines. Discipline refers
51
to specific knowledge learned through a method which the scholars use to study a specific content of
their fields. Students in history should learn the subject matter like historians, students in biology should
learn how the biologists learn, and so with students in mathematics, who should learn how
mathematicians learn. In the same manner, teachers should teach how the scholars in the discipline will
convey the particular knowledge.
Discipline design model of curriculum is often used in college, but not in the elementary or
secondary levels. So from the subject centered curriculum, curriculum moves higher to a discipline when
the students are more mature and are already moving towards their career path or disciplines as science,
mathematics, psychology, humanities, history and others.
1.3 Correlation design.
Coming from a core, correlated curriculum design links separate subjects in order to reduce
fragmentation. Subjects are related to one another and still maintain their identity. For example, English
literature and social studies correlate well in the elementary level. In the two subjects, while history is
being studied, different literary pieces during the historical are also being studied. The same is true when
science becomes the core, mathematics is related to it, as they are taken in chemistry, physics and
biology. Another example is literature as the core with art, music, history, geography related to it. To use
correlated design, teachers should come together and plan their lessons cooperatively.
1.4 Broad field design/interdisciplinary.
Broad field design or interdisciplinary is a variation of the subject-centered design. This design
was made to cure the compartmentalization of the separate subjects and integrate the contents that are
related to one another. Thus subjects such as geography, economics, political science, anthropology,
sociology and history are fused into one subject called social studies. Language arts will include
grammar, literature, linguistics, spelling and composition.
Sometimes called holistic curriculum, broad fields draw around themes and integration.
Interdisciplinary design is similar to thematic design, where a specific theme is identified, and all other
subject area revolve around the theme.
2. Learner-Centered Design
Among the progressive educational psychologists, the learner is the center of the educative
process. This emphasis is very strong in the elementary level, however; more concern has been placed
on the secondary and even the tertiary levels. Although in high school, the subject or content has
become the focus and in the college level, the discipline is the center, both levels still recognize the
importance of the learner in the curriculum.
Here are some examples of curriculum design which are learner-centered.
2.1 Child-centered design.

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This design is often attributed to the influence of John Dewey, Rouseau, Pestallozi and Froebel.
This curriculum design is anchored on the needs and interests of the child. The learner is not considered
a passive individual but one who engages with his/her environment. One learns by doing. Learners
actively create, construct meanings and understanding as viewed by the constructivists. In the child-
centered design, learners interact with the teachers and the environment, thus there is a collaborative
effort on both sides to plan lessons, select content and do activities together. Learning is a product of the
child’s interaction with the environment.
2.2 Experience- centered design.
This design is similar to the child-centered design. Although the focus remains to be the child,
experience-centered design believes that the interests and needs of learners cannot be pre-planned.
Instead, experiences of the learners become the starting point of the curriculum, thus the school
environment is left open and free. Learners are made to choose from various activities that the teacher
provides. The learners are empowered to shape their own learning from the different opportunities given
by the teacher. In a school where experience-centered curriculum is provided, different learning centers
are found, time is flexible and children are free to make options. Activities revolve around different
emphasis such as touching, feeling, imagining, constructing, relating and others. The emergence of
multiple intelligence theory blends well with experience-centered design curriculum.
2.3 Humanistic design.
The key influence in this curriculum design is Abraham Maslow and Carl Rogers. Maslow’s theory
of self-actualization explains that a person who achieves this level is accepting of self, others and nature;
is simple, spontaneous and natural; is open to different experiences; possesses empathy and sympathy
towards the less fortunate among the n=many others. The person can achieve this state of self-
actualization later in life but has to start the process while still in school. Carl Rogers, on the other hand,
believed that a person can enhance self-directed learning by improving self-understanding, the basic
attitude to guide behavior.
In humanistic curriculum design, the development of self is the ultimate objective of learning. It
stresses the whole person and the integration of thinking, feeling and doing. It considers the cognitive,
affective and psychomotor domains to be interconnected and must be addressed in the curriculum. It
stresses the development of positive self-concept and interpersonal skills.
3. Problem-Centered Design
Generally, problem-centered design draws on social problems, needs, interest and abilities of the
learners. Various problems are given emphasis. There are those that center on life situations,
contemporary life problems, areas of living and many others. In this curriculum, content cuts across
subject boundaries and must be based on the needs, concerns and abilities of the students. Two
examples are given for the problem-centered design curriculum.
3.1 Life-situations design.

53
What makes the design unique is that the contents are organized in ways that allow students to
clearly view problem areas. It uses the past and the present experiences of learners as a means to
analyze the basic areas of living. As a starting point, the pressing immediate problems of the society and
the students’ existing concerns are utilized. Based on Herbert Spencer’s curriculum writing, his
emphases were activities that sustain life, enhance life, aid in rearing children, maintain the individual’s
social and political relations and enhance leisure, tasks and feelings. The connection of subject matter to
real situations increases the relevance of the curriculum.
3.2 Core problem design.
Another example of problem-centered design is core design. It centers on general education and
the problems are based on the common human activities. The central focus of the core design includes
common needs, problems, and concerns of the learners. Popularized by Faunce and Bossing in 1959, it
presented ways on how to proceed using core design of a curriculum.
These are the steps:

Step 1. Make group consensus on important problems.
Step 2. Develop criteria for selection of important problem.
Step 3. State and define the problem.
Step 4. Decide on areas of study, including class grouping.
Step 5. List the needed information for resources.
Step 6. Obtain and organize information.
Step 7. Analyze and interpret the information.
Step 8. State the tentative conclusions.
Step 9. Present a report to the class individually or by group.
Step 10. Evaluate the conclusions.
Step 11. Explore other avenues for further problem solving.
These are some examples of curriculum designs. There are many more which are emerging and
those that have evolved in the past. The example given may be limited, however; for our purposes, they
can very well represent curriculum designs.
Approaches to Curriculum Design
How will a particular design be approached by the teacher? After writing a curriculum based on
the specific design, let us see how a teacher will approach this. We will find out the utilization of the
example design.
Child or Learner-Centered Approach. This approach to curriculum design is based on the underlying
philosophy that the child or the learner is the center of the educational process. It means that the
curriculum is constructed based on the needs, interest, purposes and abilities of the learners. The
curriculum is also built upon the learners’ knowledge, skills, previous learning and potentials.
From its design, how should a child-centered curriculum be approached? Let us consider these
principles.
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Principles of Child-Centered Curriculum Approach
1. Acknowledge and respect the fundamental rights of the child.

2. Make all activities revolve around the overall development of the learner.
3. Consider the uniqueness of every learner in a multicultural classroom.
4. Consider using the differentiated instruction or teaching.
5. Provide a motivating supportive learning environment for all the learner.
The child-centered approach is illustrated in the example below:
School X is anchored on the theory of multiple intelligences in all its curricular and co-
curricular activities. Every classroom provides activity centers where children can learn on
their own with the different learning resource materials. Learners can just choose which
learning center to engage in with different resources. This arrangement allows for the
capacity of every learner to be honed. It also allows learning how to learn, hence will develop
independence. The teacher acts as guide for every learner. The learner sets the goal that can
be done within the frame of time.
Subject-Centered Approach. This is anchored on a curriculum design which prescribes separate

distinct subjects for every educational level: basic education, higher education or vocational-technical
education.
This approach considers the following principles:
1. The primary focus is the subject matter.

2. The emphasis is on bits and pieces of information which may be detached from life.
3. The subject matter serves as a means of identifying problems of living.
4. Learning means accumulation of content, or knowledge.
5. Teacher’s role is to dispense the content.
Example of subject-centered approach is given below.
In another setting, School Y aims to produce the best graduates in the school district. Every learner
must excel in all academic subjects to be on top o every academic competition. The higher the level of
cognitive intelligence is, the better the learner. Hence the focus of learning is mastery of the subject
matter in terms of content. Every student is expected to be always on top in terms of mastery of
discipline. Memorization, and drill are important learning skills. The school gives emphasis to
intellectual development, and sets aside emotional, psychomotor and even value development.
Success means mastery of the content.

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Problem-Centered Approach. This approach is based on a design which assumes that in the process
of living, children experience problems. Thus, problem solving enables the learners to become
increasingly able to achieve complete or total development as individuals.
This approach is characterized by the following views and belief:
1. The learners are capable of directing and guiding themselves in resolving problems, thus
developing every learner to be independent.
2. The learners are prepared to assume their civic responsibilities through direct participation in
different activities.
3. The curriculum leads the learners in the recognition of concerns and problems in seeking
solutions. Learners are problem solvers themselves.
Example of the problem-centered approach is presented below.
School Z believes that a learner should be trained to solve real life problems that come about
because of the needs, interests and abilities of the learners. Problems persistent in life and society that
affect daily living are also considered. Most of the school activities revolve around finding solutions to
problems like poverty, drug problems, climate change, natural calamities and many more. Since the
school is using a problem-based design, the same approach is used. Case study and practical work are
the teaching strategies that are utilized. Problem-centered approach has become popular in many
schools.
We have given examples of curriculum design and the corresponding approaches. Again, the
choice of the design is influenced by philosophical and psychological beliefs of the designer. It is very
important that as a curricularist, you will be able to understand the different design models and how to
approach each one.
Activity: K to 12 Curriculum: What Design?
Get hold of materials about the K to 12. Understand and answer the following:
1. What kind of curriculum design influence mostly the K to 12 Curriculum? (A) Subject-Centered?
(B) Learner-Centered (C) Problem-Centered? (You may have more than one answer)
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

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Learner-Centered Design/Approach
Problem-Centered Design/Approach
Identify what kind of design and approach are utilized in the following descriptions.
____________1. Only students who master the subject content can succeed.
____________2. Students are encouraged to work together to find answers to their task.
____________3. No learner is left behind in reading, writing and arithmetic.
____________4. School means survival of the fittest.
____________5. Teacher extends class because the children have not mastered the lesson.
____________6. Lesson deals with finding solution to everyday problem.
____________7. Differentiated instruction should be utilized for different ability groups.
____________8. Accumulation of knowledge is the primary importance in teaching.
____________9. Learning how to learn is observable among students.

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____________10. Students are problem-finders and solution givers.
Choose one statement and reflect on it. What do you think and feel about it?
Statement No. 1 – “Schools that approach the curriculum as subject-centered, make robots out of
the students.”
Statement No. 2 – “In schools where child-centeredness is the approach, discipline is weak.”
Statement No. 3 – “Students are too young to solve life’s problem; why should they do problem
solving in school?”
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Curriculum Mapping
 Define curriculum mapping as part of curriculum designing.

 Identify the purposes of curriculum maps.
 Familiarize oneself of some examples of curriculum maps.
Take Off
A curriculum design is reflected in a written curriculum either as a lesson plan, syllabus, unit plan
or a bigger curriculum like K to 12. Before a teacher shall put this plan or design into action, he/she must
need to do a curriculum map.
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Have you ever wondered how to pace your lesson, so that it will cover a period of time like hours,
weeks, quarters, semester or the whole year?
This lesson will teach us, curricularists, an important process and tool in curriculum development
which is Curriculum Mapping and Curriculum Maps.
Curriculum Mapping
Curriculum mapping is a process or procedure that follows curriculum designing. It is done before
curriculum implementation or the operationalization of the written curriculum. This process was
introduced by Heidi Hayes Jacobs in 2004 in her book Getting Results with Curriculum Mapping (ASCD,
2004). This approach is an ongoing process or “work-in-process”. It is not a one-time initiative but a
continuing action, which involves the teacher and other stakeholders who have common concerns.
Curriculum mapping can be done by teachers along, a group of teachers teaching the same subject, the
department, the whole school or district or the whole educational system.
Some curricularists would describe curriculum mapping as making a map to success. There are
common questions that are asked by different stakeholders, like teachers, colleagues, parents, school
officials and the community as well. These questions may include:
1. What do my students learn?

2. What do they study in the first quarter?
3. What are they studying in the school throughout the year?
4. Do my co-teachers who handle the same subject, cover the same content? Achieve the same
outcomes? Use similar strategies?
5. How do I help my students understand the connections between my subjects and other subjects
within the year? Next year?
Curriculum mapping, may be able to answer these questions above. Furthermore, mapping will
produce a curriculum map, which is a very functional tool in curriculum development.
Curriculum Mapping Process
There are many ways of doing things, according to what outcome one needs to produce. This is
also true with curriculum mapping. However, whatever outcome (map) will be made; there are suggested
steps to follow.
Example A.
1. Make a matrix or a spread sheet.

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2. Place a timeline that you need to cover. (one quarter, one semester, one year) This should be
dependent on time frame of a particular curriculum that was written.
3. Enter the intended learning outcomes, skills needed to be taught or achieved at the end of the
teaching.
4. Enter in the same matrix the content areas/subject areas to be covered.
5. Align and name each resources available such as textbooks, workbooks, module next to subject
areas.
6. Enter the teaching-learning methods to be used to achieve the outcomes.
7. Align and enter the assessment procedure and tools to the intended learning outcomes, content
areas, resources.
8. Circulate the map among all involved personnel for their inputs.
9. Revise and refine map based on suggestions and distribute to all concerned.
You will find Example A as a component of an OBE-Inspired syllabus for the higher education.
However, this can be modified for basic education to serve the specific purpose as you will see in some
maps.
Example B (For a degree program in college)
1. Make a matrix or a spreadsheet.

2. Identify the degree or program outcomes (ex. BEEd, or BSED)
3. Identify the subjects or courses under the degree (GenEd, Prof. Ed, and Major for BSEd)
4. List the subjects along the vertical cells of the matrix in a logical or chronological order.
5. List the degree program outcomes along the horizontal cell (use code as PO1, PO2 … if
outcomes are too long to fit in the cell) PO means Program Outcomes.
6. Cross the Subject and the Outcome, and determine if such subject accomplishes the outcomes
as either Learned (L), Performed (P) or given Opportunity (O). place the code in the
corresponding cell.
7. Fill up all cells.
8. After accomplishing the map, use it as a guide for all teachers teaching the course for students to
complete the degree in four years.
The Curriculum Map
Curriculum maps are visual timelines that outline desired learning outcomes to be achieved,
contents, skills and values taught, instructional time, assessment to be used, and the overall student
movement towards the attainment of the intended outcomes. Curricular maps may be simple or elaborate
that can be used by individual teacher, a department, the whole school or educational system. A map is
geared to a school calendar.
Curriculum maps provide quality control of what are taught in schools to maintain excellence,
efficiency and effectiveness. It is intended to improve instruction and maintain quality of education that all
stakeholders need to be assured.

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Sometimes, parents and teachers would ask questions like: “Why is my friend’s son studying
decimals in Mr. Bernardo’s class and my own son is not studying the same in Miss Julia’s class
when they are of the same grade level?” or “Why do some of my students recognize the parts of
speech while others are totally lost?”
Parents, teachers and the whole educational community can look at the curriculum map to see
that intended outcomes and content are covered. A map can reassure stakeholder’s specific information
for pacing and alignment of the subject horizontally or vertically. It will also avoid redundancy,
inconsistencies and misalignment. Courses that are not correctly aligned will allow teachers to quickly
assess the mastery of the skills in the previous grade, to avoid unnecessary reteaching.
Horizontal alignment, called sometimes as “pacing guide”, will make all teachers, teaching the
same subject in a grade level follow the same timeline and accomplishing the same learning outcomes.
This is necessary for state-mandated, standard-based assessment that we have in schools. Vertical
alignment, will see to it that concept development which may be in hierarchy or in spiral form does not
overlap but building from a simple to more complicated concepts and skills. Alignment, either vertical or
horizontal, will also develop interdisciplinary connections among teachers and students, between and
among courses. Teachers can verify that skills and content are addressed in other courses or to higher
levels, thus making learning more relevant.
A curriculum map is always a work in progress, that enables the teacher or the curriculum review
team to create and recreate the curriculum. It provides a good information for modification of curriculum,
changing o standards and competencies in order to find ways to build connections in the elements of the
curricula.
Example of a Curriculum Map
Here are two examples of a curriculum map. Sample A is for Basic Education and Sample B is for
a College Level.
Example A: Excerpt from DepEd Curriculum Guide for Science 3 shows a sample of a map for Quarter 1
and 2. A column for Code was not included.
ELEMENTARY SCIENCE GRADE 3
Note: For Quarter 2, there are still two major content which are 3. Living things 3.1 Plants and 4.
Heredity: Inheritance an Variation.
Content Content Performance Learning Learning
Standards Standards Competencies Materials
Grade 3 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
1. Properties The learners The learners The learners should Learning
1.1 Characteristics of demonstrate should be able to be able to … Guide in
solids, liquids, gases understanding of … Describe the Science &
… Group common different objects Health:
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Ways of sorting objects found at based on their Mixtures

materials and home and in characteristics (e.g.
describing them as school according Shape, Weight, BEAM –
solid, liquid or gas to solids, liquids Volume, Ease or Grade 3 Unit 4
based on and gas. Flow) Materials LG –
observable Science 3
properties. Materials
Module 1.
Classify objects and
materials as solid,
liquid, and gas
based on some
observable
characteristics.
Describe ways on
the proper use and
handling solid,
liquid and gas found
at home and in
school.
Changes that Effects of Investigate the Describe changes BEAM – G3
materials undergo. temperature on different changes in materials based Unit 3
materials. in materials as on the effect of Materials –
affected by temperature: Distance
temperature. 4.1Solid to liquid Learning
4.2Liquid to solid Module BEAM
4.3Liquid to gas G3 Unit 3
4.4Solid to gas Materials
Module 44-49
Grade 3 – Living Things and Their Environment

SECOND QUARTER/SECOND GRADING PERIOD
1. Living The learners The learners should The learners should
Things demonstrate be able to … be able to …
1.1 Humans understanding of … Practice healthful 1. Describe the parts
1.2 A Sense Parts and functions habits in taking care and functions of
Organs of the sense organs of these organs. the sense organs
of the human body. of the human
body;
2. Enumerate
healthful habits to
protect the sense
organs;
2. Living Parts and functions Enumerate ways of 3. Describe the BEAM – Grade 3 –
Things of animals and grouping animals animals in their Unit 2 Animals DLP
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2.1 Animals importance to based on their immediate 19 Beam – Grade 3

humans. structure and surrounding; – Unit 2 Animals
importance. DLP Science 3 31-
4. Identify the parts 32
and function of Learning Guide in
animal; Science & Health:
5. Classify animal The Body Guards
according arts and
use; body
6. State the
importance of
animals to
humans;
7. Describe ways of
proper handling of
animals.
Sample A1 – Science Curriculum Map Showing the Sequence of Domain for the Year per Quarter
Qtr G3 G4 G5 G6 G7 G8 G9 G10
1 Matter Matter Matter Matter Matter Force, Living Earth and
Motion, Things Space
Energy and Their
Environm
ent
2 Living Living Living Living Living Earth and Matter Force,
Things Things Things Things Things Space Motion,
and and Their and Their and Their and Their Energy
Their Environm Environm Environm Environm
Environ ent ent ent ent
ment
3 Force, Force, Force, Force, Force, Matter Living
Motion, Motion, Motion, Motion, Motion, Things
Energy Energy Energy Energy Energy and Their
Environm
ent
4 Earth Earth and Earth and Earth and Earth and Living Force, Matter
and Space Space Space Space Things Motion,
Space and Their Energy
Environm
ent
Sample B – Curriculum Map for Bachelor of Elementary Education (Professional Education

Courses)
Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8

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Sample Subjects
Child Development P L L O L O O O
Facilitating Human Learning P P L O L O L O
Social Dimensions P L L O O L O
Teaching Profession P P P P O P P
Principles of Teaching P P P P L O P O
Assessment of Learning P P P P L O P O
Educational Technology P P P P L O P O
Curriculum Development P P P P O P p
Developmental Reading P P P P O O P O
Field Study P P O P O P P P
Practice Teaching P P P P P P P P
Legend:
L – Learned outcomes (knowledge, skills, value)/ outcomes achieved in the subject

P – Practiced the learned outcomes (knowledge, skills, values)
O–Opportunity to learn and practice (opportunities to learn and practice knowledge, skill and
values but not taught formally)
Note:
1. No all professional subjects are entered in the matrix.

2. Desired outcomes for the professional courses are:
PO1 – Applied basic and higher 21st century skills.

PO2 – Acquired deep understanding of the learning process.
PO3 – Comprehended knowledge of the content they will teach.
PO4 – Applied teaching process skills (curriculum designing, materials development, educational
assessment, teaching approaches).
PO5 – Facilitated learning of different types of learners in diverse learning environments.
PO6 – Directed experiences in the field and classrooms (observation, teaching, assistance, practice
teaching)
PO7 – Demonstrated professional and ethical standards of the profession.
PO8 – Demonstrated creative and innovative thinking and practice of alternative teaching approaches.
Activity – Let’s Apply
1. Using the Sample A1 for Science Curriculum Map, what knowledge and understanding have you
learned? Analyze the matrix and answer the questions that follow:
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1.1 What are the main clusters of science content that students should learn from G3 to G10?
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1.2 How does science content progress from Grade 3 to Grade 10?
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1.3 When you look at and analyze the map, what summary ideas can you give?
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1.4 Science Curriculum is spiral. How do you explain that in terms of what you see in the map?
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2. Using Sample B, analyze and answer the following questions briefly:
1.1 What is the meaning of Practiced with a green background for subject Teaching Profession and
PO1 Applied basic and higher 21st century skills?
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1.2 What is your interpretation of the colored cell with Learned that crossed between subject Social
Dimensions and PO5, Facilitate learning of different types of learners in diverse learning
environment?
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1.3 What does the colored Opportunity in the cell of the subject Curriculum Development that
crosses with the PO6 Direct experience in the field and classroom (observations, teaching
assistance, practice teaching)?
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Make a wise decision. Show me that you understood the lesson. Know the difference between
YES and NO answer to each of the question.
1. Does curriculum mapping help a teacher understand what to accomplish within the period of
time? ______
2. Is a curriculum map a permanent document? _______
3. Can a curriculum map help explain to parents what their children are learning in school?______
4. Is curriculum mapping a task of only one teacher? ______
5. Can a curriculum map as a tool be used in instructional supervision?______
Reflect on the process of curriculum mapping and the sample curriculum map in this lesson. As a future
teacher, how will the process of mapping and the map as a tool help you in your profession?
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Reference:
Philippines.
CHAPTER III: Implementing the Curriculum: Curriculum

Development for Teachers
Module 4: The Teacher as the Curriculum Implementer and
Manager
Implementing the Designed

Curriculum as a Change
Curriculum construction, design and implementation is a continuous process influenced by

curriculum evaluation which enables on-going improvements to curriculum design and application. It
relies on relationships and organization and these features capture the human element of the process

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recognizing it is an organizational and decision-making process that ultimately informs the development
process.
As a teacher, this is one of the major roles that you do in the school. Many of the curricula that
you use may have been recommended and written down. Your task is to implement such. Daily your plan
should be ready for implementation. The success of learning depends on your implementation effort.
There is a minuscule curriculum like your lesson plan, or a big one like the K to 12 curriculum.
You will be both an implementer and a manager of these curricula. You will put action to what has been
planned and designed. It is you, a teacher, who will add more meaning to the various activities in the
classroom. This is what we call teaching styles. You have to make the day of the learners interesting,
engaging, and unforgettable. No curriculum should stop at planning or designing phase. It has to be
implemented.
 Define curriculum implementation.

 Analyze what is change process in curriculum implementation.
 Explain the process of curriculum implementation.
1. Identify one teacher in your locality.

2. Set an interview (facebook, call, text, video call, zoom, etc) schedule with one of these officials to
know more about the following:
a. What are the priority programs and projects that the Department of Education has
implemented in this time of Pandemic?
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b. What are the challenges, issues, and problems they met in their division or district in relation
to curriculum implementation in this time of Pandemic?
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c. What are the strategies they are implementing to address these issues, challenges and
problems?
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Picture analysis
DIRECTIONS: Analyze the different pictures then answer the question. What is/are being depicted in the
pictures?
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Curriculum Implementation Defined
 The phase where teacher action takes place. It is one of the most crucial process in curriculum
development although many education planners would say: “A good plan is work half done.” The
other half of the success of curriculum development rests in the hands of the implementor who is the
teacher (Tyler, Taba, Saylor and Alexander or Lewis).
 Putting into practice the written curriculum that has been designed in syllabi, course of study,
curricular guides, and subjects. It is a process wherein the learners acquire the planned or intended
knowledge, skills, and attitudes that are aimed at enabling the same learners to function effectively in
society. (SADCMoE Africa, 2000)
 According to Ornsteini and Hunkins (1998), curriculum implementation is the interaction between the
curriculum that has been written and planned and the persons (teachers) who are in charge to deliver
it. To them, curriculum implementation implies the following:
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 Shift from what is current to a new or enhanced curriculum.

 Change in knowledge, actions, and attitudes of the persons involved.
 Change in behavior using new strategies and resources.
 Change which requires efforts hence goals should be achievable.
 Loucks and Lieberman (1983) stated that it is to try out of a new practice and what it looks like when
actually used in a school system. It simply means that implementation should bring the desired
change and improvement.
 In the classroom context, it means “teaching” what has been written in the lesson plan. Implementing
means using the plan as a guide to engage with the learners in the teacher-learning process with the
end in view that learning has occurred and learning outcomes have been achieved. It involves the
different strategies of teaching with the support instructional materials to go with the strategy.
 In a large scale, it means putting the curriculum into operation with the different implementing agents.
It takes place in a class, a school, a district, a division, or the whole educational system. In higher
education, curriculum implementation happens for the course, a degree program, the institution, or
the whole higher education system. It requires time, money, personal interaction, personal contacts,
and support.
Curriculum Implementation as a Chafe Process
Kurt Levin’s Force Field Theory and Curriculum Change
 Kurt Levin (1915), the father of social psychology explains the process of change.
 There are the driving force and the restraining force. When these two forces are equal, the state is
equilibrium, or balance. There will be a status quo, hence there will be no change. The situation or
condition will stay the same.
 However, when the driving force overpowers the restraining force, then change will occur. If the
opposite happens that is when the restraining force is stronger than the driving force, change is
prevented. This is the idea of Kurt Levin in his Force Field Theory.
 The illustration below shows that there are driving forces on the left and the resisting forces on the
rights.

Driving Force E Restraining Forces
Government Q
Fear of the Unknown
Intervention U
Society’s Values I Negative Attitude to
L Change

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Technological
Tradition Values
Changes
Knowledge
Limited Resources
Explosion I
Administrative B
Obsolete Equipment
Support R
I
 Change will be better if the restraining forces shall be decreased, rather than increasing the driving
force.
Categories of Curriculum Change
McNeil in 1990 categorized change as follows:
1. Substitution.The current curriculum will be replaced or substituted by a new one; a complete

overhaul.
Example: changing an old book to entirely new one, not merely a revision.
2. Alteration. In alteration, there is a minor change to the current or exiting curriculum.

Example: instead of using a graphing paper for mathematics teaching
3. Restructuring. Building a new structure would mean major change or modification in the school
system, degree program or educational system.
Example: Using an integrated curriculum for the whole school for K to 12 requires the
primary and secondary levels to work as a team.
4. Perturbations. These are changes that are disruptive, but teachers have to adjust to them within a
fairly short time.
Example: if the principal changes the time schedule because there is a need to catch up
with the national testing time or the dean, the teacher has to shorter schedule to accommodate
unplanned extra curriculum activities.
5. Value orientation. To McNeil, this is a type of curriculum change. Perhaps this classification will
respond to shift in the emphasis that the teacher provides which are not within the mission or
vision of the school or vice versa.
Example: when new teachers who are recruited in religious schools give emphasis on
academics and forget the formation of values or faith, they need a curriculum value orientation.
Process of curriculum implementation
1. Developmental
 It should develop multiple perspectives, increase integration and make learning autonomous, create a
climate of openness and trust, and appreciate and affirm strengths of the teacher.
 There should be teacher support in trying new tasks, reflection on the new experiences and
challenge.
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 Stages in the developmental change process
a. Orientation ad preparation - the initial use is very mechanical or routinary. The skills are
honed and mastery of the routine is established, refinement follows. Adjustments are made to
better meet the needs of the learners and achieve the learning outcomes. There will be
continuous reflection, feedback and refinement.
b.
2. Participatory.
 Characteristics of teacher styles, commitment, and willingness to change, skills, and readiness are
critical to implementation.
 This should be coupled with organizational structure, principal style, student population
characteristics and other factors.
 Trust among key players should also be sought as this is a positive starting point. Involvement and
participation encourage sense of ownership and accountability.
 Participation builds a learning community which is very necessary in curriculum implementation.
3. Supportive
 Material support like supplies, equipment and conductive learning environment like classrooms and
laboratory should be made available.
 Likewise, human support is very much needed.
 The school leader or head should provide full school or institutional support to the implementation of
the new curriculum.
 Time is an important commodity for a successful change process. Time is needed by the teachers to
plan, adapt, train or practice, provide the necessary requirements and get support.
 Time is also needed to determine when the implementation starts and when it will conclude, since
curriculum implementation is time bound.
 Support from peers, principals, external stakeholders will add to the success of implementation.
When teachers share ideas, work together, solve problems, create new materials, and celebrate
success, more likely that curriculum implementation will be welcomed.
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 factors 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.
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3. You see that the middle portion is the word equilibrium or balance.
A. Driving Force/ Factors E B. Restraining Force/ Factor

Q
U
I
L
I
B
R
I
U
M
1. If A is more than B, there will be a successful curriculum change.

2. If B is more than A, there will be an unsuccessful curriculum change.
3. If A and B are equal, then there will be a status quo.
 Directions: Match Column A with Column B. 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
1. Implementing a. Minor curriculum change like the use of e portfolio instead of
portfolio as an artifact.
2. Restructuring b. Progressive steps from orientation to reflection about the
curriculum that is a characteristic of a curriculum implementation.
3. Developmental c. Major curriculum change like shifting from face to face to on line in
the delivery of an academic program.
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4. Alteration d. Curriculum process of putting into action what has been planned
and designed.
Implementing the Designed

Curriculum as a Change
Process
The process involves helping the learner acquire knowledge or experience. Curriculum
implementation cannot take place without the learner. The learner is therefore the central figure in the
curriculum implementation process. Implementation takes place as the learner acquires the planned or
intended experiences, knowledge, skills, ideas and attitudes that are aimed at enabling the same learner
to function effectively in a society.
Lesson plans and activities brought by the teachers who are committed to encouraging
conceptual understanding and lifelong learning. Teachers have real life classroom experience and have
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gone above and beyond to create these lessons. A teaching activity is like implementing a miniscule
curriculum. A daily lesson is based on a planned or written curriculum, which will be put to action by the
teacher in the classroom. Before the lesson ends the teacher must find out if the students have truly
learned. Let us see how this process will be shown.
 Review the components of a daily plan for teaching.

 Identify intended learning outcomes.
 Match learning outcomes with appropriate teaching methods.
THE MULTIPLE INTELLIGENCE QUIZ
For each of the statements below, choose a number between 1 and 5 to rate how the statement
describes you.
1 – No, the statement is not at all like me 4 – The statement is a lot like me
2 – The statement is a little like me 5 – Yes, the statement is definitely me
3 – The statement is somewhat like me
Indicators 5 4 3 2 1
Verbal/Linguistic
1. I can use lots of different words to express myself.
2. I feel comfortable working with language and words.
3. I enjoy participating in debates and/or discussions.
4. I find it easy to explain things to others.
5. I enjoy keeping a written journal and/or writing stories and articles.
TOTAL
Logical/Mathematical
1. I work best in an organized work area.
2. I enjoy maths and using numbers.
3. I keep a ‘things to do’ list.
4. I enjoy playing brainteasers and logic puzzles.
5. I like to ask ‘why’ questions.
TOTAL
Visual/Spatial
1. I understand colour combinations and what colours work well together.

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2. I enjoy solving jigsaw, maze and/or other visual puzzles.

3. I read charts and maps easily.
4. I have a good sense of direction.
5. I like to watch the scenes and activities in movies.
TOTAL
Interpersonal
1. I can sense the moods and feelings of others.
2. I work best when interacting with people.
3. I enjoy team sports rather than individual sports.
4. I can sort out arguments between friends.
5. I prefer group activities rather than ones I do alone.
TOTAL
Body/Kinesthetic
1. I like to move, tap or fidget when sitting.
2. I enjoy participating in active sports.
3. I am curious as to how things feel and I tend to touch objects and examine
their texture.
4. I am well co-ordinated.
5. I like working with my hands.
TOTAL
A. Watch the documentary video in youtube. Open the link https://www.youtube.com/watch?

v=yJ328s7LUrI&t=972s
B. Answer the following questions:

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1. How does the teacher deal with the students?

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And the GOOD NEWS!
DepED Order No. 70 s. 2012
Teachers of all public elementary and secondary schools will not be required to prepare
detailed lesson plans. They may adopt daily lesson logs which contain the needed
information and guide from the Teacher Guide (TG) and Teacher Manual (TM) reference
material with page number, interventions given to the students and remarks to indicate how
many students have mastered the lesson or are needing remediation.
However, teachers with less than 2 years of teaching experience shall be required to
prepare Daily Lesson Plans which shall include the following:
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
Starting the Class Right: laying Down the Curriculum Plan
The main parts of a lesson plan are: (1)Objectives or Intended learning outcomes(ILO) (2) Subject
matter (SM), (3) Procedure or Strategies of teaching, (4) Assessment of Learning Outcomes (5)
Assignment or Agreement
I. Intended learning Outcomes
These learning focuses of the lesson Learning outcomes are based on Taxonomy of Objectives
presented to us as cognitive, affective and psychomotor. Bloom’s Taxonomy has revisited by his own
student Lorin Anderson and David Krathwohl.
Bloom’s Taxonomy (1956) Revised Bloom’s by Anderson (2001)

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

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Revised Bloom’s Taxonomy: A Quick Look
There are three major changes in the revised taxonomy. These are:
a. Changing the names in the six categories from nouns to verbs.
b. Rearranging these categories.
c. Establishing the levels of the knowledge level in the original version.
NEW VERSION OF BLOOM’S TAXONOMY (by Anderson)
CATEGORIES EXAMPLE KEY WORDS

Remembering. Recall or retrieve previous Defines, describes, identifies, labels, lists, outlines,
learned information. selects, states
Understanding. Comprehend meaning, Comprehends, explains, distinguishes, estimates,
translation, state problem in own words, gives examples, interprets, predicts, rewrite,
making meaning. summarizes.
Applying. Use concept in new situation, Applies, changes, computes, operates, constructs,
applies what has been learned in new modifies, uses, manipulates, prepares, shows,
situation. solves
Analyzing. Separate materials or concepts Breaks down, compares, contrasts, diagrams,
into component parts so that the organization differentiates, discriminates identifies, infers,
is clear. Distinguishes between facts and outlines, relates, selects, separates
inferences.
Evaluating. Make judgments about the value Appraises, compares, criticizes, defends,
of ideas or materials. describes, discriminates, evaluates, interprets,
justifies, summarizes
Creating. Build a structure or pattern from Composes, compiles, designs, generates,
various elements. Put parts together to create modifies, organizes, rearranges, reorganizes,
a whole, to make new meaning and structure. revises, rewrites, summarizes, creates
In writing objectives or intended learning outcomes, it is always recommended that more of the
higher order thinking skills (HOTS) should be developed and less of the low level thinking skills (LOTS)
for learners. The low level categories will develop LOTS and thinking skills progress as the categories
move higher.
Higher Order Thinking Skills
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Lower Order Thinking Skills

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Levels of Knowledge
1. Factual Knowledge– ideas, specific data or information.

2. Conceptual knowledge – words or ideas known by common name, common features, multiple
specific examples, which may either be concrete or abstract. Concepts are facts that interrelate
with each other to function together.
3. Procedural knowledge – how things work, step-by-step actions, methods of inquiry.
4. Metacognitive knowledge– knowledge of cognition in general, awareness of knowledge of one’s
own cognition, thinking about thinking.
SMART way.Specific, Measurable, Attainable, Result Oriented (outcomes) and Time Bound.
I. Subject Matter or Content. (SM) comes from a body of knowledge (facts, concepts, procedure
and metacognition) that will be learned through the guidance of the teacher. Subject matter is
the WHAT in teaching. In a plan, this is followed by the references.
II. Procedure or Methods and Strategies.This is the crux of curriculum implementation. How a
teacher will put life to the intended outcomes and the subject matter to be used depends on
this component.
Ways of Teaching for the different kinds of Learners (Corpuz & Salandanan, 2013)
1. Direct Demonstration Methods: Guided Exploratory/Discovery Approach, Inquiry Method,

Problem-based Learning , Project Method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning Action cells, Think-Pair Share
3. Deductive or Inductive Approaches: Project Teaching, Inquiry-based Learning,
4. Other Approaches: Blended learning, Reflective Teaching, Integrated Learning, Outcomes-based
Approach
5.
Students Different Learning Styles Common Characteristics Tips for Teachers about Learners Visual
 Uses, graphs, charts, pictures. Tends to remember things that are written in form. Turns notes
into pictures, diagram, maps. Learn the big picture first than details. Make mind maps concept
maps.
Common Characteristics Tips for Teachers about Learners Auditory

 Recalls information through hearing and speaking. Prefers to be told how to do things orally.
Learns aloud. Record lectures and listen to these. Repeat materials out loud “parrots”. Read
aloud.
Common Characteristics Tips for Teachers about Learners Kinesthetic

 Prefers hand-on approach. Demonstrates how to do, rather than explain. Likes group work with
hands on – minds on. Learn something while doing another thing (eats while studying). Work
while standing. Likes fieldwork. Does many things at one time.
CONE OF LEARNING
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After 2 weeks we Nature of Involvement

tend to remember
10% of what we Reading Verbal Receiving
READ
20% of what we Hearing Words
HEAR
30% of what we Looking at Pictures
SEE
50% of what we Watching a movie Visual Receiving
HEAR and SEE Looking at an Exhibit
Watching a Demonstration
Seeing it Done on Location
70% of what we Participating in a discussion Receiving/Participating
SAY Giving a Talk
90% of what we Doing a Dramatic Presentation Doing
SAY & DO Simulating the Real Experience
Doing the Real Thing
Source: Edgar Dale, Audio-Visual Methods in Teaching (3rd Ed.), Holt, Rinehart and Winston
(1969)
So what instructional support materials will the teachers use, according to the learning styles and the
outcomes to be achieved? Here are some guideline.
1. Use of direct purposeful experience through learning by doing retains almost all of the learning
outcomes. Ninety percent of learning is retained. Examples are field trip, field study, community
immersion, practice teaching.
2. Participation in class activities, discussion, reporting and similar activities where learners have the
opportunity to say and write. Seventy percent of learning is remembered. Examples are small
group discussion, buzz session, individual reporting, role play, and panel.
3. Passive participation as in watching a movie, viewing exhibit, watching demonstration will retain
around 50% of what has been communicated.
4. By just looking at still pictures, paintings, illustrations and drawing, will allow the retention of
around 30% of the material content.
5. By hearing as in lecture, sermon, monologues, only 20% is remembered.
6. Reading, will ensure 10% remembering of the material.
Regardless of the amount of remembering from the concrete to abstract, each layer contributes to
learning and require instruction support materials.
 Visual: Concrete (flat, 3 – dimensional, realias, models, etc.) or abstract (verbal symbols, words)
 Audio: recordings of sounds, natural or artificial
 Audio – Visual: Combination of what can be seen and heard
 Kinesthetic: Manipulative materials like modelling clay, rings, dumb bells, equipment, others
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 Experiential: utilize all modalities
Example No. 1: Lesson using basic steps and parts as prescribed by DepEd Order No. 70 s, 2012 for
teachers, two years and less in service.
This lesson plan will show the basic component of any plan. This can be applied to any subject
that follows a generic format.
Lesson Plan in Science

I. Objectives/ Intended Learning Outcomes
1. Tell that force is applied to move objects.
2. Describe that pushing or pulling with a force moves objects.
3. State that if force moves the object away from the person it is a push.
4. State that if the force moves the object towards the person, it is a pull.
II. Subject Matter
A. Topic: Pushing or Pulling Moves Objects
B. Reference: Bilbao, P. (2020) Exploring Science with Fun
C. Science Concepts:
1. Objects move when force is applied to it.
2. A push is a force that moves objects away.
3. A pull is a force that moves the object near.
D. Science Processes: Observing, Inferring, Making, Operational Definition
E. Materials: Real objects like chairs, tables, books, stones, big boxes and pictures
III. Procedure
A. Preparatory Activity
1. Review of Prior Learning/ Past Lesson
B. Lesson Proper
1. Motivation
1.1 Bring children to observe outside the classroom to identify things or objects
that are moving.
1.2 Ask the children to report their observation in the class.
2. Pre-laboratory Activities
2.1 Let the learners recall the standards during a laboratory activity.
2.2 Present all the materials needed.
2.3 Distribute activity sheet to each group.
3. Laboratory Activity
3.1 Using the activity as a guide, each group work cooperatively.
3.2 Activity 1: Force: Can it Push or Pull?
3.3 Each group records observation for exhibit and reporting.
4. Post-Laboratory Activity
4.1 After the report, display the work in front of the classroom.
4.2 Analyze with the whole class each group result.
4.3 Make agreements on the results, that lead to conceptualization.
5. Conceptualization
5.1 Throw the following questions of the class to elicit their formed concepts.
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a. what is needed to move the object from one place to another? (Force is
needed to move the object.)
b. How will you move with a force if you want the object to go far from you?
(Push the object away)
c. How will you move with a force, if you want the object to move near you?
(Pull the object near.)
6. Application
6.1 Do you have enough force to push the wall? Try it.
6.2 Do you have enough force to pull a box? Try it.
6.3 Do you have enough force to push a chair? Try it.
IV. Assessment of Learning Outcomes
Circle the letter of the correct answer from the items below.
1. If you throw a ball to a classmate, what force will you apply?
a. Push b. Pull c. Slide
2. You want the chair to be nearer you, so your best friend can sit, what will you
do?
a. Pull the chair
b. Push the chair
c. Carry the chair
3. A table is blocking the way. You wanted to remove it farther to provide a
passage. What will you do?
a. Break the table
b. Push the table to the side
c. Pull the table
4. What do you need in order to move an objects away or near you?
a. Force
b. Food
c. Water
5. Can you force move everything?
a. Yes b. No c. Not sure
V. Assignment
At home, list four objects that you can push or pull. What did you use to pull or
push the objects?
Matching the Teaching Strategies with Learning Style in Curriculum Implementation
 Directions: Make a group Lesson Plan that is most appropriate for your group, using the basic
components as prescribed by the Department of Education. Choose your subject and topic.
I. Objectives

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II. Subject Matter

III. Procedure
IV. Assessment
V. Assignment
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DIRECTION: IDENTIFICATION. Read the statement carefully and provide the answer to what is asked in
each item. Write your answer in the space provided.
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key
point. To place this text box anywhere on the page, just drag it.]
1) What is the first level of knowledge in Bloom’s taxonomy?

2) What is the highest level of cognition in the Revised Bloom’s Taxonomy?
3) What DepEd Order requires a newly hired teacher to write a lesson plan?
4) What is referred to as a miniscule curriculum that the teacher implements everyday?
5) What is the learning style of a learner, who likes to tinker with many things?
6) What component of a lesson plan requires an active action for a curriculum to be implemented?
7) Who provided a visual model to show what instructional support can best enhance learning?
8) Who was Bloom’s student who revised his taxonomy of objectives?
9) Who is the frontline curriculum implementer?

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10) Who provided the original taxonomy for the cognitive domain?
THE ROLE OF TECHNOLOGY

IN DELIVERING THE
CURRICULUM
As the world shifts towards a global knowledge economy, education is the gateway through which
this is set to be achieved, the quality of higher education, is assessed through the backdrop of technology
integration for enhanced performance and achievement. A suitable and sustainable technology should be
used to electronically reach out to a large number of students, the general public with quality educational
material, so as to address the issues of access to education with equity and quality. Technology is
expected to completely change the way the curriculum is developed and delivered hence enhancing the
quality of higher education.
The role of technology in the curriculum springs from the very vision of the e-Philippine plan (e
stands for electronic). Thus it is stated: “an electronically enabled society where all citizens live in an
environment that provides quality education, efficient government services, greater sources of livelihood
and ultimately a better way of life through enhanced access to appropriate technologies.” (International
workshop on emerging technologies, Thailand, December 14-16, 2005). This points to the need for an e-
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curriculum, or a curriculum which delivers learning consonant with the Information Technology and
Communications Technology (ICT) revolution. This framework presupposes that curriculum delivery
adopts ICT as important tool in education while users implement teaching-learning strategies that
conform to the digital environment. Following a prototype outcomes-based syllabus, this same concept is
brought about through a vision for teachers to be providers of relevant, dynamic and excellent education
programs in a post-industrial and technological Philippine society. Thus among educational goals desired
for achievement is the honing of competencies and skills of a new breed of students, now better referred
to as a generation competent in literacies to the 3Rs (or reading, ‘riting and ‘rithmetic) but influences,
more particularly: problem-solving fluency, social networking fluency, medica fluence, and digital
creativity fluency.
 Discussed role of technology in curriculum application.

 Enhanced the application of outcomes-based learning with technology both as an aid and
platform for learning.
 Analyzed the significance of systematic lesson planning in which the appropriate choice of media
comes to play.
Decide on (a) a specific lesson to be taught (b) learning objectives (c) choice of media (d)
preparing in grid form a Lesson Plan,:

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Example of a Simplified Lesson Plan
Specific desired learning outcomes:

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Instructional Media
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Subject: Science
Level: Grade 6
Class Size: 45 students
Duration: 2 periods (2 hours)
Learning Activities:
Lesson: Saving Our Earth

Topic: Natural Resources
 Direction: Answer the following
1. Why it is important to think and planned out for the specific Instructional Materials/Media needed in
the lesson?

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2. Do these instructional materials/media affects the way teacher deliver the lesson? Why? Support
your answer.
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THE ROLE OF TECHNOLOGY IN DELIVERING CURRICULUM
In delivering curriculum the role of technology is very important - right at the planning phase of
any instruction, aside from formulating the objectives and among other considerations, there is a need to
identify what instructional media are to be utilized in the implementation.
Systematic approach to instructional planning
a. General specific goals and analyze your learners

b. Instructional objectives
c. Content
d. Materials/ choose an instructional media
e. Assess instructional media technology
f. Plan instructional activities
g. Implement instruction
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h. Assessment and evaluation on how objectives have been achieved

i. Revise instruction
Instructional media
 It should not be confused with the terms media technology or learning technology.
 Instructional media also refer red as media technology or learning technology, or simply
TECHNOLOGY.
 Types of instructional media
a. Non- projected media
b. Projected media
Non-projected Media Projected Media

Real Objects Overhead transparencies
Models Opaque projection
Field Trips Slide
Kits Filmstrips
Printed Materials (books, worksheets) Films
Visuals (drawings, photographs, graphs, charts, posters) Video, VCD, DVD
Visual boards (chalkboard, whiteboard, flannel board, etc.) Computer/multimedia presentations
Audio materials
Factors in Technology Selection
1. Practicality - the equipment (hardware) or already prepared lesson material (software) available? If
not, what would be the cost in acquiring the equipment or producing the lesson in audial or visual
form?
2. Appropriateness - in relation to the learners. Is the medium suitable to the learners’ ability to
comprehend? Will the medium be a source of plan amusement or entertainment, but not learning?
3. Activity/suitability - the chosen media fit the set instructional event, resulting in either information,
motivation, or psychomotor display?
4. Objective-matching - does the medium help in achieving the learning objective(s)?
The Role of Technology in Curriculum Delivery
 Upgrading the quality of the teaching-and-learning in schools.

 Increasing the capability of the teacher to effectively inculcate learning, and for students to gain
mastery of lessons and courses
 Broadening the delivery of education outside the schools through non-traditional approaches to
formal and informal learning such as Open Universities and lifelong learning to adult learners
3 current trends that could carry on the nature of education in the future
1. Paradigm shift from teacher-centered to student- centered approach to learning

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2. The broadening realization that education is not simply a delivery of facts and information, but an
educative process of cultivating the cognitive, affective, psychomotor, and much more the
contemplative intelligence of the learners of a new age
3. Increase in the use of new information and communication technology or ICT
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. Write
the appropriate consideration in preparing the material.
1. Lettering style or font
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2. Number of lettering style

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3. Use of capitals
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4. Lettering colors
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6. Spacing between letters

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9. Appeal
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10. Use of directional

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DIRECTION: Identification, reads and analyzed the following. Write your answer in the space
provided.
1. The medium suitable to the learners’ ability to comprehend.
2. The medium help in achieving the learning objective.
3. The medium be a source of plan amusement or entertainment.
4. This refer to media technology or learning technology
5. Opaque projection

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STA
CUR
IMP
Curriculum development requires the input of different stakeholders such as teachers, school
heads, parents, community members, students, district administrators and school boards. The role of the

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teachers involves defining different course components that are considered relevant, in line with the
latest technological development in the education sector. Stakeholders are crucial entities that play a role
in organization’s performance or operations or those affected by the actions undertaken by the
organization.
 Identified stakeholders of the curriculum

 Enumerate the role of each stakeholder
Learn More, Make an Interview
With the use of the interview protocol below, ask two persons (example: 1 student and 1 teacher
OR 1 teacher and one LGU) among the Stakeholders. Record your interview data and compile in the
portfolio. .
Interview Protocol on the Roles of Stakeholders
Name of the Interviewee :___________________________________________________________

Signature of the Interviewee :___________________________________________________________
Name of School : ___________________________________________________________
Category: (Check only)
Student _________
Teacher _________
School Head _________
Parent _________
Community _________
LGU _________
Govt Agency _________
Non Gov’t. Agency _________
Lead Questions:

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1. What do you know about the curriculum that is taught in this school?
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2. Are you involved in the activities in the school? How?

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3. Why do you get involved in the school activities?

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4. Do the activities contribute to the learning achievement of the students?

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5. What is your most important that contributed to the learning of the students? Give specific example?
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6. Would you like to continue what you are doing for the school curriculum? Why?
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 Direction: Answer the following questions:

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1. What is your role in curriculum development?

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2. How teachers are viewed as curriculum implementer?

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3. How does school heads understand their stakes on the curriculum?

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4. How parents think of their stake in curriculum development?
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Curriculum Stakeholders
1. Learners are at the core of the curriculum.
 The old view that students are mere recipients of the curriculum, is now changing.
 Learners have more dynamic participation from the planning, designing, implementing and
evaluating.

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 The older they are in high school or college, the more they participate. From another angle,
whether learners are in the elementary or college level, they can make or break curriculum
implementation by their active or non-involvement. After all, learners together with the teachers,
put action to the curriculum.
2. Teachers are curricularists.
 Teachers are stakeholders who plan, design, teach, implement and evaluate the curriculum.
 Teachers’ influence upon learners cannot be measured. Better teachers foster better learning.
 Teachers need to continue with their professional development to contribute to the success of
curriculum implementation. Teachers should have full knowledge of the program philosophy,
content and components of curriculum and ways of teaching.
 A teacher designs, enriches and modifies the curriculum to suit the learners’ characteristics.
 As curriculum developers, teachers are part of textbook committees, teacher selection, school
evaluation committee or textbooks and module writers themselves.
Roles that the teachers do in curriculum implementation are:
1. Guiding, facilitating and directing the activities of the learners;

2. Choosing the activities and the methods to be utilized;
3. Choosing the materials that are necessary for the activity;
4. Evaluating the whole implementation process, and
5. Making a decision whether to continue, modify or terminate the curriculum.
3. School leaders are curriculum managers.
 Principals and school leads, too, have important roles in curriculum implementation process in
schools.
 Communication line should be open to all concerned should the school leaders lead in curriculum
teamwork.
 Convincing the parents on the merits of the new curriculum is the job of the school heads. They
should be committed to change and should employ strategies to meet the needs of the teachers,
and learners like buildings, books, library and other needed resources.
4. Parents
 When children bring home a homework from school, some parents are unable to help.
 Schools need to listen to parents’ concerns about school curriculum like textbooks, school
activities, grading systems and others.
 Schools have one way of engaging parents’ cooperation through Brigada Eskwela.
 They can also be tapped in various co-curricular activities as chaperones to children in Boy and
Girl Scouting, Science Camping and the like.
 Parents may not directly be involved in curriculum implementation, but they are formidable
partners for the success of any curriculum development endeavor.
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
How do parents help shape the curriculum in schools? Here are some observations.
 The school composed of parents who are positively involved in school activities have better
achievement than schools with uninvolved parents. Disciplinary problems are minimal, and
students are highly motivated.
 The home is the extended school environment. In lifelong learning, the achieved learning in
schools are transferred at home. Thus, the home becomes the laboratory of learning. Parents see
to it that what children learn in school are practiced at home. They follow up lessons, they make
available materials for learning and they give permission for the participation of their children.
 In most schools, parent associations are organized. This is being encouraged in School based
Management. In some cases, this organization also includes teachers to expand the school
learning community. This is considered as the best practice in most performing schools.
5. Community as the Curriculum Resources and a Learning Environment

“It takes the whole village to educate the child”
 Yes, it is true that the school is in the community, hence the community is the extended school
ground, a learning environment. All the barangay leaders, the elders, others citizens and
residents of the community have a stake in the curriculum. It is the bigger school community that
becomes the venue of learning. The rich natural and human resources of the community can
assist in educating the children. The community is the reflection of the school’s influence and the
school is a reflection of the community support. (Lady Hillary Clinton)
6. Other Stakeholders in Curriculum Implementation and Development

 Some stakeholders may not have direct influence on the school curriculum. These are agencies
and organizations that are involved in the planning, design, implementation and evaluation of the
school curriculum. To name a few, the list follows.
6.1 Government Agencies
 DepEd, TESDA, CHED – trifocal zed agencies that have regulatory and mandatory authorities
over the implementation of the curricula.
 Professional Regulation Commission (PRC) and Civil Service Commission (CSC) – the agency
that certifies and issues teacher licenses to qualify one to teach and affirms and confirms the
appointment of teachers in the public schools.
 Local Government Units (LGU) include the municipal government officials and the barangay
officials. Some of the teachers are paid through the budget of the LGUs. They also construct
school buildings, provide equipment, support the professional development teachers and provide
school supplies and books. They are the big supporters in the implementation of a school
curriculum.
6.2 Non-Government Agencies

102
Non-government agencies are organizations and foundations that have the main function to support
education. To name a few, this includes the following:
 Gawad Kalinga (GK) – to build communities means to include education. The full support of GK in
early childhood education is very significant. In each village, a school for pre-school children and
out-of-school youth have been established.
 Synergia – an organization/ foundation that supports basic education to elevate education through
Reading, Science, Mathematics and English.
 Metrobank Foundation – supports continuing teacher development programs.
 Professional Organizations like Philippine Association For Teachers and Educators (PAFTE),
state Universities and Colleges Teacher Educators Association (SUCTEA), National Organization
of Science Teachers and Educators (NOSTE), Mathematics Teachers Association of the
Philippines (MTAP) and many more.
How are they involved in curriculum implementation?
Enter in the matrix the stakeholders and identify their involvement in Curriculum Implementation
Stakeholders Involvement

103
Encircle the letter of the correct answer.
1. A stakeholder in curriculum development, Mr. Cruz, a district supervisor and a member of the school
board has one of the following primary roles.
A. Support and participate in parent-school organization activities.

B. Authorize school expenditures for curriculum development, implementation and evaluation
C. Enact legislation to effect curriculum improvement.
D. Recommend changes in curriculum.
2. “I realize that the change process is inevitable, I am responsible in seeing to it that curriculum is
implemented as it should be and at the end of the year our school can show evidence that learning
has taken place”. This state is address by the ___________.
A. Local Government Unit C. Superintendent

B. Teachers D. Principal
3. Why does school need to listen to parents concerns?
A. Parents are formidable partners for the success of any curriculum development endeavor,
B. Parents bring home the activities, projects and assignment of their children and work for it.
C. Parents serve as the critique of the school.
D. Parents are responsible in paying, donating and participating in various school activities.
4. How do parents help shape the curriculum in schools?
A. When parents take interest in their child’s learning, they become hands on parents.
B. Disciplinary problems may be minimize when parents motivates well their children.
104
C. Parents association becomes the strong points of every school system.

D. Parents follow up lessons, they make available materials for learning and they give
permission for the participation of their children
5. “It takes the whole village to educate the child”. What do you think of this statement?
A. The rich natural and human resources of the community can repel educating the children.
B. The community is the reflection of the school’s influence and the school is a reflection of the
community support.
C. The school community will become a venue of learning and development where everyone can
take part in its development.
D. All of the above

The Teacher and The School Curriculum

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1

CHAPTER 1: CURRICULUM ESSENTIAL

Discuss the different curricula that exist in the schools.

Start here and enjoy reading

The Teacher and the School Curriculum

The Teacher and the School Curriculum

2. Technical Vocational Education. This is post-secondary technical vocational educational and

Types of Curricula in Schools

The Teacher and the School Curriculum

Activity 1- Think - and –Share

1. Get a partner (A and B) from your online classmates.

1. Observe the classroom situation.

Guide questions for Observation

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

The Teacher and the School Curriculum

A. Spin a Win: Agree or Disagree

Exciting Facilitating Knowing Planning Frustrating

Broadening Building Rewarding Believing

Recommending Showing Copying

Let us describe the teacher as a curricularist.

The teacher as a curricularist…

The Teacher and the School Curriculum

The Teacher and the School Curriculum

Here are the steps. Follow these.

The Teacher as a Curricularist Survey Tool

Name of Teacher : ___________________________________________________

As a school teacher Rank

Step 4 – Consolidate the data of 2 teachers in a matrix found in the Appendix 1.

I am a Teacher! Who Am I as a Curricularist?

Did you learn more from the cases?

Name: ____________________________________________________Case No. _____________________________

A. My Reflections on Case No. ________ (refer to cases 1 to 10 above)

The Teacher and the School Curriculum

Module 2: The Teacher as a Knower of Curriculum

The School Curriculum:

 Define curriculum from different perspectives.

Read today’s headlines

1. “Philippines Shifts to K to 12 Curriculum”

Some Definitions of Curriculum

The Teacher and the School Curriculum

Some Points of View of Other Curricularists

Curriculum from Traditional Point of View

Curriculum from Progressive Points of View

The Teacher and the School Curriculum

Traditional or Progressive: What is your View of Curriculum?

No. Description (T) (P)

 Describe the different approaches to school curriculum.

Three Ways of Approaching a Curriculum

1. Curriculum as a Content or Body of Knowledge

The Teacher and the School Curriculum

Criteria in the Selection of Content

The Teacher and the School Curriculum

Guide in the Selection of the Content in the Curriculum

When curriculum is approached as a PROCESS, guiding principles are presented.

4. In the choice of methods, learning and teaching styles should be considered.

Making an Inventory of Curriculum Approach as Content, Process and Product

Inventory of the Curriculum Content, Process and Product

Title of the Book:

NO. CONTENT PROCESS PRODUCT/OUTCOME

A. Type of curriculum A. Individual A. Lists of types o

I. ANSWER II. CONCEPTS III. CHOICES

1. Curriculum as way of doing A. Content

2. Authenticity of the content B. Process

Name: ________________________Case No. _