MODULE II The Teacher As A Curriculum Planner

MODULE II
THE TEACHER AS CURRICULUM PLANNER

OVERVIEW
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Teachers are curriculum planners. This is the most important role of successful teaching
and learning in the 21st century education environment. The teacher must develop a plan
to be implemented in the classroom. Like a pilot, there must be a good flight plan, it must
lay out a destination and the path to that destination. Of course, the pilot has to know when
and how he has to reached that destination. A well-conceived plan is fundamental to a
successful learning experience. Without a good flight plan, the inexperienced teacher
crashes. Then they must pick themselves up and go on to the next flight. Each crash helps
the teacher get closer to better plans. The beginning teacher first becomes a manager and
then a planner. As any veteran and seasoned teacher will admit, crashes lead to successes;
successes, to experience; and experience lead to the happy veteran teacher.
This module introduces the concepts of curriculum planning, its sources, influences
and how to create a technology integrated lesson plan. Planning is preparing a course of
action to achieve specific objectives. There are three levels of planning. The curriculum is
planning over a year or years of learning experiences. It is the overall course of action within
a district or a school or a classroom for an extended period of time. On the next level is the
unit. The unit is a section of the curriculum that deals with related material. The unit usually is
designed to last for weeks or days. The practical working level of a unit is the daily lesson
plan. It is the course of action for the day.
Instructional planning occupies a central part of the life of every teacher. Every
teacher, of any subject, at any level must make decisions about the curriculum. And, every
teacher plans the curriculum in a unique way. The lesson or unit plans of veteran teachers
are often focused on a few core elements whereas the plans of a novice tend to include a
little more detail. Your professors also require that you plan in more detail than you will when
you have your own classroom; your lesson and unit plans allow us to “see” and “hear” your
emerging ideas as a teacher. Without sufficient detail, we cannot provide adequate
feedback, coaching, and guidance. This is the one time in your career when you are able
to benefit from the scrutiny, wisdom, and experience of mentors who all want the same
goal: for you to become a great teacher! So, take instructional planning seriously as it
requires you to synthesize and apply important ideas in curriculum, instruction, and
assessment.
INTENDED LEARNING OUTCOMES

_______________________________________________________________________________
1. Explain the importance of curriculum planning;
2. Identify the factors affecting curriculum planning;
3. Describe the characteristics of curriculum planning;
4. Illustrate curriculum planning process;
5. Discuss different curriculum sources and influences;
6. Analyze different levels of curriculum planning;
7. Identify different roles of teachers and school administrators in curriculum planning;
8. Create a Technology Integrated Lesson Plan.
LESSON OUTLINE
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Lesson 1: Curriculum Planning
Lesson 2: Curriculum Sources
Lesson 3: Curriculum Influences
Lesson 4: Technology Integrated Lesson Plan
MODULE II – THE TEACHER AS A CURRICULUM PLANNER 1

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MATERIALS AND METHODS
The Teacher as a Curriculum Planner
Teacher Online Facilitator
Production Support Technical Support

(Videographer, Instructional Graphic Designer) (Computer Software & Hardware Technician)
Teaching Facilities Teaching Methods

(6 Ex Constructivist Approach)
Computer S Excite
Desktop/Laptop/Ipod/ (KWLH, Brainstorming Activity,
Puzzles, Games & Watching videos)
Tablet
T
Audio Set, Head set Explore
(Headphone, Microphone) (Listening to a Webinar, Reading
Modular Handouts, Internet Surfing)
U
Experience
Internet / Wifi Connection (Online Interview, Internet surfing,
(Online Journals, Research Articles, D Doing Survey)
Publications)
Cellphone with Camera E Exchange

(iphone 5s Camera, Web Cam) (Sharing of Insights, Online Forum,
Video Conferencing, FB Chats, Blogs)
N
Modular Handouts & Expand
(Creating a Technology Integrated
Learning Activity Sheets
Lesson Plan & Reflection Activity)
(Printed Modules & LAS) T
Reference Books, eBooks Examine

(Textbooks) S (Self-check, Taking Online Long
Quizzes & Major Examinations)
ACHIEVEMENT OF
INTENDED LEARNING OUTCOMES

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LESSON 1: CURRICULUM PLANNING
INTRODUCTION
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One of the greatest challenges of teachers in the classroom had to answer
fundamental and essential questions about the curriculum being implemented.
Teachers are not alone in creating and implementing their curriculum. A variety of
resources exist like the state and national standards, textbooks, DepEd curriculum
guides, statements from professional organizations, and even other teachers within
your building. One of the great joys of teaching is planning a lesson, unit, or course
and having it succeed—knowing students have learned the right stuff, in best ways,
for good reasons.
A clear planning, identifying age-appropriate level and engaging instruction
are essentials to becoming an effective teacher. All teachers must answer a question
that started WHAT, HOW, and WHY about the present curriculum. What is most
important to teach? Why? How will content be organized and structured? Why?
What strategies are best suited to teach a certain idea or skill? Why? How will I assess
student progress and mastery? Why?
The school curriculum is a long-term plan of action. It is the combined total of
what a student should learn and when he should learn it. Well-developed curriculum
has two dimensions each composed of two elements. Curricula are horizontal,
referring to what aspects are needed to be addressed within a level, and vertical,
meaning what students should be learning from one grade level to the next. Both of
these dimensions involve scope, what is to be taught, and sequence, the order it is to
be taught in.
In some schools, specialists in curriculum develop the curriculum. In other
schools, committees made of teachers, parents, and students develop the
curriculum. Unfortunately, many curricula become dust catchers. Effective curricula
are “living” instruments, that is, it is in a constant state of flux. Teachers and specialists
work together to respond to changes in student learning styles, creative approaches
and new materials. These working curricula are functional. Teachers are able to use
the curriculum to aid in their planning and use their planning to improve the
curriculum. It is a vital tool that is in a state of constant revision. Far too many schools
have showcase curricula.
NCLB has created a new challenge to school curriculum. State standards have
been a mainstay in Education for the past twenty years. Schools have wasted many
resources (time, money and energy) to develop curriculum to meet the state
mandates. After a few years of one set of requirements, the “powers-to-be” create a
new design and establish a new deadline to meet the new standard. The curriculum
now is guided by the “standardized test” mandates. It is a living instrument in a
constant of flux but no longer driven by the needs of the students but rather by the
mandates of tests, politics and finger pointing.
KEY IDEAS
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Curriculum planning is a complex process where teachers define intended
learning outcomes, assessments, content and pedagogic requirements necessary
for student success across an entire curriculum.
Curriculum planning is the process where the advance arrangement of teaching and
learning opportunities has been created by a teacher for a particular group of
learners in the school and community.
Curriculum planning takes into account the different types of learning environment,
learners’ interests and needs, skills and abilities that lead to the achievement of
learning outcomes.

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LEARNING COMPETENCIES
_______________________________________________________________________________
1. Define curriculum planning;
2. Explain the importance of curriculum planning as a classroom teacher;
3. Discuss major issues and factors affecting curriculum planning; and
4. Describe the basis and characteristics of curriculum planning process.
EXCITE
_____________________________________________________________________________________
Take time to read the article entitled “Curriculum Planning and System
Change” by Zongyi Deng
(https://www.researchgate.net/publication/285986356_Curriculum_Plan
ning_and_Systems_Change)
Think Aloud! The Complexity of Curriculum Planning
Watch the video entitled “Curriculum Planning in the Philippines”.

(https://www.youtube.com/watch?v=GQ112UdJP4o)
___________________________________________________________________________________
Listen carefully and after watching, take time to answer the following questions:
1. How curriculum planning in the Philippines is being done?
2. Do you agree that curriculum planning is not an easy task? Why?
Brainstorming Activity: Think-Pair Share

___________________________________________________________________________
1. Who plans the curriculum?
2. Why do we need to plan a curriculum?
3. How do we plan a curriculum?
EXPLORE: CURRICULUM PLANNING

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A clear understanding of curriculum planning is very essential for good
teaching and learning. This lesson will help you learn what curriculum planning is, give
you a sense of why it's important, and help you get ready to plan your own curriculum.
Sometimes, life in the classroom seems so dynamic and hectic that it might feel
as though all plans can go astray. As a teacher, it's easy to get caught up in the day-
to-day and forget about the big picture, and curriculum is the big picture. In other
words, curriculum is the sum total of skills and concepts that students learn, explicitly
as well as implicitly. Losing track of the big picture of a curriculum plan is totally
understandable, but at the same time, having an overarching plan is an important
way to make sure you don't lose track of what matters most in a particular unit of
study. Sensible curriculum planning will bring focus to your teaching, and it will also
make it easier to figure out what activities, projects, and lessons you do each day.
The phrase “curriculum planning” can mean one of two related things: either
the process of an individual teacher to build a class curriculum, or the means through
which school boards coordinate the various curricula being used by teachers in order
to achieve uniform goals. On its own, a curriculum is basically a lesson plan that
functions as a map for learning. Careful planning is required to ensure first that the

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lessons actually touch on all required topics, and also that they meet school or
national standards of basic education (Faria, 2020).
Teachers must typically have a solid idea of where their courses are headed in
order to teach them effectively. A curriculum plan is one of the best ways for teachers
to look objectively at what needs to be taught over the course of a semester or year,
then organize an effective way to get from beginning to end.
Most of the time, teachers are not working in isolation, they are usually teaching
alongside many others who are covering similar ground. A large elementary school is
likely to have four or five third grade classrooms, for instance. Schools typically want
to make sure that all third graders are learning the same things, no matter the teacher
in charge. This is where institutional curriculum planning comes in. Schools use
curriculum plans to set overarching goals and basic requirements that teachers must
follow to ensure at least some degree of uniformity.
Teachers often draw up their curriculum plans over the summer, while school is
out. Plans can range from basic outlines to detailed charts and reports, but almost
always include rough ideas of dates, as well as major topics to be covered.
Anticipated exams, papers, and other assessment mechanisms are usually included.
Most schools also host curriculum planning meetings over the summer months,
where teachers gather to exchange ideas and share curriculum plans in progress.
Teachers generally have to submit their plans to a school reviewer before the year
starts. Reviewers evaluate plans to make sure that they meet any set requirements.
Most curriculum planning comes in five phases: framing the context, planning
the lessons, implementing those lessons, monitoring progress, and evaluating learning.
Teachers and school boards usually start with context in order to keep the
overarching goals at the heart of the planning process. In a nuanced class like
astronomy, the context is all but self-evident. For broader classes like “second grade”
or “seventh grade math,” however, school benchmarks and end goals must be kept
in mind in order to keep a curriculum plan on track.
Individual lesson planning and implementation is where instructors have the
most flexibility. Schools often set required reading lists or text books, but teachers can
almost always organize their lessons and their classroom activities as they see fit.
Teachers are usually in the best position to gauge individual student needs, and are
generally encouraged to adapt lessons as needed to aid in understanding. Some
flexibility is also important when it comes to current events and breaking news: should
something happen in the world that directly relates to a lesson or otherwise impacts
student life, teachers will often try to weave it into the day’s instruction.
Curriculum plans are an easy way for teachers and schools to quickly monitor
progress. When lessons are progressing according to a set plan, it is easy to notice
when students are falling behind, or when objectives are being missed. In this way,
planning can be a sort of net to ensure that no major concepts are lost through the
course of teaching.
Planning is also an important way for schools to streamline student assessment.
Ideally, students should learn the same basic things no matter who their teacher is.
Teachers are often required to incorporate certain assessment rubrics into their
curriculum planning in order to ensure uniformity within the school, school district, or
region. Sometimes this is as strict as standardized tests. More often, teachers have the
freedom to write their own tests and paper assignments, but must usually use student
results to prove that certain concepts have been mastered (Faria, 2020).

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What is Curriculum Planning?
Curriculum Planning is the process of preparing for the duties of teaching,

deciding upon goals and emphases, determining curriculum content, selecting
learning resources and classroom procedures, evaluating progress, and looking
toward next steps.
Curriculum Planning is the process of structuring academic experiences, using
expertise knowledge of the teacher. It is the activity which teachers get involved in
before the actual implementation.
Curriculum planning is a complex process where faculty define intended
learning outcomes, assessments, content and pedagogic requirements necessary for
student success across an entire curriculum.
Curriculum Planning
▪ the process of preparing for the duties of teaching, deciding upon goals and
emphasis, determining curriculum content, selecting learning resources and
classroom procedures, evaluating progress, & looking toward next steps.
▪ the process whereby the advance arrangement of learning opportunities for a
particular population of learners is created.
▪ The trend in approaches to curriculum planning is to give as wide as possible a
participation in planning by all persons professional and lay who are affected.
Decisions in the curriculum are made on several different levels. Some decisions
about what content to include in the curriculum are made by state legislations,
such as requirements to teach the New Constitution. Still others emanate from
the DepEd. Others are made by the school regions or districts.
▪ Many decisions which shape the functional curriculum are made by local
schools and by teachers, either in groups or individually.
The process concerned with making decisions about what to learn, why, and how to
organize the teaching and learning process taking into account existing curriculum
requirements and the resources available. At the general level, it often results in the
definition of a broad curriculum framework, as well as a syllabus for each subject to be used
as reference by individual schools. At the school level, it involves developing course and
assessment plans for different subjects. At the classroom level, it involves developing more
detailed plans for learning units, individual lessons and lesson sequences.
Teachers’ involvement most often begins at the unit phase of planning. Units are just
that, they are units of the curriculum that teachers can work with. These manageable blocks
of a curriculum can be adapted for lessons taught over a segment of time, weeks or months.
A unit might be Multiplication or The Cell. Teachers often assign catchy names to their units:
The Power Plays (study of energy transformations in the cell) or Slope But No Slide (Unit that
studies graphing). Experienced teachers often use two types of units: the resource unit and
the working unit.
Resource units are storage folders or boxes or cabinets that contain resource
materials for units. For example, a third-grade class might have four science units- plants,
animals, sounds, and colors. The teacher would then have four resource units set up to store
materials, ideas, pictures, worksheets, etc. The management and learner roles of a teacher
play a factor here. Teachers are always looking for new ideas for material that they teach.
A file system to store these ideas is necessary so that the teacher can pull the file once in a
while and develop revised unit plans.
Revision serves two purposes. First, it helps keep the learning process alive and active.
Teachers are constantly looking for a better way to teach something. When a unit is
completed, the teacher evaluates the unit and tries to improve or strengthen those areas
that need revision. As teachers grow professional, they discover new approaches to try.

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The second purpose for revision is simply an avoidance of “burn out.” There are many
factors that affect teacher “burn out.” One of these is the “rut factor.” Teachers are
inundated by a myriad of tasks, duties and other demands. It is far too easy to let the primary
job of the teacher take a back seat to other involvements. Teachers who try new methods,
new ideas and new approaches tend to be more satisfied and happier in their capacity as
a teacher. There is no scientific study that this writer can quote, it is a personal belief.
Teaching is an active experience that needs constant new adventures for both student and
teacher. It emphasizes the learner in both students and teachers. It maintains an excitement
to the adventure of learning.
The working unit is the actual plan that will be implemented this year. It is a short-term
plan that offers a direction for the daily classroom efforts. Units tend to play to the personality
of the teacher. Prepared units always need to be adjusted to the individual teacher in order
to work. Teachers are all different. Same as students are all different. Adjustments to
anything are necessary. A teacher teaching a unit must decide the basics of “what, how
and when.” WHAT are students expected to learn? HOW are they going to go about
learning it? WHEN will they know they have learned it? Units require time to design but once
designed properly, they can be easily and quickly revised. Again, this is what separates the
inexperienced teacher from the veteran. Veterans have units prepared. They just need to
revise them occasional. The inexperienced teacher has to start from scratch. Developing
good working units require several years of revision to get to a decent working unit. Once
established, working units need occasional updating. The shell of the unit is used as a design
for learning year after year.
WHAT are students expected to learn? In educational jargon, these are the
objectives. In present terminology, standards and benchmarks are the buzzwords.
Standards are broad outcomes of learning. The standards are used to develop specific
objectives that can be implemented in the unit plan. A benchmark is what the standard
outcome should result in terms of student accomplishment.
A unit should contain the objectives that a teacher expects his students should
accomplish. An objective contains two main parts: an action verb and an expectation. For
example: A student will be able identify the four parts of a plant (stem, leaf, root and flower).
“Identify” is the action verb. The teacher may qualify this by adding “on a diagram,” or “in
a student-drawn diagram” or “on an actual plant.” These qualifiers are important when it
comes to the When part. Well written objectives help in both the How and When aspects of
the unit.
HOW are students going to learn these objectives? This is commonly referred to as
methods. The method used by a teacher is often dictated by the objective. If a student is
going to identify the parts of a plant from an actual plant, then he will need to handle the
plant. Activities designed for the student to handle plants are called for in this unit. Activities
are often synonymous with methods. There are some distinctions but for practical purposes
here they are used the same. Will students socialize in groups to study this plant? Will a group
grow a plant? Will an individual grow the plant? Will they do it in school or at home? Will this
be a demonstration by the teacher or an individual student or a group of students? This is
only the start of the questions. The list continues to grow. Again, experience aids in the
questions to be asked and answered. In developing the unit not only is the teacher deciding
what needs to be learned but how it will be learned.
WHEN will students know they have accomplished the objective? Assessments are
vital to allowing the student to recognize his completion of the objective. Assessments must
be authentic, that is, they must fit the objective and the method. If a student has never seen
a plant, the teacher cannot expect the student to name its part on a real plant. If a student
is to accomplish an objective the assessment has to fit the objective.

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Criteria or assessment is sometimes included in the written objective. Students who
are expected to learn basic addition facts in vertical columns should not be assessed using
horizontal expressions. The assessment is designed for the student to recognize that he has
achieved the objective. These assessments, of course, are used to evaluate a student and
a unit.
The working unit is vital to the success of a teacher. Updating the elements of a unit
are needed to maintain the unit as an effective teaching instrument. The three basic parts
of a good teaching unit is the objectives, the methods (activities) and the assessments.
Other things can be included, such as, a list of needed materials, technology needs (web
sites and videos), worksheets to be used, tests or rubrics, bulletin board ideas, etc. The “other
things” are organizational aspects of a unit that help to save the teacher time by all the
needs of the unit in one place.
1.1 NEEDS AND IMPORTANCE OF CURICULUM PLANNING
Curriculum planning as an element or aspect of educational planning is vital to the

education enterprise. Curriculum consists of all the planned experiences of the learners,
inside or outside of the classroom or school, whether curricular or co-curricular, which are
under the jurisdiction and responsibility of the school, and are carried out in order to foster
and promote the desired growth and development of the learner, and considering further
that the curriculum is the total environment planned by the school, it can rightly be said that
curriculum planning is indeed a vital process.
The curriculum is likely to be a good one if there is good curriculum planning; and
conversely, the curriculum is likely to be a mediocre one if there is mediocre curriculum
planning. The essence of education is the promotion of the of the learner’s growth and
development along desired directions by means of appropriate learning experiences which
we call curriculum. Such curriculum is made possible – in fact it is actualized – through
curriculum planning.
The need for exactness and particularity in making decisions about the end and
means demands scientific curriculum planning. In the Philippines, a growing awareness of a
need for rational curriculum planning is manifested in concerted efforts towards generating
specific and precise educational ends.
Need for Curriculum Planning

(Clint Jerry, 2016-2018)
Curriculum planning is a continuous process which involves activities characterized

by interrelationships among individuals and groups as they work together in studying,
planning, developing and improving the curriculum which is total environment planned by
the school. Effective curriculum planning and decision-making process is key to the success
of educational programs.
Curriculum planning develop well-coordinated, quality teaching, learning and
assessment programmes which build students’ knowledge, skills and behaviours in the
disciplines, as well as their interdisciplinary and or physical, personal and social capacities.
A good curriculum planning in schools often requires overcoming many obstacles. The only
certainty about curriculum implementation is that there is no one right way of going about
it for all teachers in all school. There are three levels of curriculum planning: the planning of
policies, the planning of programs, and the planning of lessons. We will focus on how
planning by teachers actually proceeds in individual schools, and in so doing, we examine
in detail the contributions made to curriculum planning by people often referred to as key
stakeholders. Key stakeholders include teachers, principals, parents, students and external
facilitators--all the people who for personal or professional reasons ordinarily have the
strongest interests in planning.

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Curriculum Planning ensures to:
1. Differentiate among three levels at which curriculum planning occurs in schools:

policy, programs and lessons.
2. Reflect on the backgrounds, priorities, and skills ordinarily brought to curriculum
planning by key stakeholders, especially teachers, principals, parents, students and
external facilitators.
3. Become familiar with the major problems involved in curriculum implementation.
4. Understand the implications of the ideas of fidelity of curriculum implementation and
adaptation in curriculum implementation.
5. Ensure a shared vision.
6. Shared understandings and a common language in the school community.
7. Optimum coverage of all domains within the curriculum.
8. Continuity of learning between domains across your levels.
9. The full ranges of learning needs of students are addressed.
10. Students are given opportunities to develop deep understanding.
11. Cohesiveness in teaching, learning and assessment practices.
12. Elimination of repetition of learning activities without depth or breadth across levels.
13. Improved student learning outcomes.
14. Critically reflect on the basic ideas that underlies research on curriculum
implementation.
15. Critically reflect on some common approaches that has been used in schools to
support the process of curriculum implementation.
Our school’s curriculum is all the planned activities that we organize in order to
promote learning, and personal growth and development. It includes not only the formal
requirements of the new curriculum, but also the various extra-curricular activities that
the school organizes in order to enrich the children’s experience. It also includes the
hidden curriculum with what the children learn from the way they are treated and
expected to behave. We want children to grow into positive, responsible people, who
can work and cooperate with others while at the same time developing their knowledge
and skills, in order to achieve their true potential. It is underpinned by the values that we
hold dear at our school. The curriculum is the means by which the school achieves its
objective of educating children in the knowledge, skills and understanding that they
need in order to lead fulfilling lives.
1.2 FACTORS IN CURRICULUM PLANNING
According to Daniel Joynson (2014), many factors affect curriculum planning,

some of these include politics, computer technology, the economy, religion and culture.
Political Factors:
Changes in government or political strategies and policies affect the planning

of appropriate curriculum. Curriculum in schools and colleges needs to be approved
and meet the standards of the state. In addition, educational institutes require funding
from the government in order to have the right supplies and appropriate learning
materials.
Politics determine and define goals, content, learning experiences and evaluation
strategies in education. Curricular materials and their interpretation are usually heavily
influenced by political considerations. Political Considerations may play a part in the
hiring of personnel. Funding of education is greatly influenced by politics. Entry into
educational institutions and the examination systems are heavily influenced by politics.

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All aspects of curriculum depend on local, state and national political standards.
From defining goals, interpreting curricular materials to approving examination systems,
politics affects curriculum development. Judgment reached at the societal level which
is the primary level serves as basis and reference for decisions reached at succeeding
levels of curriculum inquiry in the country. Among such societal level decisions are those
prescribed in the legislations including in pertinent provisions in:
• The 1987 Constitution of the Philippines on the aims of Philippine education;
• The Governance of Basic Education Act of 2001 which states the general goal of
basic education of promoting the holistic growth of Filipino learners and enabling
them to acquire the core competencies and develop proper values; and
• The Education Act of 1982 or Batas Pambansa Blg. 232 which provides the general
objectives of elementary, secondary and nonformal education. It is the
institutional level that educationists and academics can critically study and
actively participate in curriculum construction. Curriculum inquiry at this level
employs judgment reached at the societal level as criterion.
• Governance of Basic Education Act of 2001- general supervision of preschool,
elementary and secondary programs in all public and private educational
institutions.
• Education Act of 1982 or Batas Pambansa Blg. 232 – set up minimum curriculum
standards, and sees that those are implemented
• Republic Act No. 772 or the Higher Education Act of 1994 – created CHED which
supervises all chartered and non-chartered public institutions of higher learning as
well as private institutions of higher learning.
• Republic act no. 7796, the Technical Education and Skills Development Act of 1974
created the Technical Education and skills development authority – TESDA is
entrusted with the responsibility of formulating, continuing, coordinating and fully
integrating technical education and skills development policies, plans and
programs in the country
How societal factors influence curriculum?
Society has certain expectations of its members. More specifically, civil society or
the state, expects its citizens to learn some basic human functions and tasks that will
make them contributing and productive adult members.
Contemporary life in society is becoming more and more complex. The school
needs to be attuned to contemporary developments in society in order to be able to
gear its efforts to the critical aspects of living in contemporary society.
Different societal factors that must be considered by curriculum planners:
1. Family, health, education, religion, citizenship, recreation, etc.
2. Social Problems such as drug addiction, changing moral values, social mores,
delinquency, crime;
3. Careers and occupations open to graduates, general education vs.
Specialized education, just compensation and working conditions,
employment and under employment, overseas employment and its
concomitant social problems, etc.
4. Human resources of the nation, population growth and shifts, pattern of
migration, urban drift, etc.
5. Modernization, urbanization, specialization of job functions and services, rising
expectations, changes in life styles, increased leisure time and opportunities for
recreation, etc.

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Computer Technology
Due to the huge impact that technology has over society, it is also a factor that
can affect the school curriculum as a lot more lessons are being taught using
computer programs. A lot of learning centers use computer technology to help
children interact and learn new skills. This is one of the major and most
changing factors that can affect curriculum in educational institutions.
State of the Economy

The state of the economy will affect the curriculum and schools as a whole
because if there is a dip in the economy, cuts may be made by the government with
regards to schools. The recent recession is a major reason why school facilities and
parts of the curriculum could be cut as there is not enough money to keep up with all
a particular school's needs.
Culture and Religion

It is very important to consider the range of students that will be attending the
school or college when planning the curriculum. Due to the diverse cultures and
religions that attend educational institutions, it is important to consider whether the
curriculum could offend their views or ways of living.
Society has its own expectations about the aims and objectives that should be
considered when designing the curriculum. It also has a perception of what the
product of the school system should look like. It is clear that social and culture are
essential parts of curriculum.
Social diversity including religion, culture and social groupings affects
curriculum development because these characteristics influence the types of topics
and methods for teaching information. Society affects us and so do we affect the
society in many ways. Tradition, religious beliefs, laws, etc. make us believe of
something in view of education in different ways. Traditions make it hard to introduce
something new even if this something new is far better than the old one since old ones
were thought of as better for having been tried and tested. Hence, tradition Impedes
and deters change. Curricularists must therefore, find ways to protect cherished
beliefs and yet to continue to improve the curriculum.
Religious beliefs are diverse and thus, curriculum nowadays must be designed
to protect accepted beliefs and not argue against each other. Curricularists must
assume that certain accepted values are promoted without imposing one
denomination’s beliefs or practice.
With regards to laws, they are indeed capable of introducing change and so
curricularists are compelled to protect the roles of the school and the laws of the land.
Putting it another way, the society and the curriculum design mirrors each other and
we are in between.
Having presented the factors above, it is but of great deal to mention that these
factors are not on top of each other but is on the same level as each factor should
be addressed well in order for a curriculum design to be in full-function without a slight
hint of retreat. How challenging this must have been for the 21st century curricularists
to design one that is new, fund-driven, tried and tested, morally and ethically
accepted, substantial, ever changing, and addresses the needs of man and his
environment.
The students should know and apply the value and culture in their life. For
example, respect to parents, family is important, women’s role in the family, and so
on. The teachers should educate the students to follow the social and culture value.
Furthermore, the religion is also powerful in terms of curriculum.

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Developing a curriculum rationally involves two factors:
1. Identifying relevant substantive decisions at increasing levels of specificity and

precisions.
2. Checking for consistency between and among the ends-and –means decisions by a
two-way process of derivation and evaluation at each stage and by referring to data
sources for basic information.
Important questions to be considered in curriculum planning:
How do teachers influence Curriculum Planning?

• What kind of teachers currently teach in the target school or institution, such as
their background, training, experience, moral and motivation should be
considered?
• What resources and methods do the teachers use in teaching?
• What teaching loads do teachers have in a school year or semester?
• What opportunities do they have for development through in-service training?
• What benefits are the new syllabus, curriculum, or materials likely to offer teachers?
How do learners influence Curriculum Planning?

• What are the learners’ past language learning experiences?
• How motivated are the learners to learn the subjects?
• What type of learning approach do they favor?
• How much time can they be expected to put into the course?
• What learning resources will they typically have access to?
• Do the learners’ views reflect any culturally specific factors?
How could curriculum be influenced by institution?
• What leadership is available?

• What are the school’s physical resources?
• What problems do teachers face?
• What are the types and nature of interactions among members of the institution?
• What is the role of textbooks and other educational materials?
• What are the existing policies of teaching enacted or reinforced by the national
agencies like the Department of Education (DepEd), Commission on Higher
Education (CHED), Technical Skills and Development Authority (TESDA) and other
educational or professional organizations?
1.3 MAJOR ISSUES IN CURICULUM PLANNING
Basically, there are two major issues as to who plans the curriculum which should be
considered at this point as we are examining the nature of curriculum planning process.
They are as follows:
1. National or state and local curriculum control
2. The relationship of laymen, academic scholars, and elementary school, secondary
school and collegiate educators in curriculum planning.
The existing uniformity and the national influences in the curriculum are frequently
cited as an argument for stronger national curriculum control. However, many curriculum
leaders have observed that real progress in curriculum development is on a broken front.
Schools do not achieve minimum or other standards at the same time. Neither do they
develop with equal interest and success new ventures in the curriculum. Due to recognition
to the role of the local and regional experimentation in curriculum must be granted.

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LEVELS AT WHICH CURRICULUM PLANNING TAKE PLACE
A. National Level.
When curriculum planning takes place at national level, it involves subject experts
and scholars of a particular discipline from various institutions across the country. They go
through following stages to determine if the existing program is absolute or inadequate or
satisfactory to meet the existing and future needs.
• Identification of significant subject-matter, facts, laws, theories etc.
• Deciding about the sequence of subject-matter.
• Suggesting activities which helplessness to learn the subject most efficiently.
• Providing for supplementary study materials.
• Suggesting evaluation procedures to check the level of learning.
It is assured that once curriculum passes these stages and is accepted it is

expected to assure quality education. Sometimes, we call it to be teacher-proof as it
is assumed that the teachers just have to follow the curriculum developed by experts
and they themselves don’t have to contribute to the content.
There are some issues related to curriculum planning at national level:
1. Is national level curriculum planning able to understand the needs of local learners
where program is to be implemented?
2. Can we expect that subject area scholars have sufficient knowledge about
learner characteristics to make a meaningful curriculum?
3. Are not teachers more suitable for curriculum planning as they are more
acquainted with learners needs?
4. Can curriculum plans prepared by scholars, be successful when used by unskilled
teachers?
B. State Level.
At state level, a committee is formed which consists of teachers, principals,

coordinators, scholars etc. Under State Education Department to suggest what should
constitute the overall program across the state. What will be included in the curriculum
depends on the features of learners involved, broad goals and government policies.
After detailed discussions the committee reaches at a model which is sent to all the state
institutions. There are some issues related to curriculum planning at state level.
1. Should we give freedom to local authorities to modify the programs as per their
needs?
2. Will state level curriculum ensure quality of education across a state?
3. Does state level curriculum affect the role of a teacher?
C. System Wide Level
This level consists of team members including teachers at all levels, coordinators
and some qualified citizens. This team aims at modification and improvement of goals,
studies what students are learning, recognizes loopholes and suggests steps for
improvement. It also arranges curriculum development projects and professional growth
activities. The issues at district level curriculum planning are:
1. Which specific problem of the district can be referred to curriculum planning
committee?
2. How can we involve more of teachers, citizens and administrators in curriculum
planning?
3. Which topics are irrelevant?

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D. Institution Level
At this level, a team is formed which constitutes parents, teachers, administrators
and students from a particular institution who together solve a new discipline policy for
that particular institution. Student’s experiences are result of not only academic activities
but also his interaction with day-to-day situations.
Therefore, his personal and social experiences must also form a part of the
curriculum. It is called hidden curriculum. Hidden curriculum implies social interactions,
methods of grading, grouping patterns, administrative structure, teacher’s behavior etc.
These factors do result in learning whether positive or negative. Therefore, they must be
considered cautiously. Issues at this level are:
1. Do we need to involve students also in Institution Level Curriculum Committee? If
yes, how to select them and how to determine their authority?
2. How much importance should be given to difficult aspects of Hidden Curriculum?
E. Teacher-Team Level
At this level, there is a group of teachers who have come together to develop a
unit. It is also called inter-disciplinary approach because the teachers in the group
belong to different subject-areas. Issues at this level are:
1. What benefits are expected from cooperative interdisciplinary planning?
2. What are distractive factors that need to be taken care of?
3. How can we co-relate different disciplines to each other?
F. Individual Teacher Level

At this level, as the name suggests, one single teacher makes a decision regarding
learning objectives and methodology of delivering the content. Teacher needs to plan
various activities, resources required, evaluation procedures to be used etc. He needs to
take decisions about important facts, principles, concepts and learner’s outcomes.
Many times, a teacher might have to search through various resources looking for
ideas in which he can derive his best. He should first of all decide about learning
objectives. Then he can develop a set of plans, a daily or weekly or monthly basis. He
must keep in mind that characteristics of the learners, sequencing of activities, suitable
learning materials, total resources available in terms of time, funds etc. He must ensure
that daily lesson plans are inter-related in such a way that overall expected outcomes
from a unit are achieved. At this level, teacher might face following issues:
1. Am I considering both long-run and short-run objectives?
2. Which problems am I facing?
3. How much time do I have?
4. Are my activities and teaching methods according to availability of time, and
other resources?
5. Am I preparing plans with 100% dedication?
6. Am I deviating from my plan? and so on.
G. Cooperative Curriculum Planning Level

At this level, the decisions regarding curriculum planning i.e. “what, how, who,
where and when” are taken by a group of a teachers and number of students. Teacher
plays the role of a guide and discussion is held on how to teach any particular topic. It
happens for some topics in every school. You must also have experiment, it in your school
life when a teacher gave you an opportunity to determine goals expected to be
attained from a topic, teaching method to be used, evaluation procedure to be used
etc. At this level, the issues are:
1. How to involve learners in curriculum planning?
2. What benefits will learners get from such participation?
3. How to decide on acceptance of learner’s opinion and how to ensure that if their
ideas are not accepted, they are not discouraged?

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1.4 CHARACTERISTICS OF CURRICULUM PLANNING
 Open – mindedness
It is an indispensable characteristic in those who plan the curriculum. An
understanding of the values of the past practices and of school and community
traditions is important. Adherence to the traditional practices gives stability and
continuity to the school program, curriculum leaders, however, need constantly to
analyze and evaluate all aspects of the program is provided and to avoid inhibiting
the acceptance of new ideas.
 Many forward-looking curriculum planning groups reckon public opinion as carefully

as possible.
The usual expressions of public opinion through communication to the board of
education and school personnel, statements in public meetings, letters to editor, and
the more occasional public opinion polls are very important data for curriculum
planners. Also, it would seem to have curriculum planning groups to establish clear-
cut channels through which organized special-interest groups can present their
proposals for curriculum change for consideration.
 Well-founded criticisms on the curriculum and education must be listened to by

curriculum planners.
Remediation of curriculum will strengthen the school program. In addition to
this, curriculum leaders should study critically and thoroughly educational practices
in other countries of the world, seeking to find plans, methods and programs that will
be useful in improving the curriculum of our country. There is wisdom in adopting
relevant foreign educational practices in the Philippines so that we as people are not
to become a closed society that resists change and experimentation. Russia, for
example, has something to contribute to our thinking on the relation of education to
national purpose. England, on the education of the intellectually talented; Germany
and Finland, on vocational education, and Scandinavian countries, on adult
education.
FEATURES OF HIGHLY EFFECTIVE CURRICULUM PLANNING

(by Adam Robbins, 2019)

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1. Ethos. What does your subject area want to achieve with your curriculum and why?
Do you want students to gain enduring and powerful knowledge that will equip them
to join the big conversations of culture and humanity? Do you want to close the
disadvantage gap to bring poorer students in from the intellectual cold? Do you want
your students to be critical participants in the best that has been thought and said?
Whatever you want, you need to be explicit about it and share your message with
your staff.
2. The nature of your subject. It’s a bit much to expect all teachers to be experts on
curriculum studies, but here is the minimum that needs to be understood by those
making macro- and micro-curriculum decisions in your subject:
Declarative/procedural – some things are known as propositions, descriptions,

explanations and syntheses of these. If students are required to know-that something,
this is declarative knowledge. Declarative knowledge includes things such as the
Pythagorean theorem, the economic conditions in Germany in 1914, and the stages
of ox-bow lake formation. Other things are known as processes: if your students are
required to know-how to do something, this is procedural knowledge. Examples
include solving simultaneous equations, creating a roux, and drawing dot-and-cross
diagrams for chemical bonding.
Core/hinterland – some things need to be retained by students throughout their entire

education: this is curriculum core. Other things are needed to furnish the journey, to
frame the delivery, to give a sense of the beauty, depth and majesty of the realm of
our subject. These are our hinterland. Hinterland may be details of life in a certain
historical period, an anecdote about an explorer, or concrete examples of an
abstract principle. They are precious and we must plan them as carefully as our core.
Substantive/disciplinary – The balance of these varies significantly between subjects.

Substantive knowledge is the body of facts, claims, descriptions and processes of a
subject. Circle theorems, the properties of materials, and the rules of hockey are all
substantive knowledge. Disciplinary knowledge is the understanding we seek to
create in students about how the knowledge in a particular field is generated and
verified. In mathematics, this is not taught at all in secondary schools. In history, a great
deal of the curriculum is concerned with how historians come to conclusions and
judgements: the disciplinary element is significant. We need to know what role, if any,
disciplinary knowledge has in our own subject. When planning curriculum, its
treatment and its effect on substantive knowledge need consideration.
Threshold concepts – Some things need to be taught and understood before other
things can be made sense of. Only when you understand atomic notation can you
succeed with nuclear decay equations. Only when you have understood algebra
and the 2-D plane can you understand complex numbers.
3. Sequencing. Careful thought must be given to the journey we take our students on.
We need to move from familiar to esoteric but also to lay solid foundations for later
learning. We need to leave some very difficult material until students are ready
because of what they have learned previously, but equally other challenging
material needs to be introduced early on, if it is a threshold concept or if it needs a
long time to embed, and overcome misconceptions. We need to foreshadow later
material and reference earlier material. There are probably many optimum paths;
what is crucial is that we consider our path and are intentional about the route we
take. If we can justify our decisions then it means we can take a well-planned route
through the learning, with a meaningful sequence and planned learning activities.

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4. Quality teacher explanations. It’s crucial that we minimize poor quality teacher talk
and maximize well-planned explanations. Teacher explanations are critical to
curriculum planning: we need to ask ourselves: What needs explaining? What are the
misconceptions? What are the features of a great explanation in this area? We need
to plan these and centralize the resources teachers can use for their explanations.
5. Activities for practice. Students need lots of practice with the curriculum. Short
questions, long questions, lots and lots of questions. For some reason “questioning” is
seen by many to mean verbal questioning rather than printed or on a whiteboard –
but this latter format provides excellent ratio in that all students must work
simultaneously. As cognitive scientist Dan Willingham tells us, “memory is the residue
of thought” so we need to get our students to spend lots of time thinking about the
aspect of the curriculum being studied. Dual coding activities using graphic
organizers and elaboration work, forcing students to make links between areas and
explain concrete or real-life examples, all of these are backed by cognitive science
as they help to build storage strength in our schema. Sharing the structure of
knowledge with a tree diagram or curriculum map helps students to build well-
organized schema which facilitates memory and meaning-making.
6. Spaced interleaving. Students need not only to build strong, well-linked and well-
organized schema, but they need to be able to retrieve things from memory easily in
order to apply them to new problem-solving and higher-order thinking scenarios. To
build retrieval strength, they need retrieval practice, in other words, they need to
practice remembering things they have learned in the past. The more they practice,
the easier this will be. Research shows that this practice benefits from being spaced
over increasingly long time periods, and interleaved so that subjects are alternated
rather than done in big blocks. Note this is not the same as interleaving first teaching
of a subject, which is problematic as it disrupts the construction of a strong and well-
organized schema. Teaching should be blocked, practice interleaved.
7. Reading. Any good curriculum should have reading at its heart. If our students do not
grow as readers, can we really say they have grown as learners? What texts do we
want in our curriculum? When do we want them? What do we want students to do
with them?
8. Independence. If we raise our students on a diet of spoon feeding and hand-holding,
we will fail them. We need to plan our curriculum carefully in terms of the content but
we also need to plan in teaching and activities that develop independence in our
learners. How are we going to teach them how to revise? What materials will we
provide for revision?
9. Meeting the needs of our students. Some of our students start school with a wealth of
cultural capital, rich work ethic, and parents who will seek out and buy them revision
guides, study guides, and tutors. Some of our students don’t have a single book in
their house. We need to plan for this gap and plan to overcome it. What is the core
knowledge in our curriculum and how can we make sure all students but especially
our disadvantaged ones, build strong memory of this core knowledge from the day
they join us. What can we give them to practice with? Knowledge organizers? Quiz
sheets? How can we track their progress? In their book? Online? The same goes for
other underachieving groups, and indeed students with low target grades. Who are
we to decide that a target grade, set from a couple of days’ worth of tests, at the
end of a primary education that probably wasn’t perfect, should define a student?
These students deserve curriculum planning that sets out to accelerate them, to
ensure they get the core knowledge secure and develop the independence and
work habits that could see them close the gap in attainment with the top-achieving
students.

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10. Matched summative assessment. It is a truth universally acknowledged that if you
want something to happen you better put it on the test, or at least let it be known that
it could be on the test. Great curriculum planning cannot be divorced from
summative assessments. If you are teaching for memory, with interleaved spaced
practice, you will need tests to be cumulative, sampling all content to date. If you
have agreed core knowledge, a set of fundamentals all students must know off by
heart, this needs to be a part of your assessments. It’s so easy to just block out the
answers of a knowledge organizer and have that as a front sheet to a test – and it’s
quick to mark too.
1.5 THE USE OF RESEARCH IN CURRICULUM PLANNING
The use of research in curriculum planning is a twentieth-century development.

Research affects curriculum decisions in many ways.
 Either sound proposals presented for consideration by curriculum planning groups are
based on research or they are hypotheses to be tested by actual tryout in the school
program.
 Those who engage in curriculum planning can do their jobs much more efficiently if
they are aware of, or at least review, studies of available relating to their ideas for
curriculum change.
 Curriculum planning is frequently adversely affected by the absence of research to
justify existing practices.
Foundations too may have direct influence on curriculum planning in the sense
that their support of particular research projects and individual programs within school
system may have direct bearing on the curriculum. National curriculum projects
designed to develop new organizations of curriculum content and new instructional
materials are important for curriculum developers. It is worth-mentioning that most of
the recent significant research which has helped to shape curriculum has come out
of college and universities.
Testing programs and standardized test data have to be considered by
curriculum planners along with many other types, including the comparison of local
arithmetic goals and those of the test makers, the backgrounds of local pupils and of
the population on which the norms were based and needs in arithmetic as compared
with those in other curriculum areas.
The learner’s needs, the culture, the society and the teachers are other factors
to be considered in curriculum planning. Curriculum planning should be made by
those most directly involved in the carrying out of learning activities for students,
teachers, school administrators, board of education and parents.
1.6 EXTERNAL FACTORS AFFECTING CURRICULUM PLANNING
1. National Curriculum Project

2. Tradition
3. Accreditation
4. The Preparatory Syndrome
5. Public Opinion
6. Special Interest Groups
7. The knowledge Industry
8. Testing Programs
9. Philanthropic Foundations

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1.7 BASIS FOR CURRICULUM PLANNING
1. The institutional bases for curriculum planning
▪ the planning domains
▪ the context or characteristics of the school situation
▪ the impact of current trends and issues
▪ the use of strategic planning
2. Those bases of curriculum planning that affect people directly
▪ student and teacher needs,
▪ local curriculum problems to be addressed
▪ competencies of the planners
▪ pressures from inside and outside the school
1.8 CURRICULUM PLANNING PROCESS

1. Setting of goals and objectives
▪ Examination and parts and present practices of curriculum planning indicates a
frequent look of continuing focus on goals and objectives which are essentials to
systematic curriculum planning.
2. Curriculum designing
▪ Decision or to design made by the responsible curriculum planning groups for a
particular school center.
▪ Various prior decision by political and social agencies may limit the final design.
3. Curriculum Implementation
▪ Decisions as to instructional modes made by the responsible teachers.
▪ The curriculum plans include alternative modes with suggestions as to resources,
media organization thus encouraging flexibility and more freedom for the teachers
and students.
4. Curriculum Evaluation
▪ Decision to evaluative procedures in determining learners’ progress made by the
responsible teachers.
▪ Decision as to evaluative procedures for evaluating the curriculum plans made by
the responsible planning groups.
▪ Evaluative data become the basis for decision-making in furthering planning.
It must be stressed that any curriculum study must not be done on a trial-and-error
basis and the leadership must be protected against such waste by a deep respect for and
knowledge of educational research in the field in question and by proper organizational
procedures provided at the central source. Any provision should be made for the actual
use of the teaching guides or other materials by the teacher-recipients.
Fig. 1. Curriculum Planning Model. Planning the curriculum involves a range of aspects
which can be incorporated into a model showing how they relate together and influence
each other.

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Fig. 2. The Curriculum-Centered Strategic Planning Model. The Curriculum-Centered
Strategic Planning Model is conducted through five interlocking planning activities
including: (1) the identification and definition of Key Performance Indicators; (2) the
detailing of a Learner-Centered Curriculum Architecture; (3) conducting an External
Environmental Scan; (4) and an Internal Environmental Scan; (5) and culminating in
an Action Planning Process. The continuous process of evaluation is embedded
across all five activity areas. Action Planning is used to develop specific
organizational, tactical and operational plans
MODELS OF CURRICULUM PLANNING

(https://kstatelibraries.pressbooks.pub/EDCI702/chapter/module-6-curriculum-planning)
If you took a survey of 100 teachers and asked how they planned the curriculum, you
are likely to get 100 unique responses. In time, you will formulate your own model, applying
principles and ideas that make the most sense to you and your circumstances, based on
your experience and wisdom of practice.
Teachers must consider planning at a variety of different levels. The most general level
of planning is at the course level—what do I want students to gain from this course? What
knowledge, skills, and dispositions are of most worth?
Course planning is important—it helps teachers carefully consider their long-range
goals. Within courses, teachers must consider how their courses will be organized into smaller
units. Instructional units are typically two to three weeks of instruction focused on a single
theme or question. Teachers must also consider specific lessons that will comprise each unit.
For effective teachers, instruction is purposeful and intentional; never aimless or accidental.
Effective teachers carefully consider what content and skills they will teach, how the
material will be organized, how students will learn, and what will constitute evidence of
student learning.

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One of the most prominent models of curriculum planning is known as Understanding by
Design, developed Jay McTighe and Grant Wiggins. The model requires teachers to ask and
answer a number of practical questions:
• What is most important for students to learn?
• What are my short- and long-term goals?
• What essential questions will we be asking and answering?
• How will I know if students have learned?
• How is the content best organized?
• How will students learn this content best?
Read Understanding by Design White Paper from Association of Supervision and Curriculum
Development and watch a two-part video from Grant Wiggins explaining his model of
planning.
• https://www.youtube.com/watch?v=4isSHf3SBuQ&feature=emb_logo
• https://www.youtube.com/watch?v=vgNODvvsgxM
For a practical example read: Sumrall, William, and Kristen Sumrall. 2018. “Understanding by
Design.” Science & Children 56 (1): 48–54.
Essential Questions
One of the most challenging parts of the Understanding by Design model is formulating
essential questions. Essential questions help students and teachers focus on the most
important information in the most interesting ways. Some of the basic elements of writing
effective essential questions include:
1. Aiming at the philosophical or conceptual foundations of a discipline
2. Having ideas or issues recurring naturally throughout one’s learning
3. Raising other important questions, often across subject-area boundaries
4. Having no one obvious right answer
5. Being framed to provoke and sustain student interest
Watch the following video to gain additional insights into framing essential questions.
• https://www.youtube.com/watch?v=2kssnH5EmDY&feature=emb_logo
Practical Principles
In addition to operating within some model, teachers also plan the curriculum with
certain principles in mind. Years ago, I (Tom Vontz) sat down and constructed a “top ten
(twelve) list” of planning principles—big ideas that guided planning decisions:
1. Plan with students in mind.
2. Instructional planning is an inexact science.
3. Teachers enjoy various degrees of autonomy in planning and implementing the
curriculum.
4. The beginning and ending of courses, units, and lessons are very important to the
learning process.
5. Assemble resources before you attempt to start planning.
6. Remember the big picture/long-range goals.
7. Vary instructional strategies.
8. Plans should be considered tentative.
9. As a guide to instruction and learning, strive for CLARITY in planning.
10. Plan with assessment and evaluation in mind.
11. Keep plans simple.
12. Save your plans and stay organized.

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Questions:
What principles do you think are the most or least important on the list?
What additional principles would you include on your own list?
Maximizing Resources
Students sometimes ask us, “What is the best lesson you ever taught?” We tend to
think of lessons that made some real difference in the life of a student. Many of the most
memorable moments in our teaching careers had less to do with us than the experiences
we arranged for our students. Most of those experiences required an artful use of
resources—arranging for a Holocaust survivor to visit school, conducting an archaeological
investigation at a local cemetery, or conducting authentic research.
One characteristic of effective teachers is knowing how to maximize the resources
available to them. When effective teachers encounter new things, they begin to visualize
how they might use them in their classes. The local retirement home becomes a source of
local oral historical research; the river on the edge of town becomes data for a lesson on
water pollution; a generic software program is transformed into a compelling game for
students.
Textbooks
We begin by analyzing the most common and prominent resource in the K-12
classroom: the textbook. How can teachers squeeze the most from the textbooks they are
provided?
Of course, there are lots of general criteria teachers use to evaluate their textbooks. Is
the content organized well? Is the writing lively and interesting? Does the textbook use
interesting, controversial, and relevant examples? Is the textbook visually appealing? Does
the textbook provide multiple perspectives? Does the textbook invite higher levels of
thinking? Is the textbook age appropriate?
Within each of your subject areas, you might also add additional criteria. For example,
a teacher of civics and government may well decide that he or she is concerned with
having a textbook that helps students conceptualize important ideas such as
constitutionalism, democracy, human rights, representative government, and civil society.
Watch a critique of textbook publishers below.
• https://www.youtube.com/watch?v=CneL0GoZ3tk&feature=emb_logo
What general and subject-specific criteria do you expect from your textbooks?
How well do textbooks align with standards in your content area?
How will you use the textbook in your classroom?
Non-traditional Resources
Do you agree or disagree with this statement?
“Non-traditional and new-media resources hold a great deal of promise to maximize
student learning.” Why?
As resources, all textbooks are incomplete. Even the best textbooks need to be
supplemented with additional resources that bring ideas and skills to life. Watch the brief
video below that describes how an anthropologist at DePaul University, Jane Baxter,
transformed mobile technology and access to local cemeteries into deep learning for her
students.
• https://www.youtube.com/watch?v=vOQlxK3fVsY&feature=emb_logo
Speaking of resources, while you will certainly find some great ideas for decorating your
classroom on share sites such as Pinterest, make sure you extend your search. Include sites
with content supported by Common Core or state standards, research-based practices
(look at the citations in the reference list), or activities created by curriculum specialists when
looking for lesson- or behavior-based classroom activities.
However, if you do stumble across something that seems credible on Pinterest, follow up
by clicking on the link and investigating the planning/preparation, purpose, and research
behind the thumbnail image.

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LESSON 2: CURRICULUM SOURCES
INTRODUCTION
_______________________________________________________________________________
Tyler (1994) identified three major sources of curriculum; subject matter, society, and
learners. Accordingly, these curriculum sources need to be considered and examined to
identify the four elements of curriculum; goals, content, learning experiences, and
evaluation. It is important to understand the nature of the subject matter in order to
provided knowledge and skills that are essential to the nature of the discipline. This also helps
in selecting and designing curriculum contents.
Likewise, it is important to have a clear understanding of the nature of society in
developing a curriculum. This provides a more comprehensive idea of the needs, demands,
and problems of the society and the available resources that can be utilized in the
development and implementation of the curriculum (Tyler, 1949). In short, society, as one of
the curriculum sources, provides information about the context in which the curriculum will
be used. This is important to make the curriculum more relevant and responsive.
Understanding the nature of the learners is also important in curriculum development.
Understanding the learners includes knowing their needs, nature and interests, learning
styles, and thinking skills. It also includes knowing the various issues and problems about
them. The learners are the direct subjects of the school curriculum. Hence, making the
learners as one of the curriculum sources which is important in selecting the learning
experiences for the curriculum (Tyler, 1949).
KEY IDEAS
___________________________________________________________________
Curriculum are designed to serve the broad social interests of society, as well
as the local community. Support is shown for society as a curriculum source since the
universe is becoming, rather than existing for our detached scientific viewing. Society
shows where to modify the curriculum.
Society has its own expectations about the aims and objectives that should be
considered when designing the curriculum. It also has a perception of what the
product of the school system should look like. In today's knowledge economy,
curriculum development plays a vital role in improving the economy of a country.
The learner is another source. The student is where the curriculum comes from. This
source influences curriculum design by stressing student-centered learning and
activities. Students are not passive objects but active individuals who participate in
their learning.
All curricula have content, regardless of their design or models. Content is more than
simply information to be learned in schools. To same curriculum specialists, content or
subject matter is another term for knowledge. It is compendium of facts, concepts
generalization, principles of accumulated discoveries and inventions of man down
the centuries, due to man’s exploration of this world. This is the subject centered
viewed of the curriculum. On the other those viewed knowledge as learner-centered,
relates knowledge to the individual’s personal and social world and how he or she
defines reality. According to Jerome & Bruner, knowledge is a model we construct to
give meaning and structure to regularities in experience”.
_______________________________________________________________________________
1. Identify different curriculum sources;

2. Discuss curriculum sources and its contribution in curriculum development;

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EXPLORE: Sources of Curriculum
______________________________________________________________________________
Accepting that ‘every child matters equally’ means accepting the principles of
equality and of equity, or fairness. In developing and implementing the curriculum, all need
to commit to these principles, while also understanding that each child is better at some
things than at others, and has, for example, different interests, aspirations, histories and
preferred ways of learning. Principles of equality and equity will at times mean treating
‘unequals ’unequally: every child should be given the best opportunities possible to achieve
his or her full potential, which may mean compensatory curricular provision for those who
are at an educational disadvantage. This is what is meant by a curriculum that values each
child.
A good quality curriculum needs to be inclusive to assist all students, regardless of
ability, ethnicity, cultural background, gender, socio-economic circumstances or
geographical location, to reach their individual potential as learners, and to develop their
capabilities to the full. It is all too often the case that children are excluded, in
whatever sense of the term, on grounds of their socio-economic circumstances, their
ethnicity and/or cultural background, their gender, their geographical location, or their
ability (or, more accurately, on account of a disability).The curriculum is an important
means of redress, inclusion and compensatory provision, a means through which a society
might give practical expression to a commitment to inclusion. Further, each student is
different. Not all are academically gifted; some will do better in one domain than they will
in another; but all students can be encouraged and supported to do their best. A good
curriculum makes space for the recognition of each learner’s personal, social and cognitive
capacities, and respects differences in the ways in which children prefer to learn. It will
support teachers in leading, assisting and encouraging each student to achieve his or her
potential.
A good quality curriculum enables and encourages learning differentiation. In other
words, it provides space for teachers to adapt the curriculum to suit the students in their
classes. It does not demand that every student learn the same content in the same way
and in the same number of hours. It provides teachers with the flexibility to ensure that their
treatment of the content is appropriate to their students’ needs and capabilities. In
developing approaches to differentiation, the curriculum and the pedagogy it promotes
will acknowledge that students learn in different and individual ways, with their own learning
styles and strategies. Some students, for example, are effective and skilled listeners; others
require visual stimulation; and others learn best through practical exercises. A good quality
curriculum will encourage teachers to get to know their students individually and ensure
that their teaching styles and their classroom behaviors are directed towards achieving the
best learning outcomes for each of them.
A good quality curriculum describes and promotes new roles for the teacher. The
teacher’s approach shifts from ‘I am here to teach’ to ‘I am here to lead and enable
effective learning’. With this approach come new, personalized teacher-student
relationships, a move away from lessons dominated by teachers in the role of sole authority,
to lessons in which the teacher recognizes, values and teaches to differences between
students, encourages effective learning in each individual, and promotes discussion, inquiry
and curiosity. Personalized learning is essentially, learner-centered education: teaching,
learning and assessment that place considerable importance on the background, prior
knowledge, needs, current stage of development and potential of each learner. Teachers
need accordingly to know what each student is thinking, so that they can provide
specifically targeted feedback to each student. They need to help learners to develop the
capacity to reflect meta-cognitively on their learning, and to articulate their current level of
understanding.

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Learner-centered education and personalized learning thus demand of teachers that
they play a particularly active role in the classroom. Learners are, equally, required to play
an active role in taking responsibility for their learning, for their participation in and
contributions to group work and to project-based and experiential learning, and for their
preparation of their learning portfolios and other demonstrations of their understanding.
In recent, decades, there has been a trend away from curriculum content being
understood primarily in terms of knowledge or information; or, more formally, as propositional
(or declarative) knowledge, to use Gilbert Ryle’s distinction of propositional from procedural
knowledge. Curriculum content has all too frequently been perceived as lists of ‘facts’ or
information which students needed to memorize and repeat in examinations. This
information and knowledge content were to be found primarily in textbooks, which meant
that the textbook became a de facto syllabus. This model has a number of obvious
shortcomings, some of the most important of which are: The nature and extent of human
knowledge is expanding at a rapid rate: knowledge prescribed in the curriculum can thus
soon be superseded, rendered irrelevant, or disproved.
An undue emphasis on knowledge and information does not prepare students well
for their future lives. Students need also to develop the skills, values and attitudes that are
important for life and work, and fundamental to their continued personal, physical, social
and cognitive growth, as well as to their general well-being.
Dealing with challenges and problems by applying knowledge requires
broader competence, and is based on ‘understanding’ rather than just ‘knowing’. The
knowledge and information are usually presented in discrete subject areas and little
attempt is normally made to demonstrate and build links between subjects. Traditional
models of knowledge as subjects or discrete disciplines do not acknowledge sufficiently the
importance of cross-cutting or cross-curricular issues and themes, such as learning to live
together peacefully, the environment and sustainable development, the impact of
technology, and media literacy. How have curriculum developers responded to the
challenges of an over-emphasis on propositional knowledge?
Curriculum development is now seen as a cycle of development, implementation,
evaluation and revision. Curriculum cannot afford to be static. It should be a continuous
process of monitoring, evaluation and updating. There is more of an emphasis in an
increasing number of education systems across the world on preparing learners through the
development of broad competencies or general capabilities. This acknowledges that, while
still important, the learning, retention and repetition of knowledge is not enough. Our
contemporary world is increasingly uncertain: constantly changing and presenting new
challenges. It requires people to develop and apply new understandings and to adapt to
new ways of doing things. To address these challenges, it is increasingly being proposed
that, across subjects and learning areas, the curriculum ne eds to develop student
competency in such areas as: communication; collaboration; critical thinking; problem-
solving; and creativity.
Society as Source of Curriculum
Society is an important source of curriculum. Teachers need to understand the

cultural, socio-economic, and political conditions of the people. Understanding the context
is important in developing a relevant and responsive curriculum (Tyler, 1949; Nicholls &
Nicholls, 1978). It is useful in selecting curriculum goals and objectives, content, and learning
experiences (Taba, 1962; Stark & Lattuca, 1997; Oliva, 2005).
There are many changes in the society that need to be considered in the curriculum.
Science and technology continue to influence our everyday life as new science findings,
new technology, and new information come in almost every single minute of a day. The
new world of economy has its own issues and demands. For example, 21st century skills and
new forms of knowledge should be developed in the curriculum in order to develop a world-
class workforce.

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In addition, the society is becoming multilingual and multicultural. Developing cultural
understanding and socio-cultural consciousness among the learners is becoming a
necessity. Other pressing social issues like climate change, security problems, diseases,
poverty, and many others also affect the everyday life of the people.
Educators and schools face the challenge whether they will simply respond to the
needs and demands of the society or have education through its curriculum in order to
develop or create the kind of society that everyone wishes to have. There is a need to put
a balance between pursuing the utopian goals of education and its practical or economic
goals.
Learners as Source of Curriculum
Knowledge about the learners is one of the major sources of the curriculum. Although
the curriculum content is set by the Department of Education, Commission on Higher
Education or the Technical Education Skills Development Authority, educators and
curriculum developers have tried to align the curriculum to the needs and the nature of the
students. This process is done when teachers plan their individual syllabi, unit plans, and
lesson plans as an interpretation of the intended curriculum.
As students come from different provinces, they have different cultures, languages,
learning styles, needs, and types and levels of motivation. The students are also different in
terms of socio-economic status and educational backgrounds. For these, the students, as
one major source of curriculum are supported by several curriculum scholars and are well-
represented in their curriculum development models (Oliva, 2005 as mentioned by Pawelin,
2019).
Discipline or Subject Matter as Source of Curriculum
Tyler (1949) identified the nature of the discipline or subject matter as one of the main
sources of curriculum. Different subjects are unique in terms of design and content. There
are specific skills and contents that should be emphasized in each of the discipline. In some
cases, there are similarities in skills, concepts, and strands in different subjects that may be
possible points for integration.
Understanding the nature of the discipline or subject matter requires educators to
closely analyze the contents prescribed by the Department of Education especially the K
to 12 Basic Education Curriculum. The curriculum framework, curriculum goals, descriptions,
standards, and competencies in different subjects will help educators understand what
should be taught and how to teach the different subjects.
According to Deng and Luke (2007), What knowledge is of most worth? What kinds
of knowledge should be included and excluded? These are normative questions that
teachers, curriculum theorists, and curriculum policy-makers ask when engaged in
curriculum making, especially at the institutional level. Their responses to these questions
depend on their theoretical orientations and perspectives and indeed on their ideological
and cultural investment in the educational enterprise. At the heart of these are different
teleologies of schooling, culture, and society.
This tradition under-scores the importance of the transmission of disciplinary
knowledge for the development of the intellectual capacity of students and for the
maintenance or reproduction of culture. Academic disciplines or organized fields of study
are viewed as the authoritative sources from which curriculum content is derived. At its core
is a disciplinary conception of knowledge, and subject matter consists of a canonical body
of disciplinary knowledge, technique, and ways of knowing (Eisner & Vallance, 1974;
McNeil,1996).

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LESSON 3: CURRICULUM INFLUENCES
INTRODUCTION
_______________________________________________________________________________
In an everchanging global economy, basic education experiences
accountability issues in educating the workforce. Students require the knowledge and
skills necessary for lifelong learning. For students to have the opportunity to attain this
understanding and essential skills, it is critical to identify what influences curriculum
development to create a curriculum that meets workplace needs.
Policies, practices, and resources of the national government, agencies,
districts, schools, and teachers all play roles in influencing the development of
curriculum and instructional programs, their implementation, and thus, what is
actually taught to particular students. Exploring curriculum as a channel of influence
means addressing policy decisions about curriculum and resources to support the
curriculum, development of instructional materials and programs, and processes and
criteria for selecting instructional materials.
Many agencies play prominent roles in determining public and private school
curricula, the content outlines and sequences of topics that, as a whole, specify what
the subject area content students are to learn. This agency role has expanded
considerably as national standards, curriculum frameworks, and accountability
measures have emerged as key strategies in the search for educational
improvements. National agencies may establish high-school completion
requirements or exit exams, which, in effect, often define the core content students
are expected to learn.
Some national policies directly address the intended curriculum and the
resources needed to enact it, as well as other facets of the education system that
affect curriculum, such as regulations governing remedial or special education
programs. National policies addressing student access to classroom laboratories and
information technologies also can influence what is taught. Accreditation protocols,
including compliance reviews of nationally funded programs, place increasing
demands on schools to clearly define and support subject area content congruent
with national learning standards and frameworks.
The national government influences the school curriculum mainly through
policy decisions that affect resource allocations. School district policies and practices
such as graduation requirements and course offerings also affect the range and
depth of subject area content in schools. These policies, in turn, are influenced by
community values and culture, including traditions and expectations regarding what
schools should teach and what resources should be allocated. In addition, school-
based decisions about class scheduling and the time allotted for subject area
instruction can influence the quality of the programs offered to students.
KEY IDEAS
___________________________________________________________________
A complex and interacting array of influences impact on curriculum decisions,
including stakeholders in education, the external, internal and organizational
influences. This leads to multiple views and interpretations of curriculum content and
processes.
_______________________________________________________________________________
1. Identify curriculum influences;
2. Discuss different curriculum influences and how it affects to curriculum
development;

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EXPLORE: Curriculum Influences
______________________________________________________________________________
Aside from the major curriculum sources, Stark and Lattuca (1997) identified three
major factors that influence curriculum development: external, internal, and organizational
influences. Stark and Lattuca used the term curriculum influences to refer to these three
factors that are very influential in curriculum development. According to them, these
curriculum influences affect the whole academic plan that incorporates a total blueprint
for action, including the purposes, activities, and ways of measuring success.
External Influences
Society/Government
Discipline Associations;
Marketplace/Alumni
Organizational Influences ACADEMIC

Program Relationships
PLAN
Resources
Governance
Internal Influences
Faculty, Students,
Discipline, and Program
Mission
Figure 1. Factors Affecting Academic Planning (Stark & Lattuca, 1997)
Understanding the different curriculum influences is useful in knowing the different

factors that are needed to be considered in developing a curriculum. It provides the sources
of data and information for developing curriculum. Knowing these curriculum influences is
useful in making the curriculum more relevant and responsive to the educational system of
the Philippines.
A research on curriculum influences conducted by Pawilen (2011) shows the results of
the focus group discussion with the faculty members and administrators who identified
several curriculum influences that they always consider whenever they plan, design,
develop, revise, and evaluate the curriculum. These identified curriculum influences are
shown in Table 1. They affect curriculum processes in the school level.
• Students/Learners
• School’s Philosophy, Vision and Mission
• K to 12 Basic Education Curriculum
• Admission and Retention Policies and School Rules
• Faculty Members
• School Administrators
• Requirements from Government Agencies
• Licensure Examinations (for Higher Education)
• Accreditation Standards
• Market Demands
• Alumni and Funding Sources
• Media and Information and Communications Technologies
• Church and Church Related Agencies (for religious schools)
• School Facilities and other resources
• Other Disciplines or Courses and Programs offered by the school
• Student Services
Table 1. Curriculum Influences

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Students
The students are considered as the most influential among the different curriculum
influences especially in designing the implemented curriculum. Learners have different
interests, needs, talents, abilities, learning styles, and thinking preferences. All these are
important in course planning. Teachers believe that the students could learn more if their
interests and learning styles are considered when planning their courses. Many students
want a variety of learning experiences in their classes and practical application of their
lessons in real-life situations.
They came from different families with different cultures, religious affiliations, beliefs,
language and socio-economic status. When teachers plan their courses, they always keep
these in mind. They recognize that their previous experiences with the students, including
the students’ performance in class are sources of valuable information about the students’
capabilities. Many teachers observe during their classes that students’ background,
especially their demographic characteristics, influence their attitude and performance
toward learning. Thus, students bring with them their culture in the school.
For college, the academic background of the students is influential in curriculum
planning. As students took up their basic education in either public or private schools in their
provinces, their academic skills and learning habits differ from those of the city. For instance,
some students have poor communication skills because of poor background in English
education in their basic education.
School’s Vision, Mission, and Core Values
The school vision, mission and core values are very influential factors in developing
the curriculum. They are the fundamental bases in developing the four elements of
curriculum goals and objectives, content, learning experiences, and evaluation. These three
factors are included in all lesson plans or course syllabi to ensure that the core values of the
institution are included in the syllabi.
The vision, mission and core values of the school are also reflected in the planned,
implemented and hidden curriculum of the school. All faculty members are required to
reflect this type of education in their teaching, lesson plans and in the syllabus. The vision,
mission and core values of the school are reflections of what the institution can contribute
to the society and to the development of individuals. Students and alumni are expected to
possess the core values of their schools.
Admission and Retention Policies
The third influential factor is the admission and retention policies. These policies set the
standards of what kind of students are admitted and what are the things they need to do
as students of the institution until they graduate. This is an important part of the intended
and implemented curriculum. School rules are set to give order and provide smooth
implementation of the curriculum. Rules also develop the hidden curriculum of the school.
Faculty Members
The influence of faculty members is also considered important. Faculty members bring
with them their educational background, experiences, expertise, personal, professional and
political views of the institution. They also have different interests, teaching styles ad
philosophies which influence the way they plan, develop and implement the curriculum.
In basic education, teachers take the role of a second parent to their students. Many
students believe in what they say and teach. They are not only seen as models of high
ethical life, students and other people also see them as intellectual in various subject areas.

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In College level, teachers are seen as experts in their fields. They are expected to
know more about their subjects. The academic freedom enjoyed by the faculty members
also allows them to modify and plan their syllabi based on their expertise and researches.
The behaviors of the faculty members also influence the hidden curriculum in college.
Sometimes their students take their professional and personal views on certain issues seriously
as a principle.
Teachers, as recognized by Stark and Lattuca (1997), are a major influence in
curriculum development. They are the key implementor of the curriculum. The success of
any curriculum and instruction highly depends on them. They need to be empowered to
make curricular and instructional innovations in their own schools. Teachers are expected
to be experts in the content of the subjects they teach. They should also be experts in
pedagogy.
School Administrators and Board of Trustees
The influence of school officials and the school bureaucracy in curriculum processes
were recognized by several curriculum scholars like Wiles and Bondi (2006), and Stark and
Lattuca (1997), among others. School administrators, including the Board of Trustees, play
an important role in providing curriculum leadership in schools, colleges and universities.
Apart from setting and approving rules for the school, they administer the planning,
implementation and evaluation of the curriculum. The administrators then serve as the
curriculum and instructional leaders. They provide administrative and leadership support for
the implementation of the curriculum. Their abilities and skills as curriculum leaders and
managers are essential in curriculum development, implementation and evaluation (Wiles
& Bondi, 2006). Oliva (2005) considered them as part of the entire team of curriculum workers
in an institution. The academic preparation and previous experiences of the administrators
can also be noted to influence the development of the curriculum.
Accrediting Agencies
Accrediting agencies are equally influential in basic education and in higher

education. Like the Department of Education and the Commission on Higher Education, the
accrediting agencies set the necessary standards for curriculum, instruction, faculty, and
facilities influence how the curricular programs are governed. Accrediting agencies
determine the quality of the program being offered in an institution. As such, many schools
especially private schools try their best to improve the governance and implementation of
their various curricular and co-curricular programs.
Some accrediting agencies in the Philippines are the Association of Christian Schools,
Colleges and Universities Accrediting Agency Incorporation (ASCU-AAI), Philippine
Accrediting Association of Schools, Colleges and Universities (PAASCU), Accrediting Agency
for Chartered Colleges and Universities in the Philippines (AACCUP), Philippine Association
of Colleges and Universities Commission on Accreditation (PACUCOA) and the Association
of Local Colleges and Universities Commission on Accreditation (ALCUCOA). These
accrediting bodies are in charge of evaluating the quality of education for each member
institution based on criteria set by the accrediting agency.
Government Policies and Agencies
The respondents identified government policies and agencies as most influential in

curriculum planning and development. In basic education, the Department of Education
issues Department Orders and Memoranda that serve as guide for all public and private
schools in the country. The Department of Education also prescribes the official curriculum
for basic education and issues the guidelines for operation for private schools.

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For tertiary education, the CHED, through its series of memorandum orders, prescribes
the minimum general education and professional courses, course credits, and course
descriptions to be taken by the students. The CHED also prescribes the faculty qualifications,
facilities and other requirements for the implementation and administration of the programs.
Market Demands (General)
Market demands or the needs of the society are very influential in planning and
developing curriculum. It is imperative that students are prepared in terms of knowledge,
values, and skills to meet the needs and demands of different institutions in society. For
example, graduates are expected to develop or possess 21st century skills. They are
expected to be technologically literate. They are also expected to develop various
literacies including functional literacy. Schools are expected to develop graduates that can
be assets and good citizens of the society.
Alumni
The alumni are also considered as one of the external influences on curriculum
development. The alumni are very helpful in terms of donating money to support programs
for students, faculty scholarship, professorial chairs, facilities, and financing students’
activities. Besides financial help, their comments or their evaluation feedback based on their
previous experiences as students are very useful information for improving the implemented
curriculum of the school. The alumni are the living testimony of the curriculum or the quality
of education offered by a particular school.
Media and Information and Communications Technologies (ICT)
Media and Information and Communications Technologies (ICT) are two of the
external curriculum influences. The presence of technology, especially the internet, enables
students and teachers to access almost all the information they need for teaching and
learning. This allows students and faculty members to access online journals, papers and
other information from the internet to be used for teaching and learning. Technology
connects the school to the global community.
In as much as ICT is changing the landscape of schooling, it is also changing how the
courses are planned and implemented, especially how the content of the curriculum will
be put together. Although it is expensive to have full ICT integration in schools, school
administrators try their best to achieve this goal. Computers, LCD projectors, internet
facilities, and other forms of technology are made available for instructional purposes in the
school.
The Church and Church-related Agencies
For religious schools, the different religious orders and the church play an important
role in school. Many religious institutions serve as extension programs or mission programs of
the churches and religious orders that established them. The schools also offer institutional
requirements such as Bible subjects, theology, and Christian Living subjects. These subjects
are required to all students. Religious schools also offer retreats, recollections, chapel
services and other religious activities to their students.
School Facilities and Other Resources
School facilities and other resources are very important in the implementation of the
curriculum. The respondents explained that school facilities like classrooms, libraries,
laboratories, ICT equipment, dormitories, school clinics, counselling office, canteen, chapel
for sectarian schools, and laboratories are very useful in providing quality education,
especially in implementing the curriculum.

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Student Services
The last among the influences are the existing student services or existing student
support system institutionalized by the schools. Among these services are the following:
• Campus Ministry – helps in the spiritual nourishments of the students in sectarian

schools.
• Guidance and Counseling Services – provides professional help to students with
various personal and psychological concerns.
• Health Services – responds to various health-related concerns of the students through
a clinic with full-time health workers.
• Financial Assistance and Scholarships – provides financial assistance to deserving
students
• Student Affairs Office – guides the students in organizing activities and provides al
forms of support for academic and personal development of the students in the
school.
These curriculum influences and sources are very important in curriculum

development. Responding to these curriculum sources and influences helps curriculum
workers and developers in planning, developing, and implementing a relevant and
responsive curriculum for different learners and schools. They help everyone involved in and
affected by a curriculum understand the context in which one is developed. Moreover,
when evaluating a curriculum, these curriculum sources and influences are the ones that
are looked and reviewed.

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REFLECTION ACTIVITY
Direction: Reflect on and address the following:
(A) Identify different social issues, needs, and demands that should be considered in the
curriculum planning.
_________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
(B) Discuss how these social issues, needs, and demands may influence the curriculum in
terms of:
1. Aims, goals and objectives
2. Content
3. Learning experiences
4. Evaluation
____________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
(C) Discuss how learners’ needs, learning and thinking styles, and issues are considered in
the curriculum specifically in the following curriculum elements:
2. Aims, goals and objectives
3. Content
4. Learning experiences
5. Evaluation
____________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
(D) Examine the K to 12 Basic Education Curriculum. Identify the different learning areas,
subjects, and courses included in the curriculum.
_________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
(E) What are the different skills, processes, values and concepts that are important to learn
in each subject?
_________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

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LESSON 4: TECHNOLOGY INTEGRATED LESSON PLAN
INTRODUCTION
_______________________________________________________________________________
The lesson plan is a plan for the day. It is specific and time sensitive. Listed in the lesson
plan is the objective, the activities and the assessment. The activities are the prime part of
the plan. The activities should be laid out in sequence of their occurrence and the
approximate time to complete the activity. Timing is a key to success. Inexperienced
teachers point to this as a major problem. Lesson plans are too short or too long. It takes a
few months for the new teacher to hone their skills at timing.
Daily lesson plans are the “bread and butter” of the teacher. A clearly stated
objective will clarify the assessment. Well thought-out activities that develop the objective
will lead to the assessment. The well-planned lesson reduces classroom management
difficulties. The greatest difficulties arise in classrooms of the teacher who has not planner
well. Students need direction. Students who are left to design their own plan will probably
do just that.
The importance of daily lesson planning cannot be stressed enough. Any
experienced teacher will tell the new teacher to plan out every minute of class time.
Teachers do not have to be talking all the time or directing every activity. Students do need
to be actively engaged in an activity designed by the teacher. Teachers need to be aware
of what is happening in the classroom and why it is happening. This is referred to as control.
Teachers who control their class are directing activities and children are not creating their
own adventures unless this is the teachers’ activity. Loss of control (a classroom
management issue) is often the result of poor planning and is probably the single most
frustrating aspect of the teacher’s job.
A teacher who plans well will succeed. Inexperienced teachers find this the greatest
challenge. Sound planning will only come with time. Teachers must plan curriculum, units
and lesson plans. The majority of a teacher’s time is consumed by planning. With time, the
teacher finds themselves planning in their mind as they eat dinner, watch TV, drive their car
or as they fall asleep. Good plans equal good teachers. Creative planning equals effective
teachers.
KEY IDEAS
___________________________________________________________________
Technology Integration is an important way to create meaningful learning
experiences. Lesson planning for teachers can be overwhelming when incorporating
the use of computers in activities.
A lesson plan is a teacher's daily guide for what students need to learn, how it will be
taught, and how learning will be measured. Lesson plans help teachers be more
effective in the classroom by providing a detailed outline to follow each class period.
A lesson plan is the instructor’s road map of what students need to learn and how it
will be done effectively during the class time. Then, you can design appropriate
learning activities and develop strategies to obtain feedback on student learning.
_______________________________________________________________________________
1. Define technology integrated lesson plan;

2. Describe the major features of a technology integrated lesson plan;
3. Design a technology integrated lesson plan; and
4. Revise a technology integrated lesson plan incorporating feedbacks and
suggestions from peers and evaluators.

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EXPLORE: LESSON PLANNING
https://kstatelibraries.pressbooks.pub/EDCI702/chapter/module-6-curriculum-planning/
_____________________________________________________________________________
Although practicing teachers need to carefully plan courses and the units of
instruction within each course, as beginning pre-service teachers, we will focus on the most
basic component of planning: the lesson.
Like most other important issues in teaching and learning, there is no single, agreed-
upon best model for lesson planning. Most teachers eventually develop their unique way of
lesson planning. You may hear people talk about the Gagne Model or the Hunter Model or
the 5E Model. . . All of these models are based on some similar characteristics.
Writing Objectives
Effective teachers are purposeful–they begin planning with a clear idea of what they
want students to know, be able to do, or feel. Teachers write objectives at different levels of
generality–course, unit, and lesson. Objectives or outcomes provide focus and clarity to
student learning and help to guide instructional practice. Carefully planning for student
learning by writing clear and challenging objectives, however, should not limit spontaneity,
constrain creativity, or restrict the teacher’s ability to adjust instruction based upon
assessment of student learning.
Types of Objectives/Outcomes
Two main types of learning objectives or outcomes exist–behavioral objectives and

descriptive objectives. Behavioral objectives state what is to be learned in language that
specifies observable behavior. An example of a behavioral objective at the level of lesson
would be:
Given a list, students will be able to list five problems of government under the
Article of Confederation with 100% accuracy.
Descriptive objectives clearly describe what students are to learn without using
language that specifies observable behavior. An example of a descriptive objective at the
level of lesson would be:
By the end of the lesson, students will explain the problems of government
under the Articles of Confederation.
Depending upon the nature of the subject you teach, you may utilize both types of
outcome statements to guide student learning and your teaching. However, descriptive
objectives are most common and are the type we will use in CIA.
Objectives/Outcomes Across Domains of Learning
Although there are various ways to classify learning outcomes, one common way was
developed by Benjamin Bloom and his colleagues (1956). Bloom classified learning
outcomes into three types: cognitive (i.e., knowledge), psychomotor (i.e., skill), and
affective (i.e., attitude). Typically, most K- 12 learning objectives are aimed at the cognitive
and psychomotor domains.

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Levels of Generality and Specificity
One of the challenges to writing clear and effective learning outcomes or objectives
is selecting the appropriate level of generality or specificity. Course objectives are the most
general statements of student learning; lesson objectives are the most specific; and
unit objectives fall between the two extremes. It is important for teachers to be able to
clearly and concisely express the outcomes of student learning at all three levels. The
examples at the end of this handout illustrate these three levels.
Tips for Writing Effective Learning Objectives
Learning objectives/outcomes should. . .
1. Be clear, easy to understand, and unambiguous;

2. Guide the selection of content and pedagogy;
3. Be written for student learning, NOT teacher behavior;
4. Focus on the ends (i.e., goals), NOT the means (i.e., learning activities);
5. Promote learning across various domains (i.e., knowledge, skills, and attitudes);
6. Promote a range in levels of understanding and/or performance (e.g., higher-order
thinking);
7. Be relevant to the local curriculum and/or state standards;
8. Be developmentally appropriate for the age and background of learners (e.g., both
challenging and attainable); and
9. Utilize active verbs.
Examples of Clear Learning Objectives
Course Objective (Psychomotor)
By the end of grade three, students will. . .

become more proficient thinkers, careful writers, critical readers, and better able to discuss
important and controversial issues.
Unit Objective (Affective)
By the end of the unit, students will. . .

appreciate the importance of citizen participation in a democracy.
Lesson Objective (Cognitive)
By the end of the lesson, students will. . .

compare and contrast authority and responsibility.

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Blooms Revised Taxonomy
One useful tool the teachers commonly used to think about and classify learning objectives
and questions is Bloom’s revised taxonomy.
Scroll through the brief sketch of the taxonomy below.

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Beginning/Middle/End of an Effective Lesson
Like a good burger, like a good movie, like a good basketball game, a good
lesson…an effective lesson…has three main parts: Beginning, middle, and end.
And like a burger, a movie, and a basketball game, when you assemble all the right
ingredients such as objectives, questioning approaches, and activities, you get an effective
lesson.
So, to get us started, time travel again. How did your super-amazing/cool/effective
teacher in elementary, middle, or high school start his or her lessons? With a thought-
provoking question? Bell work? A brief introductory activity? Why was it successful? You may
not have noticed at the time, but as you reflect upon it today, did those lessons include a
distinctive beginning, middle, and end?
The Beginning
So, how do you start? What are your goals for the beginning?
• Get their attention.
• Get them to put away their cell phones.
• Get them to stop talking to their friends.
• Get them motivated to learn.
You need a solid beginning. Wasting time at the beginning of your lesson signals to
the students that there is, indeed, time to waste. And, so they gladly help you waste it. Some
of those time-wasters can be taking attendance or lunch count or handing out papers and
other materials. You need a system to get those necessary tasks done efficiently and
effectively without losing teaching time.
You also need some way of capturing student interest and focusing it on your learning
objectives. All lesson plan models ask teachers to plan for a good beginning. Lesson
introductions are also called “anticipatory sets” or the “lesson hook.”
Read Richard Curwin’s “Your Lesson’s First Five Minutes: Make them Grand” and watch the
video below.
• https://www.youtube.com/watch?v=ppzS-smdYE0&feature=emb_logo
The Middle
Once you’ve established that class has begun and you’ve gotten their attention, you’ll be
moving into the heart of your lesson–where students approach the content in full
force…through activities to help them learn. Some principles are listed below:
Variety is important within and across lessons. Kids do not want to do the same thing every
day or spend the entire class doing one thing. Lesson middles should include a variety of
strategies and activities.
Research-based Teaching strategies are valuable components of any lesson. You should
consider how to incorporate the following:
1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypothesis
9. Questions, cues, and advance organizers

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Pacing can be an issue in the implementation of a lesson. The lesson can move too quickly
or too slowly, and both can be equally problematic. Much like the fairy tale, “Goldilocks
and the Three Bears,” the pacing needs to be just right.
Staying task-oriented and ensuring learning time are key to helping your students move
through the lesson smoothly while addressing the objectives you’ve established for that
lesson. And that includes managing time and keeping students focused.
Check out the video below for helpful tips and examples.
• https://www.youtube.com/watch?time_continue=1&v=PP4XUvEUi4E&feature=emb_l
ogo
Transitions from one activity–or portion of an activity–to another can be another stumbling
block in the middle of your lesson. It’s that transition time where students can waste time,
get distracted with other things, or generally just not understand that time in a classroom is
a valuable thing.
• https://www.youtube.com/watch?time_continue=3&v=Z_P2ONE4_kg&feature=emb_l
ogo
And, finally, don’t overlook the power of your own enthusiasm. Students want to know that
you’re excited about the lesson, and they’ll reflect the enthusiasm they see in you…and the
tone of your voice…and your facial expressions and body language.
The End…Sort Of
The thing about meaningful lessons is that they usually have meaningful endings. But how
do you accomplish such an ending? The best lesson endings ask the students to
demonstrate their new knowledge or skills in some novel way. Just like lesson beginnings,
there is no one correct way to end a lesson. Think about some of the more accomplished
teachers that you’ve had through the years. How did they wrap things up? How did they
actively engage students and check for understanding?
Some possibilities:
• Lead a brief discussion on key ideas
• Ask students to write two interesting, open-ended questions that could be answered
from material in the lesson.
• Have students present the results or a project or activity
Check out a teacher’s description of the end of the lesson, which is also known as lesson
closure.
• https://www.youtube.com/watch?v=qTQyhGC8g-A&feature=emb_logo
Questions
• What are some things you can do if you notice the pacing of your lesson is too fast
and you’re going to end up with several minutes of idle time between the end of the
lesson and the bell?
• What is one specific idea for beginning your future class? Why do you think it would
be an effective way to start the class period?

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REASONS WHY IT IS IMPORTANT TO PLAN LESSONS
By Sara Jones, 2018
Lesson planning is a significant element of teaching-learning system. A lesson plan is

a step-by-step guide that provides a structure for an essential learning. Before planning a
lesson, it is essential to classify the learning outcomes for the class. It is important because it
helps the teacher in maintaining a standard teaching pattern and does not let the class
deviate from the topic. Pre-planning helps the teacher to be better equipped in answering
questions asked by the students during the lecture. An effective lesson plan has three basic
components; aims and objectives of the course, teaching and learning activities and,
assessments to check student understanding of the topic.
Aims and objectives of the course
In order to begin with lesson planning, it is important to know the aims and objectives of
the course being taught to students. A teacher should be prepared not only to teach the
students but also to make sure that they take some fruitful thought regarding the lesson at
the end of the class. The aims and objectives should answer questions regarding all the
angles of the course. The questions could be like the following:
• What is the subject of the course?

• What should the students understand regarding the subject?
• What should they take away from the subject at the end of the class?
Most of all, the sequence of these questions is very important. Also, it will be easier to plan
the lesson once these questions are answered.

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Teaching and Learning Activities
Once the aims and objectives are in place, it is important to make sure that the
planned lesson is understandable by the students. The teacher should prepare different
explanation methods for the students to understand the topic easily. The methods could
include giving real-life examples or creating a hypothetical situation related to the topic.
Moreover, showing videos related to the topic may also assist in better understanding.
Including activities related to the lesson is helpful for students to remember the topic being
taught.
The key is time management. A teacher has to time all the activities during the class
hours in order to finish the lesson according to the plan. Everything including explanation,
examples, and activities have to be timed in a manner that the lesson is not extended for
the next class.
Assessments to check student understanding of the topic
In order to check the understanding after the planning and learning activities, it is
important that the teacher drafts questions in different ways to check the knowledge and
understanding of the topic. It’s the teacher’s decision to check the understanding orally or
in writing. For this question answer session, time is required. The questions have to be
preplanned. The teacher should be aware of what she planned for the students to learn so
that questions can be drafted accordingly. Also, activities can be planned to check the
knowledge and understanding of the matter.
Benefits of Lesson Planning
“By failing to prepare, you are preparing to fail.” Thus, an organized teacher will
always be able to deliver the lesson within the given time frame (during the limited class
timings). With the additional time saved, a teacher can give additional attention and time
to students that require additional help. Also, there will be a sense of control and direction
while teaching. Even if there is confusion amongst the students, the teacher will be able to
guide them effectively as the teacher will be well versed with the subject matter and will be
able to cater the questions without any stress.
A teachers’ most important trait is confidence. Lesson planning can help the teacher
to be well prepared and be aware of what he/she intends on teaching the students. It can
also help the teacher to focus more on the basic knowledge first then take the students
towards the next step. The teacher will never stammer or mumble during the lecture
because of the timely preparation of the lesson.
Furthermore, a teacher is one of the first few inspirations of a child. Setting a good
example of pre-planning can always assist a teacher to become a good inspiration and
the confidence with which the teacher delivers the lesson will make the student realize the
importance of planning ahead of time and adopt this habit for other disciplines of life.
The ethnic diversity in schools is increasing with the passage of time as the people
from rural areas have realized the importance of education. Thus, the learning capacity of
each student varies from one another. Lesson planning can minimize this understanding gap
if the teacher plans the lesson effectively. This can be done by taking the first step that is,
start teaching from the core so that nobody is left behind and that every student is on the
same page and then the teacher moves ahead with the topic.
A lesson plan does not necessarily have to be a detailed script that contains the plan
of every interaction with students in the classroom. It should preferably have the general
overview of the aims and objectives of the course, the plan of teaching and learning
activities of the course and the activities planned to check the students’ understanding. The
driving force behind lesson planning is the motivation for the teacher and hunger to learn
more by students is what keeps a teacher going.

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LESSON PLANNING
(Singapore Management University)
A lesson plan is the instructor’s road map of what students need to learn and how it
will be done effectively during the class time. Then, you can design appropriate learning
activities and develop strategies to obtain feedback on student learning. Having a carefully
constructed lesson plan for each 3-hour lesson allows you to enter the classroom with more
confidence and maximizes your chance of having a meaningful learning experience with
your students.
A successful lesson plan addresses and integrates three key components:
• Learning Objectives
• Learning activities
• Assessment to check for student understanding
A lesson plan provides you with a general outline of your teaching goals, learning
objectives, and means to accomplish them, and is by no means exhaustive. A productive
lesson is not one in which everything goes exactly as planned, but one in which both
students and instructor learn from each other.
BEFORE CLASS: STEPS FOR PREPARING A LESSON PLAN
Listed below are 6 steps for preparing your lesson plan before your class.
1. Identify the learning objectives
Before you plan your lesson, you will first need to identify the learning objectives for
the lesson. A learning objective describes what the learner will know or be able to do after
the learning experience rather than what the learner will be exposed to during the
instruction (i.e. topics). Typically, it is written in a language that is easily understood by
students and clearly related to the program learning outcomes. The table below contains
the characteristics of clear learning objectives:

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Characteristic Description
Clearly stated tasks Free from jargon and complex vocabulary; describe specific
and achievable tasks (such as ‘describe’, ‘analyse’ or
‘evaluate’) NOT vague tasks (like ‘appreciate’, ‘understand’ or
‘explore’).
Important learning Describe the essential (rather than trivial) learning in the course
goals which a student must achieve.
Achievable Can be achieved within the given period and sufficient

resources are available.
Demonstrable and Can be demonstrated in a tangible way; are assessable;

measurable achievement and quality of achievement can be observed.
Fair and equitable All students, including those with disabilities or constraints, have
a fair chance of achieving them.
Linked to course and Consider the broader goals - i.e. course, program and
program objectives institutional goals.
The Bloom’s Revised Taxonomy of Educational Objectives is a useful resource for crafting
learning objectives that are demonstrable and measurable.
2. Plan the specific learning activities
When planning learning activities, you should consider the types of activities students
will need to engage in, in order to develop the skills and knowledge required to demonstrate
effective learning in the course. Learning activities should be directly related to the learning
objectives of the course, and provide experiences that will enable students to engage in,
practice, and gain feedback on specific progress towards those objectives.
As you plan your learning activities, estimate how much time you will spend on each.
Build in time for extended explanation or discussion, but also be prepared to move on
quickly to different applications or problems, and to identify strategies that check for
understanding. Some questions to think about as you design the learning activities you will
use are:
• What will I do to explain the topic?
• What will I do to illustrate the topic in a different way?
• How can I engage students in the topic?
• What are some relevant real-life examples, analogies, or situations that can help
students understand the topic?
• What will students need to do to help them understand the topic better?
Many activities can be used to engage learners. The activity types (i.e. what the student
is doing) and their examples provided below are by no means an exhaustive list, but will
help you in thinking through how best to design and deliver high impact learning
experiences for your students in a typical lesson.

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Activity Type Learning Activity Description
Interaction with content Drill and practice Problem/task is presented to students where
they are asked to provide the answer; may be
Students are more likely timed or untimed
to retain information
presented in these ways Lecture Convey concepts verbally, often with visual
if they are asked to aids (e.g. presentation slides)
interact with the material
in some way. Quiz Exercise to assess the level of student
understanding and questions can take many
forms, e.g. multiple-choice, short-structured,
essay etc.
Student Oral report where students share their research

presentation on a topic and take on a position and/or role
Interaction with digital Game Goal-oriented exercise that encourages

content collaboration and/or competition within a
controlled virtual environment
Students experiment with
decision making, and Simulation Replica or representation of a real-world
visualize the effects phenomenon that enables relationships,
and/or consequences in contexts, and concepts to be studied
virtual environments
Interaction with others Debate Verbal activity in which two or more differing
viewpoints on a subject are presented and
Peer relationships, argued
informal support
structures, and teacher- Discussion Formal/informal conversation on a given
student topic/question where the instructor facilitates
interactions/relationships student sharing of responses to the questions,
and building upon those responses
Feedback Information provided by the instructor and/or

peer(s) regarding aspects of one’s
performance or understanding
Guest Speaker Feelings, thoughts, ideas and experiences

specific to a given topic are shared by an
invited presenter
Problem solving and Case Study Detailed story (true or fictional) that students
Critical thinking analyze in detail to identify the underlying
principles, practices, or lessons it contains
Presenting students with
a problem, scenario, Concept Mapping Graphical representation of related information
case, challenge or in which common or shared concepts are
design issue, which they linked together
are then asked to
address or deal with Real-world projects Planned set of interrelated tasks to be executed
provides students with over a fixed period and within certain cost and
opportunities to think other limitations, either individually or
about or use knowledge collaboratively
and information in new
and different ways

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Reflection Reflection journal Written records of students’ intellectual and
emotional reactions to a given topic on a
The process of reflection regular basis (e.g. weekly after each lesson)
starts with the student
thinking about what
they already know and
have experienced in
relation to the topic
being explored/learnt.
This is followed by
analysis of why the
student thinks about the
topic in the way they
do, and what
assumptions, attitudes
and beliefs they have
about, and bring to
learning about the
topic.
It is important that each learning activity in the lesson must be (1) aligned to the
lesson’s learning objectives, (2) meaningfully engage students in active, constructive,
authentic, and collaborative ways, and (3) useful where the student is able to take what
they have learnt from engaging with the activity and use it in another context, or for another
purpose.
3. Plan to assess student understanding
Assessments (e.g., tests, papers, problem sets, performances) provide opportunities

for students to demonstrate and practice the knowledge and skills articulated in the
learning objectives, and for instructors to offer targeted feedback that can guide further
learning.
Planning for assessment allows you to find out whether your students are learning. It
involves making decisions about:
• the number and type of assessment tasks that will best enable students to
demonstrate learning objectives for the lesson
o Examples of different assessments
o Formative and/or summative
• the criteria and standards that will be used to make assessment judgements
o Rubrics
• student roles in the assessment process
o Self-assessment
o Peer assessment
• the weighting of individual assessment tasks and the method by which individual task
judgements will be combined into a final grade for the course
o information about how various tasks are to be weighted and combined into an
overall grade must be provided to students
• the provision of feedback
o giving feedback to students on how to improve their learning, as well as giving
feedback to instructors how to refine their teaching

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4. Plan to sequence the lesson in an engaging and meaningful manner
Robert Gagne proposed a nine-step process called the events of instruction, which is
useful for planning the sequence of your lesson. Using Gagne’s 9 events in conjunction with
Bloom’s Revised Taxonomy of Educational Objectives aids in designing engaging and
meaningful instruction.
1. Gain attention: Obtain students’ attention so that they will watch and listen while the
instructor presents the learning content.
o Present a story or a problem to be solved
o Utilize ice breaker activities, current news and events, case studies, YouTube
videos, and so on. The objective is to quickly grab student attention and interest in
the topic
o Utilize technologies such as clickers, and surveys to ask leading questions prior to
lecture, survey opinion, or gain a response to a controversial question
2. Inform learner of objectives: Allow students to organize their thoughts regarding what
they are about to see, hear, and/or do.
o Include learning objectives in lecture slides, the syllabus, and in instructions for
activities, projects and papers
o Describe required performance
o Describe criteria for standard performance
3. Stimulate recall of prior knowledge:

o Help students make sense of new information by relating it to something they
already know or something they have already experienced.
o Recall events from previous lecture, integrate results of activities into the current
topic, and/or relate previous information to the current topic
o Ask students about their understanding of previous concepts

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4. Present new content: Utilize a variety of methods including lecture, readings, activities,
projects, multimedia, and others.
o Sequence and chunk the information to avoid cognitive overload
o Blend the information to aid in information recall
o Bloom's Revised Taxonomy can be used to help sequence the lesson by helping
you chunk them into levels of difficulty.
5. Provide guidance: Advise students of strategies to aid them in learning content and of
resources available. With learning guidance, the rate of learning increases because
students are less likely to lose time or become frustrated by basing performance on
incorrect facts or poorly understood concepts.
o Provide instructional support as needed – as scaffolds (cues, hints, prompts) which
can be removed after the student learns the task or content
o Model varied learning strategies – mnemonics, concept mapping, role playing,
visualizing
o Use examples and non-examples
6. Practice: Allow students to apply knowledge and skills learned.
o Allow students to apply knowledge in group or individual activities
o Ask deep-learning questions, make reference to what students already know or
have students collaborate with their peers
o Ask students to recite, revisit, or reiterate information they have learned
o Facilitate student elaborations – ask students to elaborate or explain details and
provide more complexity to their responses
7. Provide feedback: Provide immediate feedback of students’ performance to assess and
facilitate learning.
o Consider using group / class level feedback (highlighting common errors, give
examples or models of target performance, show students what you do not want)
o Consider implementing peer feedback
o Require students to specify how they used feedback in subsequent works
8. Assess performance: To evaluate the effectiveness of the instructional events, test to see
if the expected learning outcomes have been achieved. Performance should be based
on previously stated objectives.
o Utilize a variety of assessment methods including exams/quizzes, written
assignments, projects, and so on.
9. Enhance retention and transfer: Allow students to apply information to personal contexts.
This increases retention by personalizing information.
o Provide opportunities for students to relate course work to their personal
experiences
o Provide additional practice
5. Create a realistic timeline
A list of ten learning objectives is not realistic, so narrow down your list to the two or three
key concepts, ideas, or skills you want students to learn in the lesson. Your list of prioritized
learning objectives will help you make decisions on the spot and adjust your lesson plan as
needed. Here are some strategies for creating a realistic timeline:
• Estimate how much time each of the activities will take, then plan some extra time for
each
• When you prepare your lesson plan, next to each activity indicate how much time
you expect it will take
• Plan a few minutes at the end of class to answer any remaining questions and to sum
up key points
• Plan an extra activity or discussion question in case you have time left
• Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what
seems to be more productive rather than sticking to your original plan

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6. Plan for a lesson closure
Lesson closure provides an opportunity to solidify student learning. Lesson closure is

useful for both instructors and students.
You can use closure to:
• Check for student understanding and inform subsequent instruction (adjust your
teaching accordingly)
• Emphasize key information
• Tie up loose ends
• Correct students’ misunderstandings
• Preview upcoming topics
Your students will find your closure helpful for:

• Summarizing, reviewing, and demonstrating their understanding of major points
• Consolidating and internalizing key information
• Linking lesson ideas to a conceptual framework and/or previously-learned knowledge
• Transferring ideas to new situations
There are several ways in which you can put a closure to the lesson:
• state the main points yourself (“Today we talked about…”)
• ask a student to help you summarize them
• ask all students to write down on a piece of paper what they think were the main
points of the lesson
DURING THE CLASS: PRESENTING YOUR LESSON PLAN
Letting your students know what they will be learning and doing in class will help keep
them more engaged and on track. Providing a meaningful organization of the class time
can help students not only remember better, but also follow your presentation and
understand the rationale behind the planned learning activities. You can share your lesson
plan by writing a brief agenda on the whiteboard or telling students explicitly what they will
be learning and doing in class.
AFTER THE CLASS: REFLECTING ON YOUR LESSON PLAN
Take a few minutes after each class to reflect on what worked well and why, and
what you could have done differently. Identifying successful and less successful organization
of class time and activities would make it easier to adjust to the contingencies of the
classroom. If needed, revise the lesson plan.

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Technology Integration Lesson Planning Process
(by Hella Comat, 2011)
When designing computer-based activities, give consideration to how technology

can be used to acquire, organize, demonstrate, and communicate information. The
planning process for technology integration is similar to planning a curriculum unit. The main
differences are HOW the students acquire the knowledge and skills, HOW they demonstrate
and apply the knowledge and skills, and HOW learning will be assessed or evaluated. These
differences have a major influence on the structure of a lesson plan as they incorporate the
use of the computer.
In addition to the skills and knowledge that must be taught as part of the curriculum,
consideration must also be given to the technology skills students need to learn. Often
teachers assume that the students will figure it out on their own. However, this can waste
instructional time. It is a good idea to plan ahead, so that the time in the computer lab is
well spent.
Technology Integration: Easy Lesson Planning for Teachers
Step 1: Examine Curriculum Documents

• select the topic
• identify learning objectives within a subject
Step 2: Determine Knowledge and Skills

• determine students’ background knowledge and existing technology skills
• decide how students will acquire new knowledge and skills
• gather resources required to achieve instructional goals
Step 3: Select a Technology Product to Apply Learning

• choose a technology-based product for students to create
• outline the content it will contain
• select the software program(s) needed
• list the technology skills required to complete the task
Step 4: Select a Method of Assessment and Criteria for Evaluation

• determine the method of assessment
• set the criteria to evaluate the technology product with a focus upon content,
quality of information, layout and design, and technology skills demonstrated
Technology Integration Sample: Lesson Planning for Teachers

Imagine you are planning an endangered species unit.
Step 1. Examine Curriculum Documents:

As part of this unit, your students must investigate how animals have adapted
to their environment and analyze the effects of human activities on habitats. You
decide that you are going to integrate technology to achieve these aims.
Step 2. Determine Knowledge and Skills:

One of your first considerations is what your students already know about the
computer. They need to have basic computer skills. For example, they need to know
how to use the keyboard and mouse, login to the computer, open and close
programs, and save files. If your students do not possess these skills, you will need to
teach them.

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Another consideration is what your students know about endangered species
and what they still need to learn. You may decide that in addition to books, your
students will use the Internet to research. However, they may not have the skills to use
the Internet. Perhaps students have never used a web browser or search engine. This
means that you will need to teach these skills as well.
Step 3 Select a Technology Product:

You decide your students will write a brief report about their animal using a
word processing program. The report will include facts and pictures. Again, your
students may not possess the technology skills necessary to complete this task, so you
will need to teach them.
Step 4 Select a Method of Assessment and Criteria for Evaluation:

Upon completion of the report, you will evaluate the work. Consider a method
of assessment and criteria for evaluation. When selecting the criteria, decide if you
plan to evaluate only the content and design of the report or if you will also include
the application of technology skills.
Lesson planning for teachers involving technology integration can be simple.

Planning ahead is the key to success.

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A DETAILED LESSON PLAN IN ____________ FOR GRADE _______
NAME ______________________________
I – LEARNING OBJECTIVES
A. CONTENT STANDARDS
BROAD STATEMENTS THAT DESCRIBE SPECIFIC CONTENT AREAS THAT GROUPS OF STUDENTS SHOULD LEARN AT
EACH GRADE LEVEL ARE CALLED CONTENT STANDARDS. THEY DEFINE THE KNOWLEDGE WITHIN EACH
DISCIPLINE. FOR INSTANCE, A CONTENT STANDARD FOR 6TH GRADE SCIENCE STUDENTS COULD BE, IN EARTH
SCIENCE: “STUDENTS WILL UNDERSTAND THE EFFECTS OF THE RELATIVE POSITIONS OF THE EARTH, MOON AND
SUN.” THESE STANDARDS ARE ALSO CALLED CURRICULUM STANDARDS OR SUBJECT STANDARDS.
B. PERFORMANCE STANDARDS
EXPECTATIONS FOR INSTRUCTION, ASSESSMENT, AND STUDENT WORK ARE CALLED PERFORMANCE
STANDARDS. THESE INCORPORATE CONTENT STANDARDS AND DEFINE THE LEVEL OF WORK THAT
DEMONSTRATES ACHIEVEMENT OF THE STANDARDS. PERFORMANCE STANDARDS ISOLATE AND IDENTIFY SKILLS
NEEDED FOR PROBLEM-SOLVING, REASONING, COMMUNICATING, AND MAKING CONNECTIONS WITH
OTHER INFORMATION. THEY PROVIDE ALL CONSTITUENTS WITH THE EVIDENCES THAT STUDENTS HAVE MET THE
CONTENT STANDARDS, HELPING TEACHERS DEFINE WHAT LEVEL OF WORK IS SATISFACTORY .
C. LEARNING COMPETENCIES
LEARNING COMPETENCIES ARE A CLUSTER OF RELATED KNOWLEDGE, SKILLS AND ATTITUDES THAT AFFECTS A
MAJOR PART OF ONE’S JOB (A ROLE OR RESPONSIBILITY), THAT CORRELATES WITH PERFORMANCE ON THE
JOB, THAT CAN BE MEASURED AGAINST WELL-ACCEPTED STANDARDS, AND THAT CAN BE IMPROVED VIA
TRAINING AND DEVELOPMENT”
II – LEARNING CONTENT
III – LEARNING RESOURCES

• WHAT ITEMS AND SUPPLIES WILL BE NEEDED BY BOTH THE INSTRUCTOR AND THE STUDENTS IN ORDER TO
ACCOMPLISH THE STATED LEARNING OBJECTIVES?
• WHAT EQUIPMENT WILL I NEED IN ORDER TO UTILIZE AS MANY LEARNING MODALITIES AS POSSIBLE ? (VISUAL,
AUDIO, TACTILE, KINESTHETIC, ETC.)
• HOW CAN I USE MATERIALS CREATIVELY? WHAT CAN I BORROW FROM OTHER TEACHERS?
KEEP IN MIND THAT MODELING AND THE USE OF HANDS-ON MATERIALS ARE ESPECIALLY EFFECTIVE IN
DEMONSTRATING CONCEPTS AND SKILLS TO STUDENTS. LOOK FOR WAYS TO MAKE THE LEARNING GOALS
CONCRETE, TANGIBLE, AND RELEVANT TO STUDENTS.
THE REQUIRED MATERIALS SECTION WILL NOT BE PRESENTED TO STUDENTS DIRECTLY , BUT RATHER IS WRITTEN
FOR THE TEACHER'S OWN REFERENCE AND AS A CHECKLIST BEFORE STARTING THE LESSON.
A. REFERENCES
A.1 TEACHER’S GUIDE PAGE
A.2 LEARNER’S MATERIALS
A.3 TEXTBOOKS
A.4 ADDITIONAL MATERIALS
B. OTHER LEARNING RESOURCES

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IV – LEARNING STRATEGIES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. ACTIVATING PRIOR KNOWLEDGE

ACTIVATING PRIOR KNOWLEDGE REFERS TO THE PRACTICE OF BEGINNING A LESSON BY BRINGING UP TOPICS
WITH WHICH THE STUDENTS ALREADY HAVE SOME FAMILIARITY . BY PUTTING THE UPCOMING LESSON MATERIAL
INTO A FAMILIAR CONTEXT FOR THE STUDENTS, THE TEACHER IS GIVING THEM A CONTEXT INTO WHICH THEY
CAN THEN ASSIMILATE THE NEW INFORMATION AND UNDERSTANDING.
THIS DISCUSSION CAN ALSO BE USED TO GAUGE THE LEVEL OF PRIOR KNOWLEDGE OF THE STUDENTS WHICH
CAN INFORM HOW TO PROCEED WITH YOUR INSTRUCTION.
1. PRAYER
2. CHECKING OF ATTENDANCE
3. REVIEW OF THE PAST LESSON
4. MOTIVATIONAL ACTIVITY
B. PRESENTATION AND MODELING

INTRODUCTION AND PRESENTATION GO TOGETHER BECAUSE THE INTRODUCTION USUALLY LEADS RIGHT INTO
THE PRESENTATION PHASE OF THE LESSON. THEY ARE STILL SEPARATE PARTS, HOWEVER, BECAUSE THEY
ACCOMPLISH DIFFERENT PURPOSES.
THE INTRODUCTION PROVIDES INTEREST AND MOTIVATION TO THE STUDENTS . IT FOCUSES STUDENTS'
ATTENTION ON THE LESSON AND ITS PURPOSES. IT ALSO CONVINCES STUDENTS THAT THEY WILL BENEFIT FROM
THE LESSON.
THERE ARE MANY WAYS TO PRESENT AN INTRODUCTION. HERE ARE A FEW:

• ASKING QUESTIONS TO GET THE STUDENTS THINKING ABOUT THE TOPIC OF THE LESSON .
• SHOWING PICTURES THAT RELATE TO THE LESSON TOPIC.
• TELLING A STORY TO SHOW THE IMPORTANCE OF THE TOPIC.
• BRINGING IN "REALIA" (REAL OBJECTS) RELATED TO THE LESSON.
THE PRESENTATION PHASE OF THE LESSON IS WHEN THE TEACHER INTRODUCES NEW INFORMATION . THE
TEACHER GUIDES THE PRESENTATION, BUT THERE MAY BE STUDENT INPUT OR INTERACTION.
THE PRESENTATION MAY BE...INDUCTIVE (WHERE EXAMPLES ARE PRESENTED AND THE STUDENTS DRAW
CONCLUSIONS BASED ON THEM), OR DEDUCTIVE (WHERE THE TEACHER STATES A RULE OR GENERALIZATION
AND PROCEEDS TO EXPLAIN OR ILLUSTRATE IT), OR
SOME COMBINATION OR VARIATION OF INDUCTIVE AND/OR DEDUCTIVE. WHICHEVER METHOD IS USED,
DURING THE PRESENTATION PHASE, THE TEACHER…
• RELATES THE NEW MATERIAL TO STUDENTS' PREVIOUS KNOWLEDGE AND EXPERIENCES,
• CHECKS STUDENTS' COMPREHENSION, AND
• MODELS EXAMPLES OF THE TASKS THAT WILL BE EXPECTED OF STUDENTS DURING THE PRACTICE PHASE
OF THE LESSON.
C. GUIDED PRACTICE
IN THE GUIDED PRACTICE SECTION OF YOUR WRITTEN LESSON PLAN, OUTLINE HOW YOUR STUDENTS WILL
DEMONSTRATE THAT THEY HAVE GRASPED THE SKILLS, CONCEPTS, AND MODELING THAT YOU PRESENTED TO
THEM IN THE DIRECT INSTRUCTION PORTION OF THE LESSON.
WHILE YOU CIRCULATE THE CLASSROOM AND PROVIDE SOME ASSISTANCE ON A GIVEN ACTIVITY
(WORKSHEET, ILLUSTRATION, EXPERIMENT, DISCUSSION, OR OTHER ASSIGNMENT), THE STUDENTS SHOULD BE
ABLE TO PERFORM THE TASK AND BE HELD ACCOUNTABLE FOR THE LESSON'S INFORMATION.

C
THE GUIDED PRACTICE ACTIVITIES CAN BE DEFINED AS EITHER INDIVIDUAL OR COOPERATIVE LEARNING.
AS A TEACHER, YOU SHOULD OBSERVE THE STUDENTS' LEVEL OF MASTERY OF THE MATERIAL IN ORDER TO
INFORM YOUR FUTURE TEACHING. ADDITIONALLY, PROVIDE FOCUSED SUPPORT FOR INDIVIDUALS NEEDING
EXTRA HELP TO REACH THE LEARNING GOALS. CORRECT ANY MISTAKES THAT YOU OBSERVE.
EXAMPLES:
• STUDENTS WILL SPLIT INTO PAIRS TO WORK TOGETHER ON DRAWING.
• ON A PIECE OF PAPER, STUDENTS WILL DRAW A PICTURE OF PLANTS, INCORPORATING
CHARACTERISTICS THEY LEARNED ABOUT IN THIS LESSON (LISTED ON BOARD).
• ON THE OTHER SIDE OF THE PAPER, STUDENTS WILL DRAW A PICTURE OF ANIMALS, INCORPORATING
CHARACTERISTICS THEY LEARNED ABOUT IN THIS LESSON (LISTED ON BOARD).
1. ACTIVITY
2. ANALYSIS
3. ABSTRACTION
D. INDEPENDENT PRACTICE
THROUGH INDEPENDENT PRACTICE, STUDENTS HAVE A CHANCE TO REINFORCE SKILLS AND
SYNTHESIZE THEIR NEW KNOWLEDGE BY COMPLETING A TASK ON THEIR OWN AND AWAY FROM THE TEACHER 'S
GUIDANCE.
IN WRITING THE INDEPENDENCE PRACTICE SECTION OF THE LESSON PLAN, CONSIDER THE FOLLOWING
QUESTIONS:
• BASED ON OBSERVATIONS DURING GUIDED PRACTICE, WHAT ACTIVITIES WILL MY STUDENTS BE ABLE
TO COMPLETE ON THEIR OWN?
• HOW CAN I PROVIDE A NEW AND DIFFERENT CONTEXT IN WHICH THE STUDENTS CAN PRACTICE THEIR
NEW SKILLS?
• HOW CAN I OFFER INDEPENDENT PRACTICE ON A REPEATING SCHEDULE SO THAT THE LEARNING IS
NOT FORGOTTEN?
• HOW CAN I INTEGRATE THE LEARNING OBJECTIVES FROM THIS PARTICULAR LESSON INTO FUTURE
PROJECTS?
INDEPENDENT PRACTICE CAN TAKE THE FORM OF A HOMEWORK ASSIGNMENT OR WORKSHEET, BUT IT IS
ALSO IMPORTANT TO THINK OF OTHER WAYS FOR STUDENTS TO REINFORCE AND PRACTICE THE GIVEN SKILLS.
GET CREATIVE. TRY TO CAPTURE THE STUDENTS INTEREST AND CAPITALIZE ON SPECIFIC ENTHUSIASMS FOR THE
TOPIC AT HAND.
ONCE YOU RECEIVE THE WORK FROM INDEPENDENT PRACTICE, YOU SHOULD ASSESS THE RESULTS,
SEE WHERE LEARNING MAY HAVE FAILED, AND USE THE INFORMATION YOU GATHER TO INFORM FUTURE
TEACHING. WITHOUT THIS STEP, THE WHOLE LESSON MAY BE FOR NAUGHT.
EXAMPLES:
STUDENTS WILL COMPLETE THE VENN DIAGRAM WORKSHEET, CATEGORIZING THE SIX LISTED
CHARACTERISTICS OF PLANTS AND ANIMALS.
E. CLOSURE
CLOSURE IS THE TIME WHEN YOU WRAP UP A LESSON PLAN AND HELP STUDENTS ORGANIZE THE INFORMATION
INTO A MEANINGFUL CONTEXT IN THEIR MINDS. A BRIEF SUMMARY OR OVERVIEW IS OFTEN APPROPRIATE.
ANOTHER HELPFUL ACTIVITY IS TO ENGAGE STUDENTS IN A QUICK DISCUSSION ABOUT WHAT EXACTLY THEY
LEARNED AND WHAT IT MEANS TO THEM NOW.
LOOK FOR AREAS OF CONFUSION THAT YOU CAN QUICKLY CLEAR UP. REINFORCE THE MOST IMPORTANT
POINTS SO THAT THE LEARNING IS SOLIDIFIED FOR FUTURE LESSONS.
IT IS NOT ENOUGH TO SIMPLY SAY, "ARE THERE ANY QUESTIONS?" IN THE CLOSURE SECTION. SIMILAR TO THE
CONCLUSION IN A 5-PARAGRAPH ESSAY, LOOK FOR A WAY TO ADD SOME INSIGHT AND /OR CONTEXT TO
THE LESSON.

C
F. ASSESSMENT
LEARNING GOALS CAN BE ASSESSED THROUGH QUIZZES, TESTS, INDEPENDENTLY PERFORMED

WORKSHEETS, COOPERATIVE LEARNING ACTIVITIES, HANDS-ON EXPERIMENTS, ORAL DISCUSSION, QUESTION-
AND-ANSWER SESSIONS, OR OTHER CONCRETE MEANS.
MOST IMPORTANTLY, ENSURE THAT THE ASSESSMENT ACTIVITY IS DIRECTLY AND EXPLICITLY TIED TO THE
STATED LEARNING OBJECTIVES.
ONCE THE STUDENTS HAVE COMPLETED THE GIVEN ASSESSMENT ACTIVITY , YOU MUST TAKE SOME TIME
TO REFLECT UPON THE RESULTS. IF THE LEARNING OBJECTIVES WERE NOT ADEQUATELY ACHIEVED , YOU WILL
NEED TO REVISIT THE LESSON IN A DIFFERENT MANNER.
STUDENT PERFORMANCE INFORMS FUTURE LESSONS AND WHERE YOU WILL TAKE YOUR STUDENTS NEXT.
EXAMPLES:
• QUIZ
• TEST
• CLASS DISCUSSION
• HANDS-ON EXPERIMENT
• WORKSHEET
• COOPERATIVE LEARNING ACTIVITIES
• ILLUSTRATIONS OR GRAPHIC ORGANIZERS
V – ASSIGNMENT
THE MAIN PURPOSE OF ASSIGNMENTS IS TO INCREASE THE LEARNING CAPABILITIES OF STUDENTS. THE MORE
WE USE OUR BRAINS, THE MORE THEY DEVELOP. STUDENTS LEARN A LOT MORE WHEN THEY READ OR PRACTICE
SOMETHING BY THEMSELVES. SIMILARLY, THE PURPOSE OF ASSIGNMENTS IS TO INCREASE THE PRACTICAL SKILLS OF
STUDENTS.
FUNCTIONS OF AN ASSIGNMENT (ACCORDING TO PUJA MONDAL, 2020)
ACCORDING TO RISK, “ONE OF THE PURPOSES OF THE ASSIGNMENT IS TO TEACH THE STUDENTS HOW TO STUDY.” IT
IS CERTAIN THAT THE ASSIGNMENT SHOULD CONTRIBUTE MATERIALLY TO TRAINING STUDENTS TO THIS END.
1. POINT OUT CLEARLY AND CONCISELY TO THE STUDENTS JUST WHAT IS TO BE DONE OR WHAT THEY ARE
SUPPOSED TO DO.
THE STUDENTS MUST SEE CLEARLY SOME REASONS FOR THE TASK ASSIGNED THEM . THE ASSIGNMENT
SHOULD ENABLE STUDENTS TO SEE THE PURPOSE FOR THEIR STUDY AND SOME DEFINITE OBJECTIVES TO BE
ACHIEVED. THE OBJECTIVES OF THE LESSON ARE ESSENTIAL IN GIVING DIRECTION AND DEFINITENESS TO THE
STUDENTS’ THOUGHT AND ACTIVITIES.
2. SHOW HOW THE WORK IS TO BE DONE.

THE PROCEDURE TO BE FOLLOWED BY THE STUDENTS IN DOING THE WORK ASSIGNED MUST BE
EXPLAINED BY THE TEACHER TO MAKE THE STUDY PERIOD EFFECTIVE. PRACTICALLY ALL RECENT WRITERS AND
AUTHORITIES CONSIDER THE CHIEF FUNCTION OF ASSIGNMENT TO BE THE GIVING OF SPECIFIC AND SUFFI-
CIENTLY DETAILED DIRECTIONS TO ENABLE THE STUDENTS TO MEET INTELLIGENTLY THE PROBLEM OR PROBLEMS
IN THE ADVANCE LESSON OR UNIT.
3. MAKE THE STUDENTS SEE WHY THEY SHOULD DO THE WORK.

THE PURPOSE OF THE LESSON ASSIGNED MUST BE MADE KNOWN TO THE STUDENTS AND BE
RECOGNIZED BY THEM SO THAT THEIR INTEREST MAY BE STIMULATED . MOTIVATION IS A DEFINITE FUNCTION OF
THE ASSIGNMENT. TO REQUIRE A STUDENT TO DO SOMETHING WITHOUT REGARD TO HIS INTEREST IS UNSOUND
EDUCATIONAL PRACTICE.

C
4. CONNECT THE NEW LESSON WITH ONE JUST COMPLETED SO THAT THE STUDENT MAY GAIN A WHOLE VIEW OF
THE SUBJECT.
THIS REFERS TO THE INTEGRATION OF THE PAST AND THE NEW LESSON OR TO THE PRINCIPLES OF THE
APPRECIATIVE LEARNING. THE PSYCHOLOGICAL PRINCIPLE OF APPERCEPTION IS THUS GIVEN FULL
RECOGNITION IN THE ASSIGNMENT FUNCTION . WHERE THE ELEMENTS OF APPRECIATIVE EXPERIENCE ARE
PRESENT, THE TEACHER NEEDS TO DIRECT THE STUDENTS IN THE USE OF SUCH FOR INTERPRETIVE PURPOSES.
WHEN THIS IS PROPERLY DONE, THE STUDENTS USUALLY FIND THE MASTERY OF THE NEW ELEMENTS A RELATIVELY
EASY TASK.
5. CREATE THE PROPER ATTITUDE TOWARD THE PERFORMANCE OF THE WORK ASSIGNED.
THE DESIRE OR WILLINGNESS TO DO THE WORK MUST BE CREATED IN THE STUDENTS. THE STUDENTS
SHOULD UNDERSTAND THE IMPORTANCE OF THE ASSIGNMENT AND THEY SHOULD RECOGNIZE THE GENUINE
MERITS OF THE ADVANCE WORK. THIS RECOGNITION IS BUT ONE OF THE MANY MEANS OF PROVIDING
INCENTIVE.
6. ANTICIPATE SPECIAL DIFFICULTIES IN THE ADVANCE LESSON, AND TO SUGGEST WAYS TO OVERCOME THEM.
EVERY NEW LESSON ASSIGNED ASSUMES NEW ELEMENTS TO BE MASTERED. THE PRESENT OF
UNFAMILIAR DIFFICULTIES OFFERS A ROADBLOCK TO THE STUDENTS. THE ASSIGNMENT IS WHOLLY INADEQUATE
THAT DOES NOT EQUIP THE STUDENTS BOTH WITH KNOWLEDGE OF THESE DIFFICULTIES AND WITH SOME
SUGGESTIONS BY WHICH THEY MAY BE OVERCOME. THE ABILITY TO APPLY THIS FUNCTION OF THE ASSIGNMENT
EFFECTIVELY REQUIRES A MASTERY OF THE ELEMENTS INVOLVED IN ANY PHASE OF LEARNING.
7. PROVIDE ADEQUATE PROVISIONS FOR INDIVIDUAL DIFFERENCES .

ANOTHER IMPORTANT FUNCTION OF THE ASSIGNMENT IS THE RECOGNITION OF INDIVIDUAL
DIFFERENCES. ALL STUDIES IN MENTAL MEASUREMENTS AGREE THAT AMONG STUDENTS THERE EXIST VAST
DIFFERENCES IN INTELLIGENCE, APTITUDES, AND TEMPERAMENTS.
EVEN INTERESTS OF STUDENTS ARE FOUND TO BE WIDELY DIVERGENT. STUDENTS WORK WITH MORE
VIGOR, EASE, AND PLEASURE WHEN THE THINGS THEY DO ARE IN CONFORMITY WITH THEIR INTERESTS . IT IS,
THEREFORE, EXCEEDINGLY IMPORTANT THAT THE ASSIGNMENT PROVIDES FOR THESE VARIED INTEREST,
APTITUDES, AND ABILITIES OF THE STUDENTS.
VI – REMARKS
THIS IS THE PART OF THE TI-DLP IN WHICH TEACHERS SHALL DOCUMENT SPECIFIC INSTANCES THAT RESULT IN
CONTINUATION OF LESSONS TO THE FOLLOWING DAY IN CASE OF:
• RETEACHING
• INSUFFICIENT TIME
• TRANSFER OF LESSONS TO THE FOLLOWING DAY AS A RESULT OF CLASS SUSPENSION, ETC.
VII – REFLECTION
• THIS PART OF THE TI-DLP SHOULD BE FILLED-OUT RIGHT AFTER DELIVERY OF THE LESSON.
• TEACHERS ARE ENCOURAGED TO THINK ABOUT THEIR LESSONS PARTICULARLY THE PARTS THAT WENT WELL
AND THE PARTS THAT WERE WEAK AND WRITE ABOUT IT BRIEFLY.
• IN THE REFLECTION, TEACHERS CAN SHARE THEIR THOUGHTS AND FEELINGS ABOUT THEIR LESSONS
INCLUDING ABOUT THE LESSON THAT WERE SUCCESSFULLY IMPLEMENTED, NEED IMPROVEMENT, OR
COULD BE ADJUSTED IN THE FUTURE.
• TEACHERS CAN ALSO TALK ABOUT THEIR LEARNERS WHO DID WELL IN THE LESSON AND THOSE WHO NEED
HELP.

C
EXPERIENCE: Online Interview of a Distinguished Teacher
______________________________________________________________________________________________________________________
Direction: Conduct an online/personal interview of an experienced or

distinguished teacher in a private or public school nearest to you.
Guide Questions for the Interview
1. What are the essential features of a K to 12 Detailed Lesson Plan (DLP)?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. How did you plan your everyday lessons?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. How did you integrate technology in your lessons?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. What are the challenges you encountered in planning daily lessons? How did you
overcome these challenges as a classroom teacher?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. What important advises can you give to a pre-service teacher in order to be
prepared in the battle of teaching in the 21st century classrooms?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

C
EXCHANGE: Think-Talk pa more!
______________________________________________________________________________________________________________________
Direction: Find samples of TILP online or ask a copy from In-service Teachers. Set an
appointment with your chosen partner and your professor. Talk to them and present the
Sample Technology Integrated-Detailed Lesson Plan and request them to evaluate the
sample TILP using the given rubric and checklist. Take note of their comments and
feedback. These will serve as your tips in creating your own TI-DLP.
Rubric for Lesson Plan Development
Beginning Developing Accomplished Exemplary

Indicators/Criteria Score
(1) (2) (3) (4)
1. Instruction Instructional Instructional Instructional Instructional
Goals and goals and goals and goals and goals and
Objectives objectives are objectives are objectives are objectives
not stated. stated but are stated. Learners clearly stated.
Learners not easy to have an Learners have
cannot tell understand. understanding a clear
what is Learners are of what is understanding
expected of given some expected of of what is
them. Learners information them. Learners expected of
cannot regarding what can determine them.
determine what is expected of what they Learners can
they should them. Learners should know determine
know and be are not given and be able to what they
able to do as a enough do as a result of should know
result of information to learning and and be able
learning and determine instruction. to do as a
instruction. what they result of
should know learning and
and be able to instruction.
do as a result of
learning and
instruction.
2. Instructional Instructional Some Most Instructional

Strategies strategies are instructional instructional strategies
missing or strategies are strategies are appropriate
strategies used appropriate for appropriate for for learning
are learning learning outcome(s).
inappropriate outcome(s). outcome(s). Strategy
Some strategies Most strategies based on a
are based on a are based on a combination
combination of combination of of practical
practical practical experience,
experience, experience, theory,
theory, theory, research and
research and research and documented
documented documented best practice.
best practice. best practice.

C
3. Assessment Method for Method for Method for Method for
assessing assessing assessing assessing
student learning student learning student learning student
and evaluating and evaluating and evaluating learning and
instruction is instruction is instruction is evaluating
missing. vaguely stated. present. Can be instruction is
Assessment is readily used for clearly
teacher expert, peer, delineated
dependent. and/or self- and
evaluation. authentic.
Can be
readily used
for expert,
peer, and/or
self-
evaluation.
4. Technology Selection and Selection and Selection and Selection and

used application of application of application of application of
technologies is technologies is technologies is technologies
inappropriate beginning to be basically is appropriate
(or nonexistent) appropriate for appropriate for for learning
for learning learning learning environment
environment environment environment and
and outcomes and outcomes. and outcomes. outcomes.
Technologies Some Technologies
applied do not technologies applied to
affect learning. applied enhance
enhance learning.
learning.
5. Materials Material list is Some materials Most materials All materials

Needed missing necessary for necessary for necessary for
student and student and student and
teacher to teacher to teacher to
complete lesson complete lesson complete
are listed, but list are listed. lesson clearly
is incomplete. listed
6. Organization Lesson plan is Lesson plan is Lesson plan is Complete

and unorganized organized, but organized and package
Presentation and not not neatly presented in
presented in a professionally presented well organized
neat manner. presented. and
professional
fashion
TOTAL POINTS
Retrieved from- http://www.k12.hi.us/~paia/int/rubtem.html

C
EXPAND: CREATING TI-DLP
_________________________________________________________________________________________________________________
Activity 1. Creating a Technology Integrated-Detailed Lesson Plan
Direction: Create a Technology Integrated-Detailed Lesson Plan using this template and
procedures:
SCHOOL : ____________________________________ GRADE LEVEL : ____________________

TEACHER : ____________________________________ LEARNING AREA : ____________________
DATE : ____________________________________ QUARTER : ____________________
I – LEARNING OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies
II – LEARNING CONTENT
A. Subject Matter
III – LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Guide Pages
3. Textbook Pages
4. Additional Instructional
Materials for teaching &
Learning
B. Other Learning
Resources
IV – LEARNING STRATEGIES
Facilitator’s Activity Learner’s Activity
A. ACTIVATING PRIOR KNOWLEDGE
1. Prayer
2. Checking of
Attendance
3. Reading of the House
Rules
4. Reviewing of the Past
Lesson
5. Reading of the
Objectives
6. Springboard/Motivation
(establishing a purpose
for the lesson)

C
B. PRESENTATION AND MODELLING
1. Introduction of the Lesson
2. Presentation of the Lesson

C. GUIDED PRACTICE
1. Activity
2. Analysis
3. Discussing new concept and
practicing new skills
4. Abstraction
D. INDEPENDENT PRACTICE
1. Application (Developing
Mastery)
2. Valuing (Finding practical
applications of concepts and
skills in daily living)
E. CLOSURE
1. Generalization
F. EVALUATION
1. Performance-Based
Assessment of Learning
Outcomes
V – ASSIGNMENT
1. Enrichment Activities for
remediation
2. Advance activities for the
next lesson
VI – REMARKS
1. Instructional decision
2. Time management
VII - REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught with the lessons.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

C
REFLECTION ACTIVITY: A REVIEW OF THE TECHNOLOGY INTEGRATED LESSON PLAN
Direction: With feedback from your peer and your professor, reflect on the
following aspects:
1. On the Learning Objectives:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. On the Learning Content:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. On the Learning Resources:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. On the Learning Strategies/Procedures:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. On the Assignment:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Overall Self-Assessment of the Technology Integrated-Detailed Lesson Plan:
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________

C
REFERENCES
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
▪ Agno, Lydia N. (2008): Building Bridges Across Disciplines in Basic Education: A
Sourcebook in Curriculum Integration and Thematic Teaching; C & E Publishing
Inc., Quezon City, Philippines
▪ Andres, Tomas D. & Francisco, Felizardo Y. (1989): Curriculum Development in
the Philippine Setting; National Bookstore Inc., Quezon City, Philippines
▪ Aquino, Gaudencio V. (1998): Curriculum Planning for Better Schools, 2nd
Edition, Rex Bookstore, Manila, Philippines
▪ Aquino, Gaudencio V. (2008): Curriculum Innovation, 1st Edition, Rex Bookstore,
Manila, Philippines
▪ Bauson, Priciliano T. (2009). Foundations of Curriculum Development and
Management; Second Edition, National Bookstore Inc., Quezon City, Philippines
▪ Bilbao, Purita P., et. al. (2015): Curriculum Development; Lorimar Publishing Inc.,
Quezon City, Philippines
▪ Oliva, P. (2005): Developing the Curriculum, 6th Edition, Boston: Allyn & Bacon
▪ Palma, Jesus C. (1992): Curriculum Development System: A Handbook for
School Practitioners in Basic Education, National Bookstore Inc.
▪ Pawilen, Greg Tabios (2019): The Teacher and The School Curriculum: A Guide
to Curriculum Development Practice, First Edition, Rex Bookstore Inc., Manila,
Philippines
▪ Stark, J & L. Lattuca (1997): Shaping the College Curriculum: Academic Plans in
Context, San Francisco, California
▪ http://www.mgdolence.com/resources/ccspm/ccspm.aspx
▪ http://www.eduweb.vic.gov.au/hrweb/ohs/health/school_climate.htm
• Ambrose, S., Bridges, M., Lovett, M., DiPietro, M., & Norman, M. (2010). How
learning works: 7 research-based principles for smart teaching. San Francisco,
CA: Jossey Bass.
• EDUCAUSE (2005). Potential Learning Activities. Retrieved April 7 2017, from
EDUCAUSE website: https://net.educause.edu/ir/library/pdf/NLI0547B.pdf.
• Fink, D. L. (2005). Integrated course design. Manhattan, KS: The IDEA Center.
Retrieved from http://ideaedu.org/wp-
content/uploads/2014/11/Idea_Paper_42.pdf.
• Gagne, R. M., Wager, W.W., Golas, K. C. & Keller, J. M (2005). Principles of
Instructional Design (5th edition). California: Wadsworth.
• Gredler, M. E. (2004). Games and simulations and their relationships to learning.
In D. H. Jonassen (Ed.), Handbook of research for educational communications
and technology (2nd ed., pp. 571-82). Mahwah, NJ: Lawrence Erlbaum
Associates.
• Richardson, J.C., & Swan. K. (2003). Examining social presence in online courses
in relation to students' perceived learning and satisfaction. Journal of
Asynchronous Learning Networks 7(1), 68-88.
• Schuell, T.J. (1986). Cognitive conceptions of learning. Review of Educational
Research, 56, 411-436.

C

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MODULE II

THE TEACHER AS CURRICULUM PLANNER

INTENDED LEARNING OUTCOMES

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 1

The Teacher as a Curriculum Planner

Teacher Online Facilitator

Production Support Technical Support

Teaching Facilities Teaching Methods

Cellphone with Camera E Exchange

Reference Books, eBooks Examine

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 2

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 3

Think Aloud! The Complexity of Curriculum Planning

Watch the video entitled “Curriculum Planning in the Philippines”.

Brainstorming Activity: Think-Pair Share

EXPLORE: CURRICULUM PLANNING

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 4

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 5

Curriculum Planning is the process of preparing for the duties of teaching,

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 6

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 7

1.1 NEEDS AND IMPORTANCE OF CURICULUM PLANNING

Curriculum planning as an element or aspect of educational planning is vital to the

Need for Curriculum Planning

Curriculum planning is a continuous process which involves activities characterized

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 8

1. Differentiate among three levels at which curriculum planning occurs in schools:

1.2 FACTORS IN CURRICULUM PLANNING

According to Daniel Joynson (2014), many factors affect curriculum planning,

Changes in government or political strategies and policies affect the planning

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 9

How societal factors influence curriculum?

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 10

State of the Economy

Culture and Religion

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 11

1. Identifying relevant substantive decisions at increasing levels of specificity and

Important questions to be considered in curriculum planning:

How do teachers influence Curriculum Planning?

How do learners influence Curriculum Planning?

• What leadership is available?

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 12

It is assured that once curriculum passes these stages and is accepted it is

At state level, a committee is formed which consists of teachers, principals,

C. System Wide Level

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 13

F. Individual Teacher Level

G. Cooperative Curriculum Planning Level

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 14

 Many forward-looking curriculum planning groups reckon public opinion as carefully

 Well-founded criticisms on the curriculum and education must be listened to by

FEATURES OF HIGHLY EFFECTIVE CURRICULUM PLANNING

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 15

Declarative/procedural – some things are known as propositions, descriptions,

Core/hinterland – some things need to be retained by students throughout their entire

Substantive/disciplinary – The balance of these varies significantly between subjects.

MODULE II – THE TEACHER AS A CURRICULUM PLANNER 16