THE TEACHER AND THE CURRICULUM( 1st – 3rd Week)

Trento External Study Center

Agusan del Sur State College of Agriculture and Technology

Bunawan, Agusan del Sur

PCK6 – THE TEACHER AND THE CURRICULUM

COURSE LEARNING PACKET (CLP)

Prepared by:
Jerwin L. Repollo
Instructor

Faculty from the Trento External Study Center

Agusan del Sur State College of Agriculture and Technology

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Table of Contents
Cover Page 1
Table of Contents 2
ASSCAT Vision, Mission & Quality Policy 3
Introduction to the Course Learning Packet 4
Flexible Learning Course Syllabus 5-8
Unit 1. The Teacher and the Curriculum
Unit 2. Foundations of Curriculum
Unit 3. Curriculum Design and Organization
Unit 4. Curriculum Development and Planning
Unit 5. Curriculum Implementation
Unit 6. Curriculum Evaluation
Unit 7. Curriculum Improvement
Unit 8. Addressing the Future: Curriculum Innovations

ASSCAT Vision, Mission & Quality Policy

Vision

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ASSCAT as the premier agro-industrial Higher Education Institution in CARAGA Region capable of producing morally upright,
competent and globally competitive human resource capable to effectively undertake and implement sustainable development.

Mission
ASSCAT shall primarily provide higher professional, technical and special instructions for special purposes and to promote
research and extension services, advanced studies and progressive leadership in agriculture, education, forestry, fishery, engineering, arts
and sciences and other relevant fields.

Quality Policy
Agusan del Sur State College of Agriculture and Technology’s vision to be a premier agro-industrial Higher Education Institution
in Caraga Region is fostered by the following principles:

• sustaining quality education experience and community engagement;

• encouraging optimum resource management;
• developing an environment that is conducive for intellectual and personal growth; and
• generating relevant knowledge through innovative thinking.
• To continually improve our Quality Management System, we commit to comply with all applicable requirements and provide service
excellence in our four-fold functions.

Unit I The Teacher and the Curriculum

Course Intended Learning At the end of the unit, the students are expected.
Outcomes a. Explain the concepts, nature, and purposes of curriculum;
b. Identify the types and Characteristics of curriculum;

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c. write situations where teachers show their characteristic of being a curricularists and knower of curriculum;
and
d. appraise the importance of curriculum in schools ;

Essential Questions What are the concepts, nature, and purposes of curriculum?
What are the types and Characteristics of curriculum ?
How to show the characteristic of being a curricularists and knower of curriculum?
What are importance of curriculum in schools.
Overview Each member of society seems to view curriculum differently, hence there are varied demands on what schools
should do and what curriculum should be taught. Some would demand reducing the content and shifting
emphasis to development of lifelong skills. Others feel that development of character has been placed at the back
seat of some schools. More debates are emerging on the use of languages in the classroom. Should it be mother
tongue, the national language or the global language?

Learning Targets At the end of this lesson, students should be able to:
- Explain the concepts, nature, and purposes of curriculum and Identify the types, Characteristics and
importance of curriculum in school;
-

Activation of Prior The term”curriculum” conveys many things to people. To some, it denotes a specific course, while to
Knowledge entire educational environment. It is a dynamic as the change that occurs in the society. Hence ,
curriculum encompasses more than a simple definition.
It is a key element in the educational process; it’s scope is extremely broad, and it touches virtually everyone who is involved with teaching and learning. In a
broader sense, it refers to the total learning experience of individuals not only in school, but in society as well. Educational or l reforms in the Philippines ca
be traced form different recommendations of several educational initiatives, like the Philippine Commission to survey Philiipine Education (PCSPE-1969),
Survey of the Outcomes of Elementary Education (SOUTELE-1976), the Philippine Commission of Educational Reform (PCER) that focused on curricular
reforms and National Competency-Based standards for Teachers (NCBTS), which became the anchor of reforms in education from the basic to higher
education.

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Presentation and
development of Concepts, Nature, and Purposes of Curriculum
Concepts
Curriculum serves as the wheel and steering agent of the school, from latin term “Curere” which
Refers to an oval tracking which the Roman chariots raced.

In educational usage, the “course of the race” stands for “course of study”

1. The Traditional Points of View

 In early years of the 20th century, “Curriculum was a”body of subject or subject matter prepared by the teacher for the student to learn.” It was
synonymous to the”course of study” and “syllabus”
 Robert M. Hutchins- curriculum for basic education should emphasize 3Rs, and college education should be grounded on liberal education
 Joseph Schwab-“ Discipline” is the sole source of curriculum. Thus, the education system curriculum is divided into chunkc of knowledge called subject
areas in basic education, such as math science, English etc…, and college, discipline may include humanities, sciences, languages, etc.

2. Progressive Points of View of Curriculum

 To a progressivist, “a listing of school subjects, syllabi, course of study, and list of course or specific discipline do not make a curriculum,”. This can only
be called curriculum if the written materials are actualized by the learner.
 John Dewey-Curriculum is based in Dewye;s definition of experience and education. He believes that reflective thinking is a means that unifies curricular
elements.
 Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers”.
 Marsh and Willis view curriculum as “all the experiences in the classroom which are planned and enacted by the teacher, and also learned by the students.”

SEVEN TYPES OF CURRICULUM

Allen Glatthorn , as cited by Bilbao describes seven (7) types of curriculum operating in the
schools.
1. Recommended Curriculum- proposed by scholars and professional organizations
 The curriculum may come from a national agency like the Department of Education (DepEd), Commission on Higher Education (CHED), Department of

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Science and Technology (DOST) or any professional organization who has stake in education for example like the PAFTE.

2. Written Curriculum-appear in school, district, division, or country documents

 This includes documents, course of study or syllabi handed down to the schools, districts, divisions, departments, or colleges for implementation. Most of
the written curricula are made by the curriculum experts with the participation of teachers. These were pilot-tested or tried out in sample schools or
population. An example is the Basic Education Curriculum (BEC). Another example is the written
lesson plan, made up of objectives and planned activities of the teachers.

3. Taught Curriculum- what teachers implement of deliver in the classrooms or schools

 The different planned activities which are put into action in the classroom compose the taught curriculum. These are varied activities that are implemented
in order to arrive at the objectives or purposes of the written curriculum. These are used by the learners with the guidance of teachers. Taught curriculum
varies according to the learning styles of students and the teaching styles of teachers.

4. Supported Curriculum- resources like textbooks, computers, audio-visual materials which support and help in the implementation of the curriculum.
 In order to have a successful teaching, other than the teacher, there must be materials which should support or help in the implementation of a written
curriculum. These refer to the material resources, such as textbooks, computers, audio-visual materials. Laboratory equipment, play ground, zoos, and other
facilities. Support curriculum should enable the learner to achieve real and lifelong learning.

5. Assessed Curriculum- that which is tested and evaluated.

 This refers to a tested or evaluated curriculum. At the end of the teaching episodes, series of evaluation is done by the teachers to determine the extent of
learning or to tell if the students are progressing. This refers to the assessed curriculum.
Assessment tool like pencil-and –paper tests; authentic instruments like portfolio are being utilized.

6. Learned Curriculum- what students actually learn and what is measured.

 Refers to the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior, which can
either be cognitive, affective, or psychomotor.

7. Hidden Curriculum- the unintended curriculum

 This unintended curriculum which is not deliberately planned but may modify behavior or influence learning outcomes. There are lost of hidden curricula
that transpire in the schools. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teachers and many other factors
to make up.

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What are the Characteristics of Good Curriculum

1. The curriculum is continuously evolving.

It must be a product of a long and tedious process of evaluation and change. It has evolved from one period to another to the present.
2. The curriculum is based on the needs of the people.
A curricular program must begin with those that concern the people themselves. It reflects the needs of the individuals and the society as a whole. The
curriculum is a proper shape in order to meet the challenges of times and education
more responsive to the clientele it serves.
3. The curriculum is democratically conceived.
A good curriculum is developed through the efforts of a group of individuals from different sectors in society who are knowledgeable about the
interest, needs and resources of the learner and the society as a whole. The Curriculum is a product of many minds and energies.
4. The curriculum is the result of a long-term effort.
It takes a long period of time to go through the planning, management, evaluation and development of a good curriculum.
5. The curriculum is a complex of details.
A good curriculum provides the proper instructional equipment and meeting places that are often most conducive to learning. It includes the teacher
student-student relationship, guidance and counseling program, health services, schools and community projects, library and laboratories, and other school
related work experiences.
6. The curriculum provides for the logical sequence of subject matter.
It is a fact that learning is developmental. Thus, classes and activities should be planned to achieve an orderly development of subject matter and step-
by step progress of the learner. There is a smooth transition and continuing achievement of learners from one subject matter, classroom, grade, or school to
another. A good curriculum provides continuity of experiences.
7. The curriculum complements and cooperates with other programs of the community.

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The curriculum is responsive to the needs of the community. The school offers is assistance in the improvement and realization of on-going programs
of the community. There is cooperative effort between the school and the community towards greater productivity.
8. The curriculum has educational quality.
Quality education comes through the situation of the
individual’s intellectual and creative capacities for social welfare and development. The curriculum helps the learner to be4come the best that can possibly be.
The curriculum support system is secured to augment existing sources for is efficient and effective implementation.
9. The curriculum has effective flexibility.
A good curriculum must be ready to incorporate changes whenever necessary. The curriculum is open to revision and development to meet the
demands of globalization and the digital age. The relationship of curriculum and society is mutual and encompassing. Hence , to be relevant,
the curricula should reflect and preserve the culture of the society and its aspirations. At the same time, society should also imbibe the changes brought about
by the formal institution called schools.

THE TEACHER
“Teachers open the door. You enter by yourself.”

The Teacher
 the third important element in a school triad.
 go through a professional preparation which are intended to equip them with the essential
 competence that will enable them to help children, in the words of today’s educators, “learn how to learn”.
 It starts with a four-year formal training in a teacher education institution capped with a practicum or internship before graduation.
 The whole pre-service training program includes instruction that builds up their knowledge of subject matter; at the same time develop skill in a
variety of teaching methodologies.

A. An induction program
 In order to insure a smooth start in a new teacher’s “educational journey”, some schools undertake an induction program which in effect will work
ways, welcoming fresh minds and heart and an exciting entry into a challenging arena for a new comer.
 Induct – means to “initiate” or “install” a new member into an organization.
 In education, an induction program refers to that period of time, usually ranging from one to two or three years when new teachers are expected to
demonstrate their readiness to enter the field of teaching as full-pledged professionals.
B. The beginning teacher

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 The novice, like any beginner in other chosen professions is beset with a multitude of concerns and anxieties. Such feelings are expected but should
not be a deterrent to ones strong desire “to learn to teach”.

C. The Total teacher

 As A Person
 A number of studies conducted revealed some details about a teacher’s profile representing the numerous observations, analysis and
conclusions made regarding the question about teacher quality and acceptance.
 As A Professional
1. Professionalization of Teachers
 Both elementary and secondary teachers have to pass a licensure examination given by the Professional
Regulation Commission, usually on the last Sunday of August every year.
 Both elementary and secondary teachers have to pass a licensure examination given by the Professional
Regulation Commission, usually on the last Sunday of August every year.
Elementary
General Education: 40 %
Professional Education: 60%
Secondary
General Education: 20 %
Professional Education: 40%
Field of Specialization: 40%
 Certificate of Registration
 Professional License
D. Professionalism
 The teachers, being the most important factor that influences the whole enterprise of teaching is bound to follow society’s tie-honored values and
traditions that transcend those of the run-of-the-mill professions.
 Professionalism then refers to the extent to which teachers approach their work as professionals.
 Their effectiveness in the classroom stems not only on pedagogical strength but likewise on their dedication to the job of teaching.
 She/he is covered by a Code of Ethics for teachers which include basic values and concepts of good practice that guides professional conduct.

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 The Professional Regulation Commission, together with its Board for Professional Teachers promulgated a Code of Ethics, series of 1997. The code
appears in appendix A.

E. Effective teachers
 possess a solid background knowledge of the basics of how children learn.
 are equipped with a repertoire of best teaching practices such as strategies, procedures and approaches in presenting, implementing and assessing
classroom instruction in accordance with the objectives set.
 are imbued with values, attitudes and dispositions that foster a classroom atmosphere of mutual trust and respect for individual characteristics,
especially children’s needs, interests and abilities.
 are through their reflective ability, able to gain from past experiences and are driven to move on, further improve on their teaching skills, update
content and employ new teaching technologies.
 are deeply concerned with the kind of learning environment that motivates and promotes self-directed and self-regulated learning.
 view “learning to teach” as a life-long process, hence is strongly motivated to continue growth as an individual and as a professional.

F. The Teacher as a Leader

 Behavior that people generally expect leaders to exhibit are given on the next slide:
a. assumes responsibility in a group setting.
b. helps the group to decide its own goal.
c. translate group goals into practical tasks and help members towards effective performance.
d. emphasizes productivity and personal growth of members.
e. exhibits vision and conviction and uses persuasion.
f. exhibits good judgment and foresight

The Teacher as curricularist

What does a Teacher do to deserve the label as curricularist?

1. Know the curriculum. Learning begins with knowing. The Teacher as a learner starts with knowing about curriculum, the subject matter or the content.
(knower)
2. Writes the curriculum. A classroom teacher takes record of knowledge concepts, subject matter or content. These need to be written or preserved.(writer)

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3. Plans the curriculum. A good curriculum has to be planned. It is the role of the teacher to make a yearly, monthly or daily plan of the curriculum. This will
serve as a guide in the implementation in the curriculum.(planner)
4. Initiates the curriculum. In cases where the curriculum is recommended to the schools from DepEd, CHED, TESDA or other educational agencies for
improvement of quality education, the teacher is obliged to implement. Implementation of a new curriculum requires the open mindedness of the teacher.
(initiator)
5.Innovates the curriculum. Creativity and innovation are hallmarks of an excellent teacher. A curriculum is always dynamic, hence keeps on changing.
(innovator)
6. Implements the curriculum. The curriculum that remains recommended or written will never serve its purpose. Somebody has to implement it.
(Implementor)
7. Evaluates the curriculum. How can one determine if the desire learning outcomes have been achieved? Is the curriculum working? These are some few
questions that need the help of the curriculum evaluator(Evaluator).

Access the following curated contents to be able to actively participate in our synchronous and asynchronous discussions.

https://www.youtube.com/watch?v=0w4q7oOtl3g
https://www.youtube.com/watch?v=kjd2NYP4ek8
https://www.youtube.com/watch?v=rxS9VbCB9o8

Learning Task 1
Application the
Read each Statement and decide if you agree or disagree.
generalized concepts
a. It is reality that there exist more than on curricula in the teacher’s classroom
b. Only the department of Education can recommend a curriculum.
c. In the heart of all the types of Curricula, the teacher has a major rule.

Additional Readings
https://www.facebook.com/stlouisreviewcenterbaguio/posts/let-reviewer-curriculum-development-curriculum-is-derived-from-the-latin-word-cu/
10161906842305212/

https://www.slideshare.net/gaestimos/concepts-nature-and-purposes-of-curriculum#:~:text=Traditional%20Points%20of%20view%20of,study%E2%80%9D
%20and%20%E2%80%9Csyllabus%E2%80%9D.

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