BPE106- CURRIUCLUM & ASSESSMENT FOR

PHYSICAL EDUCATION & HEALTH EDUCATION

PROF: SIR JAY CARLO S. BAGAYAS

PHASES IN MAKING CURRICULUM
Lesson 1 (PDIE)
CURRICULUM P- Planning- assess the problem
• Is the heart of the school and it serves D-Designing
as the blueprint of the school.
• Is a description of what, why, how and I-Implementation
how well students should learn in a E-Evaluation- for correctional purposes
systematic and intentional way. The
curriculum is not end in itself but rather Aristotle’s Model
means fostering quality learning.
Theoretical--- The Practical--- The Product
• “Curriculum is a plan for learning.” (Tba,
1962). Theoretical- Syllabus/Lesson plan
Curriculum Aim & Goals: The Practical- Process, praxis
• Relates to educational aims & The Product- output
philosophy
• programmatic and normally do not CHED- CMO, 80S, 2017
delineate the specific courses or specific -CMO, 40, S. 2021
items of content. Typically, they refer to
the accomplishment of groups (e.g., all Dep Ed- K-12
learners, learners in general, most
- TESDA
learners) rather than the achievement
of individual learners. BASIC
Curriculum includes: B-balance- inclusive
Content --- process--- learning objectives A-articulation- subject must align in every
course
“Curriculum is a dynamic process.”
S-sequence- step by step process
Curriculum- must adopt to the changes of the
community. I-integration- integrate the cultural sensitivity
and with the community
Reasons of changing the curriculum.
C-continuity- life long process
-globalization
-internalization
-competence
-technology
Curriculum Models:
• Ralph Tyler
• Hilda Taba
• Galen Saylor & William Alexander
Model
Curricularist
- They are the one who makes the
curriculum
- Certain individual that is very proficient
on making the process of curriculum
- Curriculum specialist
- They are expert
Lesson 2 - We always believe that if the student
change behavior, he/she has learned.
Types of Curriculums For example, from non-reader to
Ideal / Recommended Curriculum becoming a reader, from disobedient to
being obedient, from not knowing to
- Curriculum construed by educational knowing.
stakeholders at the national level. - Learned curriculum also demonstrate
- For basic curriculum- department of higher order and critical thinking and
education (DepEd), for Higher education lifelong skills.
(CHED)
- It reflects the impact pf opinion Hidden Curriculum (Praxis (additional
shapers; policy makers, educators, learning))
professionals, associations, - Unwritten, unofficial, and often
international bodies. unintended lesson, values, and
Written Curriculum (enacted curriculum) perspective that students learn in
school.
- The written Curriculum the curriculum - Not deliberately planned, but has great
that is sanctioned and approved for impact on the behavior of the learner.
classroom delivery.
- It translates the broad goals of the The role of stakeholders in Curriculum
“recommended curriculum” into Implementation
specific learning outcomes.
-Learners at the center of the curriculum.
- It includes documents based on the (The output of the curriculum is the
recommended curriculum i.e. course of learners).
the study, syllabi, modules, books or
instructional guides among others.
Taught Curriculum (operational
Curriculum)
- From what has been written or planned,
the curriculum has to be implemented
and taught. Teachers are the chief
implementers of the curriculum
- The teachers and the learners will put
life to the written curriculum.
- The skills of the teachers to facilitate
learning based on the written
curriculum with aide of instructional
materials and facilities will be necessary.
Supported Curriculum
- Describe as supported materials that
the teacher needs to make learning and
teaching meaningful i.e. printed
materials like books, charts, posters,
worksheets, of non-print materials like
ppt presentations, movies, slides,
models, realias , mock-ups etc.
Assessed Curriculum
- Taught and supported curricula have to
be evaluated to find out if the teachers
succeeded or not in facilitating learning.
- Assessment (formative and summative)
- Involves all the test (teacher-made,
districts or standardized) in all forms
(such as portfolios, performance
product and demonstration.

Learned Curriculum (changed behavior)

- All the changes occurred in the learners
due to their school experience.
 Lesson 3
Characteristics of Good Curriculum
According to Tyler the Characteristic of a
Good Curriculum are:
➢ It is systematically planned and
evaluated;
➢ It reflects adequately the aims of
the school;
➢ It maintains balance among all the
aims of the school, it promotes
continuity of the experience;
➢ It arranges learning opportunities
flexibly for adaptation to particular
situations and individuals; it utilizes
the most effective learning
experiences and resources
available;
➢ And it makes maximum provision
for the development of each
learner.
Components of Curriculum
➢ Philosophy (why)
➢ Goals and objectives
➢ Classroom Activities
➢ Assessment
Philosophy (why)
- It includes the rationale for the
development of the remainder of the
curricular components reflects set
assumptions about children’s learning
and reflects a combination of
educational theories and approaches.
Philosophical Approaches: Essentialism,
Existentialism, Progressivism, idealism,
Realism, reconstructionism,
pragmatism.
Goals and objectives
- Expresses the domains such as
cognitive, social emotional and physical.
Classroom Activities
- The activities reflect goals of students
and represent all areas of development;
it involves preparing a conducive
classroom environment and the choice
of effective strategies.
Assessment
- It involves a process, methods, and
instruments with which development
and learning are measured.
Curriculum Development
- Process of selecting, organizing,
executing, and evaluating the learning
experience of the learner on the basis
of his needs, abilities and interest on
the basis of the nature of the society or
community. A never ending, dynamic,
and economic task which starts with
planning, development, implementation
and evaluation.
Elements or Components of Curriculum Design
1. Behavioral Objectives or intended
Learning Outcomes (ILO)- undertaking
the learning lesson from the student’s
point of view.
2. Content/Subject Matter- subject matter
that will be covered.
3. References- tells where the content or
subject matter has been taken.
4. Teaching and Learning Methods-
activities where the learners derive
experiences.
a) Cooperative Learning- allow
students to work together.
b) Independent Learning- allow
learners to develop personal
responsibility.
c) Competitive Activities- where
students will test their
competencies against another
in a healthy manner allow
learners to perform to their
maximum.
d) The use of various delivery
modes to provide learning
experiences is recommended.
5. Assessment/Evaluation- learning occurs
most effectively when students receive
feedback, i.e. when they receive
information on what they have already.
a) Self-assessment- student
monitor and evaluate their own
learning.
b) Peer assessment- students
provide on each other’s
learning.
c) Teacher assessment- the
teacher prepares and
administers tests and gives
feedback on the student’s
performance.
Lesson 4 (reporting)
CURRICULUM MODEL
TABA MODEL
CURRICULUM
- The planned and guided learning experiences
and intended learning outcomes, formulated
through the systematic reconstruction of
knowledge and experiences, under the auspices
of the school, for the learners continuous and
willful growth in personal social competence.
CURRICULUM DEVELOPMENT
-Curriculum development is the organized
preparation of whatever is going to be taught in
schools at a given time in a given year
-they are made into official documents, as a
guides for teachers and made obligatory by
provincial and territorial departments
THE CURRICULUM MODELS
DEFINITION:
A simplified representation of reality which is
often depicted in diagrammatic form.
PURPOSE:
To provide a structure for examining the
elements that go to make up curriculum
Planning, and how these elements interrelate.
Hilda Taba
1902-1967
Who is Hilda Taba?
She was an architect , a curriculum theorist, a
curriculum reformer, and a teacher educator
Hilda Tabba presented approach to curriculum
in her book “curriculum development: theory
and practices in 1962
Hilda Taba’s OPINION
She argued that there was a definite order in
creating curriculum. She believed that teachers
who teach the curriculum, should practice in
developing it which led to the model being
called the grass- roots approach
-Taba model is inductive approach
-Taba model is teacher approach
-Taba believes that teachers are aware of the
students’ needs hence they should be the one
to develop the curriculum
-The main idea to this approach is that the
needs of the students are at the forefront to the
curriculum
-She noted 7 major steps to her grass-roots
model in which teachers would have major
input. She was of the opinion that tyler model
was more of an administrative model.
THE SEVEN STEPS OF HILDA TABA’S MODEL
1. DIAGNOSIS OF NEED
- The teacher starts the process by identifying
the needs of the students for whom the
curriculum is to be planned
2. FORMULATION OF LEARNING OBJECTIVES
- After the teacher has identified the needs that
require attention, he or she specifies objectives
to be accomplished.
3. SELECTION OF LEARNING CONTENT
- The objectives selected or created suggest the
subject matter or content of the curriculum. Not
only should objectives and content match but
also the validity and significance of the content
chosen needs to be determined
4. THE ORGANIZATION OF LEARNING CONTENT
- A teacher cannot just select content, but must
organize it in some type of sequence, taking into
consideration the maturity of the learners, their
academic achievement, and their interests.
5. SELECTION OF LEARNING EXPERIENCES
- Content must be presented to pupils and must
engage the content. At this point, the teacher
selects instructional methods that will involve
students with the content.
6. ORGANIZATION OF LEARNING ACTIVITIES
- Just as content must be sequenced and
organized. So must the learning activities. Often
the sequence of the learning activities is
determined by the content. But the teachers
need to keep in mind the particular students
whom he or she will be teaching.
7. EVALUATION AND MEANS OF EVALUATION
- The curriculum planner must determine just
what objectives have been accomplished
evaluation procedures need to be considered by
the students and teachers.
LESSON 5 (reporting)
Galen Saylor and Alexander Models of
Curriculum
WHO’S GALEN SAYLOR
AND ALEXANDER?
John Galen Saylor (1902-1998)
-He was an American educator
-He was an author
-He had FulBright professorship for Finland in
1962
-He was an authority on curriculum, supported
a program of national assessment.
William Marvin Alexander
- He was an American educator
-He was an author
-He was called the “FATHER OF THE AMERICAN
MIDDLE SCHOOL”
-He also wrote more than 250 books and
articles
According to them:
Curriculum is
“A plan for providing sets of learning
opportunities to achieve broad educational
goals and related specific objectives for
identifiable population served by a single school
centre”.
Domains where learning takes place
There are 4 domains where learning takes
place:
-Personal Development
-Social Competencies
-Continued Learning Skills
-Specialization
Designing Curriculum
-Appropriate for each of the above domains
-Each teacher design their own instructional
plans based of the designed curriculum
-Evaluated and edited if needed
Goals, Objectives and Domains
Careful Considerations
-Objectives and domains need careful
observations and careful considered of the
views and demand of community
-Based on legal requirements
-Based on research outcomes
-Based on philosophy of specialists
Designing Curriculum
-Make a clear visualization
-Select a suitable content
-Organize learning opportunities
-Try in a particular domain
Select Suitable Content and Organization
- In the first stage the designer makes a clear
visualization of the framework for curriculum
goes to the next step of selecting content.
Curriculum Implementation
-Implementation is based on the design of the
curriculum plan decisions as to the instructional
modes made by teachers.
-After specification of instructional objectives
teacher would select relevant teaching
strategies to achieve desired learning outcomes
among students.
Evaluation
Evaluation includes:
-Total educational program of the school
-The curriculum plan
-Effective of instructions
-Achievement of students
-The model proposed that evaluation should be
comprehensive using a variety of evaluation
-Evaluative data becomes bases for decisions
making further planning.
Advantages if this approach
-The curriculum plan includes alternative modes
with suggestions. Thus encouraging flexibility
and more freedom for students and teachers.
-It gives power to the learners and they are
identified as the experts in knowing what they
need to know.
-It honors the social and cultural context of the
learners.
Limitations
-Teacher may also difficult to strike an
acceptable balance among the needs and
interest and interest of students