(Chapter 1 = Curicutum Essentials + Modula 1 ~The Teacher and the Schect Cumin J Lesson 1.1 ~ The Cumcula in Schoots | -Wasiczdusation, 1» level includes Kindergarten, Grade I"to 6 for elementary; and for secondary, Grade 7 to Grade . 10, for the Junior High School and Grade 11 and 12 and for the Senior High School. Each of the levels has its specific recommended curriculum. The new basic education levels are provided in the K to 12 Enhanced Curriculum of 2013 of the Department of Education, etext MaationslsBducabion; This is post-secondary technical vocational educational and training taken care of Technical Education and Skills Development Authority (TESDA). For the TechVoe track in SHS of DepEd, DepEd TESDA work in close coordination. This includes the Baccalaureate or Bachelor Degrees jraduate Degrees (Masters and Doctorate) which are under the regulation of the Commission on Higher Education (CHED) ‘ umm , In whatever levels of schooling and in various types of learning environment, several curricula exist. Let us find out how Allan Glatthom (2000) as mentioned in Bilbao, et al (2008) classified these: “Types of Curricula Simultaneously Operating in the Schools Are you aware that in every classroom, there are several types of curricula operating at the same time? Let us study each one. For Basic Education, these are recommended by the Department of Education (DepEd), for Higher Education, by the Commission on Higher Education (CHED) and for vocational education by TESDA. These three government agencies oversee and regulate Philippine education. The recommendations come in the form of or policies, standards and guidelines. Other professional organizations or international bodies like UNESCO also recommend curricula in schools. * ‘A packet of this written curriculum is the teacher's plan. The most recent written curriculum is the K to 12 for Philippine Basic Education.x ¢ implemented or taught. The teacher and th rs will put life to the written curriculum, The skill of th “teacher to facilitate learning based on the written curriculum with _ the sid of instructional materials and facilities will be . ‘The taught curriculum will depend largely on the teaching style: of the teacher and the learning style of the learners. 4 ‘mepneGearicniomy Ti: | is described as support that the teacher to make leaming and teaching meanii These include print materials like books, charts, poste: worksheets, or non-print materials like Power Point presentat movies, slides. models, realias, mock-ups and other electron illustrations. Supported curriculum also includes facili learning occurs outside or inside the four-walled building. include the playground, science laboratory, audio-visual roo z00, museum, market or the plaza. These are the places where authentic learning through direct experiences occur. Taught and supported curricula have be evaluated to find out if the teacher has succeeded or not it facilitating learning. In the process of teaching and at the end of every lesson or teaching episode, an assessment is made. It can either be assessment for learning, assessment as learning” or assessment of learning. If the process is to find the progress] of learning, then the assessed curriculum is for learning, but if it is to find out how much has been learned or mastered, then it is assessment of learning. Either way, such curriculum is the} assessed curriculum. How do we know if the student has leamed? We always believe that if a student changed behavior he/she has leamed. For example, from a non-reader to a or from not knowing to knowing or from being disobedient to being obedient. The positive outcome of teaching is an indicato of learning. These are measured by tools in assessment, which can indicate the cognitive. affective and psychomotor outcomes, Learned curriculum will also demonstrate higher order and critical, thinking and lifelong skills. ‘viecdididenlieiics Gonxiontas This curriculum is not deliberately plannes it has a great impact on the behavior of the learner. Peer influence, school environment, media, parental pressures, societal changes, cultural practices, natural calamities, are factors that create the hidden curriculum. Teachers should sensitive and aware of this hidden curriculum, Teachers must hay good foresigh! to include these in the written curriculum, in orde1 to bring to the surface what are hidden.‘1 —Curmculum Essentais - Moguie 1 — The leacher 2nd ne se ee Lesson 1.1 ~ The Curricula in Schools However, in every teacher’s classroom, not all these curricula may be present at one time. Many of them are deliberately planned, like the recommended, written, tought, supported, assessed, and learned curricula. However, a hidden curriculum is implied, and a teacher may or may not be able to predict its influence on learning. All of these have significant role on the life of the teacher as a facilitator of learning and have direct implication to the life of the learners. Now, let us observe further if these curricula are existing in a teacher’s classroom. Do the activities that follow. Activity 1- Think-Pair-Share 1, Get a partner (A and B). 2. Discuss the Sabre-tooth Curriculum and answer the following: a, Does the sabre-tooth curriculum still exist at present? Give examples of your evidence. b. Describe the kind of curriculum that exists as ‘described in the article. c. What does the author mean, when he said “A curriculum should be timeless?” Explain. d. What is the difference between education and training? Activity 2- Observing a Curriculum in a Classroom Visit a classroom other than your own with permission from the teacher, (Elem, High School, College). Do the two activities: 1, Observe the classroom situation. 2, Interview the teacher. Focus your observation and interview on the presence or absence of the seven types of curricula and their descriptions. 3. Record your observation and interview on the matrix provided. Guide questions for Observation and Interview 1. What curricula are present in the classroom from my observation? 2. What curricula are present in the classroom from my interview? 3. How do'I describe what I observed? interviewed? 4. Is there a type of curricula not present in the classroom? Identify.TEACHER AND THE SCHOOL CURRICULUM oom ‘The Teacher as a Curricularist xno » Enhance understanding of the role of the teacher as a surricularis! in the classroom and school What specific roles do teachers play as a curricularist?. Should they do these roles? This lesson will bring all of you to an enhanced understanding and realization of the multifaceted roles of the teacher which relate to the curriculum. Let us find out! Look at the words inside the box. Read each one of them. Which ‘one describes the teacher as a curricularist? Circle the word. Exciting | Planning | Fusing | Evaluating |Pooserna} Bullding Rewaing | | seieung Are you aware that the teacher’s role in school is very complex? Teachers do a series of interrelated actions about curriculum, instruction, assessment, cvaluation, teaching and learning. A classroom teacher is involved with curriculum continuously all day. But very seldom has aModule 1— The Teacher and the Schoo! Curriculum Lesson 2 - The Teacher as a Curioularist teacher been described as curricularist, Curricularists in the past, are referred only to those who developed curriculum theories. According to the study conducted by Sandra Hayes (1991) the most influential curricularist in Amefica include John Dewey, Ralph Tylet, Hilda Taba and Franklin Bobbit. You will ledm more of them in the later part of the module. v In this lesson, we will start using the cs IRE scribe a professional who is a layes, 1991; Omstein Hunkins, 2004; Hewitt, 2006). A person who is involved in curriculum knowing, writing, planning, implementing, evaluating, innovating, and initiating may be designated as curricularist. A TEACHER'S role is broader and inclusive of other functions and so a teacher is a eurricularist. So what does a TEACHER do to deserve the label curricularist? Let us look at the different roles of the teacher in the classroom and in the school. The classroom is the first place of curricular engagement. ‘The first school experience sets the tone to understand the meaning of schooling through the interactions of learners and teachers that will lead to learning. Hence, curriculum is at the heart of schooling. tus describe the teacher as a curricularist, ) curricularist .... one has to master what are included in the curriculum. It is acquiring academic knowledge both formal (disciplines, logic) or informal (derived from experiences, vicarious, tended). It is the mastery of the subject matter. ones plan o urriculum. This will serve as a guide in the implementation of the curriculum. The teacher takes into consideration several factors in planning a curriculum, These factors include the learners, the support material, time, subject matter or content, the desired outcomes, the context of the learners among others. By doing this, the teacher becomes a curriculum. planner, (PLANNER) chpinitiates;thecurriculumy In cases where the curriculum is90) THE TEACHER AND THE SCHOOL CURRICULUM recommended to the schools from DepEd, CHED, TESDA) UNESCO, UNICEF or other apne agencies fi if the constraints and difficulties in doing thi however, a transformative teac! dynamie, hence it keeps on changing. From the content strategies, ways of doing, blocks of time, ways of evaluating kinds of students and skills of teachers, one cannot find 08 jo ly has to implement has Mcerniental previous ’ at the heart of es is the curriculum. It is this role is at the height of an engagement with the learners, with support materials in order to achieve the desired Outcome. It is where teaching, guiding, facilitating skills of the teacher are expected to the highest level. It is here whe teaching as a science and as an art will be observed. It i here, where all the elements of the curriculum will com into play, The success of a recommended, well writ and oe gi depends on the implementation. curriculum working? Does it What do outcomes reveal? Are the learners achieving? A there some practices that should be modified? Should the curriculum be modified, terminated or continued? Thes are some few questions that need the help of a curriculum evaluator. That person is the teacher: (EVALUATOR) The seven different roles are those which a responsible teacher doe in the classroom everyday! Doing these multi-faceted work qualifies teacher to be a curricularist. To be a teacher is to be a curricularist even if a teacher may; not equal the likes of John Dewey, Ralph Tyler. Hilda Taba, Franklin Bobbit. As a curricularist, a teacher will be knowing, writi implementing, innovating, initiating and evaluating the curriculum im the school and classrooms just like the role models and advocates it curriculum and curriculum development who have shown the way.WOO THE TEACHER AND THE SCHOOL CURRICULUM a Knower of Curriculum CT The Teacher ; Module 2 describes the school curriculum in terms of its definition, its nature and scope, which are needed by the teacher as a knower. This module provides a wider perspective for the teachers about the curriculum, in terms of curriculum approach, curriculum development process, some curriculum models and the foundations upon which curriculum is anchored. The School Curriculum: Definition, Nature and Scope xa > Define curriculum from different perspectives > Describe the nature and scope of curriculum Qa TODAY'S HEADLINES 1, DepEd Reviews The K to 12 Curriculum 2. Suicide incidence in Schools Has Become Alarming 3. Teachers are Reluctant to Try New Things in the Curriculum 4. Co-curricular Activities: Learning Opportunities or Distractions? 5. The Use of ICT Gains Ground in the Public Schools What can you say of these headlines? Do these reflect what are} going on in our schools? Should the public know and be involved in the schooling of their citizens? What are the implications of each headline | to the classroom curriculum? Each member of society seems to view school curriculum differently, hence there are varied demands on what schools should do and what curriculum should be taught. Some would demand reducing ke content and shifting emphasis to development of lifelong skills. Others feel that development of character has been placed at the back seat ofModule 2 - The Teacher as 2 Knower of Curicvum = Lesson 2.1 - The Schoal Curriculum: Definition, Nature and Stape 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? There seems to be confusion about what curriculum should really be. To have a common understanding of what curriculum really is, this lesson will present some definitions as given by authors. Likewise, you will find in this lesson the description of the nature and scope of curriculum from several points of view. This lessen will also explain how curriculum is being approached, It further shows a development process as a concept and as a process as applied to school curriculum. ummm: Oftentimes curriculum is taken in its narrow view as a listing of subjects to be taught in schools or sometimes it is understood broadly as all learning experiences that individuals undergo while in school. We cannot deny the fact that curriculum should be clarified by teachers and other stakeholders. Curriculum affects all teachers, students, parents, politicians, businessmen, professionals, government officials or even the common people. Like many concepts in education, there seems to be no common definition of ‘curriculum’. Because of this, the concept of curriculum. is sometimes characterized as fragmentary, elusive and confusing. However, the word originates from the Latin word currere referring to the oval track upon which Roman chariots raced. The New International Dictionary defines curriculum as the whole body of a course in an educational institution or by a department while the Oxford English Dictionary defines curriculum as courses taught in schools or universities. Curriculum means different things to different people, Sometimes educators equate curriculum with the syllabus while a few regard it os all the teaching-learning experiences whieh’ the student encounters while in school. Numerous definitions indicate dynamism which connotes diverse interpretations as influenced by modes ofithoughts, pedaogies, philosoppies, political as well as cultural perspectives. Here are some of them. Some Definitions of Curriculum 1. Curriculum is a planned and guided set of learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners’ continfious and willful growth in personal social competence,” (Daniel Tanner, 1980) . It is a written document that systematically describes goals planned, objectives, content, eons activities, evaluation ‘procedures and so forth, (Pratt, 1980) 3. The contents of a subject, concepts and tasks to be abquired, planned activities, the desired learning outcomes and experiences, nw46 THE TEACHER AND THE SCHOOL CURRICULUM product of culture and an agenda to reform society make up curriculum. (Schubert, 1987) . A curriculum includes “all of the experiences that individ learners have in a program. of education whose purpose is achieve broad goals and related specific objectives. which planned in terms of a framework of theory and research or p ‘and present professional practice.” (Hass, 1987) . It is a programme of activities (by teachers and pupils) desig so that pupils will attain so far as possible certain educational af other schooling ends or objectives. (Grundy, 1987) 6. It is a plan that consists of learning opportunities for a specif time frame and place, a tool that aims to bring about behar changes in students as a result of planned activities and includ all learning experiences received by students with the guidat of the school. (Goodland and Su, 1992) It provides answers to three questions: 1. What knowled| skills and values are most worthwhile? 2. Why are they mo worthwhile? 3. How should the young acquire them? (Cronbet 1992) Some Points of View of Other Curricularists Since the concept and meaning of curriculum are shaped b} person’s point of view, this has added to fragmentation, and confusion. However when put together, the different definitions fr diverse points of view, would describe curriculum as dynamic pethaps ever changing. Points of view about the curriculum can either be traditional progressive according to the person's philosophical, psychological an even psychological orientations. These views can also define what! curriculum is all about. The tradi cena of view of curriculum were advanced Robert Hutchins, Arthur Bestor, and Joseph Schwab. + Rob . Hue! ante here rules of grammar, reading, rhetoric, logic am fathematics for basic education are emphasized. The 3 (Reading, Writing, ‘rithmetic) should be emphasized in bas education while liberal education should be the emphasis college. ee as an essentialist believes that the mission of # ould perpen tain hence curriculum sl ‘ocus on the fundamental intellectual disciplines of gramm literature and writing. It should include mathematics, sciens history and foreign language. aModule 2 - The Teacher as 8 Knower of Gurrelia® Lesson 2.1 - The Schoo! Curriculum: Definition, Nature and Scope: Social Studies, English and many more. In college, academic disciplines are labelled as humanities, sciences, languages, mathematics among others. He coined the word discipline as a ruling doctrine for curriculum development. asserts that curriculum should SORSiaEntiEl? Collectively from the traditional view of theorists like Hutchins, Schwab, Bestor and Phenix, curriculum can be defined as a field of study. Curriculum is highly academic and is concerned with broad historical, philosophical, psychological and social issues. From a traditional view, curriculum is mostly written documents such syllabus, course of study, books and references where knowledge is found but is used as a means to accomplish intended goals. ~ Curriculum from Progressive Points of View On the other hand, a listing of school subjects, syllabi, course of study, and specific discipline does not make a curriculum. In its broadest terms, a progressive view of curriculum is the total leaming experiences of the individual. Let us look into how curriculum is defined from a progressive point of view ‘W) John Dewey 7 acing. Reflective urricular elements that are thinking is a means that unifies ¢ tested by application, viewed curriculum as all ee ined curriculum as a sequence of set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting. ‘WeheneenehamGeomite also viewed curriculum as all the experiences in the classroom which are planned and enacted ad also learned by the students. The nature of curriculum has given rise to many interpretations, depending on a person's philosophical beliefs. Let us put all of these interpretations in a summary. is what is taught in school, a set of subjects, a ‘content, a program of studies, a set of materials, a sequence of courses, a set of performance objectives. everything that goes within the school. It is what is taught inside and outside of school directed by the teacher, everything planned by school, a series of experiences undergone by Jearers in school or what individual learner experiences as a result ‘of school. In short, curriculum is the total learning experiences of the Jearner under the guidance of the teacher.Module 2~ The Teacher as a Koower of Curriculum Lesson 2.2 - Approaches to the School Curriculum Cammen Approaches to the School Curriculum ram > Describe the different approaches to school curriculum > Explain by examples how the approaches clarify the definition of curriculum > Reflect on how the three approaches interrelate with each other Gam | From the various definitions, we realize that curriculum is viewed | in many ways. Let us look back and use the definitions as a way of classifying how curriculum is viewed. In this lesson, let us look at the curriculum as either a Content, a Process or a Product to fully understand the different perspectives of what curriculum is all about. This can be one way of approaching a curriculum. am Three Ways of Approaching a Curriculum lum can be approached or seen in three ways. It can be defined as a content, a process or an outcome. If you examine the definitions provided by the experts in the field, there are three ways of approaching 2 curriculum. First, is to approach it as Bamlene or a body” of knowledge to be transmitted. Second, is to approach it as a’ or the leaming outcomes desired of leamers. Third, is to approach it as a ‘prweess or what actually happens in the classroom when the curriculum is practised. “be Curricalum as # Content or Body of Knowledge: It is quite common for traditional u or sists of topics on addition, multiplication, subtraction, division, distance, weight and many more. Another example is in secondary school science that involves the study of biological science, physigal science, environmental science and earth science. Textbooks sonal20 © THE TEACHER AND THE SCHOOL CURRICULUM begin with biological science such are plants and animals; physical science with the pitysical elements, force and motion; earth science with the layers of the earth and environmental science with the interaction of the biological and physical science and earth’s phenomena, climate, vegetation followed by economic activities such as agriculture, mining, industries, urbanization and so forth. If curriculum is equated as content, then the focus will be the body of knowledge to be transmitted to students using appropriate teaching method, There can be a likelihood that teaching will be limited to the acquisition of facts, concepts and principles of the subject matter, however, the content or subject matter can also be taken as a means to an end. All curricula have content regardless of their design or models. The fund of knowledge is the repository of accumulated discoveries and inventions of man from the explorations of the earth and as products of research, In most educational setting, curriculum is anchored on a body of knowledge or discipline. There are four ways of presenting the content in the curriculum, These are: 1 where much content is based on knowledge, and "4, Modular Aoproach that leads to complete units of instruction. ‘There Are some suggested criteria in the selection of knowledge subject matter. (Scheffer, 1970 in Bilbao, et al 2015) ‘Tesh Slenltigaees: Content should contribute to ideas, concepts. principles and generalization that should attain the overall p of the curriculum. It is becomes the m mer. As education is a way of preserving culture, content will be significant when this will address the cultural context of th learners interval, because content which may be valid in its original for may not continue to be valid in the current times. ‘BUY Usefulness of the content in the curriculum is relativeModule 2 = n= a Lesson 22— job? Will it add meaning to my life as a lifelong learner? Or will the subject matter be useful in solving current cor payee principles of learning. Appropriate organization of content standards and sequencing of contents are two basic principles that would influence learnability. nature 0 x Are there contents of learning which can be learned tesond - formal teaching-learning engagement? Are there opportunities provided to learn these? ae the learners take interest in the content? Why? Are ‘contents meaningful? What value cs) eimai present and future life of the leamers’ The selection of the subject matter or content, aside from the seven criteria mentioned earlier, may include the following guide. Guide in the Selection of the Content in the Curriculum 1, Commonly used in the daily life 2. Appropriate to the maturity levels and abilities of the learners | 3. Valuable in meeting the needs and competencies of the future career 4. Related to other subject fields or discipline for complementation and integration 5. Important in the transfer of learning to other disciplines BASICS: Fundamental Principles for Curriculum Contents Palma in 1952 proposed that the contents in the curriculum should be guided by Balance, Articulation, Sequence, Integration and Continuity. However, in designing a curriculum contents Hunkins and Omstein (2018) added an important element which is Scope, hence from BASIC to BASICS initials of Balance, Articulation, Sequence, Integration, Continuity. icant contents should be covered to avoid22 © THE TEACHER AND THE SCHOOL CURRICULUM too much or too little of the contents needed with in the time allocation. Wairpleniation A= the content complexity progresses with the educational Tevels, vertically ot horizontally, actoss the same discipline smooth connections ot bridging should be provided. This will assure no gaps or overlaps in the content. if er. This can be done vertically for deepening the content or horizontally for broadening the same content. In both ways, the pattern usually is from easy to complex, what is known to the unknown, what is current to something in the future. ’ Content in the curriculum does not stand alone or i ation. ae ys ane ‘ontents should ‘be infused in other diseiplines ‘whenever possible. This will provide a wholistic or unified view of curriculum’ instead of segmentation. Contents which can be integrated to other disciplines acquire a higher premium than when isolated ‘future. It should be perennial. It endures time. Content may né bei in the same form and substance as seen in the past since changes a developments in curriculum occur. Constant repetition, reinforcement a enhancement of content are all elements of continuity, ‘Scope: The breadth anc son of the curri in a curriculum. . The Scope, shall consider the Coane eel, affecuve d and psychomotor skills in identifying the contents. Other factors be considered but caution is given to overloading of contents. “Mor contents is not always better.” 2. Curriculum as a Process We have seen that the curriculum can be approached as content, the other hand, it can also be approached as a process. Here, curricul is not seen as a physical thing or a noun, but as a verb or an action It is the interaction among the teachers, students and content. As @ process, curriculum happens in the classroom as the questions asked by the teacher and the learning activities engaged in by the students. It an active process with emphasis on the context in which the processe occur. Used in analogy of the a recipe in a cookbook, a recipe is d content while the vais of cooking is the process. ‘A process is seen as a scheme about the It is not a package of materials or syllabus of conter to be covered, The classroom is only part of the learning environme where the teacher places action using the content to achieve an outcomModule 2—The Teacher as a Knower of Curriculum 23, Lesson 22 ~ Approaches to the Schoo! Gurnculum ¢ the process of teaching and learning becomes the central concern teachers to emphasize critical thinking, and heads-on, hands-on ing and many others. As a process, curriculum links to the content. While content oe materials on what to teach, the process provides curriculum on to teach the content. When accomplished, the process will result to various curriculum experiences for the learners. The intersection of the content and process is called the Pedagogical Content Knowledge or PCK. It will address the question: If you have this content, how will you teach it? This section will not discuss in detail the different teaching Strategies from where learning experiences are derived, Rather, it will describe how the process as a descriptor of curriculum is understood. The content is the substance of the curriculum, how the contents will be communicated and learned will be addressed by the process. To teachers, the process is very eritical, This is the other side of the coin; instruction, implementation, teaching. These three words connote the process in the curriculum, When educators ask teachers: What curriculum are you using? Some of the answers will be: 1. Problem- based. 2. Hands-on, Minds-on 3. Cooperative Learning 4. Blended Curriculum §. On-line 6. Case-based and many more. These responses approach curriculum as a Process. These are the ways of teaching, ways of managing the content, guiding learning, methods of teaching and learning and strategies of teaching or delivery modes, In all of these, there are activities and actions that every teacher and leamer do together or learners are guided by the teacher. Some of the strategies are time- tested traditional methods while others are emerging delivery modes. When curriculum is approached as a PROCESS, guiding principles are presented. 1. Curriculum process in the form of teaching methods or strategies are means to achieve the end. 2. There is no single best process or method. Its effectiveness will depend on the desired learming outcomes, the learners, support materials and the teacher. 3. Curriculum process should stimulate the learners’ desire to develop the cognitive, affective, psychomotor domains in each individual. 4. In the-choice of methods, learning and teaching styles should * be considered. 5. Every method or process should result to learning outcomes which can be described as cognitive, affective and psychomotor. 6. Flexibility in the use of the process or methods should be considered. An effective process will always result to learning ‘outcomes 7, Both teaching and learning are the two important processes in the implementation of the curriculum,24 THE TEACHER AND THE SCHOOL CURRICULUM _process that gives action using the content, it has also been viewed 3. Curriculum as a Product Besides viewing curriculum as content that is to be transmitted, product. In other words, product is what the students desire to achi as learning outcomes. The product from the curriculum is a student equipped with knowledge, skills and values to function effectively and efficis The real purpose of education is to bring about significant chi in students’ pattern of behavior. It is important that any statement objectives or intended outcomes of the school should be a stati of changes to take place in the students. Central to the approach | the formulation of behavioral objectives stated as intended leat outcomes or desired products so that content and teaching met may be organized and the results evaluated. Products of learning ¢ operationalized as knowledge, skills, and values. Curriculum product is expressed in the form of outcomes. wl are referred to as the achieved learning outcomes, There may be se’ desired learning outcomes, but if the process is not successful, th no learning outcomes will be achieved. These learned or achie learning outcomes are demonstrated by the person who has meaniny experiences in the curriculum. All of these are result of _plannii content and processes in the curriculum. Activity J; Making an Inventory of Curriculum Approach Content, Process and Product Instruction: Choose a book that is being used in elementary, school or college. Identify the following: Cont Process, Product. Inventory of the Curriculum Content, Process and Product Title of the Book: i Grade Level: Subject area used: No.| Content Process Product/Outeome Example: Example: Example: A. Type of A. Individual research. | A. Lists of types of curriculum in |B. Interview B, Skill in interview the classroom . Observation observation 1 = 3 4.