COURSE PACK-EDUC 310-DR. RICKY B. PANTE

EDUC 310-CURRICULUM TRENDS AND INNOVATIONS
Course Pack
Disclaimer:
No part of this publication may be reproduced, stored in

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recording or otherwise, without the prior written consent
of the Central Mindanao Colleges. This document is
owned officially by Central Mindanao Colleges under the
Quality Assurance and the VP for Academic Affairs. All
rights reserved 2021.
DR. RICKY BUENAVIA PANTE, LPT

Faculty
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SPECIAL THANKS TO:
DR. PURITA P. BILBAO

DR. FILOMENA T. DAYAGBIL
DR. BRENDA B. CORPUZ
and
LORIMAR PUBLISHING, INC.
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DR. RICKY BUENAVIA PANTE, LPT

Licensed Professional Teacher
PRC License Number: 1010344
Bachelor of Technology Education
Master of Arts in Education-Educational Administration
Master of Arts in Education - Cultural Education
Doctor of Education
Kidapawan City and Region 12 Most Outstanding Teacher-III
Kidapawan City and Region 12 Most Outstanding Master Teacher
Kidapawan City and Region 12 Most Outstanding School Paper Adviser
National, Regional and Division Trainer in Campus Journalism
Trainer in Lesson Planning and Classroom Structuring
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Welcome Message
Welcome to Educ 310-Curriculum Trends and Innovations. This is a three-
unit course where you will be introduced to the effective curriculum design,
trends, innovations and assessment. This course shall develop teachers who
can adjust and be flexible in designing and implementing curricula in learning
environments for different students in different contexts. The course topics
include curriculum models, principles and approaches in designing, delivering
and addressing the curriculum.
Divided into 9 sessions, 54 hours (including off-classroom activities like

research and online learning and term exams) for academic classroom hours;
and other means of online learning instructions, Semester work is divided into
two (2) grading periods (Midterm and Final), this course pack takes you to the
wonderful meaning of curriculum, guiding you on each journey built around
with careful research design for you to seek, respond to, and even generate
more questions about the curriculum trends and innovations.
This course pack for curriculum trends and innovations is an instructional

material in module form which complements the 3-unit course of this program.
It closely and approximately focuses on the content of the course on
Curriculum Development as prescribed by CMO. 30-s 2004 and amended by
CAO No.1,s 2014. Some contents and activities were adopted from the
Curriculum Development Book authored by Dr. Purita P. Bilbao, Dr. Filomena T.
Dayagbil and Dr. Brenda B. Corpuz.
Similar to the other materials, this course pack for Teachers balances
theory and practice. Each module follows a distinct pattern or format with a
short introductory part or take Off, advanced reading or content Focus,
activities to strengthen the focus of take action, a reflection for higher order
thinking and self-check for evaluation.
Chapter 1 captures the essential concepts, nature and purpose as well

as various meanings, types, foundations, and approaches of curriculum. It also
explains the teaching learning Processes and curriculum development
models.
Chapter 2 is all about crafting the curriculum. It includes curriculum

design models, dimensions and principles of curriculum design and
approaches to curriculum designs.
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Chapter 3 is on implementing the curriculum. It covers topics about

stakeholders in Curriculum implementation, roles of technology in curriculum
delivery, monitoring and evaluating curriculum implementation.
Chapter 4 tackles assessment of curriculum in terms of the intended,
implemented, and achieved outcomes. Criteria for Curriculum evaluation and
tools for assessment are also taken up. Lastly, the concepts of curriculum
instruction and assessment are linked up.
Chapter 5 addresses curriculum reforms enhancement, local and

global, as well as issues and concerns.
We invite you to grab your gear and take this journey. Unleash that
potential curricularist in you. We need you in the field of curriculum innovations.
Good luck!
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Faculty information
Name : DR. RICKY BUENAVIA PANTE, LPT

Email Address : rickypante.cmc@edu.ph
Office : Graduate School Education
Consultation Hours : Saturdays and Sundays 12:00-1:00pm
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TABLE OF CONTENTS
i. Welcome Message 3
ii. Table of Contents 6
iii. Vision, Mission, Goals and Values 8
iv. Institutional Educational Outcomes 9
v. Course Overview 10
vi. Course Assessment 11
Chapter 1 – Curriculum Essentials 14

Module 1 – Curriculum and the Teacher 14
Lesson 1 – Curriculum in Schools 22
Lesson 2 – The Teacher as Curricularist 22
Module 2 – The Teacher as a Knower of Curriculum 29
Lesson 1 – The School Curriculum: Definition, Nature and Scope
Lesson 2 – Approaches to School Curriculum 35

Lesson 3 – Curriculum Development: Processes and Models 43
Lesson 4 – Foundations of Curriculum Development 48
Chapter 2 – Crafting the Curriculum 59
Module 3 - The Teacher as a Curriculum Designer 59
Lesson 1 – Fundamentals of Curriculum Designer 59
Lesson 2 – Approaches to Curriculum Designing 68
Lesson 3 – Curriculum Mapping 75
Chapter 3 – Implementing the Curriculum 83
Module 4 – The Teacher as Curriculum Implementer and Manager 83
Lesson 1 – Implementing the Designed Curriculum as a Change
Process 91
Lesson 2 – Implementing a Curriculum Daily in the Classroom 91

Lesson 3 – The Role of Technology in Delivering the Curriculum 105
Lesson 4 – Stakeholders in Curriculum Implementation 111
Chapter 4 – Teacher as a Curriculum Evaluator 116
Module 5 – Curriculum Evaluation and the Teacher 117
Lesson 1 – What, Why and How to Evaluate a Curriculum 118
Lesson 2 – Curriculum Evaluation Through Learning Assessment 127
Lesson 3 – Planning, Implementing and Evaluating:
Understanding the Connection 127
Chapter 5 – Curriculum Development Reforms and Enhancement 149
Module 6 – Gearing Up for the Future: Curriculum Reforms 153
Lesson 1 – The Enhanced Bsic Education Act of 2013 (K to 12) 153
Module 7 – Outcomes Based – Education: Basis for Enhanced Teacher
Education Curriculum 153
Lesson 1 – Outcomes Based Education for Teacher Preparation
Curriculum 174
Lesson 2 – Enhanced Teacher Education Curriculum
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Anchored on OBE 174

Module 8 – Curricular Landscape in the 21st Century Classroom 176
References 184
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CENTRAL MINDANAO COLLEGES
VISION
A premier academic institution providing holistic education in pursuit for
global excellence.
MISSION
Central Mindanao Colleges is an academic institution PROVIDING quality
instruction, DEVELOPING innovative researches and ENGAGING in
responsive extension programs: that is committed to produce competent
and socially responsible individuals who can carry out responsibilities for the
local communities and global community.
GOALS
A. Produce competent graduates that epitomize the values of the
institution;
B. Foster innovation to all academic programs of the College;
C. Increase linkages and connections;
D. Provide an enabling environment to intensify employee productivity;
E. Secure Financial Future.
VALUES
CMC is committed to attain its vision and mission guided by the following
Values:
• Love of God
• Integrity
• Family Orientation
• Excellence
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INSTITUTIONAL OUTCOMES
LIFE-LONG LEARNING • Apply life-long knowledge and skills for
personal and professional growth and
development;
KNOWLEDGE • Apply competent knowledge in the
practice of their profession;
CULTURAL DIVERSITY • Preserve national heritage by accepting

cultural diversity;
PROBLEM-SOLVING SKILLS • Apply creative and innovative strategies in

problem solving and decision-making;
INTERPERSONAL SKILLS • Interact and collaborate with others

effectively in the workplace and across
diverse cultures;
CITIZENSHIP • Exercise social and ethical responsibilities as
a Filipino and a global citizen;
COMMUNICATION SKILLS • Demonstrate effective communication skills

in English and Filipino both orally and in
writing.
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COURSE OVERVIEW
Course Title : EDUC 310- Curriculum Trends and Innovations
Credit/s : 3 units
Semester : 2nd Semester
Timeframe : 18 Weeks
Course Description : The course is intended to introduce the education
students to effective curriculum design, trends,
innovations and assessment. This course shall develop
teachers who can adjust and be flexible in designing
and implementing curricula in learning environments
for different learners in different contexts. The course
topics include curriculum models, principles and
approaches in designing, delivering and addressing
the curriculum.
COURSE OUTCOMES
CO1: Analyze the theories, nature and purposes of curriculum and apply
these concepts in the field of practice.
CO2: Draw on evidence from research and practice to integrate

appropriate learning styles, instructional approaches and teaching-learning
processes in curriculum development in consonance with the current
curriculum trends and innovations.
CO3: Design a model curriculum demonstrating considerations for a selected

age group and setting including appropriate community
linkages/stakeholders.
CO4: Craft/produce research-based instructional materials intended for

different curriculum trends and innovations.
CO5: Conduct a webinar on planning, crafting/designing, implementing
and assessing a curriculum.
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COURSE ASSESSMENT
GRADING SYSTEM, COURSE EVALUATION AND MEASUREMENT RUBRICS
The performance of the students shall be rated at the end of the semester in
accordance with the following;
CONVERSION SCALE DESCRIPTION

1.0 99-100 Excellent
1.1 97-98 Very Good
1.2 95-96 Very Good
1.3 93-94 Good
1.4 91-92 Good
1.5 89-90 Fairly Good
1.6 87-88 Fairly Good
1.7 85-86 Fair
1.8 83-84 No Credit
1.9 81-82 No Credit
2.0 79-80 No Credit
COURSE EVALUATION
ASSESSMENT METHODS WEIGHTS

Oral Evaluation 15%
-Content 10%
-Language Skills 5%
Written Evaluation 15%

-Content 10%
-Language Skills 5%
Research 20%
Examination 50%
Total 100%
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RUBRICS
CRITERIA Excellent Good Fair Needs
5pts 4pts 3pts Improvement
2pts
Organization Clear organization Clear organization Organization is Organization is
that walks the but strays slightly less than clear, unclear and/or
reader through or organization is paper strays
the paper, does clear but some substantially from
not stray off topic digressions topic
Argumentation Paper has clear, Paper has Paper has Paper has little to
strong arguments discernable arguments but no arguments,
that go beyond arguments but often falls into spends most time
description may be description describing
somewhat
unclear or weak
Support Numerous, varied Details and facts Some details Little to no

and relevant support and facts to relevant details
details and facts arguments, but support and facts to
support may not provide arguments, but support
arguments enough or may not enough and arguments
be as relevant as some lack
possible relevancy
Content Demonstrates Conveys content Gets basic Basic content is

excellent adequately but content correct wrong, incorrect,
Knowledge understanding of fails to elaborate but is otherwise or substantially
content and is uncomfortable incomplete
comfortable with with material
nuances in
material
Synthesis Paper and other Essay-type Outputs
Reflective Critique/ Reflective Commentary/Literature Review

1 2 3 4 5
Student is unable Student is able to Student is able to Student not only Student elicits the
to elicit the ideas elicit the ideas elicit the ideas elicits the correct correct ideas and
and concepts and concepts and concepts ideas and concepts from the
from the readings from the readings from the readings concepts from the readings and
and video and video but and video and readings and video shows
indicating that shows erroneous shows correct video but also evidence of
s/he has not read understanding of understanding of shows evidence of internalizing these,
the prescribed these these internalizing these and consistently
reading or points contributes
watched the additional
video thoughts to the
Core idea
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Oral Individual Presentation

5- Excellent 3 – Good 1- Poor
4- Very Good 2 – Fair
Criteria 5-Likert Scale

5 4 3 2 1
Facility with language
Clarity of purpose
Appropriateness of examples
Mastery of Topics
Value Orientation/ Manifestation
Total points
Symposium/ Closure Program

5- Excellent 3 – Good 1- Poor
4- Very Good 2 – Fair
Criteria 5-Likert Scale
5 4 3 2 1
Speaker
Preparation
Process
Product
Total points
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Chapter
Curriculum
Development
For Teacher
1 Curriculum Essentials
Module 1 The Curriculum and The Teacher
Module Overview:
Module 1 is all about school curricula and the teacher. This introductory
module identifies the different types of curricula that exist in the teacher’s
classroom and school. Further, Module 1 describes the important roles of the
teacher as a curricularist who engages in the different facets of curriculum
development in any educational level.
Lesson 1 Curriculum in Schools
Desired Learning Outcomes
➢ Discuss the different curricula that exist in the schools

➢ Enhance understanding of the role of the teacher as a
curricularist
➢ Analyze the significance of curriculum and curriculum
development in the teacher’s classroom
Take Off
Have you read “ The Sabre-Tooth Curriculum by Harold Benjamin (1939)?”
Take some time to read it and find out what curriculum is all about during those
times.
Start here and enjoy reading.
A man by the name of New -Fist- Hammer- Maker knew how to do

things his community needed to have done, and he had the energy and the
will to go ahead and do them. By virtue of these characteristics, he was an
educated man. New -Fist was also a thinker. Then as now, there were few
lengths to which men would not go to avoid the labour and pain of thought.
. . . New-Fist go to the point where he became strongly dissatisfied with the
accustomed ways of his tribe. He began to catch glimpses of ways in which
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life must be made better for himself, his family and his group. By virtue of this
development, he became a dangerous man….
New – Fist thought about how he could harness the children’s play to better
the life of the community. He considered what adults do for survival and introduced
these activities to children in a deliberate and formal way. These included catching
fish with bare hands, clubbing little woolly horses, and chasing away- sabre-
toothed- tigers-with-fire. These then became the curriculum and the community
began to prosper- with plenty of food, hides for attire and protection from threat. “
It is supposed that all would have gone well forever with this good educational
system, if conditions of life in that community remained forever the same. “ But
conditions changed.
The glacier began to melt and the community could no longer see the fish to
catch with their bare hands, and only the most agile and clever fish remained which
hid from the people. The woolly horses were ambitious and decided to leave the
region. The tigers got pneumonia and most died. The few remaining tigers left. In
their place, fierce bears arrived who would not be chased by fire. The community
was in trouble.
One day, in desperation, someone made a net from willow twigs and found
a new way to catch fish-and the supply was even more plentiful than before. The
community also devised a system of traps on the path to snare the bears. Attempts
to change education system to include these new techniques however
encountered “stern opposition”.
These are also activities we need to know. Why can’t the schools teach
them? But most of the tribe particularly the wise old men who controlled the school,
smiled indulgently at this suggestion. “ That wouldn’t be education… it would be
mere training”. We don’t teach fish grabbing to catch fish, we teach it to develop
a generalized agility which can never be duplicated by mere training. . . and so on.
“If you had any education yourself, you would know that the essence of
true education is timelessness. It is something that endures through changing
conditions like a solid rock standing squarely and firmly in a middle of a raging
torent”
The story was written in 1939. Curriculum the, was seen as a tradition of
organized knowledge thought in schools of the 19th century. Two centuries
later, the concept of a curriculum has broadened to include several modes of
thoughts or experiences.
In our current Philippine educational system, different schools are

established in different educational levels which have corresponding
recommended curricula. The educational levels are:
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1. Basic Education. This level includes Kindergarten, Grade 1 to Grade 6 for

elementary, and for secondary, Grade 7 to Grade 10, for the Junior High
School and Grade 11 and 12 and for the Senior High School. Each of the levels
has its specific recommended curriculum. The new basic education levels are
provided in the K to 12 Enhanced Curriculum of 2013 of the Department of
Education.
2. Technical Vocational Education. This is post-secondary technical vocational
educational and training taken care of by Technical Education and Skills
Development Authority (TESDA). For the TechVoc track in SHS of DepEd, DepEd
and TESDA work in close coordination.
3. Higher Education. This includes the Baccalaureate or Bachelor Degrees and
the Graduate Degrees (Master’s and Doctorate) which are under the
regulation of the Commission on Higher Education (CHED)
Content Focus
In whatever levels of schooling and in various types of learning environment, several

curricula exist. Let us find out how Allan Glatthorn (2000) as mentioned in Bilbao, et al
(2008) classified these:
Types of Curricula in Schools
Have you realized that in every classroom there are several types of curricula
operating? Let us look into each one.
1. Recommended Curriculum. Almost all curricula found in our schools are
recommended. For Basic Education, these are recommended by the
Department of Education (DepEd), for Higher Education, by the Commission
on Higher Education (CHED) and for vocational education by TESDA. These
three government agencies oversee and regulate Philippine education. The
recommendations come in the form of memoranda or policies, standards and
guidelines. Other professional organizations or international bodies like
UNESCO also recommended curricula in schools.
2. Written Curriculum. This includes documents based on the recommended

curriculum. They come in the form of course of study, syllabi, modules, books
or instructional guides among others. A packet of this written curriculum is the
teacher’s lesson plan. The most recent written curriculum is the K to 12 for
Philippine Basic Education.
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3. Taught Curriculum. From what has been written or planned, the curriculum has
to be implemented or taught. The teachers and the learners will put life to the
written curriculum. The skill of the teacher to facilitate learning based on the
written curriculum with the aid of instructional materials and facilities will be
necessary. The taught curriculum will depend largely on the teaching style of
the teacher and the learning style of the learners.
4. Supported Curriculum. This is described as support materials that the teacher

needs to make learning and teaching meaningful. These include print
materials like books, charts, posters, worksheets, or non-print materials like
Power Point presentation, movies, slides, models, realias, mock-ups and other
electronic illustrations. Supported curriculum also includes facilities where
learning occurs outside or inside the four –walled building. These include the
playground, science laboratory, audio-visual rooms, zoo, museum, market or
plaza. These are the places where authentic learning through direct
experiences occurs.
5. Assessed Curriculum. Taught and supported curricula have to be evaluated

to find out if the teacher has succeeded or not in facilitating learning. In the
process of teaching and at the end of every lesson or teaching episode, an
assessment is made. It can either be assessment 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.
6. Learned Curriculum. How do we know if the students has learned? We always

believe that if the student change behavior, he/she has learned. For example,
from a non-reader to a reader or from not knowing to knowing or from being
disobedient to being obedient. The positive outcome of teaching is an
indicator of learning. These are measured by tools in assessment, which can
indicate the cognitive, affective and psychomotor outcomes. Learned
curriculum will also demonstrate higher order and critical thinking and lifelong
skills.
7. Hidden/ Implicit Curriculum. This curriculum is not deliberately planned, but has
a great impact on the behavior of learner. Peer influence, school environment,
media, parental pressures, social changes, cultural practices, natural
calamities, are some factors that create the hidden curriculum. Teachers
should be sensitive and aware of this hidden curriculum. Teacher must have
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good foresight to include these in the written curriculum, in order to bring to

the surface what are hidden.
In every teacher’s classroom, not all these curricula may be present at

one time. Many of them are deliberately planned, like the recommended,
written, taught, supported, assessed, and learned curricula. However, a
hidden curriculum is implied, and a teacher may or may not be able to predict
its influence on learning. All of these have significant role on the life of the
teacher as facilitator of learning and have direct implication to the life of the
learners.
Now that you are fully aware that there are seven types of curricula
operating in every teacher’s classroom, it is then very necessary to learn
deeper and broader about the role of the teacher in relation to the school
curriculum.
Take Action
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 exist 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.
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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 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.
Type of Curriculum What observation /information did I get? Or What
answers did I get from my interview?
1. Recommended
2. Written
3. Taught
4. Supported
5. Assessed
6. Learned
7. Hidden
Self-Check
I. Spin A Win: Agree or Disagree

Read each statement and decide whether you Agree or
Disagree. Write your answer before each number.
1. In the Saber Tooth Curriculum, learning is experiential and
authentic.
2. It is a reality that there exist more than one curricula in the
teacher’s classroom.
3. A teacher can say with confidence that learning has
occurred, if the curriculum has been assessed.
4. Some curricula in the schools/classrooms are unwritten.
5. To establish national standards, teachers should be
guided by recommended curriculum in basic and higher
education.
6. Teachers should expect that school curricula are
dynamic and changing.
7. Evaluated curriculum makes judgement about learning.
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8. Textbooks and modules are written curricula that

represent the recommended curricula.
9. Only the Department of Education can recommend a
curriculum.
10. In the heart of all the types of curricula, the teacher has a
major role.
Self-Reflect
1. Is it necessary for teachers to learn about school curriculum? Why? Write

your answer on the space provided below.
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Lesson 2 The Teacher as A Curricularist
➢ Enhance understanding of the role of the teacher as a curricularist

in the classroom and school.
Take Off
What specific 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 that teacher as a curricularist? Circle the
word.
Facilitating
Exciting Knowing Planning Frustrating
Growing Evaluating
Initiating Growing Innovating
Broadening Building Rewarding Believing
Recommending Showing Copying
Are you aware that the teacher’s role in school is very complex?
Teachers do a series of interrelated actions about curriculum, instruction,
assessment, evaluation, teaching and learning. A classroom teacher is
involved with curriculum continuously all day. But very seldom has a teacher
been describe as curricularist.
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Curricularist in the, ate referred only to those who developed curriculum

theories. According to the study conducted by Sandra Hayes (1991), the most
influential curricularist in America include John Dewey, Ralph Tyler, Hilda Taba
and Franklin Bobbit. You will learn more of them in the later part of the module.
Content Focus
In this lesson, we will start using the word curricularist to describe a
professional who is a curriculum specialist (Hayes, 1991; Ornstein & Hunkins,
2004; Hewitt, 2006). A person who is involved in curriculum knowing, writing,
planning, implementing, evaluating, innovating and initiating may be
designated as a curricularist. A TEACHER’S role is broader and inclusive of
other functions and so a teacher is a curricularist.
So what does a TEACHER do to observe the label curricularist? Let us look
at the different roles of the teacher in the classroom and in the school. The
classroom is the first place of curricular engagement. The first school
experience sets the tone to understand the meaning of schooling through the
interactions of learners and teachers that will lead to learning. Hence,
curriculum is the heart of schooling.
Let us describe the teacher as a curricularist.

The teacher as a curricularist . . . .
1. knows the curriculum. Learning begins with knowing. The teacher as
a learner starts with knowing about the curriculum, the subject matter
or the content. As a teacher, one has to master what are included in
the curriculum. It is acquiring academic knowledge both formal (
disciplines, logic) or informal ( derived from experiences, vicarious
and unintended). It is the mastery of the subject matter. (Knower)
2. writes the curriculum. A classroom teacher takes record of
knowledge concept, subject matter or content. These need to be
written or preserved. The teacher writes books, modules, laboratory
manuals, instructional guides, and reference materials in paper or
electronic media as a curriculum writer or reviewer. (Writer)
3. plans the curriculum. A good curriculum has to be planned. It is the
role of a teacher to make yearly, monthly or daily plan of the
curriculum. This will serve as a guide in the implementation of the
curriculum. The teacher takes into consideration several factors in
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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)
4. initiates the curriculum. In cases where the curriculum is recommended to
the schools from DepEd, CHED TESDA, UNESCO, UNICEF or other
educational agencies for improvement of quality education, the teacher
is obliged to implement. Implementation of a new curriculum requires the
open mindedness of the teacher, and full belief that the curriculum will
enhance learning. There will be many constraints and difficulties in doing
things first or leading, however, a transformative teacher will never hesitate
to try something novel and relevant. ( Initiator)
5. innovates the curriculum. Creativity and innovation are hallmarks of an
excellent teacher. A curriculum is always dynamic, hence it keeps on
changing. From the content, strategies, ways of doing, blocks of time, ways
of evaluating, kinds of students and skills of teachers, one cannot find a
single eternal curriculum that would perpetually fit, A good teacher,
therefore, innovates the curriculum and thus becomes a curriculum
innovator. (Innovator)
6. implements the curriculum. The curriculum that remains recommended or
written will never serve its purpose. Somebody has to implement it. As
mentioned previously, at the heart of schooling is curriculum. It is this role
where the teacher becomes the curriculum implementor. An implementor
gives life to the curriculum plan. The teacher is at the height of an
engagement with the learners, with support materials in order to achieve
the desired outcome. It is where teaching, guiding, facilitating skills of the
teacher is expected to the highest level. It is here where teaching as a
science and as an art will be observed. It is here, where all the elements of
the curriculum will come into play. The success of a recommended, well
written and planned curriculum depends on the implementation.
(Implementor)
7. evaluates the curriculum. How can one determine if the desired learning
outcomes have been achieved? Is the curriculum working? Does it bring
the desired results? What do outcomes reveal? Are the learners achieving?
Are there some practices that should be modified? Should the curriculum
be modified, terminated or continued? These are some few questions that
need the help of a curriculum evaluator. That person is the teacher.
(Evaluator)
The seven different roles are those which a responsible teacher does in
the classroom everyday! Doing these multi-faceted work qualifies a teacher
to be a curricularist.
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To be a teacher is to be a curricularist even if a teacher may not equal

the likes of John Dewey, Ralph Tyler, Hilda Taba, or Franklin Bobbit. As a
curricularist a teacher be knowing, writing, implementing, innovating, initiating
and evaluating the curriculum in the school and classrooms just like the role
models and advocates in curriculum and curriculum development who have
shown the way.
Take Action
Activity 1: Let’s Do a Simple Survey
Have you done a survey before? In this activity you will gather information
direct from teachers to find out what curriculum activities they are involved in.
Here are the steps. Follow these.
Step 1 – Form two groups in the class. Group A will survey elementary teachers, and
Group B will survey secondary or high school teachers.
Step 2- Each group will look for at least 30 teachers coming from one or different
schools and are currently teaching either in the public or private schools.
Step 3- With the use of the Teacher Survey Tool below, conduct the survey during your
vacant periods.
The Teacher as a Curricularist Survey Tool
Name of Teacher:
School Grade Level Assignment
Number of Years Teaching - Degree Graduated:
Circle YES or NO that will corresponds to your self-assessment. Then rank the
items which you answered YES. Which activity do you do most of the time? What
activity do you do least of the time?
As a school teacher, Rank
1. I master the subject matter that I have to teach. Yes No
2. I implement what I have planned for my teaching. Yes No
3. I monitor and assess if my students are learning. Yes No
4. I modify my activity to suit my learners in my Yes No
classroom.
5. I lead in the implementation of a new curriculum in
Yes No
my school.
6. I write instructional materials based on the
recommended school curriculum. Yes No
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7. I look for other ways of doing to improve teaching

and learning in my classroom. Yes No
Step 4- Consolidate the data of 30 teachers in a matrix form in the Appendix 1.
Step 5- Report the result of your survey to the whole class.

Self-Check
I am a Teacher! Who Am I as a Curricularist?
Instructions: Identify on the blanks provided Who Am I as a Curricularist based

on the case presented.
Case 1: I have a good idea on how to make my learners pay attention to the
lesson. I will use the new idea and find out if it will work.
Case 2: DepEd sent the standards, competencies and guidelines in teaching

the Mother Tongue in Grade 1 in our school. I will study and use it in the coming
school year.
Case 3: There is so much to do in one school day. I seem not able to do all, but
I have to accomplish something for my learners. I have made a daily activity
plan to guide me.
Case 4: I need a poem to celebrate the World Teacher’s Day. I composed one
to be used in my class in literature.
Case 5: My class is composed of learners from different home background and

culture. I cannot use a “one-size-fits all strategy” in teaching so I can respond
to the diverse background. In my readings, I discovered that there are ways of
teaching. I tried tried one myself and it worked.
Case 6: Knowledge is limitless. What I learned in college is not enough. I need

to know more, so I enrolled in the graduate school to advance my
learning.
Case 7: At the end of the year, my performance as a teacher is reflected in

the school performance of my students. So I need to provide a monitoring tool
to measure how they are progressing. The result will inform me how I will
address my learner’s weakness and enhance their strengths.
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Case 8: I am teaching in a very far away barangay with no electricity yet.

Many of he instructional aide for teaching sent to our school are films and
video tapes which need power. I cannot use them, but the lessons are very
important. So I thought of making an alternative activity. I took my class to the
river and waterfall instead of doing the lesson.
Case 9: My principal asked me to attend a write shop to make the lesson

exemplars in the teaching of science in Grade 7. In the workshop, I used my
experiences as a science teacher for ten years, and my knowledge of the
subject matter. At the end of the three days, I was able to produce lesson
exemplars which I am proud of.
Case 10: In Garde 7 to Grade 10 of the K to 12 Enhanced Curriculum, science

as a subject is presented, taught and learned in a spiral manner. This is part of
the DepEd implementing guidelines of the curriculum. I am a Biology major,
and I have insufficient knowledge about the other areas of science such as
Physics and Earth Science. Because of this dilemma, I have to request the principal that we
have team teaching. Which role of the curricularist, am I trying to do?
Did you learn more from the cases?
Self-Reflect
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Choose from Case 1 to 10 above. Reflect on the case you have chosen and
write your reflections on the box below. Ask your classmate to read and
comment on your reflections. Both of you, discuss your answers.
Name: Case No.
A. My Reflections on Case No ( refer to cases 1 to 10 above)
B. What my partner said about my reflections:
Name of Partner:
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Module 2 The Teacher as a Knower of Curriculum

Module Overview:
Module 2 describes the school curriculum in terms of its definition, its
nature and scope, which are needed by the teachers 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 in anchored.
Lesson 1 The School Curriculum: Definition, Nature and

Scope

➢ Defined curriculum from different perspectives
➢ Described the nature and scope of curriculum
Take Off
Read today’s headlines
1. “Philippines Shifts to K to 12 Curriculum”
2. “Nature Deficit Syndrome On the Rise Among School Children”
3. “Teachers are Reluctant to Teach Beyond the Written Curriculum.”
4. “Co-curricular Activities: Learning Opportunities or Distraction?”
5. “Parents Get Involved in School Learning”
What can you say of these headlines? Do these reflect what are going
on in our schools? Should the public know and be involved in the schooling of
their citizens? What are the implications of each headline to the classroom
curriculum?
Each member of the society seems to view school curriculum differently,
hence there are varied demands on what schools should do and what
curriculum should be taught. Some would demand reducing content and
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shifting emphasis to development of lifelong skills. Others feel that

development of character has been placed at the back seat of our 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 be. To have
a common understand of what curriculum really is, the lesson will present some
definitions as given by authors. Likewise, you will find in the this lesson the
description of the nature and scope of curriculum from several points of view.
This lesson will also explain how curriculum is being approach. It further shows
a development process as a concept and as a process as applied to school
curriculum.
Content Focus
Whether curriculum is taken in its narrow view as a listing of subjects to
be taught in schools or broadly as all learning experiences that individuals
undergo while in school, we cannot deny the fact that curriculum should be
understood by teachers and other stakeholders. For curriculum affects all
teachers, students, parents, politicians, businessmen, professionals,
government officials or even the common people.
Like many concepts in education, there seems to be no common
definition of ‘curriculum’. Because of this, the concept of curriculum is
sometimes characterized as fragmentary, elusive, and confusing. However,
the word originates from the Latin word currere referring to the oval track upon
which the 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 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 regards
it as in all the teaching-learning experiences which the students encounter
while in school. Numerous definitions indicate dynamism which connotes
diverse interpretations as influenced by modes of thoughts, pedagogies,
philosophes, political as well as cultural perspectives. Here are some of them.
Some Definitions of Curriculum

1. “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
leaners' continuous and willful growth in personal social competence"
(Daniel Tanner, 1980)
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2. A written document that systematically describes goals planned

objectives, content, learning activities, evaluation procedures and so
forth. (Pratt, 1980)
3. The contents of a subject, concepts and tasks to be acquired,

planned activities, the desired learning outcomes and experiences,
product of culture and an agenda to reform society make up a
curriculum. (Schubert, 1987)
4. A curriculum includes "all of the experiences that individual learners
have in a program of education whose purpose is to achieve broad
goals and related specific objectives, which is planned in terms of a
framework of theory and research or past and present professional
practice" (Hass, 1987)
5. As a programme of activities (by teachers and pupils) designed so
that pupils will attain so far as possible certain educational and other
schooling ends or objectives. (Grundy, 1987)
6. A plan that consists of learning opportunities for a specific time frame
and place, a tool that aims to bring about behavior changes in
students as a result of planned activities and includes all learning
experiences received by students with the guidance of the school.
(Goodland and Su, 1992)
7. As answers to three questions: 1. What knowledge, skills and values
are most worthwhile? 2. Why are they most worthwhile? 3. How should
the young acquire them? (Cronbeth, 1992)
Some Points of View of Other Curricularists

Since the concept and meaning of curriculum are shaped by person’s
point of view, this has added fragmentation, and some confusion. However,
when put together, the different definitions from diverse point of view, would
describe curriculum as dynamic and perhaps ever changing.
Point of view about the curriculum can either be traditional or progressive
according to their philosophical, psychological and even physiological
orientations. These views can also be defined what a curriculum is all about.
Curriculum from Traditional Points of View

The traditional points of view of curriculum were advanced by Robert Hutchins,
Arthur, Bestor, and Joseph Schwab.
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• Robert M. Hutchins views curriculum as “permanent studies” where rules

of grammar, reading, rhetoric, logic and mathematics for basic
education are emphasized. The three hours (Reading, Writing,
‘rithmetic) should be emphasized in basic education, while liberal
education should be the emphasis in college.
• Arthur Bestor as an essential list believes that the mission of the school
should be intellectual training, hence, curriculum should focus on the
fundamental intellectual disciplines of grammar, literature and writing. It
should include mathematics, science., history, and foreign language.
• Joseph Schwab thinks that the sole source of curriculum is a discipline, Thus,
the subject areas such as science, mathematics, social studies, English, and
many more. In college, academic disciplines are labeled as humanities,
sciences, languages, mathematics, among others. He coined the word
discipline as a ruling doctrine for curriculum development.
• Philip Phenix a search that curriculum should consist entirely of knowledge
which comes from various disciplines.
Collectively, from the transitional views of theories like Hutchins, Schwab, Bester
and Phoenix, 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 other traditional view, curriculum is mostly written documents such
as syllabus, course of study, books and references were 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 schools, subjects, syllabi, course of study, and
lists of specific discipline do not make a curriculum. In its broadest term, a progressive
view of curriculum is the total learning experiences of the individual. Let us look into
how curriculum is defined from a progressive point of view.
• John Dewey believes that the education is experiencing. Reflective thinking is
a means that unifies curricular elements, that is tested by application.
• Holin Caswell and Kenn Campbell. Viewed curriculum as all experiences
children have under the guidance of teachers.
• Othaniel Smith, William Stanley, and Harlan Shore likewise defined curriculum.
A sequence of potential experiences, set up in schools for the purpose of
disciplining children and youth in Group ways of thinking and acting.
• Colin Marsh and George Willis also viewed curriculum as all the experiences in
the classroom, which are planned and enacted by the teacher and also
learned by students.
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The nature of curriculum has given rise to many interpretations, depending on a

person's philosophical beliefs. Let us put all of these interpretations in a summary.
CURRICULUM is what it's taught in school, I set up subjects, a content, a program

of studies, asset of materials, a sequence of courses, a setup, performance,
objectives, everything that goes within the school. It is what it taught inside and
outside of school, directed by the teacher, everything planned by school, a series of
experiences undergone by learners in school, or what individual learners as a result of
school. In short, curriculum is the total learning experiences of learner, under the
guidance of the teacher.
Take Action
Activity 1- Traditional or Progressive: What is your view of curriculum?
1. What is your own definition of a curriculum? Write down your answer in
the space provided.
2. Two. Do you have a traditional view of a curriculum, a progressive view
over both? Explain your view based on your definition.
Self-Check
Label the descriptions/definition on the left with either Traditional
(T), or Progressive (P).
1. The teachers are required to teach the book from cover to cover.
2. If the learners can memorize dawn, then, then the curriculum is best.
3. Children are given opportunity to play outdoors.
4. Parents send children to a military type school with a rigid discipline.
5. Teachers are reluctant to teach beyond. The written curriculum.
6. Requisite to promotion for the next grade are skills in reading, writing
and arithmetic only.
7. Teachers provide valid experiences for the children.
8. Learning can only be achieved in schools.
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9. Systematic arrangement of contents in a course syllabus.

10. Co-curricular activities are planned for all to participate.
Self-Reflect
Pick up a daily newspaper and read, today's headline. Choose one and
reflect on this headline that reflects on the curriculum and you're becoming a
curricularist. Write your answer in at least two paragraphs.
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Lesson 2 Approaches to School Curriculum

➢ Describe the different approaches to school curriculum.
➢ Explain by example how the approaches clarify the definition of
curriculum.
➢ Reflect on how the three approaches interrelate with each other.
Take Off
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.
Content Focus
Three Ways of Approaching a Curriculum

Curriculum can be approached or seen in three ways. It can be defined
as a content, a process or an outcome. If you examine the definitions provided
by the experts in the field, there are three ways of approaching a curriculum.
First, is to approach it as content or a body of knowledge to be transmitted.
Second, is to approach it as a product or the learning outcomes desired of
learners. Third, is to approach it as a process or what actually happens in the
classroom when the curriculum is practiced.
1. Curriculum as a Content or Body of Knowledge
It is quite common for traditionalists to equate a curriculum as a
topic outline, subject matter, or concepts to be included in the syllabus
or a books. For example, a primary school mathematics curriculum
consists of topics on addition, multiplication, subtraction, division,
distance, weight and many more. Another example is in secondary
school science that involves the study of biological science, physical
science, environmental science and earth science. Textbooks tend to
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begin with biological science such as plants and animals, physical

science with the physical elements, force and motion, earth science
with the layers of the earth and environmental science with the
intersection 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 and
discipline.
There are four ways of presenting the content in the curriculum. These
are:
1. topical approach, where much content is based on knowledge,
and experiences are included;
2. concept approach with fewer topics in clusters around major and
sub-concepts and their interaction, with relatedness emphasized;
3. thematic approach as a combination of concepts that develop
conceptual structures, and
4. modular approach that leads to complete units of instruction.
5.
Criteria in the Selection of Content
There are some suggested criteria in the selection of knowledge or
subject matter. (Scheffer, 1970 in Bilbao, et al 2009)
1. Significance. Content should contribute to ideas, concepts,

principles and generalization that should attain the overall purpose
of the curriculum. It is significant if content becomes the means of
developing cognitive, affective or psychomotor skills of the learner.
As education is a way of preserving culture, content will be
significant when this will address the cultural context of the learners.
2. Validity. The authenticity of the subject matter forms its validity.
Knowledge becomes obsolete with the fast changing times. Thus
there is a need for validity check and verification at a regular
interval, because content which may be valid in its original form may
not continue to be valid in the current times.
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3. Utility. Usefulness of the content in the curriculum is relative to the

learners who are going to use these. Utility can be relative to time. It
may have Feats been useful in the past, but may not be useful now
or in the future. Questions like: Will I use this in my future job? Will it
add meaning to my life as a lifelong learner? Or will the subject
matter be useful in solving current concerns?
4. Learnability. The complexity of the content should be within the
range of experiences of the learners. This is based on the
psychological principles of learning. Appropriate organization of
content standards and sequencing of contents are two basic
principles that would influence learnability.
5. Feasibility. Can the subject content be learned within the time
allowed, resources available, expertise of the teachers and the
nature of the learners? Are there contents of learning which can be
learned beyond the formal teaching-learning engagement? Are
there opportunities provided to learn these?
6. Interest. Will the learners take interest in the content? Why? Are the
contents meaningful? What value will the contents have in the
present and future life of learners? Interest is one of the driving forces
for students to learn better.
The selection of the subject matter or content, aside from the seven criteria
mentioned earlier, may include the following guide in the selection of the CONTENT.
Guide in the Selection of the Content in the Curriculum
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.
BASIC Principles of Curriculum Content
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In 1952, Palma proposed the principle of BASIC as a guide in addressing

CONTENT in the curriculum. B.A.S.I.C. refers to Balance, Articulation, Sequence,
Integration and Continuity. In organizing content or putting together subject matter,
these principles are useful as a guide.
Balance. Content should be fairly distributed in depth and breadth. These will
guarantee that significant contents should be covered to avoid too much or too little
of the contents needed within the time allocation.
Articulation. As the content complexity progresses with the educational levels,
vertically or horizontally, across the same discipline smooth connections or bridging
should be provided. This will assure no gaps or overlaps in the content. Seamlessness
in the content is desired and can be assured if there is articulation in the curriculum.
Thus, there is a need of team among writers and implementers of curriculum.
Sequence. The logical arrangement of the content refers to sequence or order. This
can be done vertically for deepening the content or horizontally for broadening the
same content. In both ways, the pattern usually is from easy to complex, what is
known to the unknown, what is current to something in the future.
Integration. Content in the curriculum does not stand alone or in isolation. It has some
ways of relatedness or connectedness to other contents. Contents should be infused
in other disciplines whenever possible. This will provide wholistic or unified view of
curriculum instead of segmentation. Contents which can be integrated to other
disciplines acquire a higher premium than when isolated.
Continuity. Content when reviewed as a curriculum should continuously flow as it was
before, to where it is now, and where it will be in the future. It should be perennial. It
endures time. Content may not be in the same form and substance as seen in the
past since changes and developments in curriculum occur. Constant repetition,
reinforcement and enhancement of content are all elements of continuity.
Curriculum as a Process
We have seen that the curriculum can be approached as content. On the
other hand, it can also be approached as a process. Here, curriculum is seen as a
physical or a noun, but as a verb or an action. It is the interaction among the teachers,
students and content. As a process, curriculum happens in the classroom as the
questions asked by the teacher and the learning activities engaged in by the
students. It is an active process with emphasis on the context in which the processes
occur. Used in analogy of the recipe in a cookbook, a recipe is the content while the
ways cooking is the process.
Curriculum as a process is seen as a scheme about the practice of teaching.
It is not a package of materials or a syllabus of content to be covered. The classroom
is only part of the learning environment where the teacher places action using the
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content to achieve an outcome. Hence the process of teaching and learning

becomes the central concern of teachers to emphasize critical thinking, thinking
meaning-making and heads-on, hands-on doing and many others.
As a process, curriculum links to the content. While content provides materials
on what to teach, the process provides curriculum on how to teach the content.
When accomplished, the process will result to various curriculum experiences for the
learners. The intersection of the content and process is called the Pedagogical
Content Knowledge or PCK. It will address the question: If you have this content, how
will you teach it?
This section will not discuss in detail the different teaching strategies from
where learning experiences are derived. Rather, it will describe how the
process as a descriptor of curriculum is understood. The content is the
substance of the curriculum, how the contents will be communicated and
learned will be addressed by the process.
To teachers, the process is very critical. This is the other side of the coin:
instruction, implementation, and teaching. These three words connote the
process in the curriculum. When educators ask teachers: What curriculum are
you using? Some of the answers will be: 1. Problem-based. 2. Hands-on, Minds
On 3. Cooperative Learning 4. Blended Curriculum 5. On-line 6. Case-based
and many more. These responses approach curriculum as a process. These are
the ways of teaching, ways of managing the content, guiding learning,
methods of teaching and learning and strategies of teaching or delivery
modes. In all of these, there are activities and actions that every teacher and
learner do together or learners are guided by the teacher. Some of the
strategies are time-tested traditional methods while others are emerging
delivery modes.
When curriculum is approached as a PROCESS, guiding principles are
presented.
1. Curriculum process in the form of teaching methods or strategies are
means to achieve the end.
2. There is no single best process or method. It’s effectiveness will depend
on the desired learning outcomes, the learners, the support materials
and the teacher.
3. Curriculum process should stimulate the leaner’s 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 a cognitive, affective and psychomotor.
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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.
Curriculum as a Product
Besides viewing curriculum as content that is to be transmitted, or
process that gives action using the content, it has also been viewed as a
product. In other words, product is what the students desire to achieve as a
learning outcomes.
The product from the curriculum is a student equipped with the
knowledge, skills and values to function effectively and efficiently. The real
purpose of education is to bring about significant changes in students’ pattern
of behavior. It is important that any statement of objectives or intended
outcomes of the school should be a statement of changes to take place in
the students. Central to the approach is the formulation of behavioral
objectives stated as intended learning outcomes or desired products so that
content and teaching methods may be organized and the results evaluated.
Products of learning are operationalized as knowledge, skills and values.
Curriculum product is expressed in form of outcomes which are referred
to as the achieved learning outcomes. There may be several desired learning
outcomes, but if the process is not successful, then no learning outcomes will
be achieved. These learned or achieved learning outcomes are
demonstrated by the person who has meaningful experiences in the
curriculum. All of these are result of planning, content, and processes in the
curriculum.
Take Action
Activity 1: Making an inventory of curriculum approaches as Content,
Process and product.
Instruction: choose a book that is being used in elementary, high school
or college. Identify the following: Content, Process, Product.
Inventory of the curriculum content, process, and product.
Title of the Book:
Grade level: Subject area used:
No. Content Process Product/Outcome

Example: Example: Example:
A. Individual A. List of types of curriculum.
research B. Skill in interview and observation.
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A.Type of the B. Interview

curriculum in the C. observation
classroom.
1.
2.
3.
4.
5.
Self-Check
Instruction: Match the CONCEPT in Column II with the CHOICES in Column III.
Write the letter of your ANSWER in Column I.
I. Answer II. Concepts III. Choices
1. Curriculum as way of doing. A. Content
2. Authenticity of the content. B. Process
3. Curriculum as the subject matter. C. Product
4. Fair distribution of the content across the D. Validity
subject.
5. Curriculum as the outcome of learning. E. Balance
6. Seamless flow of content vertically or F. Articulation
horizontally
7. Evidence of successful teaching G. Sequence
8. Enduring and perennial content, from past to H. Integration
future.
9. Allowing the transfer of content to other I. Continuity
fields.
10. Arranging of contents from easy to difficult. J. Learning
Outcomes.
Self-Reflect
Instruction: After learning from this lesson, how would you prepare yourself to
become a teacher, using the three approaches to the curriculum? Write on
the space below:
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Lesson 3 Curriculum Development: Processes and

Models

➢ Explain and summarize the curriculum development process and
models.
Take Off
Curriculum is a dynamic process. In curriculum development, there are
always changes that occur that are intended for improvement. To do this,
there are models presented to us from well-known curricularists like Ralph Tyler,
Hilda Taba, Galen Saylor, and William Alexander which would help clarify the
process of curriculum development. There are many other models, but let us
use the three for this lesson.
Content Focus
Curriculum Development Process
Curriculum development is a dynamic process involving many different
people and procedures. Development connotes changes which is systematic.
A change for the better means alteration, modification or improvement of
existing condition. To produce positive changes, development should be
purposeful, planned and progressive. Usually it is linear and follows a logical
step-by-step fashion involving the following phases: curriculum planning,
curriculum design, curriculum implementation and curriculum evaluation.
Generally, most models involve four phases.
1. Curriculum Planning considers the schools vision, mission and goals. It
also includes the philosophy or the strong education belief of the school.
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All of these will eventually be translated to classroom desired learning

outcomes for the learners.
2. Curriculum Designing is the way the curriculum is conceptualized to

include the selection and organization of content, the selection and
organization of learning experiences or activities and the selection of
the assessment procedure and tools to measure achieved learning
outcomes. A curriculum design will also include the resources to be
utilized and the statement of the intended learning outcomes.
3. Curriculum Implementing is putting into action the plan which is based

on the curriculum design in the classroom setting or the learning
environment. The teacher is the facilitator of learning and, together with
the learners, uses the curriculum as design guides to what will transpire
in the classroom with the end in view of achieving the intended learning
outcomes. Implementing the curriculum is where action takes place. It
involves the activities that transpire in every teacher’s classroom where
learning becomes an active process.
4. Curriculum Evaluating determines the extent to which the desired

outcomes have been achieved. This procedure is on-going as in finding
out the progress of learning (formative) or the mastery of learning
(summative). Along the way, evaluation will determine the factors that
have hindered or supported the implementation. It will also pinpoint
where improvement can be made and corrective measures,
introduced. The result of evaluation is very important for decision making
of curriculum planners and implementers.
Curriculum Development Process Models

1. Ralph Tyler Model: Four Basic Principles
Also known as Tyler’s Rationale, the curriculum development
model emphasizes the planning phase. This is presented in his
book Basic Principles of Curriculum and Instruction. He posited four
fundamental principles which are illustrated as answers to the
following questions:
1. What education purposes should schools seek to attain?
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2. What educational experiences can be provided that

are likely to attain these purposes?
3. How can these educational experiences be effectively
organized?
4. How can determine whether these purposes are being
attained or not?
Tyler’s model shows that in curriculum development, the following

considerations should be made:
1. Purposes of the school
2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experience
2. Hilda Taba Model: Grassroots Approach

Hilda Taba improved on Tyler’s model. She believed that teachers
should participate in developing a curriculum. As a grassroots
approach Taba begins from the bottom rather than from the top
as what Tyler proposed. She presented seven major steps to her
linear model which are the following:
1. Diagnosis of learners’ needs and expectations of the
larger society
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the means of
doing it
3. Galen Saylor and William Alexander Curriculum Model

Galen Saylor and William Alexander (1974) viewed curriculum
development as to achieve broad educational goals and related
specific objectives for an identifiable population served by a
single school center.”
1. Goals, Objectives and Domains. Curriculum planners begin by

specifying the major educational goals and specific objectives
they wish to accomplish. Each major goal represents a
curriculum domain: personal development, human relations,
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continued learning skills and specialization. The goals,

objectives and domains are identified and chosen based on
research findings, accreditation standards, and views of the
different stakeholders.
2. Curriculum Designing. Designing curriculum follows after
appropriate learning opportunities are determined and how
each opportunity is provided. Will the curriculum be designed
along the lines of academic disciplines, or according to
student needs and interests or along themes? These are some
of the questions that need to be answered at this stage of the
development process.
3. Curriculum Implementation. A designed curriculum is now
ready for implementation. Teachers then prepare instructional
plans where instructional objectives are specified and
appropriate teaching methods and strategies are utilized to
achieve the desired learning outcomes among students.
4. Evaluation. The last step of the curriculum model is evaluation.
A comprehensive evaluation using a variety of evaluation
techniques is recommended. It should involve the total
educational programme of the school and the curriculum
plan, the effectiveness of instruction and the achievement of
students. Through the evaluation process, curriculum planner
and developers can determine whether or not the goals of the
school and the objectives of instruction have been met.
All the models utilized the processes of (1) Curriculum planning, (2)
curriculum designing, (3) curriculum implementing, and (4) curriculum
evaluating.
Take Action
Activity 1: Comparison of the Three Models (by groups or clusters of 3 to 5
persons)
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Instruction: With your group members, determine the similarities and

differences of the three models of Curriculum Development Process.
How are the models similar?
Similar Features Tyler’s Taba’s Saylor & Alexander
Tyler xxxxxxxxx
Taba xxxxxxxxx
Saylor
& xxxxxxxxx
Alexander
Comment:
How are the Models Different?
Saylor and
Different Features Tyler Taba Alexander
Tyler
Taba
Saylor and
Alexander
Comment:
Self-Check
1. Describe the model of curriculum development which you understand
well. Write in two paragraphs.
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Self-Reflect
1. What phase of the curriculum process do you find very important as a

teacher? Why?
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Lesson 4 FOUNDATIONS OF CURRICULUM DEVELOPMENT
Desired Learning Outcomes:

➢ Describe the foundation of curriculum development
➢ Explain how each foundation influences the curriculum development
Take Off
Curriculum development is anchored on a very solid foundation.
Although considered to be a new discipline, its significance in the light of
global development has now been acknowledged. What philosophical,
historical, psychological and sociological influences inform the current school
curriculum? How do these foundations reflect the development of curriculum
in our 21st century classrooms and learning environment? Who are the
identified curricularist with these foundations? Let us find out!
Content Focus:
Foundations of Curriculum
1. PHILOSOPHICAL FOUNDATIONS
Educators, teachers, educational planners and policy makers must
have a philosophy or strong belief about education and schooling and the
kind of curriculum in the teacher classrooms, or learning environment.
Philosophy of the curriculum answers questions like: What are schools for? What
subjects are important? How should student learned . What methods should
be used? What outcomes should be achieved? Why?
The various activities in school are influenced in one way or another by
a philosophy. John Dewey influenced the use of “ learning by doing”, he
being a pragmatist. Or to an essentialist, the focus on the fundamentals of
reading, writing and arithmetic are essential subject in the curriculum.
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There are many philosophies in education but we will illustrate only those
presented by Ornstein and Hunkins in 2004.
A. Perennialism
• Aim: To educate the rational person, cultivate intellect
• Role: Teachers assist students to think with reason (critical thinking HOTS)
• Focus: Classical subjects, literary analysis. Curriculum is enduring
• Trends: Use of great books (Bible, Koran, Classics) and Liberal Arts
B. Essentialism
• Aim: To promote intellectual growth of learners to become competent
• Role: Teachers are sole authorities in the subject area
• Focus: Essential skills of the 3Rs, essential subjects
• Trends: Back to basics, Excellence in education, cultural literacy
C. Progressivism
• Aim: Promote democratic social living
• Role : Teacher leads for growth and development of lifelong learners
• Focus: Interdisciplinary subject. Learner-centered Outcomes-base
• Trends; Equal opportunities for all, Contextualized Curriculum,
Humanistic Education
D. Reconstructionism:
• Aim: To improve and reconstruct society. Education for change
• Role: Teacher acts as agent of change and reforms
• Focus: Present and future educational landscape
• Trends: School and curricular reform, Global education, Collaboration
and Convergence, Standards and Competencies
2. Historical Foundations
Where is curriculum development coming from? The historical

foundations will show to us the chronological development along a timeline.
Reading materials would tell us that curriculum development started when
Franklin Bobbit(1876-1956) wrote the book “The Curriculum.” Let us see how
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each one contributed to curriculum development during their own time. Here
are eight among the contributor of historical foundations of curriculum.
❖ Started the curriculum development.
❖ Curriculum as a science that emphasize on
student’s needs.
❖ Curriculum prepare learners for adult life.
❖ Objectives and activities grouped together
when tasked are clarified.
Franklin Bobbit(1876-1956
❖ Like Bobbit, curriculum is science and

emphasizes student’s needs.
❖ Objectives and acitivites should match. Subject
matter or content relates to objectives.
Werret Charters(1875-1952)
❖ Curricula are purposeful activities which are
child-centered
❖ The purpose of the curriculum is child
development and growth. The project method
was introduced by Kilpatrick where teacher
and student plans the activities.
William Kilpatrick (1875-1952) ❖ The curriculum develops social relationships

and small group instruction.
❖ To Rugg, curriculum should develop the whole
child. It is child-centered.
❖ With the statement of objectives and related
learning activities, curriculum should produce
outcomes.
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❖ Harold Rugg emphasized social studies and the

Harold Rugg (1886-1960)
teacher plans curriculum in advance.
❖ Sees Curriculum as organized around social

functions of themes, organized knowledge and
learners’ interest.
❖ Caswell believes that curriculum, instruction

and learning are interrelated.
❖ Curriculum is a set of experiences. Subject
matter is developed around social functions
Harold Rugg (1901-1989)
and learners’ interests.
❖ As one of the hallmarks of curriculum, Tyler
believes that curriculum is a science and an
extension of school’s philosophy. It is based on
students’ needs and interest.
❖ To Tyler, curriculum is always related to
instruction. Subject matter is organized in terms
of knowledge, skills and values.
Ralph Tyler (1902-1994) ❖ The process emphasizes problem-solving. The
curriculum aims to educate generalists and not
specialists.
❖ Contributed to the theoretical and

pedagogical foundations of concepts
development and critical thinking in social
studies curriculum.
❖ Helped lay the foundations of diverse student
Hilda Taba (1902-1967) population.
❖ Described how curriculum change is a

cooperative endeavor.
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❖ Teachers and curriculum specialist constitute

the professional core of planners
❖ Significant improvement through group
activity.
Peter Oliva (1992-2012)

3. Psychological Foundations of Curriculum
Psychology provides a basis to understand the teaching and learning
process. It unifies elements of the learning process. Questions which can b
addressed by psychological foundations of education are: how should
curriculum be organized to enhance learning? What is the optimal level of
students’ participation in learning the various contents of the curriculum? In
this module we shall consider three groups of learning theories: behaviorism or
association theories; cognitive-information processing theories and humanistic
theories (Ornstien &Hunskins,2004).
Let us review some theories in learning related to these clusters of

learning theories.
3.1 Association and Behaviorism
3.2 Cognitive Information Processing Theory.
Persons Contribution
• Father of Classical Conditioning

Theory the S-R Theory
• The key to learning is early years of life
is to train them what you want them
to become.
• S-R Theory is a foundation of learning
practice called indoctrination.
Ivan Pavlov (1849-1936)
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• Championed the Connectionism

Theory
• Proposed the three laws of learning
-Law of readiness
-Law of exercise
-Law of Effect
• Specific stimulus has specific
response
Edward Thorndike (1874-1949)
• Proposed the hierarchical Learning

Theory Learning follows a hierarchy.
• Behavior is based on prerequisite
condition.
• Introduced tasking in the formulation
of objectives.
Theories of Jean Piaget

• Describes cognitive development in
terms of stages from birth to maturity.
• Sensorimotor stage (0-2), preoperational
stage (2-7), concrete operations stage
(7-11) and formal operations (11-
onwards)
Key to Learning
• Assimilation (incorporation of new
experience)
Jean Piaget (1896-1980) • Accommodation (learning modification
and adaptation)
• Equilibrium (balance between previous
and later learning)
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Theory of Lev Vygotsky

• Cultural transmission and
development
• Children could, as a result of their
instruction with society, actually
perform certain cognitive actions
prior to arrive at development stage.
• Learning precedes development
• Sociocultural development theory
Key to Learning
• Pedagogy creates learning
Lev Vygotsky (1896-1934)
processes that lead to development.
• Child is an active agent to his or her
educational process.
Gardner’s Multiple Intelligences
• Humans have several different ways
of processing information and their
ways are relatively independent of
one another.
• Eight intelligences: linguistic, logico-
mathematical, musical, spatial,
bodily/kinesthetic, interpersonal, and
naturalistic.
Howard Gardner
• Emotion contains the power to affect

action.
• Emotional Quotient
Daniel Goleman
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3.3 Humanistic Psychology

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

• Established counselling procedures
and methods for facilitating learning.
• Children’s perceptions, which are
highly individualistic, influence their
Carl Rogers (1902-1987) learning and behavior.
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Key to learning:
• Curriculum concerned with process,
not product; personal needs, not
subject matter, psychological
meaning, not cognitive scores.
4. SOCIAL FOUNDATION of CURRICULUM

Persons/Symbols Contributions/ Theories and Principles
Society as a source of change
Schools as agents of change
Knowledge as an agent of change
Considered two fundamental elements –

schools and
civil society- to be major topics needing
attention
and
reconstruction to encourage experimental
intelligence
and plurality
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Wrote the book Future Shock

Believed that knowledge should prepare
students for the future
Suggested that in the future, parents might
have
There sources to teach prescribed curriculum
from home as a result of technology, not in
spite of it ( Home Schooling)
Foresaw schools and students worked
Alvin Toffler creatively,
collaboratively and independent of their
age.
In summary, the foundation upon which curriculum is based are educational

philosophies, historical development, psychological explanations, and societal
influences. All of these foundations are interrelated to each.
Take Action
ACTIVITY 1: Explore the Web (by Groups)
Instructions:
Form a five members group. Choose a group leader. With all the group members
search outstanding personalities in the cluster of Curriculum Foundations who
contribute to curriculum development. Write their biographies. You may find other
persons not included in the list given in this lesson.
Cluster 1 – Philosophical Foundations
Cluster 2 – Sociological Foundations
Cluster 3- Psychosocial Foundations
Cluster 4- Sociological Foundations
2. Submit in group the biographies of the identified persons in not less than
3 pages, short-sized bond paper, double spaced, with list of reference
in the end.
Self – Check
What significant contribution can you recall about this person?
1. Lev Vygotsky
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2. Daniel Goleman
3. William Kipatrick
4. Hilda Taba
5. Ralph Tyler
6. John Dewey
7. Abraham Maslow
8. Carl Rogers
9. Franklin Bobbit
10. AlvinToffler
Self – Reflect
Reflect the following question:
1. Identify which among the foundations of curriculum, has influenced
what you have learned in school as a college student?
2. How will the thinking of Abraham Maslow influence your teaching

practice in the future?
3. Do you agree with Alvin Toffler?
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Curriculum
Development
for Teachers
2
Module 3:
Crafting the Curriculum
The Teacher as a Curriculum Designer
Module Overview:
A curriculum as a planned sequence of learning experiences should be at the
heart and mind of every teacher. Every teacher as a curricularist should be involved
in designing curriculum. In fact, it is one of the teachers’ roles as a curricularist. As such,
you will be a part of the intellectual journey of your learners. You will be providing
them the necessary experiences that will enable the learner what you intend them
learn.
As a curriculum designer this task was not given much attention in the past. Every
single day a teacher designs a lesson or utilizes a curriculum that has been made and
was previously written. Designing a curriculum is a very challenging task. It is here
where the style and creativity of the teacher come in. Thus, this module will provide
the necessary concepts and activities that you as a teacher can refer to as you
prepare yourself to be a curriculum designer.
Lesson 1
Fundamentals of Curriculum Designing
➢ Identify the fundamentals of curriculum designing

➢ Appreciate the task of designing a curriculum
Content Focus
Building on Peter Oliva’s 10 Axioms for Curriculum Designers
Before a teacher designs a curriculum, it would be of great importance to
connect to the fundamental concepts and ideas about the curriculum mentioned in
Modules 1 and 2. Every curriculum designer, implementer, or evaluator should take in
mind the following general axioms as a guide in curriculum development (Oliva,
2003):
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1. Curriculum change is inevitable, necessary, and desirable.

Earlier it was stated that one of the characteristics of curriculum is its being
dynamic. Because of this, teacher should respond to the changes that occur
in schools and in its context. Societal development and knowledge
revolution come so fast that the need to address the changing condition
requires new curriculum designs.
2. Curriculum is a product of its time. A relevant curriculum should respond to
changes brought about by current social forces, philosophical positions,
psychological principles, new knowledge, and educational reforms. This is
also called timeliness.
3. Curriculum changes made earlier can exist concurrently with newer
curriculum changes. A revision in a curriculum starts and ends slowly. More
often, curriculum is gradually phased in and phased out, thus the changes
that occur can coexist and oftentimes overlap for long periods of time.
4. Curriculum change depends on people who will implement the change.
Teachers who will implement the curriculum should be involved in its
development, hence should know how to design a curriculum. Because the
teacher are the implementers of the curriculum, it is best that they should
design and own the changes. This will ensure an effective and long-lasting
change.
5. Curriculum development is a cooperative group activity. Group decisions in
some aspects of curriculum development are suggested. Consultations with
stakeholders, when possible, will add to a sense of ownership. Even learners
should participate in some aspect of curriculum designing. Any significant
change in the curriculum should involve a broad range of stakeholders to
gain their understanding, support, and input.
6. Curriculum development is a decision-making process made from choices
of alternatives. A curriculum developer or designer must decide what
contents to teach, philosophy or point of view to support, how to provide for
multicultural groups, what methods or strategies, and what type of
evaluation to use.
7. Curriculum development is an ongoing process. Continuous monitoring,
examination, evaluation, and improvement of curricula are to be
considered in the design of the curriculum. As the needs of learners change,
as society changes, and as new knowledge and technology appear, the
curriculum must change.
8. Curriculum development is more effective if it is a comprehensive process,
rather than a “piecemeal”. A curriculum design should be based on a
careful plan, should clearly establish intended outcomes, support resources
and needed time available and should equip teaching staff pedagogically.
9. Curriculum development is more effective when it follows a systematic
process. A curriculum design is composed of desired outcomes, subject
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matter content complemented with references, set of procedures, needed

materials and resources and evaluation procedure which can be placed in
a matrix.
10. Curriculum development starts from where the curriculum is. Curriculum
planners and designers should begin with existing curriculum. An existing
design is a good starting point for any teacher who plans to enhance and
enrich a curriculum.
Building upon the ideas of Oliva, let us continue learning how to design a
curriculum by identifying its components. For most curricula the major components or
elements are answers to the following questions:
1. What learning outcomes need to be achieved? (Intended Learning Outcomes)
2. What content should be included to achieve the learning outcomes? (Subject
Matter)
3. What learning experiences and resources shall be employed? (Teaching-Learning
Methods)
4. How will the achieved learning outcomes be measured? (Assessment of Achieved
Learning Outcomes)
Elements or Components of a Curriculum Design

There are many labels or names for curriculum design. Some would call it a
syllabus, or a lesson plan. Some would call it a unit plan or a course design. Whatever
is the name of the design, the common components for all of them are almost the
same. However, some schools, institutions or departments may add other minor parts
or trimmings to the design.
Let us take the Lesson Plan as a miniscule curriculum. A lesson plan or teaching
guide includes (1) Intended Learning Outcomes (ILO) or the Desired Learning
Outcomes (DLO) formerly labelled as behavioral objectives, (2) Subject Matter or
Content, (3) Teaching and Learning Methods, and (4) Assessment and Evaluation.
Each of these components or elements is described below.
1. Behavioral Objectives or Intended Learning Outcomes
Begin with the end in view. The objectives or intended learning outcomes are the
reasons for undertaking the learning lesson from the student’s point of view; it is
desired learning outcome that is to be accomplished in a particular learning episode,
engaged in by the learners under the guidance of the teacher. As a curriculum
designer, the beginning of the learning journey is the learning outcomes to be
achieved. In this way, both the learner and the teacher are guided by what to
accomplish.
The behavioral objectives intended learning outcomes or desired learning
outcomes are expressed in action words found in the revised Bloom’s Taxonomy of
Objectives (Andersen and Krathwohl], 2003) for the development of the cognitive
skills. For the affective skills, the taxonomy made by Krathwohl and for the
psychomotor domain by Simpson.
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The statement should be SMART: Specific, Measurable, Attainable, Result oriented

and Time bound. For a beginner, it would help if you provided the Condition,
Performance and Extent or Level of Performance in the statement of the intended
learning outcomes.
For example, if a lesson intends the students to identify the parts of a simple flower
as stated in the desired learning outcomes, then students should have identified the
parts of a simple flower, at the end of the lesson.
Sometimes the phrase intended learning outcomes is used to refer to the
anticipated results after completing the planned activity or lesson. In framing learning
outcomes, it is good practice to:
➢ Express each outcome in terms of what successful students will be able
to do. For example, rather than stating students will be able to explain the
reason why…it should be: *Students must have explained the reason
why…This helps students to focus on what they have to achieve as
learning. It will also help curricularist devise appropriate assessment tasks.
➢ Include different kinds of outcomes. The most common are cognitive
objectives (learning facts, theories, formulae, principles etc.) and
performance outcomes (learning how to carry out procedures,
calculations, and process, which typically include gathering information
and communicating results). In some contexts, affective outcomes are
important too (for developing attitudes or values, e.g., those required as
a person and for a particular profession.
II. Content/Subject Matter
The content of the lesson or unit is the topic or subject matter that will be covered.
In selecting content, you should bear in mind the following principles in addition to
those mentioned about the content in previous lessons:
● Subject matter should be relevant to the outcomes of the curriculum. An
effective curriculum is purposive and clearly focused on the planned learning
outcomes.
● Subject matter should be appropriate to the level of the lesson or unit. An
effective curriculum is progressive, leading students towards building on previous
lessons. Contents which are too basic or too advanced for the development levels of
learners make students either bored or baffled and affect their motivation to learn.
• Subject matter should be up to date and, if possible, should reflect current
knowledge and concepts.
III. References
The reference follows the content. It tells where the content or subject matter
has been taken. The reference may be a book, a module, or any publication. It must
bear the author of the material and if possible, the publications. Some examples are
given below.
1. Project Wild (1992) K to 12 Activity Guide, An Interdisciplinary, Supplementary
Conservation and Environmental Education Program. Council of Environment
Education, Bethesda, MD
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2. Shipman, James and Jerry Wilson, et al (2009). An Introduction to Physical

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

recommended. Online learning and similar modes are increasingly important
in many curricula, but these need to be planned carefully to be effective.
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VI. Assessment/ Evaluation
Learning occurs most effectively when students receive feedback, i.e., when
they receive information on what they have already (and have not) learned. The
process by which this information is generated is assessment. It has three main forms:
❖ Self-assessment, through which students learn to monitor and evaluate their

own learning. This should be a significant element in the curriculum because
we aim to produce graduates who are appropriately reflective and self-
critical.
❖ Peer assessment, in which students provide feedback on each other’s learning.

This can be viewed as an extension of self-assessment and presupposes trust
and mutual respect. Research suggests that students can learn to judge each
other’s work as reliably as staff.
❖ Teacher assessment, in which the teacher prepares and administers tests and
gives feedback on the student’s performance.
Assessment maybe formative (providing feedback to help the student learn

more0 or summative (expressing a judgement on the student’s achievement by
reference to stated criteria). Many assessment tasks involve an element of both, e.g.,
an assignment that is marked and returned to the student with detailed comments.
Summative assessment usually involves the allocation of marks or grades. This

helps the teacher make decisions about the progress or performance of the students.
Students usually learn more by understanding the strengths and weaknesses of

their work than by knowing the mark or grade given to it. For this reason, summative
assessment tasks (including unseen examinations should include an element of
formative feedback, if possible.
Application of the Fundamental Components to Other Curriculum Designs

While our example refers only to designing a lesson plan which is a mini
curriculum, similar components will also be used in making a syllabus for teaching in
higher education courses or other curricular projects. Based on the curriculum models
we have learned; the fundamental components include the following:
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Major components of a Course Design or Syllabus

1. Intended Outcomes (or Objectives)
2. Content/Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment)
All other additional components are trimmings that each designer may place.
This additional part may be an institutional template, suggested by other curriculum
experts and as required by educational agencies like the Department of Education,
Commission on Higher Education, Accrediting Agencies, Professional Organizations
that would serve the purposes they intend to achieve.
Take Action
Activity 1: Finding an example
Instructions: With a partner. . ..
1. Secure a copy of a sample Lesson Plan.
2. Using the matrix given below, analyze the sample you secured and give your
suggestions based on the principles and concepts you learned in this module.
Components Copy from the Sample Your

Comment/Suggestion
Title of the Lesson Plan
Intended Learning
Outcomes/ Objectives
Content/ Subject Matter
Methods/ Strategies
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Evaluation/ Assessment
Answer briefly:
1. Which one principle of olive is reflected in the Lesson Plan? Explain briefly.
2. If you were to improve the design, what will you add, or subtract or
modify? Write your re-design suggestion
Self-Check
Which of the concepts do you clearly understand? Answer Yes or
No to the questions that follow.
Questions Answer
As a curricularist and curriculum designer . . . . . . Yes or No
1. Do you think, curriculum change is inevitable?
2. Does curriculum change not consider the existing one?
3. Should curriculum be designed only by one person?
4. Should any change in curriculum include an
evaluation process?
5. Does curriculum change mean total overhaul?
6. Should learning outcomes be considered first before
the content?
7. Should teaching methods consider only the expertise
of the teacher?
8. Are time tested methods like inductive and lecture no
longer useful?
9. Should contents be updated and relevant?
10. Is there only one design that a teacher should know?
If you got 10 correct answers out of 10 items, Congratulations! You are now
ready to move to the next lesson. If otherwise, you need to review this lesson. Good
luck.
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Self-Reflect
Instructions: Provide answers to the incomplete sentences.
After reading and discussing with my classmates, this lesson on
fundamentals of curriculum designing or crafting a curriculum,
1. I realize that
2. I feel that
3. I need to
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Lesson 2 – Approaches to Curriculum Designing

- Identify some familiar curriculum designs and approaches to the designs
- Analyze the approaches in the light of how these are applied in the
school setting
Take Off
You have started to be familiar with the preliminaries of making a simple
design through a lesson plan component. You will further enrich your
knowledge by looking into how other curricularists approach the curriculum
design. In this lesson, we will see how several examples of curriculum designs
are used in the schools and classrooms.
Content Focus
Types of Curriculum Design Models
There are many ways of looking at curriculum and designing one. For
our own purpose, let us focus on the most widely used examples.
1. Subject-Centered Design
This is a curriculum design that focuses on the content of the curriculum.
The subject-centered design corresponds mostly to the textbook
because textbooks are usually written based the specific subject or
course. Henry Morrison and William Harris are the few curricularists who
firmly believed in this design. As practiced, school hours are allocated to
different school subjects such as Science, Mathematics, Language,
Social Studies, Physical Education, and others. This is also practiced in
the Philippines because a schooled day is divided into class period, a
school year into quarters or semester. Most of the schools using this kind
of structure and curriculum design aim for excellence in the specific
subject discipline content.
Subject-centered curriculum design has also some variations which are
focused on the Individual subject, specific discipline and a combination
of subjects or disciplines which are a Broadfield or interdisciplinary.
1.1 Subject design. What subject are you teaching? What subject are you taking?
These are two simple questions that the teacher and the learner can easily answer. It
is because they are familiar with the subject design curriculum.
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Subject design curriculum is the oldest and so far, the most familiar design for
teachers, parents, and other laymen. According to the advocates, subject design
has an advantage because it is easy to deliver. Textbooks are written and support
instructional materials are commercially available. Teachers are familiar with the
format because they were educated using also the design. In the Philippine
Educational System, the number of subjects in the elementary education is fewer than
in the secondary level. In, college, the number of subjects also differs according to
the degree programs being pursued. For each subject, a curriculum is being
designed.
However, the drawback of the design is that sometimes, learning is so
compartmentalized. It stresses so much content and forgets about students’ natural
tendencies, interests, and experiences. The teacher becomes the dispenser of
knowledge, and the learners are the simply the empty vessel to receive the
information or content from the teacher. This is a traditional approach to teaching
and learning.
1.2 Discipline design. The curriculum design model is related to the subject design.
However, while subject design enters only on the cluster of the content, discipline
design focuses on academic disciplines. Discipline refers to specific knowledge
learned through a method which the scholars use to study a specific content of their
fields. Students in history should learn the subject matter like historians, students in
biology should learn how biologists learn, and so with students in mathematics, who
should learn how mathematicians learn. In the same manner, teachers should teach
how the scholars in the discipline will convey the particular knowledge.
Discipline design model of curriculum is often used in college, but not in the
elementary or secondary levels. So, from the subject centered curriculum, curriculum
moves higher to a discipline when the students are more mature and are already
moving towards there career path or disciplines as science, mathematics,
psychology, humanities, history, and others.
1.3 Correlation Design. Coming from a core, correlated curriculum design links
separate subject designs in order to reduce fragmentation. Subjects are related to
one another and still maintain their identity. For example, English literature and social
studies correlate well in the elementary level. In the two subjects, while history is being
studied, different literary pieces during the historical period are also being studied. The
same is true when science becomes the core mathematics is related to it, as they are
taken in chemistry, physics, and biology. Another example is literature as the core with
art, music, history, geography related to it. To use correlated design, teachers, should
come together and plan their lessons cooperatively.
1.4 Broad field design/interdisciplinary. Broad field design or interdisciplinary is a

variation of the subject-centered design. This design was made to cure the
compartmentalization of the separate subjects and integrate the contents that are
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related to one another. Thus, subjects such as geography, economics, political

science, anthropology, sociology and history are fused into one subject called social
studies. Language arts will include grammar, literature, linguistics, spelling, and
composition.
Sometimes called holistic curriculum, broad fields draw around themes and
integration. Interdisciplinary design is similar to thematic design, where a specific
theme is identified, and all other subject areas revolve around the theme.
2. Learner – Centered Design
Among the progressive educational psychologists, the learner is the center of
educative process. This emphasis is very strong in the elementary level, however; more
concern has been placed on the secondary and even the tertiary levels. Although in
high school, the subject or content has become the focus and in the college level,
the discipline is the center, both levels still recognize the importance of the learner in
the curriculum.
Here are some examples of curriculum designs which are learner centered.
2.1 Child-centered design. This design is often attributed to the influence of John
Dewy, Rouseau, Pestallozi and Froebel. This curriculum design is anchored on the
needs and interests of the child. The learner is not considered a passive individual but
one who engages with his/her environment. One learns by doing. Learners actively
create, construct meanings and understandings as viewed by constructivists. In the
child-centered design, learners interact with the teachers and environment, thus
there is a collaborative effort on both sides to plan lessons, select content and do
activities together. Learning is a product of the child’s interaction with the
environment.
2.2 Experience-centered design. This design is similar to the child-centered design.
Although the focus remains to be the child, experience-centered design believes that
the interests and needs of learners cannot be pre-planned. Instead, experiences of
the learners become the starting point of the curriculum, thus the school environment
is left open and free. Learners are made to choose from various activities that the
teacher provides. The learners are empowered to shape their own learning from the
different opportunities given by the teacher. In a school where experience-centered
curriculum is provided, different learning centers are found, time is flexible, and
children are free to make options. Activities revolve around different emphasis such
as touching, feeling, imagining, constructing, relating and others. The emergence of
multiple intelligence theory blends well with experience-centered design curriculum.
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2.3 Humanistic design. The key influence in this curriculum design are Abraham
Maslow and Carl Rogers. Maslow’s. Theory of self-actualization
explains that a person who achieves this level is accepting of self, others, and nature;
is simple, spontaneous, and natural; is open to different experiences; possesses
empathy and sympathy towards the less fortunate; among the many others. The
person can achieve this state of self-actualization later in life but has to start the
process while still in school. Carl Rogers, on the other hand, believed that a person
can enhance self-directed learning by improving self-understanding, basic attitudes
to guide behavior.
In humanistic curriculum design, the development of self is the ultimate

objective of learning. It stresses the whole person and the integration of thinking,
feeling, and doing. It considers the cognitive, affective, and psychomotor domains to
be interconnected and must be addressed in the curriculum. It stresses the
development of positive self-concept and
interpersonal skills.
2. Problem-Centered Design
Generally, problem-centered design draws on social problems,

needs, interest and abilities of the learners. Various problems are given
emphasis. There are those that center, on life situations, contemporary
life problems, areas of living and many others. In this curriculum, content cuts across
subject boundaries and must be based on the needs, concerns, and abilities of the
students. Two examples are given for the problem- centered design curriculum.
3.1 Life-situations design. What makes the design unique is that the contents are
organized in ways that allow students to clearly view problem areas. It uses the past
and the present experiences of learners as a means to analyze the basic areas of
living. As a starting point, the pressing immediate problems
of the society and the students' existing concerns are utilized. Based on Herbert
Spencer's curriculum writing, his emphases were activities that sustain life, enhance
life, aid in rearing children, maintain the individual's social and political relations and
enhance leisure tasks and feelings. The connections of
subject matter to real situations increases the relevance of the curriculum.
3.2 Core problem design. Another example of problem-centered design is core

design. It centers on general education and the problems are based on the common
human activities. The central focus of the core design includes common needs,
problems, concerns of the learners. Popularized by Faunce and Bossing in 1959, they
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presented ways on how to proceed using core design of a curriculum. These are the
steps.
Step 1. Make group consensus on important problems.
Step 2. Develop criteria for selection of important problem.
Step 3. State and define the problem.
Step 4. Decide on areas of study, including class grouping.
Step 5. List the needed information for resources.
Step 6. Obtain and organize information.
Step 7. Analyze and interpret the information.
Step 8. State the tentative conclusions.
Step 9. Present a report to the class individually or by group.
Step 10. Evaluate the conclusions.
Step 11. Explore other avenues for further problem solving.
These are some examples of curriculum designs. There are many
more which are emerging and those that have evolved in the past. The
example given may be limited, however for our purposes, they can very
well represent curriculum designs.
Approaches to Curriculum Design
How will a particular design be approached by the teacher? After

writing a curriculum based on the specific design, let us see how a teacher will
approach this. We will find out the utilization of the example design.
Child or Learner-Centered Approach. This approach to curriculum design is based on
the underlying philosophy that, the child or the learner is the center of the educational
process. It means that the curriculum is constructed based on the needs, interest,
purposes, and abilities of the learners. The curriculum is also built upon the learners’
knowledge, skills, previous learnings, and potentials.
From its design, how should a child-centered curriculum be
approached? Let us consider these principles.
Principles of Child-Centered Curriculum Approach
1. Acknowledge and respect the fundamental rights of the child.
2. Make all activities revolve around the overall development of the learner.
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3. Consider the uniqueness of every learner in a multicultural classroom.

4. Consider using differentiated instruction or teaching.
5. Provide a motivating supportive learning environment for all the learners.
The child-centered approach is illustrated in the example below:

Subject-Centered Approach. This is anchored on a curriculum design which
School X is anchored on the theory of multiple intelligences in all its curricular

and co-curricular activities. Every classroom provides activity center where children
can learn on their own with the different learning resource materials. Learners can just
choose which learning center to engage in with different resources. This arrangement
allows for the capacity of every learner to be honed. It also allows learning how to
learn, hence will develop independence. The teacher act as guide for every learner.
The learner sets the goal that can be done within the frame of time.
prescribes separate distinct subjects for every educational level: basic education,
higher education, or vocational-technical education. This approach considers the
following principles:
1. The primary focus is the subject matter.
2. The emphasis is on bits and pieces of information which may be detached from
file.
3. The subject matter serves as a means of identifying problems of living.
4. Learning means accumulation of content, or knowledge.
5. Teacher’s role is to dispense the content.
Example of subject-centered approach is given below.
In another setting, School Y aims to produce the best graduates in the school district.
Every learner must excel in all academic subjects to be on top of every academic
competition. The higher the level of cognitive intelligence is, the better the learner.
Problem-Centered Approach. This approach is based on a design which
Hence the focus of learning is mastery of the subject matter in terms of content. Every
assumes that in the process of living, children experience problems. Thus, problem
student
solving is expected
enables the learners to to
bebecome
always increasingly
on top in abletermsto of mastery
achieve of discipline.
complete or
total development
Memorization andas drill
individuals.
are important learning skills. The school gives emphasis to
intellectual development, and sets aside emotional, psychomotor, and even value
This approach isSuccess
development. characterized by the of
means mastery following views and beliefs:
the content.
1. The learners are capable of directing and guiding themselves in
resolving problems, thus developing every learner to be independent.
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2. The learners are prepared to assume their civic responsibilities through

direct participation in different activities.
3. The curriculum leads the learners in the recognition of concerns and
problem solvers themselves.
Example of the problem-centered approach is presented below.
School Z believes that a learner should be trained to solve real life problems that
come about because of the needs, interests, and abilities of the learners. Problems
persistent in life and society that affect daily living are also considered. Most of the
school activities revolve around finding solutions to problems like poverty, drug
problems, climate change, natural calamities and many more. Since the school is
using a problem-based design, the same approach is used. Case study and practical
work are the teaching strategies that are utilized. Problem-centered approach has
We have given examples of curriculum design ang the corresponding approaches.
become popular in many schools.
Again, the choice of the design is influenced by philosophical and psychological
beliefs of the designer. It is very important that as a curricularist, you will be able to
understand the different design models and how to approach each one.
Take action
Activity 1- The K to 12 Curriculum: What Design?
Get hold of materials about the K to 12. Discuss with your group mates and
answer the following:
1. What kind of curriculum design influence mostly the K to 12 Curriculum? (A)
Subject-Centered? (B) Learner-Centered? (C) Problem-Centered? (You may
have more than one answer)
2. Cite an illustrative example that relates to your choice.
3. Place your answer on a matrix like the one below.
Type of Curriculum Design in K to 12 Illustrative Example

Subject-Centered Design/Approach
Learner-Centered Design/Approach
Problem-Centered Design/Approach
Self-Check
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Identify what kind of design and approach are utilized in the following
descriptions:
1. Only students who master the subject content can succeed.
2. Students are encouraged to work together to find answers to their task.
3. No learner is left behind in reading, writing and arithmetic.
4. School means survival of the fittest.
5. Teacher extends class because the children have not mastered the
lesson.
6. Lesson deals with findings solution to everyday problem.
7. Differentiated instruction should be utilized for different ability groups.
8. Accumulation of knowledge is the primary importance in teaching.
9. Learning how to learn is observable among students.
10. Students are problem-finders and solution givers.
Self-Reflect
1. Choose one statement and reflect on it. What do you think and feel
about it?
Statement No. 1 – “Schools that approach the curriculum as subject-

centered, make robots out of the students.”
Statement No. 2 – “In schools where child-centeredness is the
approach, discipline is weak.”
Statement No. 3 – “Students are too young to solve life’s problem, why
should they do problem solving in school?”
Lesson 3 Curriculum Mapping

➢ Define curriculum mapping as part of curriculum designing
➢ Identify the process of curriculum maps
➢ Familiarize oneself of some examples of curriculum maps
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A curriculum design is reflected in a written curriculum either as a lesson

plan, syllabus, unit plan or a bigger curriculum like K to 12. Before a teacher
shall put this plan or design into action, he/she must need to do a curriculum
map.
Have you ever wondered how to pace your lesson, so that it will cover
a period of time like hours, weeks, quarters, semester, or the whole year?
This lesson will teach us, curricularists, an important process and tool in
curriculum development which is Curriculum Mapping and Curriculum Maps.
Content Focus
Curriculum Mapping
Curriculum mapping is a process or procedure that follows curriculum
designing. It is done before curriculum implementation or the
operationalization of the written curriculum. This process was introduced by
Heidi Hayes Jacobs in 2004 in her book Getting Results with Curriculum
Mapping) ASCD, 2004). This approach is an ongoing process or “work- in –
progress”. It is not a onetime initiative but a continuing action, which involves
the teacher and other stakeholders, who have common concerns. Curriculum
mapping can be done by teachers alone, a group of teachers teaching the
same subject, the department, the whole school or district or the whole
educational system.
Some curricularists would describe curriculum mapping as making a
map to success. There are common questions that are asked by different
stakeholders. Like teachers, colleagues, parents, school officials and the community
as well. These questions may include:
1. What do my students learn?
2. What do they study in the first quarter?
3. What are they studying in the school throughout the year?
4. Do my co-teachers who handle the same subject, cover the same
content? Achieve the same outcomes? Use similar strategies?
5. How do I help my students understand the connections between my
subjects and other subjects within the year? Next year?
Curriculum mapping may be able to answer these questions above.
Furthermore, mapping will produce a curriculum map, which is a very functional tool
in curriculum development.
Curriculum Mapping Process

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There are many ways of doing things, according to what outcome one needs
to produce. This is also true with curriculum mapping. However, whatever outcome
(map) will be made, there are suggested steps to follow.
Example A.
1. Make a matrix or a spread sheet.
2. Place a timeline that you need to cover. (One quarter, one semester, one
year). This should be dependent on time frame of a particular curriculum that
was written.
3. Enter the intended learning outcomes, skills needed to be taught or
achieved at the end of the teaching.
4. Enter in the same matrix the content areas/subject areas to be covered.
5. Align and name each resource available such as textbooks, workbooks,
module next to subject areas.
6. Enter the teaching-learning methods to be used to achieve outcomes.
7. Align and enter the assessment procedure and tools to the intended learning
outcomes, content areas, and resources.
8. Circulate the map among all involved personnel for their inputs.
9. Revise and refine map based on suggestions and distribute to all concerned.
You will find Example A as a component of an OBE- Inspired syllabus for the higher
education. However, this can be modified for basic education to serve the specific
purpose as you will see in some maps.
Example B (For a degree program in college)
1. Make a matrix or a spreadsheet.
2. Identify the degree or program outcomes (ex. BEEd or BSEd)
3. Identify the subjects or courses under the degree (GenEd, ProfEd and major for
BSEd)
4. List the subjects along the vertical cells of the matrix in a logical or
chronological order.
5. List the degree program outcomes along horizontal cell (use code as PO1,
PO2… if outcomes are too long to fit in the cell) PO means Program Outcomes.
6. Cross the Subject and Outcome and determine if such subject accomplish the
outcome as either Learned (L), Performed(P), or given Opportunity (O). Place
the code in the corresponding cell.
7. After accomplishing the map, use it as a guide for all teachers teaching the
course for students to complete the degree in four years.
The Curriculum Map
Curriculum maps are visual timelines that outline desired learning outcomes to be
achieved, contents, skills and values taught, instructional time, assessment to be used,
and the overall student movement towards the attainment of attended outcomes.
Curricular maps may be simple or elaborate that can be used by individual teacher,
a department, the whole school, or educational system. A map is geared to a school
calendar.
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Curriculum maps provide quality control of what are taught in schools to

maintain excellence, efficiency, and effectiveness. It is intended to improve
instruction and maintain quality of education that all stakeholders need to be
assured.
Sometimes, parents and teachers would ask questions like:” Why is my friend’s son
studying decimals in Mr. Bernardo’s class and my own son is not studying the same in
Miss Julia’s class when they are of the same grade level?” or “Why do some of my
students recognize the parts of speech while others are totally lost?”
Parents, teachers, and the whole educational community can look at the
curriculum to see that intended outcomes and content are covered. A map can
reassure stakeholders specific information for pacing, and alignment of the subject
horizontally or vertically. It will also avoid redundancy, inconsistencies, and
misalignment. Courses that are not correctly aligned will allow teachers to quickly
assess the mastery of the skills in the previous grade, to avoid unnecessary reteaching.
Horizontal alignment called sometimes as “pacing guide”, will make all
teachers, teaching the same subject in grade level follow the same timeline and
accomplishing the same learning outcomes. This is necessary for state-mandated,
standard-based assessment that we have in schools. Vertical alignment will see to it
that concept development which may be in hierarchy or in spiral form does not
overlap but building from simple to more complicated concepts and skills. Alignment,
either vertical or horizontal, will also develop interdisciplinary connections among
teachers and students, between and among courses. Teachers can verify that skills
and content are addressed in other courses or to higher level, thus making learning
more relevant.
A curriculum map is always a work in progress, that enables the teachers or the
curriculum review team to create and recreate the curriculum. It provides a good
information for modification of curriculum, changing of standards and competencies
in order to find ways to build connections in the elements of curricula.
Example of Curriculum Map
Here are two examples of a curriculum map. Sample A is for Basic Education and
Sample B is for College Level.
Example A: Excerpt from DepED Curriculum Guide for Science 3 shows

sample of a map for Quarter 1 and 2. A column for Code was not included.
ELEMENTARY SCIENCE GRADE 3
Note: For Quarter 2, there are still two major content which are 3. Living Things 3.1 Plants and
4. Heredity: Inheritance and Variation.
Content Content Performance Learning Learning
Standards Standards Competency Materials
Grade 3- Matter
FIRST QUARTER/ FIRST GRADING PERIOD
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1.Properties The learners The learners The learners Learning

1.1 demonstrate should be able should be able guide in
Characteristics of understanding to… to: Science and
solids, liquids and of…. group common describe the Health:
gases ways of sorting objects found different objects Mixtures
materials and at home and in based on their BEAM- Grade
describe them as school characteristics 3
solid, liquid or gas according to (ex. Shape, Unit 4
based on solid, liquid, and Weight, Volume, Materials LG-
observable gas. Ease or Flow) Science 3
properties. Materials
Module 1
classify objects
and materials as
solid, liquid, and
gas based on
some observable
characteristics
describe ways on
the proper use
and handling
solid, liquid and
gas found at
home and in
school
Changes those Effects of investigate the describe BEAM-G3 Unit
materials temperature on different changes in 3
undergo materials changes in material based Materials-
materials as on based on the Distance
affected by effect of Learning
temperature temperature Module
4.1 Solid to liquid BEAM-G3 Unit
4.2 Liquid to solid 3
4.3 Liquid to gas Materials
4.4 Solid to gas Modules 44-
49
Grade 3- Living Things and their Environment

SECOND QUARTER/ SECOND GRADING PERIOD
1.Living Things The learners The learners The learners should
1.1Humans demonstrate should be able be able to…
1.2 A Sense Organs understanding of… to… 1.describe the
parts and functions practice parts and functions
of the sense organs healthful habits in of the sense organs
of the human the taking care of the human
body. of the sense body;
organs.
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2.enumerate
healthful habits to
protect the sense
organs;
1. Living Things parts and functions enumerate ways 1.describe the BEAM-Grade 3-
1.1 Animals of animals and of grouping animals in their Unit 2
importance to animals based immediate Animals DLP
humans on their structure surrounding; Science 3 DLP
and importance 19
4. identify the parts BEAM- Grade 3
and function of – Unit 2 Animals
animal; DLP Science 3
5. classify animal 31-32
according arts and Learning Guide
use; body in Science &
6. state the Health: The
importance of Body Guards
animals to humans;
7.describe ways
proper handling
animals
Sample A1 – Science Curriculum Map Showing the Sequence of

Domain for the Year per Quarter
Q Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
tr
1 Matter Matter Matter Matter Matter Force,
Motion,
Living
Things
Earth
and
Energy and their Space
Environment
2 Living
Things
Living
Things
Living
Things
Living
Things
Living
Things
Earth
and
Matter Force,
Motion,
& their & their & their & their & their Space Energy
Environme Environment Environme Environme Environment
nt nt nt
3 Force,
Motion,
Force,
Motion,
Force,
Motion,
Force,
Motion,
Force,
Motion,
Matter Earth and
Space
Living
Things
Energy Energy Energy Energy Energy & their
Environ
ment
4 Earth and Earth and Earth and Earth and Earth and Living Force, Matter
Space Space Space Space Space Things Motion,
& their Energy
Environ
ment
Sample B – Curriculum Map for Bachelor of Elementary Education

(Professional Education Center)
Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
Sample
Subjects
Child Dev P L L O L O O O
Facilitating P P L O L O L O
Human
Learning
Social P L L O L O L O
Dimensions
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Teaching P P P P P O P P
Profession
Principles of P P P P L O P O
Teaching
Assessment of P P P P L O P O
learning
Educational P P P P L O P O
Technology
Curriculum P P P P O O P P
Development
Developmental P P P P O O P O
Reading
Field Study P P P O P P P
Practice P P P P P P P P
Teaching
Legend:
L – Learned Outcomes (knowledge, skills, values)/ outcomes achieved in the subject
P – Practiced the learned outcomes (knowledge, skills, values)
O – Opportunity to learn and practice (opportunities to learn and practice
knowledge, skills and values but not taught formally)
Note:
1. Not all professional subjects are entered in the matrix.
2. Desired outcomes for the professional courses are:
PO1 – Applied basic and higher 21st century skills.
PO2 – Acquired deep understanding of the learning of the learning
process.
PO3 – Comprehended knowledge of the content they will teach.
PO4 – Applied teaching process skills (curriculum designing, materials
development, educational assessment, teaching approaches).
PO5 -Facilitated learning of different types of learners in diverse
learning environment.
PO6 – Directed experiences in the field and classrooms (observation,
teaching, assistance, practice teaching).
PO7 – Demonstrated professional and ethical standards of the
profession.
PO8 – Demonstrated creative and innovative thinking and practice of
alternative teaching approaches.
Take Action
Activity 1 – Let’s Apply
1. Using the Sample A1 for Science Curriculum Map, what
knowledge and understanding have you learned? Analyze the matrix
and answer the questions that follow:
1.1 What are main clusters of science content that students should
learn from G3 to g10?
1.2 How does science content progress from Grade 3 to Grade 10?
1.3 When you look at and analyze the map, what ideas can you give?
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1.4 Science Curriculum is spiral. How do you explain that on terms of

what you see in the map?
2. Using sample B, analyze and answer the following questions briefly:
2.1 What is the meaning of Practised with green background for
subject Teaching Profession ang PO1 Applied basic and higher 21st
century skills?
2.2 What is your interpretation of the colored cell with Learned that
crossed between subject Social Dimensions and PO5, Facilitating
learning of different types of learners in diverse learning environment?
2.3 What does the colored Opportunity in the cell of the subject
Curriculum Development that crosses with the PO6 Direct experience in
the field and classroom (observation, teaching assistance, practice
teaching)?
Self – Check
Make a wise decision. Show me that you understood the lesson. Know
the difference between YES and NO answer to each of the question.
1. Does curriculum mapping help a teacher understand what to
accomplish within the period of time.
2. Is a curriculum map a permanent document?
3. Can a curriculum map help explain to parents what their children are
learning in school?
4. Is curriculum mapping a task of only one teacher?
5. Can a curriculum map as a tool be used in instructional supervision?
Self – Respect
Reflect on the process of curriculum mapping and the sample
curriculum map in this lesson. As a future teacher, how will the process of
mapping ang the map as a tool helps you in your profession?
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IMPLEMENTING THE CURRICULUM
Overview:
The next step after a curriculum planning and designing is to

implement it.
As a teacher, This is one of the major roles that you do in the school.
Many of the curricula that you use may have been recommended and written
down. Your task is to implement such. Daily you plan should be ready for
implementation effort.
There is a miniscule curriculum like your lesson plan, or a big one like
the K to 12 curriculum. You will put action to what has been plan and designed.
It is you, a teacher, who will add more meaning to the various activities in the
classroom. This is what we call teaching styles. You have to make the day of
the learners interesting, engaging, and unforgettable. No curriculum should
stop at planning or designing phase. It has to be implemented.
Implementing the Designed Curriculum as a Change Process

We hear teachers say: “Here goes again, another curricular change!
We are already overload! Why do we have to do this?”
This is a common voice that we hear from teachers and curriculum
implementors. But as we mentioned earlier, change is inevitable in curriculum
development. To be relevant, we need to change- a change for the better
and it can be obviously seen through implementation.
Curriculum Implementation Defined

Following the curriculum models of Tyler, Taba, Saylor and Alexander
or Lewis, is the net step to curriculum designing which is curriculum
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implementing. This is the phase where the teacher action takes place. It is one
of the most crucial process in curriculum development although many
education planners would say: “ A good plan is a work half done.” If this is so,
then the other half of the success of curriculum development rests in the hands
of the implementor who is the teacher.
Ornstein and Hunkins in 1998 defined curriculum implementation as
the interaction between the curriculum that has been written and planned
and the persons(teachers) who are in charge to deliver it. To them, curriculum
implementation implies the following:
➢ Shift from what is current to a new or enhanced curriculum.
➢ Change in knowledge, actions, attitudes of the person involved.
➢ Change in behavior using new strategies and resources
➢ Change which requires efforts hence goals should achievable.
Loucks and Liebermann (1983) define curriculum implementation as the
trying out of a new practice and what it looks like when actually used in a
school system. It simply means that implementation should bring the desired
change and improvement.
In the classroom context, curriculum implementation means “teaching”
what has been written in the lesson plan. It involves the different strategies of
teaching with the support instructional materials to go with the strategy.
In the larger scale, curriculum implementation means putting the
curriculum implementation means putting the curriculum into operation into
the different implementing agents. Curriculum takes place in a class, a school,
a district, a division, or the whole educational system. In higher education,
curriculum implementation happens for the course, a degree program, the
institution, or the higher education system. It requires time, money, personal
interaction, personal contacts, and support.
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Curriculum Implementation as a Change Process

Kurt Levin’s Force Field Theory and Curriculum Change
Kurt Levin(1951), The father of social psychology explains the process
of change, the model can be used to explain curriculum change and
implementation.
In the education landscape, there are always two forces, that oppose
each other. These are the driving force and the restraining force. When these
two forces are equal, the state is equilibrium, or balance. There will be a status
quo, hence there will be no change. The situation or condition will stay the
same. However, when the driving force overpowers the restraining force, then
change will occur. If the opposite happens that is when the restraining force is
stronger is stronger than the driving force, change is prevented. This is the idea
of Kurt Levin in his Force Field Theory.
The illustration below shows that there are driving force s on the left and
resisting forces on the right. If you look at the illustration there is equilibrium. If
the driving force is equal to the restraining force, will change happen? Do you
think, there will be curriculum change in this situation? Why?
E
DRIVING FORCE Q RESTRAINING FORCE
U
I
Government Intervention L Fear of the unknown

I
B
R
Society Values Negative attitude to change
I
U
M
Technological Changes Tradition Values
Knowledge Explosion Limited Resources
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Administrative Support Obsolete equipment
According to Levin, change will be better if the restraining forces shall be

decreased, rather than increasing the driving force. As a curricularist, how would you
do this?
Let us look at the different changes that occur in the curriculum. It is
important to identify these as part of our understanding of curriculum implementation.
Categories of Curriculum Change

McNeil in 1990 categorized curriculum change as follows:
1. Substitution- The current curriculum will be replaced or substituted by a new
one. Sometimes, we call this a complete overhaul. Example, changing an old
book to entirely new one, not merely a revision.
2. Alteration- In alteration, there is a minor change to the current or existing
curriculum. For example, instead of using a graphing paper for mathematics
teaching, this can be altered by using a graphing calculator.
3. Restructuring- Building a new structure would mean major change or
modification in the school system, degree program or educational system.
Using an integrated curriculum for the whole school for K to 12 requires the
primary and secondary levels to work as a team. Another example that a
curriculum will be restructured when there is a significant involvement of
parents in the child’s instead of leaving everything to the teacher. Using the
“In-school Off-school” or the blended curriculum are examples of restructuring.
4. Perturbations- these are changes that are disruptive, but teachers have to
adjust to them within a fairly short time. For example, the principal changes the
time schedule because there is a need to catch up with the national testing
time or the dean, shortens schedule to accommodate unplanned extra-
curricular activities.
5. Value Orientation- To McNeil this is a type of curriculum change. Perhaps this
classification will respond to shift in the emphasis that the teacher provide
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which are not within the mission or vision of the school or vice versa. For
example, new teachers who are recruited in religious schools give emphasis on
academics and forgot the formation of values or faith, need a curriculum
value orientation. Likewise, all teachers in the public schools, undergo,
teacher’s induction program which is a special curriculum for newly hired
teachers.
Regardless of the kind of change in curriculum and implementation, the process
of change may contain three important elements. As a process curriculum
implementation should be developmental, participatory and supportive.
It should be developmental in the sense that it should develop multiple
perspectives, increase integration and make learning autonomous, create a
climate of openness and trust and appreciate and affirm strengths of the teacher.
There should be teacher support in trying new tasks, reflection on the new
experiences and challenges.
There are stages in the developmental change process for teachers. First, is
orientation and preparation. The initial use is very mechanical and routinary.
However, as the skills are honed and mastery of the routine is established,
refinement follows. This means adjustments are made to better meet the needs of
the learners and achieve the learning outcomes. In this step, there will be
continuous reflection, feedback, and refinement.
Participatory. For curriculum implementation to succeed, it should be
participatory, especially because other stakeholder like peers, school leaders,
parents and the curriculum specialist are necessary. Characteristics of styles,
commitment, willingness to change, skills, and readiness are critical to
implementation. This should be coupled with organizational structure, principal
style, student’s population characteristics and other factors. Trust among key
players should also be sought as this is a positive starting point. Involvement and
participation encourage sense of ownership and accountability. Participation
builds a learning community is which is very necessary in curriculum
implementation.
Supportive curriculum implementation is required in the process of change.
Material support like supplies, equipment, conducive learning environment like
classrooms and laboratory should be made available. Likewise, human support is
very much needed. The school leader or head should provide full school or
institutional support in the implementation of the new curriculum. They too have
to train to understand how to address curriculum change as part of their
instructional as well as management functions.
Time is an important commodity for a successful change process. For any
innovation to be fully implemented, period of three to five years to institutionalize
a curriculum is suggested. Time is needed by the teachers to plan, adapt, train or
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practice, provide the necessary requirements and get support. Time is also
needed to determine when the implementation starts and when it will conclude,
since curriculum implementation is time bound.
Support from peers, principals, external stakeholders will add to the success of
implementation. When teachers share ideas, work together, solve problems,
create new materials, and celebrate success, more likely that curriculum
implementation will be welcomed.
Take Action
Activity 1: K to 12: Can We Make a Curriculum Change? (By Groups)

The K to 12 is the current reform in our national basic education
curriculum. There are driving forces as well as restraining forces that affects
its implementation. In other words, there are factors that will make K to 12
succeed but there are also factors that will make K to 12 fails.
1. What factors make the K to 12 succeed? Write these on the left
column A. You may not fill up all the boxes.
2. What factors make the K to 12 difficult to succeed? Write these on
the right column B. you may not fill up all the boxes.
3. You see the middle portion is the word equilibrium or balance.
A. Driving Force/Factors E B. Restraining Force/ Factors
Q
U
I
L
I
B
R
I
U
M
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1. If A is more than B, there will be a successful curriculum change.

2. If B is more than A, there will be an unsuccessful curriculum change.
3. If A and B are equal, then, there will be a status quo.
Activity 2: Make Sense of Curriculum Implementation
1. Observe class where the teacher is actually teaching.
2. Describe what the teacher is doing for at least the whole period.
3. Write down your observation based on the following questions.
3.1 What are the different learner’s activities?
3.2 What did the teacher do, to make the learners engage in the
activities?
3.3 Were majority of the children actively participating? Why?
3.4 Did the teacher control most the activities?
3.5 Did the learners and the teacher together achieve the desired
learning outcomes? Explain?
Self-Check
Perfect Match
In column A are concepts about curriculum implementation. Connect a
line from the box on the left (A) to the arrow on the right (B) of the correct
match.
Column A Column B
Concepts Meaning/ Description
▪ Implementing ➢ Minor curriculum change like the use
of e portfolio instead of portfolio as an
artifact.
▪ Restructuring ➢ Progressive steps from orientation to
reflection about the curriculum that is
a characteristic of a curriculum
implementation.
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▪ Developmental ➢ Major curriculum change like shifting

from face to face to online in the
delivery of an academic program.
▪ Alteration ➢ Curriculum process of putting into
action what has been planned and
designed.
▪ Change Process ➢ Process that ensures that the
curriculum brings about something
different and better than before in the
desired learning outcomes.
Self-Reflect
1. As a future teacher, what would be your response to curriculum

implementation as part of curriculum change? Are you willing to take
part in the implementation? Why? Why not? Write your answer in the
box.
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My Response to Curriculum Implementation
Lesson 2
Implementing A Curriculum Daily in the Classrooms
✓ Reviewed the components of a daily plan for teaching
✓ Identified intended learning outcomes
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✓ Matched learning outcomes with appropriate teaching methods

Take Off
A teaching activity is like implementing a miniscule curriculum. A daily lesson is
based on a planned or written curriculum, which will be put to action by the
teacher in the classroom. Before the lesson ends the teacher must find out if
the students have truly learned. Let us see how this process will be shown.
And the GOOD NEWS!
DepED Order No. 70 s. 2012

Teachers of all public elementary and secondary schools will not be
required to prepare detailed lesson plans. They may adopt daily lesson logs
which contain the needed information and guide from the Teacher Guide (TG)
and Teacher Manual (TM) reference material with page number, interventions
given to the students and remarks to indicate how many students have
mastered the lesson or are needing remediation.
However, teachers with less than 2 years teaching experience shall be
required to prepare Daily Lesson Plans which shall include the following:
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
So, as prospective teachers, you should prepare lesson plans that will comply
with the necessary components asked by the Department of Education. Those who
will be employed in the private schools, may have a different lesson plan format. But
the fundamental parts will be the same.
Content Focus
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• Starting the Class Right: Laying Down the Curriculum Plan

Before the class begins everyday, a teacher must have written a lesson
plan. The main parts of a lesson plan are (1) Objectives or Intended Learning
Outcomes (ILO), (2) Subject Matter (SM), (3) Procedure or Strategies of
Teaching, (4) Assessment of Learning Outcomes (ALO) and (5) Assignment or
Agreement.
I. Intended Learning Outcomes (ILO) - These are the desired learning that will
be the focus of the lesson. Learning outcomes are based on Taxonomy of
Objectives presented to us as cognitive, affective and psychomotor. Bloom’s
Taxonomy has revisited by his own student Lorin Anderson and David
Krathwohl. Let us study both in the comparison below
Somehow the two are similar, however the highest level of cognition in the
revised version, is creating. Take note that the original version is stated as nouns while
the revised version is stated as verbs which implies more active form of thinking.
BLOOMS TAXONOMY (1956) REVISED BLOOM’S BY ANDERSON (2001)
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Revised Bloom’s Taxonomy: A Quick Look

There are three major changes in the revised taxonomy. These are:
a. Changing the names in the six categories from nouns to verbs.
b. Rearranging these categories.
c. Establishing the levels of the knowledge level in the original version.
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Let us study the cognitive categories with the example key words (verbs)
for each in the new version of Bloom’s Taxonomy that follow.
CATEGORIES EXAMPLE KEY WORDS
Remembering- recall or retrieve previous defines, describes, identifies, labels, lists,

learned information outlines, selects, states
Understanding- comprehend meaning, comprehends, explains, distinguishes,

translation, state problem in own words, estimates, gives examples, interprets,
making meaning predicts, rewrites, summarizes
Applying- use of concept in new applies, changes, computes, operates,

situation, applies what has been learned constructs, modifies, uses, manipulates,
in new situation prepares, shows, solves
Analyzing- separates materials or Breaks down, compares, contrasts,

concepts into component parts so that diagrams, differentiates, discriminates,
the organization is clear. Distinguishes identifies, infers, outlines, relates, selects,
between facts and inferences separates
Evaluating- makes judgements about the appraises, compares, criticizes, defends,

value of ideas or materials describes, discriminates, evaluates,
interprets, justifies,
Creating- builds a structure or pattern composes, compiles, designs, generates,

from various elements. Put parts together modifies, organizes, rearranges,
to create a whole, to make new meaning reorganizes, revises, rewrites, summarizes,
and structure creates
In writing objectives or intended learning outcomes, it is always

recommended that more of the higher order thinking skills (HOTS) should be
developed and less of the low level thinking skills (LOTS) for learners. The low
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level categories will develop LOTS and thinking skills progress as the categories
move higher.
Another revision is the expansion of the concept of Knowledge which was not
given emphasis nor discussed thoroughly before.
Levels of Knowledge
1. Factual Knowledge - ideas, specific data or information
2. Conceptual Knowldege- Words or ideas know by common name, common
features, and multiple specific examples which may either be concrete or abstract.
Concepts are facts that interrelate with each other to function together.
3. Procedural Knowledge- How things work, step-by-step actions, methods of inquiry.
4. Metacognitive Knowledge- Knowledge of cognition in general, awareness of
knowledge of one’s own cognition, thinking about thinking.
Intended learning outcomes (ILO) should be written in a SMART way, Specific,
Measurable, Attainable, Result Oriented (Outcomes) and Time Bound.
II. SUBJECT MATTER or CONTENT- comes from a body of knowledge (facts, concepts,
procedure and metacognition) that will be learned through the guidance of the
teacher. Subject matter is the WHAT in teaching. In a plan, this is followed by the
references.
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III. PROCEDURE or METHODS AND STRATEGIES- this is the crux of curriculum

implementation. How a teacher will put life to the intended outcomes and the subject
matter to be used depends to on this component.
Let’s take a closer view. How will you as a teacher arrange a teaching-learning
situation which will engage students to learn? Here are some points to remember.
There are many ways of teaching for the different kinds of learners (Corpuz &
Salandanan, 2013) enumerated the following approaches and methods,
which maybe useful for the different kinds of learners. Some are time tested
methods, while others are non-conventional constructivist methods.
1. Direct Demonstration Methods: Guided Exploratory/Discovery Approach,
Inquiry Method, Problem-based Learning (PBL), Project Method
2. Cooperative Learning Approach: Peer Tutoring, Learning Action Cells, Thin-
Pair Share
3. Deductive or Inductive Approaches: Project Method, Inquiry-Based Learning
4. Other Approaches:
Teachers have toBlended Learning, Reflective
take consideration Teaching,
that the different Integrated
strategies should
Learning, Outcomes-Based Approach
match with the learning styles of the students.
*Students have different learning styles. These are many classifications of learning
styles according to the different authors. The multiple Intelligence
Theory of Howard Garner implies several learning styles, but for our lesson, we will
just focus on the three learning styles, which are Visual, Auditory and Kinesthetic.
These three preferred styles can help teachers choose the method and the
materials they will use.
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Teaching and Learning must be supported by instructional

material (IMs)
Considering the teaching methodologies and the learning styles,
the different support materials should be varied. This will ensure
that the individual differences will be considered.
Instructional materials should complement Visual, Auditory and Tactile or a

combination of the three. However, following Dale’s Cone of Learning which
is visual device, can help teachers to make decision on what resources and
materials will maximize learning.
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So what instructional support materials will the teachers, use according to the
learning styles and the outcomes to be achieved? Here are some guidelines.
1. Use of direct purposeful experience through learning by doing retains almost all of
the learning outcomes. Ninety percent of learning is retained. Examples are field trip,
field study, community immersion, practice teaching.
2. Participation in class activities, discussion, reporting and similar activities

where learners have the opportunity to say and write. Seventy percent of
learning is remembered. Examples are small group discussion, buzz session,
individual reporting, role playing, panel.
3. Passive participation as in watching a movie, viewing exhibit, watching

demonstration will retain around 50% of what has been communicated.
4. By just looking at still pictures, paintings, illustrations and drawings, will
allow the retention of around 30% of the material content.
5. By hearing as in lecture, sermon, monologues, only 20% is
remembered.
6. Reading, will assure 10% remembering of the material.
Regardless of the amount of remembering from the concrete to abstract, each

layer contributes to learning and require instruction support materials.
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Visual: Concrete (flat, 3 dimensional, realias, models, etc.) or Abstract (verbal

symbols, words)
Audio: Recordings of sounds, natural or artificial
Audio-Visual: Combination of what can be seen and heard
Kinesthetic: Manipulative materials like modelling clay, rings, dumb bells,
equipment, others
Experiential: Utilize all modalities
*Using Methods and Materials to Implement the Plan: Taking Action

Example No. 1: Lesson Using Basic Steps and Parts as Prescribed by DepEd
Order 70 s, 2012 for Teachers Two years and less in Service.
This lesson plan will show the basic component of any plan. This can be
applied to any subject that follow’s a generic format.
Using Methods and Materials to Implement the Plan: Taking Action

Example No. 1: Lesson Using Basic Steps and Parts as Prescribed by DepEd
Order 70 s, 2012 for Teachers Two years and less in Service.
Lesson Plan in Science

I. Objectives/Intended Learning Outcomes
1.Tell that force is applied to more objects.
2. Describe the pushing or pulling with a force moves objects.
3. State that if force moves the objects away from the person it is a push.
4.State that if the force moves the object towards the person, it is a pull.
II. Subject Matter

A. Topic: Pushing or Pulling Moves Objects
B. Reference: Bilbao, P. (2020) Exploring Science with Fun
C. Science Concepts:
1. Objects more when force is applied to it.
2. A push is a force that moves objects away.
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3. A pull is a force that moves the object near.

D. Science Processes: Observing, Inferring, Making Operational Definition
E. Materials: Real objects likes chairs, tables, books, stones, big boxes and
pictures.
III. Procedure:
A. Preparatory Activity
1.Review of Prior Learning/Past Lesson
B. Lesson Proper
1.Motivation:
1.1 Bring children to observe outside the classroom to identify things or
objects that are moving.
1.2 Ask the children to report their observation in the class.
2.Pre-laboratory Activities
2.1 Let the learners recall the standards during a laboratory activity.
2.2 Present all the materials needed.
2.3 Distribute activity sheet to each group.
3.Laboratory Activity
3.1 Using the activity as a guide, each group work cooperatively.
3.2 Activity 1: Force Can it Push or Pull?
3.3 Each group records observation for exhibit and reporting.
4.Post- Laboratory Activity
4.1 After the report, display the work in front of the classroom.
4.2 Analyze with the whole class each group result.
4.3 Make agreements on the results, that lead to conceptualization.
5.Conceptualization
5.1 Throw the following questions of the class to elicit their formed
concepts.
a. What is needed to move the object from one place to another?
(Force is needed to move the object.)
b. How will you move with a force if you want the object to go far from
you? (Push the object away)
c. How will you move with a force, if you want the object to move near
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you? (Pull the object near.)

6.Application
6.1 Do you have enough force to push the wall? Try it.
6.2 Do you have enough force to pull a box? Try it.
6.3 Do you have enough force to push a chair? Try it.
IV. Assessment of Learning Outcomes

Circle the letter of the correct answer from the items below.
1. If you throw a ball to a classmate, what force will you apply?
a. Push b. Pull c. Slide
2. You want the chair to be nearer you, so you best friend can sit, what wii
you do?
a. Pull the chair c. Push the chair
b. Carry the chair
3.A table is blocking the way. You wanted to remove it farther to provide a
passage. What will you do?
a. Break the table b. Push the table to the side
c. Pull the table
4. What do you need in order to move an object away or near you?
a. Force b. Food c. Water
5.Can you force move everything?
a. Yes b. No c. Not sure
V. Assignment
At home, list four objects that you can push or pull. What did you use
to pull or push the objects?
• Finding out what has been achieved: assessing achieved outcomes

At the end of the activity, the teacher will find out if the intended learning
outcomes (ILO) have been converted into achieved learning outcomes (ALO)
Tests and other tools are utilized at the end of the lesson to identify this.
What Knowledge, Process, Understanding and Performance (KPUP) are
demonstrated by the learners? The rule of thumb is what has been taught should be
measured, to find out if the intended outcomes set at the beginning has been
achieved. More detailed discussion will be found in the Module on Evaluation of the
curriculum.
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Take Action
Activity 1: What is Your Learning Style?

1. Study the Learning Style Choice Board and check as many as you feel
you want to do more often.
2. If you have more choices, then you have a multiple learning style
individual.
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Activity 2 : Matching the Teaching Strategies with Learning Style in Curriculum

Implementation
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Congratulations Future Teacher!
Now that you have identified your own learning style, what strategy or
method of teaching will be most appropriate for you? Look for a members from
among your classmates who have similar learning style with you.
Make a group Lesson Plan that is most appropriate for your group, using
the basic components as prescribed by the Department of Education.
Objectives
I. Subject Matter
II. Procedure
III. Assessment
IV. Assignment
Self-Check
Let’s recall! Provide the answer to what is asked in each item.

1. What is the first-time level of knowledge in Bloom’s Taxonomy?
2. What is the highest level of cognition in the Revised Bloom’s
Taxonomy?
3. What DepEd Order requires a newly hired teacher to write a lesson
plan?
4. What is referred to as miniscule curriculum that the teacher
Implements every day.
5. What is the learning style of a learner, who likes to tinker with many
things?
6. What component of a lesson plan requires an active action for a
curriculum to be implemented?
7. Who provided a visual model to show what instructional support
can best enhance learning?
8. Who was Bloom’s student who revised his taxonomy of objectives?
9. Who is the frontline curriculum implementor?
10. Who provided the original taxonomy for the cognitive domain?
Self Reflect
Reflect and answer the statement below, based on the lesson you learned in
this lesson.
1. When I become a teacher.
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If will …………………………………….
Because ………………………………..
Lesson 3: The Role of Technology in Delivering the Curriculum

➢ Discussed role of technology in curriculum application
➢ Enhanced the application of outcomes- based learning with
technology both as an aid and platform for learning
➢ Analyzed the significance of systematic lesson planning in which the
appropriate choice of media comes to play
Take Off
After learning fundamental concepts about the curriculum- its nature

and development- comes the practical phase of curriculum implementation.
Appropriately, the significance of technology in curriculum development
deserves discussion.
The role of technology in the curriculum springs from the very vision of
the e- Philippine plan (e stands for electronic). Thus, is stated: an electronically
enabled society where all citizens live in an environment that provides quality
education, efficient government services, greater sources of livelihood and
ultimately a better way of life through enhanced access to appropriate
technologies.” (International workshop on emerging technologies. Thailand,
December 14-16, 2005). This points to the need for an e- curriculum, or a
curriculum which delivers learning consonant with the Information Technology
and Communication Technology (ICT) revolution. This framework presupposes
that curriculum delivery adopts ICT as important tool in education while users
implement teaching- learning strategies that conform to the digital
environment. Following a proto- type outcomes- based syllabus this same
concept is brought about through a vision for teachers to be providers of
relevant, dynamic and excellent education programs in a post- industrial and
technological Philippine society. Thus among educational goals desired for
achievement is the honing of competencies and skills of a new breed of
student, now better referred to as a generation competent in literacies of the
3Rs (or reading, writing and arithmetic) but influences, more particularly:
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problem solving fluency, information access and retrieval of

texts/images/sound/video fluency, social networking fluency, medica fluence
and digital creativity fluency.
Content Focus
Instructional media may also be referred to as media technology or learning

technology, or simply technology. Technology plays a crucial role in delivering
instruction to learners.
Technology offers various tools of learning and these range from non-
projected and projected media from which the teacher can choose, depending on
what he sees fit with the intended instructional setting. For example, will chalkboard
presentation be sufficient in illustrating a mathematical procedure; will a video clip
be needed for motivating learners?
In the process, what ensues is objective- matching where the teacher decides
on what media or technology to use to help achieve the set learning objectives.
Non- projected media Projected media

Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials (books, worksheets) Films
Visuals (drawings, photographs, graphs, Video, VCD, DVD
charts, posters) Computer/multimedia presentations
Visual boards (chalkboard, whiteboard,
flannel board, etc.)
Audio materials
Table 1. Types of Instructional media/technology
Factors for Technology Selection
In deciding on which technology to use from a wide range of media available,

the factors on which to base selection are:
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1. Practicality- Is the equipment (hardware) or

already prepared lesson material (software)
available? If not, what would be the cost in
acquiring the equipment or producing the lesson
audial or visual form?
2. Appropriateness in relation to the learners – Is the
medium suitable to the learners’ ability to
comprehend? Will the medium be a source of plain
amusement or entertainment, but not learning?
3. Activity/suitability- Will the chosen media fit the
set instructional event, resulting in either
information, motivation, or psychomotor
display?
4. Objective-matching – Overall, does the
medium help in achieving the learning
objective(s)?
The Role of Technology in Curriculum Delivery
It can easily be observed that technological innovation in the

multifarious fields of commerce, science, and education, is fast developing
such that it is difficult to foresee the technological revolution in the millennium,
inclusive of educational changes. For certain, however, technological
changes in education will make its impact on the delivery of more effective,
efficient, and humanizing teaching-and-learning.
But presently, we can identify three current trends that could carry on to
the nature of education in the future. The first trend is the paradigm shift from
teacher-centered to student-centered approach to learning. The second is
the broadening realization that education is not simply a delivery of facts and
information, but an educative process of cultivating the cognitive, affective,
psychomotor, and much more the contemplative intelligence of the learners
of a new age. But the third and possibly the more explosive trend is the
increase in the use of new information and communication technology or ICT.
Already at the turn of the past century, ICT in its various forms and
manifestations has made its increasing influence on education, and it is
expected that the trend will speed up even more rapidly. Propelling this brisk
development is the spread of the use of the computer, and the availability of
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desktop micro-computers affordable not only to cottage industries, businesses,

and homes but also to schools.
For now, the primary roles of educational technology in delivering the
school curriculum’s instructional program have been identified:
• Upgrading the quality of teaching-and-learning in schools
• Increasing the capability of the teacher to effectively inculcate
learning, and for students to gain mastery of lessons and courses
• Broadening the delivery of education outside schools through
non-traditional approaches to formal and informal learning, such
as Open Universities and lifelong learning to adult learners
• Revolutionizing the use of technology to boost education
paradigm shifts that give importance to student-centered at
holistic learning.
Enrichment
Home assignment for students to design through drawing or cut-outs from print
publications (such as newspapers and magazines) the futuristic classroom (Clue:
laptops or electronic computer and magazines) the student, electronic camera
audio-video conversation, teleconferencing, digital photo or video student
production, etc.,)
Take Action
Class activity: Make students decide on (a) a specific lesson to be taught (b)
learning objectives (c) choice of media (d) preparing in grid form a Lesson Plan, as in
the following example:
Table 2 An Example of Simplified Lesson Plan
Subject: Science
Level: Grade 6
Class Size: 45 students
Duration: 2 periods (2 hours)
Lesson: Saving Our Earth
Topic: Natural resources
Specific desired learning outcomes
At the end of the lesson, learners must have:

• Correctly understood the situation that planet earth is in
• Identify dangers, causes the ways to save the earth
• Appreciate natural resources and graphically expressed their appreciation of the
earth’s natural resources
Instructional media
• VHS Discovery material –Our Planet Earth

(15 minutes)
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• White board
Activities
• Teacher introduces the general topic and lesson
• Pupils are prepared to view the VHS material
• After viewing the teacher engages pupils in a brief motivational
discussion (What planet did you see? What is happening to the earth
now? Why do you think there is a need to save the aerth, etc.)
• Teacher highlights meaningful opinions from the class
• Teacher divides the class into groups, each group to fill in a grid brief points on:
A. Danger to the earth
B. Causes of danger
C. Ways to save the earth
• Teacher asks each group to prepare a board presentation of their output
• Teacher makes a summary of the lesson
• Teacher assigns each student to prepare a poster design ( with picture and
text) on the subject of Saving Natural Resources of the Earth for presentation
and discussion in the next class.
Self-check
Learners say, we learn 83% through the use of sight, compared with less
effective ways to learn: hearing (10%) smell (4%), touch (2%) and taste (1%). In
th use of visuals for a wide range of materials (visual boards, charts, overhead
transparencies, slides, computer-generate presentations), there are basic
principles of basic design.
Assess a visual material or presentation (a transparency or slide) using
the following criteria:
Visual elements (pictures, illustrations, graphics):
1. Lettering style or font – consistency and harmony
2. Number of lettering style – no more than 2 in a static display (chart,
Bulletin board)
3. Use of capitals – short titles or headlines should be no more than 6 words
4. Lettering colors – easy to see and read. Use of contrast is good for
emphasis
5. Lettering size – good visibility even for students at the back of the
classroom
6. Spacing between letters – equal and even spacing
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7. Spacing between lines- not too close as to blur at a distance

8. Number of lines – No more than 8 lines of text in each transparency/slide
9. Appeal – unusual/ catchy, two dimensional, interactive (use of overlays
or movable flaps)
10. Use of directionals – devices (arrows, bold letters, bullets, contrasting
color and size, special placement of an item.
Overall look: patterns of alignment, shape, balance, style, color scheme
and color appeal.
That educators are now more keenly aware of their responsibility to

deliver the highest quality of education to learners. they also recognize
the need to use and in curriculum and the teaching-learning process of
classroom instruction. There is no doubt, however, that the concept of
educational technology is a very complex one, made more
sophisticated with the advent of what is called hypermedia or
multimedia or multimedia packages that include: text, audio, graphic
image (still picture), animation, and video clip.
Today, hypermedia finds an application in what is known as
Information and Communication Technology or ICT that includes tutorial
software packages, webpages, simulation games, project
management packages, and others. An example is the hypermedia
package in Economics which can be accessed through the Internet sit
WinEcon.
Everyday technology including Information and Communication
Technology, advances by leaps and bounds, thus as it advances, we
can be certain that educational technology will continue to play an
important role in education. In the traditional approach to instruction,
the teacher (a) presents the lesson to the class (b) assesses the students
(through oral or written tests) and (c) moves to the next lesson.
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Self-Reflect
In a proposed mastery approach to instruction, the teacher (a)
presents the lesson to the whole class (b) assesses if learners attained
mastery of the lesson (c) provides enrichment activities with the use of
media technology (d) re-mediates the non-mastery student (e) moves
on to the next lesson.
1. How is the mastery approach better than the traditional one?
2. the mastery approach appears time-consuming and difficult. Do you
believe practice and experience can overcome these difficulties?
3. How can technology help in enrichment activities?
4. Should the effective use of media be also assessed by the teacher?
Why?
STAKEHOLDERS IN CURRICULUM IMPLEMENTATION
Who are involved in curriculum and curriculum?

These are the persons who we call the stakeholders.
What is Stakeholders?
Stakeholders are individuals or institutions that are interested in the curriculum.
They get involved in many different ways. You must be one of them. Together
with the teachers, school mangers, parents and even the whole community
have interest in the curriculum.
Curriculum stakeholders
1. Learners are the core of the curriculum.
➢ To what extent are the students involved in curriculum development?
The old view that students are mere recipients of the curriculum is now
changing. Learners have more dynamic participation from the
planning, designing, implementing, and evaluating. However, the
degree of their involvement is dependent on their maturity. The older
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they are in high school or college, the more they participate. From
another angle, whether learners are in the elementary or college level,
they can make or break the curriculum implementation by their active
or non- involvement. After all, learners together with their teachers,
place action to the curriculum.
At the end of the curriculum development process, the fundamental question

is: Have the students learned?
➢ Why do curricularists place a lot of premiums on the students?

It is because; the learners make the curriculum alive. A written curriculum
that does not consider the students, will have a little chance to succeed
2. Teachers are curricularists.

➢ Teachers are stakeholders who plan, design, teachers, implement
evaluate the curriculum. No doubt, the most important persons in
curriculum implementation is the teacher. Teacher’s influence upon
learners cannot be measured. Better teachers foster better learning. But
teachers need to continue to the success of curriculum implementation.
Teachers should have full knowledge of the program philosophy ,
content and components of curriculum and ways of teaching.
➢ A teacher designs, enriches and modifies the curriculum to suit the
learner’s characteristics. As a curriculum developer, teachers are part
of textbook committees, teacher’s selection, school evaluation
committee or textbook and module writers themselves.
➢ When a curriculum has already been written, the teacher’s role is to
implement like a technician, however, teachers are reflective persons.
They put their hearts into what they do. They are very mindful that in the
center of everything they do, is the learner.
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➢ Truly, the teacher has a great stake in the curriculum. Curriculum

planning, designing and implementing are in the hands of a good
teacher. In the educational setting, it is clear that the teacher has a very
significant role in curriculum development.
3. School leaders are curriculum managers

➢ Principals and school heads too, have important roles in curriculum
implementation process in schools. They should understand fully the
need for change and the implementation process. They should be
ready to assist the teachers and the students in the implementation.
Communication line should be open to all concerned should the school
leaders lead in the curriculum teamwork.
➢ Convincing the parents on the merits of the new curriculum is the job of
the school heads. They should be committed to change and should
employ strategies to meet the needs of the teachers, and learners like
buildings, books, library and other needed resources.
4. Parents
Parents are significant school partners. Besides the students, teachers and
school administrators, play an important role in curriculum implementation.
When children bring home homework from school, some parents are unable
to help. Schools need to listen to parents’ concerns about school curriculum
like textbooks, school activities, grading system s and others. Schools have one
way of engaging parents’ cooperation through Brigada Eskwela. In this event,
parents will be able to know the situation in the school. Most often parents
volunteer to help. They can also be tapped in various co-curricular activities
as
Chaperones to children in Boy and Girl Scouting, Science Camping and the
like. Parents may not directly be involved in curriculum implementation, but
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they are formidable partners for the success of nay curriculum development
endeavor.
How do parents help shape the curriculum in schools? Here are some
observations.
➢ The schools composed of parents who are positively involved in school
activities have better achievement than schools with uninvolved
parents. Disciplinary problems are minimal, and students are highly
motivated. When parents take interest in their child’s learning they
become closer to the school.
➢ The home is the extended school environment. In lifelong learning, the
achieved learning in schools is transferred at home. Thus, the home
becomes the laboratory of learning. Parents see to it that what children
learn in school are practiced at home. They follow up lessons, they make
available materials for learning and they give permission for the
participation of their children.
➢ In most schools, parents associations are organized. This is being
encouraged in School Based Management. In some cases, this
organization also includes teachers to expand the school learning
community. Many school projects and activities are supported by this
organization. This is considered as the best practice in most performing
schools.
5. Community as the Curriculum Resources and Learning

Environment
“It takes a whole village to educate a child” goes the statement of former
First Lady Hillary Clinton.
Yes, it is true that the school is in the community; hence the community is
the extended school ground, a learning environment. All the barangay leader,
the elders, others, citizens and residents of the community have a stake in the
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curriculum. It is the bigger school community that becomes the venue of

learning. The rich natural human resources of the community can assist in
educating the children. The community is the reflection of the school’s
influence and the school is a reflection of the community support.
6. Other Stakeholders in Curriculum Implementation and

Development
Some stakeholders may not have direct influence on the curriculum. These are
agencies and organizations that are involved in the planning, design,
implementation and evaluation of the school curriculum. To name a few the
list as follows.
6.1 Government Agencies
➢ Dep Ed, TESDA, CHED- trifocalized agencies that have regulatory and
mandatory authorities over the implementation of the curricula.
➢ Professional Regulation Commission (PRC) and Civil Service
Commission (CSC) the agency that certifies and issues teacher
licenses to quality one to teach and affirms and confirms the
appointment of teachers in the public schools.
➢ Local Government Units (LGU)- include the municipal government
officials and the barangay officials. Some of the teachers are paid
through the budget of the LGUs. They also construct school buildings,
provide equipment, support the professional development teachers
and provide school supplies and books. They are the big supporters in
the implementation of a school curriculum.
6.2 Non-Government Agencies
Non- government agencies are organizations and foundations that have
the main function to support education. To name a few, this includes the
following.
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➢ Gawad Kalinga (GK) – to build communities means to include

education. The full support of GK in early childhood education is
very significant. In each village, a school for preschool children and
out-of-school youth have been established.
➢ Synergia- an organization/ foundation that supports basic
education to elevate education through Reading, Science,
Mathematics and English.
➢ Metrobank Foundation- supports continuing teacher development
programs.
6.3 Private Individuals
➢ Friends shared their blessings to our school children through giving
scholarship, Constructed children’s park, support supplies such as
slippers, bags, bond paper for our modules printing ( SLM)
A school curriculum, whether big or small is influenced by many

stakeholders. Each one has a contribution and influence in what should
replace, modify and substitute the current curriculum. Each one has a
significant mark ibn specific development and change process of curriculum
development.
MODULE 5: CURRICULUM EVALUATION AND THE TEACHER
Module Overview:
This module is all about curriculum evaluation in the context of its definition and
the role of the teacher as an evaluator. It will present the ways of evaluating the
curriculum as written, planned or implemented. It will reference popular curriculum
models currently used in educational programs here and abroad.
Curriculum evaluation is a component of curriculum development that

responds to public accountability. It looks into educational reforms or innovations that
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happen in the teachers classrooms, the school, district, division or the whole
educational system as well. It is establishing the merit and worth of a curriculum. Merit
refers to the value and worth of the curriculum. Test results will only be used as one of
the pieces of evidence of evaluation. For in the end, the purpose of evaluation is to
improve and not to prove.
Curriculum evaluation is premised on the concept of alignment of planned,

written, and implemented curriculum. It is an attempt to answer two big questions as:
1. Do planned courses, programs, activities as written and implemented produce

desired outcomes?
2. How can these school curricula be improved?
Lesson 1 What, Why and How to Evaluate a Curriculum
Desired learning Outcomes
- Acquired clear understanding of what is curriculum evaluation
- Explained the need to evaluate the curriculum and how it is being done
- Expanded knowledge about different curriculum evaluation modules
Take Off
Curriculum evaluation is a new idea for many teachers, not knowing that
every day the teacher is involved in several components of evaluation. There
are two ways of looking at curriculum evaluation:
1. Curriculum Program Evaluation may focus on the overall aspects of a

curriculum itself. More often, it refers to a big curriculum program. Examples of
these programs that may undergo a curriculum program. Examples of these
programs that may undergo a curriculum program evaluation are the K-12,
the Integrated Science Program, the teacher Education Program, the Mother
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Tongue Curriculum, the process Approach in Mathematics Curriculum in

Teacher Education, or Experiential Teacher Education.
2. Curriculum Program Component Evaluation. A curriculum component

may include separate evaluation of (a) achieved learning outcomes (b)
curriculum process (teaching-learning method/ strategies) (c) instructional
materials (i.e books, modules, models)
The first lesson will attempt to teach us how to look into curriculum evaluation
from two examples which are curriculum program evaluation using the
curriculum evaluation models and curriculum evaluation of the specific
component of curriculum program as in instructional materials evaluation
(Books or Modules)
Lesson 2 will be all about curriculum evaluation in the classroom for the
formative and summative assessment of the achieved learning outcomes.
Curriculum Evaluation: A Process and a Tool

Do you have a clear understanding of what curriculum evaluation is all
about? Is it synonyms to assessment of learning? Analysis of the various
definitions reveals that evaluation is both a process and a tool. As a process it
follows a procedure based on models and frameworks to get to the desired
results. As a tool, it will help teachers and program implementers to judge the
worth and merit of the program and innovation or curricular change. For both
process and a tool, the results of evaluation will be the basis to IMPROVE
curriculum.
Ornstein, A & Hunkins, F, (1998)- Curriculum evaluation is a process done in order to

gather data that enables one to decide whether to accept, change, eliminate the
whole curriculum of a textbook.
McNeil, J. (1977) – Evaluation answers two question: 1. Do planned learning
opportunities, programmes, courses and activities as developed and organized
actually produce desired results? 2. How can a curriculum best be improved?
Gay, L. (1985) – Evaluation is to identify the weaknesses and strengths as well as
problems encountered in the implementation, to improve the curriculum
development process. It is to determine the effectiveness of and the returns on
allocated finance.
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Oliva, P. (1988)- It is a process of delineating, obtaining and providing useful

information for judging alternatives for purpose of modifying, or eliminating the
curriculum.
Reasons for Curriculum Evaluation:
The curriculum processes presented by Tyler, Taba and others at the end of
the line or cycle undergo an evaluation. All of them agree that planning, designing
and implementing are less usefull unless there is evaluation. Here are some of the
specific reason.
• Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum
that will be the basis of the intended plan, design or implementation. This is referred to
as the needs assessment.
• When evaluation is done in the middle of the curriculum development, it will tell if the
designed or implemented curriculum can produce or is producing the desired results.
This is related to monitoring.
• Based on some standards, curriculum evaluation will guide whether the results have
equalled or exceeded the standards, thus can be labelled as success. This is sometimes
called terminal assessment.
• Curriculum evaluation provides information necessary for teachers, school managers,
curriculum specialist for policy recommendations that will enhance achieved learning
outcomes. This is the basis of decision making.
In curriculum evaluation, important processes were evolved such as (a.) need

assessment, (b.) monitoring, (c.) terminal assessment and (d.) decision Making.
Curriculum Evaluation Models
Curriculum models by Ralph Tyler and Hilda Taba end with evaluation.
Evaluation is a big idea that collectively tells about the value or worth of something
that was done.
How can a merit or worth of an aspect of a curriculum be determined?
Curriculum specialist have proposed an array of models which are useful for
classroom teachers and practitioners. Let us look at some of these.
1. Bradley Effectivenesss Model
In 1985, L.H Bradley wrote a hand book on Curriculum Leadership and

Development. This book provides indicators that can help measure the effectiveness
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of a developed or written curriculum. For purposes of the classroom teachers, some

of the statements were simplified.
First, you have to identify what curriculum you will evaluate. Example :
Elementary Science Curriculum, Teacher Education Curriculum, Student Teaching
Curriculum, Field Study Curriculum. Then find out if the curriculum you are evaluating
answers Yes or No. Answering Yes to all the questions means good curriculum as
described by Bradley.
Bradley’s Effectiveness Model for Curriculum Development Indicators
Indicators Descriptive Questions Yes or No
Vertical - Does the curriculum reflect the format ( i.e K
Curriculum to 12, OBE, Inquiry, etc) that enables teachers
Continuity quickly access what is being taught in the
grade/year levels below or above the current
level? ( Example: If your looking at Science 5,
below means science 4 and above means
Science 6.)
Horizontal - Does the curriculum provide content and
Curriculum objectives that are common to all classes of
Continuity the same grade level? ( Example : All English
101 for all !st year college students.)
Instruction - Are lesson plans/ syllabi/ course design
Based on derived from the curriculum and strategies?
Curriculum Are materials used correlated with the
content, objectives and activities?
Broad - Is there evidence of involvement of the
Involvement different curriculum stakeholders in the
planning, designing and implementation and
review of the curriculum?
Long Range - Is review cycle followed within the period of
Planning planning and implementation of the curriculum?
Positive - Did the initial thoughts about the curriculum come
Human from teachers, principals, curriculum leaders and
Relations others stakeholders?
Theory-Into - Is there clarity of vision, mission, graduation
Practice outcomes, program philosophy, learning
outcomes in the curriculum
Planned - Are there tangible evidence to show that the
change internal and external publics accept the
developed program?
If any of the indicators is answered with a “No”, actions should be made to make
it Yes.
2. Tyler Objectives Centered Model
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Ralph Tyler in 1950 proposed a curriculum evaluation model which until now
continues to influence many curriculum assessment process. His monograph was
entitled Basic Principles of Curriculum and Instruction.
In using the Tyler’s model, the following curriculum components and process are
identified in curriculum evaluation.
Curriculum Elements Evaluation Process Action

Taken
Yes or No
1. Objectives/ 1. Pre – determined intended learning
Intended outcomes or objectives.
Learning
Outcomes
2. Situation or 2. Identify the situation / context that gives
Context opportunity to developed behavior or
achieve objectives.
3. Evaluation 3. Select, modify and construct evaluation
Instruments/ instruments or tools, Check its objectivity,
Tools reliability and validity.
4. Utilization of Tool 4. Utilize the tools to obtain results
5. Compare the results obtained from several
instruments before and after to determine
the change.
5. Analysis of 6. Analyze the results obtained to determine
results strength and weaknesses. Identify possible
explanation about the reasons for the
particular pattern
7. Analysis of 8. Analyze the results obtained to determine
results strength and weaknesses. Identify possible
explanation about the reasons for the
particular pattern
9. Utilization of 6. Use the results to make the necessary
Results modifications
Using all the steps to evaluate the curriculum and obtaining all YES answer would
mean the curriculum has PASSED the standards. Tylers model of evaluating the
curriculum is relatively easy to understand which many teachers can follow.
3. Daniel Stufflebeam’s Context, Input, Process Product Model (CIPP)
The CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa
committee chaired by Daniel Stufflebeam. The model made emphasis that the results
of evaluation should provide data for decision making. There are four stages of
program operation. These include (1.) CONTEXT EVALUATION. (2) INPUT EVALUATION
(3) PROCESS EVALUATION and (4) PRODUCT EVALUATION. However, any evaluator
can only take any of the four stages as the focus of evaluation.
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• Context Evaluation- assesses needs and problems in the context for decision makers
to determine the goals and objectives of the program / curriculum.
• Input Evaluation- assesses alternative means based on the inputs for the
achievement of objectives to help decision makers to choose options for optimal
means.
• Process Evaluation – monitors the process both to ensure that the means are actually
being implemented and make necessary modifications
• Product Evaluation – compares actual ends with intended ends and leads to a series
of recycling decisions.
For all the four stages the six steps are suggested.
Stages of the CIPP Steps Taken in All the Stages
Model
1. Context Step 1: Identify the kind of decision to be made.
Evaluation
Step 2: Identify the kinds of data to make that decision
Step 3. Collect the data Needed

2. Input
Evaluation Step4: Established the criteria to determine quality of
data
Step 5 : Analyze data based on the criteria
Step 6: Organized needed information needed for

decision makers.
4. Stake Responsive Model .
Responsive model is oriented more directly to program activities than program

intents. Evaluation focuses more on the activities rather than intent or purposes.
Robert Stake (1975) recommends to the curriculum evaluator the

following steps.
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Step 1. Meets with stakeholders to identify their perspective and intentions

Regarding curriculum evaluation
Step 2. Draws from Step 1 documents to determine the scope of the evaluation.
Step 3. Observes the curriculum closely to identify the unintended sense of
implementation and any deviations from announced intents.
Step 4. Identifies the stated real purposes of the program and the various
audiences.
Step 5. Identifies the problems of the curriculum evaluation at hand and
identifies an evaluation design with needed data.
Step 6. Selects the means needed to collect data or information.
Step 7. Implements the data collection procedure
Step 8. Organize the information into themes.
Step 9. Decides with stake holders the most appropriate formats for the report.
5. Scriven Consumer Oriented Evaluation.
Michael Scriven, in 1967 introduced this evaluation among many others when
education products flooded the market. Consumers of educational products
which are needed to support an implemented curriculum often used
consumer -oriented evaluation. These products are used in schools which
require a purchasing decision. These products include textbooks, modules,
educational technology like softwares and other instructional materials. Even
teachers and schools themselves nowadays write and produce these materials
for their own purposes.
Consumer oriented evaluation uses criteria and checklist as a tool for either
formative or summative evaluation purposes. The use of criteria and checklist
was proposed by Scriven for adoption by educational evaluators.
An example of an Intructional Material Review Form by Marvin Patterson of

Florida State University is adapted for better understanding.
Preliminary Information Recommendation
Title: Retain for further review

Author(s)
Publisher: Reject (Comments)
Copyright date:
Materials Evaluator:
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Use the following codes to rate the materials

+ means yes or good quality -means no or poor
quality
0 means all right but not of good quality NA means not
applicable
Criteria + yes or good 0 all right -no or poor NA not

but not applicable
so good
1. Content covers a
significant portion of the
course competencies.
2. Content are up-to-
date.
3. Reading level is
appropriate for most
students who will use the
material.
4. Intended learning
outcomes,
competencies are
stated.
5. Formative and
summative assessments
are included.
6. Activities are varied to
meet the needs of
students.
7. Teacher’s guide is
included with
management
suggestions.
8. Materials are presented in

logical order.
9. Learning outcomes,
competencies and/or tasks.
10. Degree of match between

learning activities and intended
learning outcomes.
11. Quality of test items and
degree of match with intended
learning outcomes.
12. Quality of direction on how
students will process through the
materials.
13. Quality of drawings,
photographs, and/or other
materials.
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14. Overall design of the learning

activities for individual instruction.
15. Quality of management
procedures for teachers (TGs)
16. Optional ( List course map
competencies covered by the
instructional material)
Using the checklist for instructional material review or evaluation may

help any curricularist make a decision as to which textbook modules or any
instructional support material will be used, revised modified or rejected.
A Simple Way of Curriculum Evaluation Process
For a very simple and practical way of curriculum evaluation responding to the
following questions will provide an evaluation date for curriculum decision. Just ask
the following questions and any NO answer to an item will indicate a need for a
serious curriculum evaluation process.
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum require less demands?
3. Can this curriculum be applied to any particular level (kindergarten,
elementary, secondary, tertiary levels)
4. Can the curriculum aspects be assessed as (a) written (b) taught (c) supported
(d) tested and (e) learned?
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision making?
10. Are the findings of evaluation available to stakeholders?
Summary, whatever models of curriculum evaluation to be used, ASCD, 1983

suggests the following steps.
Steps in Conducting a Curriculum Evaluation
Steps What to Consider

• Curriculum Program Sponsors,
1.Identifying primary audiences Managers and Administrators,
School Heads, Participants
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(Teachers and Students)

Content Specialist; other
stakeholders.
• Outcomes (expected, desired,
2.Identifying critical issues/problems intended) Process
(Implementation) Resources
(Inputs)
• People (teachers, students,
3.Identifying data source parents, curriculum developers)
Existing documents; Available
records; Evaluating Studies.
• Standards Test , Informal test;
4. Identifying techniques for samples of Students Work;
collecting data. Interviews; Participant
Observation, Checklist,
Anecdotal records,
• Standards previously set by
5.Identifying established standards agency (DepEd, CHED,
and criteria Professional Organization,
• Content Analysis, Process

6.Identifying techniques in data Analysis, Statistics, Comparison,
analysis Evaluation Process
• Written ; Oral; Progress; Final;

7.Preparing evaluation report Summary; Descriptive, Graphic,
Evaluation and Judgmental;
List of Recommendations
• Case studies; Test Scores
Summary; Testimonies;
8.Preparing modes of display Multimedia Representation;
Product Display (exhibit);
Technical Report
The steps are easy to follow. Begin thinking of how curriculum evaluators will
proceed in finding out if there is a need to modify, enhance or continue with the
implementation of the curriculum. After all, the main purpose of evaluation is to
improve the existing condition, so that it would benefit the students.
Take Action
Activity 1: Making a Simple Rapid Curriculum Evaluation
1. Choose an existing curriculum in Elementary, Secondary or College.
2. Interview the teacher who is using such curriculum.
3. Using the identified questions, make a rapid evaluation.
4. Fill up the matrix with the answers given by your interviewee (teacher)
Name of School:
Curriculum to be Evaluated:
Questions to be answered based on your evaluation:
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1. Does the curriculum emphasize learning outcomes? Y or N

2. Does the implemented curriculum require less demands? Y or
N
3. Can this curriculum be applied to any particular level? (a)
kindergarten, (b) elementary , (c) secondary, (d) tertiary ?
Write the letters or letters of the answer that is applicable.
4. Which of the curriculum aspects can be assessed? (a) written
(b) taught (c) supported (d) tested and (e) learned
curriculum? Write the letter or letters of your answer.
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Can the curriculum provide information needed for decision
making?
Activity 2: Let us try! Be a Curriculum Material Evaluator.

1. You are asked by your Principal to review a book for a decision.
2. Get a textbook in elementary or high school. This book is a curriculum product.
3. Use a Consumer-Oriented Evaluation Approach by Scriven and adapted
From the original work of Marvin Patterson shown above.
4. Make a matrix similar with that Marvin Patterson.
5. Review the whole textbook from cover to cover and reflect your answer on the
matrix itself.
6. What are your major comments?
7. What decision would you like to recommend to your principal?
Lesson 4: ASSESSING THE CURRICULUM

LESSON 1: INTENDED VS. IMPLEMENTED VS. ACHIEVED CURRICULUM
Purpose of Curriculum Assessment
Curriculum Assessment is a process of gathering information for use in
evaluation.
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1. Highlight curriculum expectations.

2. Collect information about what learners know and can do.
3. Motivate learners to learn better.
4. Encourage teachers to meet the identified needs of students.
5. Provide evidence to tell how well the learners have learned.
6. Obtain feedback that help teachers, learners and parents make good
decisions to guide instructions.
INTENDED CURRICULUM
➢ Refers to a set of intentions at the beginning of any particular plan. It
establishes the goal, the precise purposes, and the immediate intentions
to be accomplished.
INDICATORS TO MEASURE INTENDED CURRICULUM

▪ Are the objectives achievable within the learners’ developmental
levels?
▪ Can the objectives be accomplished within the time frame?
▪ Are the resources adequate to accomplish the objectives?
▪ Are the objectives specific and clear?
▪ Are there ways of measuring the outcomes of the objectives?
▪ Are the objectives observable?
▪ Are the objectives doable?
▪ Are the objectives relevant?
▪ Are the objectives SMART?
IMPLEMENTED CURRICULUM
➢ Refers to the various learning activities or experiences of the students in
order to achieve the intended curricular outcomes.
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To assess the implemented Curriculum the following questions can be

addressed:
1. Are the learning activities congruent with the stated objectives?

2. Are the materials and methods appropriate for the objectives set?
3. Does the teacher have the skill to implement the activities or use the
strategy?
4. Does the teacher utilize the various ways of doing to complement the
learning styles of the students?
5. Are there alternative activities for the learners to do to accomplish the
same objectives?
6. Are there activities provided to address individual differences?
7. Do the activities provide maximum learning experiences?
8. Do the activities motivate the learners to do more and harness their
potentials?
9. Do the activities utilize multiple sensory abilities of the learners?
10. Do the activities address multiple intelligences of the learners?
ACHIEVED CURRICULUM
➢ Refers to the curriculum outcomes based on the first two types of

curriculum, the intended and the implemented. It is now considered the
product. It can be the learning outcomes, or a material product itself,
like a book, module or instructional material.
To measure achieved curriculum the following questions should be

addressed:
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1. Do the learning outcomes achieved by the learners approximate the

level of performance set at the beginning of the curriculum?
2. Are the learning outcomes achieved higher or lower than the objectives
set?
3. Do the achieved learning outcomes reflect knowledge, skills and
attitudes and skills intended to be developed?
4. How many percent of the learners in the same class perform higher that
the level set at the beginning?
5. Do the curricular outcomes reflect the goals and the aspirations of the
community where the curriculum was implemented?
THREE TYPES OF CURRICULUM
CURRICULUM
ACHIEVED
THE BASIC EDUCATION CURRICULUM (BEC) & THREE TYPES OF CURRICULUM
• What does the BEC aim to accomplish? (Intended Curriculum)
1. To raise the quality of Filipino learners and graduates who will
become lifelong learners.
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2. To decongest the curriculum in order that the teachers and learners

will be able to contextualize it.
3. To use innovative, interdisciplinary and integrative methods of
teaching delivery whenever possible and applicable.
4. To make values development integral to all learning areas in high
school.
5. To increase the time for tasks in order to gain mastery for the
competencies of the basic tool subjects.
• How was the BEC implemented to accomplish the goals?

(Implemented Curriculum)
1. The BEC decongested the overcrowded old curriculum into five
learning areas, namely, English, Mathematics, Science, Filipino, and
Makabayan.
2. The teachers in basic education were trained to use innovative,
interdisciplinary, thematic, and integrative modes of instructional
delivery.
3. Teaching- learning processes are interactive. There’s an open
communication between teacher and learners and learners among
themselves. Multimedia are fully utilized to support interactions.
4. Basic tool subjects: English, Science, Mathematics, Filipino, while
Makabayan develops healthy personal and national self- identity.
5. Makabayan entails the use of integrated units of learning areas
composed of several subjects in the elementary and in the
secondary levels.
Elementary Level:
• Sibika at Kultura for grade 1 and 2, and Heograpiya, Kasaysayan
at Sibika or Hekasi for Grades 4,5 &6.
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• Edukasyong Pantahanan at Pangkabuhayan(EPP)

• Musika, Sining at Edukasyong Pangkatawan (MSEP)
• Good Manners and Right Conduct (GMRC)
Secondary Level:
• Araling Panlipunan
• Technology and Home Economics
• Physical Education, Health, Music and Arts
• Edukasyon sa Pagpapahalaga/Values Education.
• What has the BEC achieved? (Achieved Curriculum)

✓ The National Education Testing and Research Center (NETRC)
✓ The Bureau of Elementary Education (BEE)
✓ The Bureau of Secondary Education (BSE)
School – based monitoring was done continuously to allow curriculum
managers to make immediate adjustments and provide feedback to national
offices.
Initial achievements of the BEC as expressed by teachers, parents and students
informally are the following:
1. Increased interest and motivation of learners to go to school.
2. Increased level of performance in the tool subject areas.
3. Change in teachers’ paradigm from a dispenser of knowledge to
facilitators of learning.
4. Increased instructional materials support for teaching and learning.
5. Increase in the in – service training of teachers.
6. More opportunities of learners to learn on their own.
7. Use different teaching strategies to complement the styles of the
learners.
8. More involvement of stakeholders in the education of learners.
9. More involvement of the school principals in decision making that relate
to curriculum implementation.
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10. Empowered teachers and school officials.
LESSON 2: CRITERIA FOR CURRICULUM ASSESSMENT
Criteria for Curriculum Assessment Defined

> Criteria are a set standards to be followed in assessment. Specifically, as they
apply to curriculum, criteria are set of standards upon which the different
elements of the curriculum are being tested.
> The criteria will determine the different levels of competencies or proficiency
of acceptable task.
Criteria for Goals and Objectives
> are statements of curricular expectation, and sets of learning outcomes
specifically designed for students.
Goals & instructional objectives are formulated and specified for the
following:
1. Purposes
2. Elements
3. General criteria
PURPOSES
1. To have focus on curriculum & instruction which give direction to where
students need to go.
2. To meet the requirements specified in the policies and standards of
curriculum & instruction.
3. To provide the students’ the best possible education and describe the
students’ level of performance.
4. To monitor the progress of students based on the goals set.
5. To motivate students to learn and the teachers to be able to feel a sense of
competence when goals are attained.
(HOWEL AND NOLET IN 2000)
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ELEMENTS:
✓ Content
✓ Behavior
✓ Criterion
✓ Condition
GENERAL CRITERIA
1. Syntactic correctness
Are the objectives syntactically correct?
2. Compliance with legal requirements
Are the objectives comply with the legal requirements of the course of
subjects?
3. The “Stranger Test”
Does the objectives pass the stranger test?
4. Both knowledge and behavior are addressed
Are the objectives address both knowledge and behavior?
5. The “So-What” Test
Do they pass the “so- what” test?
6. Individualization
Are the objectives aligned?
7. Common Sense
Do they make common sense?
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CHECKLIST FOR GOALS AND OBJECTIVES
CRITERIA FOR ASSESSMENT OF INSTRUCTION

Instruction - refers to the implementation of the objectives. It is concerned
with the methodologies of the strategies of teaching.
THE TWO APPROACHES OF INSTRUCTION
1. Supplantive Approach
2. Generative Approach
Supplantive Approach
• This is referred to as “Direct” instruction (Adams and Englemann,1996)
• In here, the teacher attempts to promote learning by providing explicit
directions and explanations regarding how to do a task.
• The teacher assumes primary responsibility for linking new information
with the student prior knowledge and ultimately whatever the students
learn.
Generative Approach
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• This is referred to as “constructivist or developmental”

• In here , the teacher functions as a facilitator who takes a less central
role in a learning process that is student -direct (Ensminger and
Dangel,1992)
• The teacher provides opportunities for the students to make own
linkages to prior knowledge and to devise her own strategies for work.
A COMPARISON OF TEACHING APPROACHES
CURRICULUM CRITERIA
Curriculum Criteria- are guidelines on standard for curriculum decision-making.
The objectives of a curriculum or teaching plan are the most important
curriculum criteria, since they should be used in selecting learning experiences
and in evaluating learning achievement.
The criteria are stated in the form of questions as follows:
1. Have the goals of the curriculum been clearly stated; and are they used by
teachers and students in choosing content, materials and activities for
learning?
2. Have teacher and students engage in student-teacher planning in defining
the goals and in determining how they will be implemented?
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3. Do some of the planned goals relate to the society of the community in

which the curriculum will be implemented or the teaching will be done?
4. Do some of the planned goals related to the individual learner and is or her
needs, purposes interest and abilities?
5. Are the planned goals used as criteria in selecting and developing learning
materials for instruction?
6. Are the planned goals used as criteria in evaluating learning achievement
and in the further planning of learning sub goals activities?
According to Hass and Parkay (1993), individual differences, flexibility and
systematic planning, are criteria that depend in part on knowledge of the
different approaches to learning.
What are the characteristics of a good curriculum?
1. The curriculum is continuously evolving.
2. The curriculum is based on the needs of the people.
3. The curriculum is democratically conceived.
4. The curriculum is the result of long-term effort.
5. The curriculum is a complex of details.
6. The curriculum provides for the logical sequence of subject matter.
7. The curriculum complements and cooperates with the programs of the
community.
8. The curriculum has educational quality.
9. The curriculum has administrative flexibility.
What marks a Good Curriculum?

1. A good curriculum is systematically planned and evaluated.
2. A good curriculum reflects adequately the aims of the school.
3. A good curriculum maintains balance among all aims of the school.
4. A good curriculum promotes continuity of experience.
5. A good curriculum arranges learning opportunities flexibility for
adaptation to particular situations & individuals.
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6. A good curriculum utilizes the most effective learning experiences and

resources available.
7. A good curriculum makes maximum provision for the development of
each learner.
CURRICULUM EVALUATION
What is Evaluation? How it differs to Assessment? And what is Curriculum
Evaluation?
Evaluation
Hanna “the process of gathering and interpreted evidence changes in
the behavior of all students as they progress through schools is called
evaluation”
Muffat define “evaluation is the continuous process and is concerned
with than the formal academic achievement of pupils. It is interpreted in the
development of the individual in terms of desirable behavioural change
relation of his feeling, thinking and action”
Goods define “evaluation is a process of judging the value of something
by certain appraisal”
Assessment
It is the process of collecting information by reviewing the products of
student work, interviewing, observing or testing.
Curriculum Evaluation
Is the process of obtaining information for judging the worth of an
educational programs, procedures, educational objectives or potential utility
of alternative approaches design to attain specific objectives (Glass and
Worthem, 1997)
A process or cluster of processes that people perform in order to gather
data that will enable them to decide whether to accept, change, or eliminate
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something-the curriculum in general or an educational textbook in particular

(Ornstein and Hunkins 1998)
What is the purpose of Curriculum Evaluation?

To determine whether or not the newly adopted curriculum is producing
the intended results and meeting the objectives and to gather data that will
help in identifying areas in need of improvement or change.
Why is it necessary?
Parents - They want to assure that their children are being provided with a
sound and effective education.
Teachers - They want to know that what they are teaching will effectively help
them cover the standards and achieve the results.
General Public - They want to know that what they are teaching will effectively
help them cover the standards and achieve the results.
Administrators - They need feedback on the effectiveness of their curricular
decisions.
Curriculum Publishers - They can use the data and feedback from a curriculum
evaluation to drive changes and upgrades materials
Key questions usually asked in evaluating curriculum:
1. Are the objectives being addressed?
2. Are the contents presented in the recommended sequence?
3. Are students being involved in the suggested instructional experiences?
4. Are the students reacting to the contents?
Types of Curriculum Evaluation

FORMATIVE EVALUATION
• Takes place during lesson or project and tells evaluator what is
happening.
• Ongoing and yields information that can be used to modify the prior
program to termination. (Howel & Nolet, 2000).
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SUMMATIVE EVALUATION
• Takes place at the end of the lesson or projects and tells the evaluator
what has happened.
• “Sums up” the learning.
The purpose of curriculum evaluation is to determine whether or not the
newly adopted curriculum is producing the intended results and meeting the
objectives that it has set forth, and it is an essential component in the process
of adopting and implementing nay new curriculum in any educational setting.
It is also gathers data that will help in identifying areas in need of improvement
or change.
In the end, the goal is always to make sure that students are being
provided with the best education possible. Because the curriculum is a huge
part of this, curriculum evaluation is a means of deciding whether or not the
chosen curriculum is going to bring the school closer to their goals.
LESSON 3: TOOLS TO ASSESS CURRICULUM
TOOLS USED FOR ASSESING CURRICULUM

What are Assessment Strategies?
Assessment Strategies are structures through which student knowledge and
skills are assessed.
These are:
1. Paper and pencil strategy
2. Performance-based strategy
3. Observational
4. Personal Communication.
A. PAPER AND PENCIL STRATEGY

1. THE ESSAY:
Definition:
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➢ Is a writing sample used to assess student understanding and or how

well students can analyze and synthesize information;
➢ Is a paper and pencil assessment where a student constructs a
response to a question, topic or brief statement.
Characteristics:
➢ Measures student’s ability.
➢ Directly measures the performance.
➢ Includes a scoring plan.
➢ Affords the student a chance to construct his/her own answers.
2. SELECT RESPONSE:
Definition:
➢ Is a pencil and paper assessment in which the student is to identify the
one correct answer.
Characteristics:
➢ Can be administer to a large number of students at the same time.
➢ Can be scored very quickly.
➢ Stated in clear, simple language.
B. PERFORMANCE-BASED STRATEGY
Definition:
➢ Is an assessment which requires students to demonstrate a skill or
proficiency by asking them to create, produce, or perform.
Characteristics:
➢ Can be diagnostic, formative or summative.
➢ Ongoing feedback.
➢ Allows most learners to participate successfully in varying degree.
➢ Provides opportunities to work individually, as well as in small groups.
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➢ Focusses on process as well as products.

➢ Provides most realistic assessment.
EXHIBITION/DEMONSTRATION
Definition:
➢ Is a performance in which a student demonstrates individual
achievement through application of skills and knowledge.
Characteristics:
➢ Either actual situation or simulation.
➢ Often used in Arts.
➢ Accompanied by a list of performance attributes as well as assessment
criteria.
C. OBSERVATIONAL STRATEGY
Definition:
➢ Is a process of systematically viewing and recording student behavior
for the purpose of making programming decisions, permits the entire
teaching process by assisting the teacher in making the decisions
required in effective teaching.
Characteristics:
➢ Can be used every day to assess students of different ages, across
subject areas, and in different settings (alone, in partners, small groups,
or whole class).
➢ Is structured with a clear purpose and focus.
PERSONAL COMMUNICATION STRATEGY
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The Conference
A. Definition
The Conference:
➢ Is a formal or informal meeting between/among the teacher and
student and/or parent;
➢ Has a clear focus on learning for discussion
B. Purpose
The conference is used to:
➢ Exchange information or share ideas between/among the individuals
at the conference
➢ Explore the student’s thinking and to suggest next steps;
➢ Assess the student’s level of understanding of a particular concept or
procedure;
➢ Enable a student to move ahead more successfully on a particular
piece of work;
➢ Review, clarify, and extend what the student has already completed
➢ Help students internalize criteria for good work
THE INTERVIEW
A. Definition
The Interview:
➢ Is a form of conversation in which all parties increase their
knowledge and understanding
B. Purpose
The interview is used to:

➢ Focus on inquiry where the purpose of the meeting is based on
investigation
➢ Explore students’ thinking
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➢ Assess the student’s level of understanding of a particular

concept or procedure;
➢ Gather information, obtain clarification, determine positions and
probe for motivations
➢ Help determine students’ understanding of qualities of good
work
ORAL STRATEGY
The Questions and Answers
A. Definition
Questions:
➢ Are posed by the teacher to determine if students understand what is
being/has been presented or to extend thinking, generate ideas or
problem-solve
Answers:
➢ Provide opportunities for oral assessment when the student respond to a
question by speaking rather than by writing.
B. Purpose
The questions and answers are used to:
➢ Provide mechanism which monitors a students’ understanding while
assessing student progress
➢ Gather information about a students learning needs
THE CLASSROOM PRESENTATION

A. Definition
The classroom presentation:
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➢ Is an assessment which requires students to verbalize their

knowledge, select and present samples of finished work and
organize thoughts, in order to present a summary of learning about
a topic.
B. Purpose
The classroom presentation is used to:
➢ Provide summative assessment upon completion of a project
➢ Assess students when it is inappropriate or difficult to test a student’s
understanding or knowledge with paper-and-pencil test
THE REFLECTIVE STRATEGY

A. Definition
Self-Assessment:
➢ Is the process of gathering information and reflecting on one’s own
learning
➢ Is the student’s own assessment of personal progress in knowledge, skills,
processes or attitudes;
➢ Leads a student to a greater awareness and understanding of himself
or herself as a learner.
B. Purpose
Self-Assessment is used to:
➢ Assist students to take more responsibility and ownership of their
learning;
➢ Provide insights and information that enable students to make decisions
about their learning and to set personal learning goals
➢ Use assessment as a means of learning
➢ Focus on both the process and products of learning;
➢ Help students critique their own work;
➢ Help students internalize the characteristics/criteria of quality student
work.
COMBINATION OF STRATEGY
The Portfolio
A. Definition
The Portfolio:
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➢ Is the purposeful collection of samples of a student’s work that is selective,

reflective, and collaborative;
Demonstrates the range and depth of a students’ achievement,
knowledge, and skills over time and across a variety of contexts;
➢ Has student involvement in selection of portfolio materials as part of the
process;
➢ Is a visual presentation of a students’ accomplishments, capabilities,
strengths, weaknesses, and progress over a specified time
A. Purpose
The Portfolio is used to:
➢ Document typical student work and progress;
Provide a comprehensive view of the students’ progress, efforts and
achievements
➢ Reflect growth and progress but may serve different purposes during
the year;
➢ Provide a focus for student reflection on their own learning
➢ Build a student’s sense of responsibility for his/her own learning
➢ Build a student’s confidence in her/his abilities as a learner;
➢ Promote an ongoing process where students demonstrate, assess an
revise in order to improve and produce quality work.
RECORDING DEVICES/TOOLS
• Organizing the recordings of information about student achievement
A. Anecdotal Record
✓ it is a short narrative describing both a behavior and the context in
which the behavior occurred.
Purpose
❑ provide outgoing record of written observation of student progress.
Characteristics
❑ Provide rich portraits of individual achievements.
❑ Records information of the learner.
Teacher’s Role
❑ Determines which observation are to be considered significant and
important.
Considerations
❑ Time-consuming to read, write and interpret.
B. Checklist
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❑ Is a list of actions or descriptions that a rater (teacher) checks off.

❑ It is a written list of performance or criteria.
Purpose
❑ Record whether a specific or behavior was ‘evident’ or ‘not evident’.
Characteristic
❑ It is a quick and useful with large number of criteria is an efficient way to
obtain information about student improvement.
Teacher’s Role
❑ Observes, judges, and determine student performance.
C. The Rating Scale

❑ Is a simple tool in assessing performing on a several-point scale ranging from
low to high.
Purpose
❑ Record the frequency or even the degree to which the students to exhibit a
characteristic.
Characteristic
❑ Analytic- describe a product or performance on multiple dimensions.
❑ Holistic- is the writings consider all the scoring criteria simultaneously rather
than assigning scores.
Teacher’s Role
❑ Makes decision about the student’s work.
Considerations
❑ Uses statement to rank, describe or identify criteria.
D. Rubrics
❑ Contains brief, written descriptions of different levels of student performance.
Purpose
❑ Summarize both student performance and product against pre-stated
criteria.
Characteristic
❑ Uses specific description of the variables for each point along the continuum.
Teacher’s Role
❑ Select which of the description comes closest to the student performance.
Considerations
❑ Conjunction with self -assessment and peer review.
❑ Provide concrete example of good and poor.
E. The Learning Log

❑ Is an outgoing record by the student of what s/he does while working on a
particular task or assignment.
Purpose
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❑ Shows student progress and growth over time.

Teacher’s Role
❑ Is provide the guideline for the maintenance of the learning log.
Considerations
❑ Present challenge for some student who have difficult time express their
thoughts in writing.
F. None-test Monitoring and Assessment

1. Oral Written Reports 11. Models
1. Teacher Observation 12. Notes
2. Journal 13. Daily Assignments
3. Portfolio of Student’s Work 14. Anecdotal Record
4. Slates or Hand Signal 15. Panel
5. Games 16. Learning Centers
6. Projects 17. Demonstration
7. Debate 18. Problem Solving
8. Checklist 19. Discussion
20. Organize note sheets and Study

9. Cartooning
Guides
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Chapter 5 Curriculum Development Reforms and Enhancements

Curriculum Development for Teachers
Module 6: Gearing Up for the Future: Curriculum
Module Overview:
This module brings you to some curricular development reforms and
enhancements. As the Philippine education braces itself with the ASEAN and
the rest of the world, there is a need to embark on enhancements and
reforms in the curriculum. As a curriculum knower, designer, implementer,
and evaluator, substantial knowledge of some of these reform is necessary.
Lesson 1: The Enhanced Basic Education Act of 2013 (K to 12)
Desired Learning Outcome

➢ Gain comprehensive understanding of the K-12 Basic Education
Curriculum reform
Take Off
Curriculum designers need to enhance the curriculum and propose
curricular innovations to respond to the changing educational landscape in
the country as well as in other parts of the globe. It is most necessary that as a
future curricularist and a teacher, you should be familiar with what is
happening and will happen in our curriculum. There is no substitute for being
READY and INFORMED.
In this module, you will have a comprehensive knowledge on curricular
reforms initiated in the Philippines and abroad to improve the quality of
teaching and learning. Let’s study them one by one:
CONTENT FOCUS
Curriculum designers need to enhance the recommended curriculum
and propose curricular innovations to respond to the changing landscape in
education regionally and globally. Are you aware of some curricular reforms
in the Philippines and the other countries? Inside the globe are curricular
innovations. (Refer to the globe on page 137. Are they familiar to you?
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Republic Act 10533, otherwise known as the Enhanced Basic Education Act of
2013, is the latest educational reform in Philippine Education signed into law by
President Benigno Aquino III last May 15, 2013. It is an act enhancing the Philippine
Basic Education system by strengthening its curriculum and increasing the number of
years for basic education appropriating funds therefore and for other purposes. The
Enhanced Basic Education Act of 2013 popularly known as K to 12 includes one (1)
year of kindergarten education, six (6) years of elementary education, and six (6)
years of secondary education . The six-year secondary education includes four (4)
years of junior high school and two (2) years of senior high school. With K to 12, the
existing 10 years of basic education is increased to 12 years with Kindergarten
education as a prerequisite to entry in grade 1.
Why K to 12?
K to 12 makes the Philippine education system at par with the international
standard of 12 year basic education thereby contributing to a better educated
society capable of pursuing productive employment, entrepreneurship, or higher
education studies. After going through kindergarten, elementary, junior high and a
specialized senior high school program, every K to 12 graduate is ready to go into
different paths – higher education, middle level skills development, employment, or
entrepreneurship. The K to 12 graduates are also expected to be equipped with 21st
century skills like information, media and technology skills, learning and innovation
skills, effective communication skills, and life and career skills.
When K to 12 was launched in 2012, many Filipinos were apprehensive
because of the addition of two (2) more years in secondary schooling. Some said, the
additional two years are added burden for the average Filipino family. Others said,
the K to 12 program is doomed to fail since it does not address the basic problems in
education like lack of classrooms, chairs, books, teachers, quality teaching and many
more. Amidst criticism, the Department of Education pushed for the K to12
implementation. What could be the reasons?
Let’s consider these existing realities in Philippine Education that became the
bases of the K to 12 implementation:
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1. Mastery of basic competencies in insufficient due to congested curriculum

The table below presents the national achievement test results of 4th
year students in Mathematics and Science. In 2005-2006 Mathematics result,
only 15% of the students acquired mastery of the Mathematics competencies
while majority (59.09%) of the high school students belonged to the low
mastery level. The achievement result in Science was even more discouraging
since only 3% of the 4th year high school students in 2005-2006 mastered the
Science processes and skills. Majority belonged to the low mastery category
and a few were in the near mastery level.
Comparative Achievement Levels in Mathematics Comparative Achievement Levels in Science
Achievement SY % SY & Achievement SY % SY &
2004-2005 2005-2006
Level 2004-2005 2005-2006 Level
Mastery 168, 371 16.41% 149, 922 15.21% Mastery 17, 921 1.75% 29, 479 2.99%
Near Mastery 321, 305 31.31% 253, 396 25.71% Near Mastery 246, 207 23.99% 196, 938 19.89%
Low Mastery 536, 439 52.28% 582, 436 59.09% Low Mastery 761, 987 74. 26% 759, 337 77. 03%
TOTAL 1, 026, 115 100.00% 985, 754 100. 01% TOTAL 1, 026, 115 100% 985, 754 100%
National Achievement Test- Fourth Year (SY 2004-2006)

Source: www.deped.gov.ph
In international examinations, the Philippines performed poorly as

revealed in 2003 TIMSS (Trends in International Mathematics and Science)
scores. In grade IV Science and Math, the Philippines ranked 23 out of 25
participating countries. In high School II Science, the Philippines ranked 43 out
of 46 and in Math ranked 34 out of 38. Even with only the science high schools
participating in the Advanced Mathematics category in 2008 TIMSS, the
country’s ranking did not improve. In fact, it ranked the lowest (10) among ten
participating countries.
One of the factors that contribute to the low performance in
achievement test is the congested basic education curriculum. What other
countries teach in twelve (12) years the Philippines teach only in 10 years. The
ten (10) years would not be enough to master the competencies. Adding two
years would make possible the decongestion of the curriculum for
comprehensive acquisition of basic competencies and the 21 century skills.
2. The Philippines is the only remaining country in Asia with a 10-year basic education
program.
The Philippines is the only country in Asia that has a ten-year basic education
program. The short duration of the basic education program also puts millions of
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overseas Filipino workers, especially the professionals, and those who intend to study
abroad at a disadvantage. Graduates of Philippine schools are not automatically
recognized as professionals outside the country due to the lack of two years in basic
education. Bologna accord imposes twelve (12) years of education for university
admission and practice of profession in European countries. Washington Accord
prescribes twelve (12) years basic education as an entry to recognition of engineering
professionals.
With K to 12, Filipino professionals would have the same competitive edge with
professionals in other countries having gone through 12 years of basic education.
By the way, the recommendation to improve and to lengthen the short basic
education in the Philippines has been given since 1925. As one of the most well
studied reforms, recommendations of either adding or restoring 7 th grade or adding
an extra year to basic education have been put forward. (See Table 3)
Table 5. Researches on Philippine Basic Education Curriculum and their
Recommendations
YEAR Source Recommendations
1925 Monroe Survey Training of graduate student in agriculture, commerce, and industry
because secondary education did not prepare students for life.
1949 UNESCO Mission Restoration of Grade VII in primary education
Survey
1950 Swanson Survey
1953 Education Act Revising the Primary School system by adding one year (Grade VII)
1960 Swanson Survey Restoring grade 7 in Primary Education
1970 PCSPE Extending secondary education by one year to better prepare students
who have no plans to take up university education
1991 EDCOM Report Retaining the 10-year basic education phase while institutionalizing career
counseling in Primary and secondary schools in preparation for higher
education
1998 Philippines Prioritizing student learning through curricular reforms, the provision of
Education Sector textbooks, the use of vernacular in lower Primary grades and the institution
Study (World Bank of a longer basic education cycle
and ADB)
2000 PCER Implementing a compulsory one-year pre-baccalaureate stage as
prerequisite for students interested in enrolling in higher education degree
programs
2006 Philippine EFA Lengthening the educational cycle by adding two years to formal basic
2015 National education (one each for Primary and high school)
Action Plan
2008 Presidential Task Extending pre-university education to a total of 12 years, benchmarking the
Force in content of the eleventh and twelfth years with international program
Education
Employability of Filipino High School Graduates

The K to 12 Curriculum prepare the students for the world of work, middle level
skills development, entrepreneurship and college education. As early as Grade 7
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and Grade 8, the students is made to explore at least 8 subjects in the four (4) areas
of Technology and Livelihood Education (TLE) namely: Home Economics, ICT,
Industrial Arts and Agriculture and Fishery Arts. In Grade 10 and Grade 12, the
student is supposed to have obtained a National Certificate (NC) Level I and NC
Level II from TESDA. NCI and NCII make a Grade 12 graduate employable.
The short duration of basic education in the Philippines resulted to 15 years old
graduates who are not legally employable. With the implementation of the K to 12,
the graduates of senior high is 18 years old who is legally employable.
Let’s pause and answer some questions.
Let’s try these:
Activity 1
Are the existing realities enough justification for the implementation of K to 12?
Why and why not? Write your answers below and share your thoughts with your
classmates.
Now that you have shared your thoughts with your classmates, let us continue
studying the K to 12 Program.
The K to 12 Curriculum
Section 5 of the Enhanced Basic Education Act of 2013, stipulates the following
curricular standards which the curriculum developers adhered to in crafting the K to
12 Curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally
appropriate;
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE) which starts from where the
learners are and from what they already knew proceeding from the known to
the unknown, instructional materials and capable teachers to implement the
MTB-MLE curriculum shall be available;
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(g) The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on their respective
educational and social contexts. The production and development of locally
produced teaching materials shall be encouraged and approval of these
materials shall devolve to the regional and division education units.
Curriculum Tracks
The student after undergoing Senior High School can choose among four tracks:
Academic; Technical-Vocational-Livelihood; and Sports track and Arts and Design
track. The Academic track includes four strands: Business, Accountancy,
Management (BAM); Humanities and Social Sciences (HUMSS); Science,
Technology, Engineering, Mathematics (STEM); and General Academic Strand
(GAS).
Core Curriculum
Below are the learning areas comprising the core curriculum. The description is
based on DepEd Memo 13 s 2013.
NOMENCLATURE/ DESCRIPTION
LEARNING AREA Grade 1 to 6 Grade 7 to 10
Integrated It focuses on the development Ang Filipino ay naglalayong
Language Arts of literacy and numeracy skills malinang ang (1) kakayahang
Mother Tongue and learning of concepts first in komunikatibo at (2) kahusayan
Filipino Mother Tongue from Grades 1-3 sa pag-unawa at
English and later transfer to second pagpapahalagang
language (Filipino and English). pampanitikan ng mga mag-
The macro skills-listening, aaral. Lilinangin ang makrong
speaking, reading, writing and kasanayan (pakikinig,
viewing spiral across grade pagsasalita, pagbasa, pagsulat,
levels and across languages. at panonood) sa tulong ng iba’t
The ultimate goal is ibang dulog at pamamaraan
communicative competence tulad ng Komunikatibong
both oral and written in three Pagtuturo ng Wika (KPW),
languages. Pagtuturong Batay sa Nilalaman
(PBL) ng iba’t ibang akdang
pampanitikan at Pagsasanib ng
Gramatika sa Tulong ng iba’t
ibang Talento (PGRT), at
isinasaalang-alang din ang
pagsasanib ng mga
pagpapahalagang
pangkatauhan sa pag-aaral at
pagsusuri ng iba’t ibang akdang
pampanitikan.
Science Science education aims to This course deals with the basic
develop scientific literacy concepts in Biology, Chemistry,
among students that will Physics, and earth Space
prepare them to be informed Science. Every quarter presents
and participative citizens who the different science disciplines
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are able to make judgments across grade levels in increasing

and decisions regarding complexity. The course is focused
applications of scientific on the development of
knowledge that may have awareness and understanding of
social, health, or environmental practical everyday problems that
impacts. The science affect the learners’ lives and
curriculum recognizes the those around them.
place of science and
technology in everyday human
affairs. It integrates science and
technology in the civic,
personal, social, economic,
and the values and ethical
aspects of life. The science
curriculum promotes a strong
link between science and
technology, including
indigenous technology,
keeping our country’s cultural
uniqueness and peculiaritie.
Mathematics Elementary mathematics It includes key concepts and
covers basic concepts and principles of number sense,
ideas, skills and processes on measurement, algebra,
numbers and number sense- geometry, probability and
geometry, measurement, statistics as applied, using
patterns and algebra, appropriate technology, in
probability and statistics as critical thinking, problem solving,
enlist, using appropriate reasoning, communicating,
technology in critical thinking, making connections,
problem solving, reasoning, representations and decisions in
communicating, making real life.
connections, representation
and decisions in real life.
Araling Panlipunan Ito ay asignatura na nagtuturo Ang asignaturang ito ay
ng mga konsepto sa naglalayong tumalakay sa
pananagutang pansarili, kasaysayan ng Pilipinas gamit
pamilya, kapwa, bansa/ ang sipi ng mga piling
daigdig at diyos, pananagutan primaryang sanggunian mula sa
para sa kabutihang panlahat iba’t ibang panahon at uri; at
upang mamuhay nang may magpamalas ng malalim na
kaayusan, katiwasayan, pang-unawa sa mga
kaunlaran tungo sa pangunahing kaisipan at mga
kaligayahan ng tao. napapanahong isyu sa pag-
aaral ng kasaysayan,
pamahalaan, kultura at lipunan
ng mga rehiyong Asyano;
kasaysayang pandaigdig at
napapanahong isyu sa
ekonomiks at pambansang pag-
unlad.
Edukasyong Edukasyong Pantahanan at Edukasyong Pantahanan at
Pantahanan at Pangkabuhayan develops Pangkabuhayan develops
Pangkabuhayan knowledge, skills, values and knowledge, skills, values and
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(EPP)/ Technology attitude in Agriculture attitude in Agriculture

and Livelihood Entrepreneurship and Entrepreneurship and Information
Education (TLE) Information Communication Communication Technology
Technology (ICT), Home (ICT), Home Economics and
Economics and Industrial Arts Industrial Arts than can help
than can help improve self, improve self, family and
family and community life community life considering
considering sustainable sustainable development.
development.
Music, Art, Physical The Music Program focuses on The learning area covers four ($)
Education and the learner as the recipient of major components namely:
Health (MAPEH) the knowledge, skills, and Music, Art, Physical Education
values necessary for artistic and Health.
expression and cultural literacy. ⚫ Music and Art deal with the
The curriculum design is study of man’s aesthetic
student-centered, based on expressions through sounds
spiral progression, and (music) and visual (art)
grounded in performance- mirroring the sentiments and
based learning. Thus, the ideas of society and culture,
learner is empowered, through and contributing to the
active involvement and development of individual
participation, to effectively and collective identity. It is
correlate music and art to the designed to be student-
development of his/her own centered, based on spiral
cultural identity and expand progression, and grounded
his/her vision of the world. in performance-based
learning focused on
The Art Program provides our appreciation and
Filipino learners with art application where basic
experiences that include fundamentals are further
recognizing, creating, reinforced. The program
appreciating, and critiquing design empowers the
their own artistic works and the learners to effectively
works of others. From correlate Music and Art to
Kindergarten, art instruction the study of Philippine
begins with creative Culture, as influenced by
exploration of art materials, history, the culture of its
concepts and processes found neighbors, and the effects of
in the Philippines and other globalization and
countries. It continues to advancement of information
develop the student’s technology.
imagination and individual ⚫ Each strand is sequentially
expression, and inquiry into the developed across grade
aesthetic qualities of his work, levels including activities that
the work of others, artists of the are varied and age-
past and present, from the appropriate to address the
Philippines and from other parts needs an interest of Each.
of the world. It culminates in ⚫ Physical education and
seeing the connection of art to Health promote the
other areas of study and development of active and
exposure to various art-related a healthy lifestyle. Physical
activities and careers. Education focuses on five
strands namely: body
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The Physical Education Program management, movement

is anchored on the tenet skills, games and sports,
“Move to Learn and Learn to rhythm and dance and
Move” with ultimate goal of physical fitness. Each strand
achieving life long fitness. It is sequentially developed
shall contribute to the across grade levels including
development of fitness, health activities that are varied and
and wellness among school- age-appropriate to address
age students as provided in the the needs an interest of
program’s rich and challenging learners.
physical activity experiences. It ⚫ The Health program deals
shall promote the development with physical, mental,
of a participative and active emotional, social, moral and
body; learning to use the body spiritual dimensions of health
in moving efficiently and that enable learners to
effectively in a given space acquire essential knowledge,
time, effort and assurance of attitudes and skills necessary
quality movement. The desire to promote good nutrition,
for becoming a physical prevent and control
educated person, thus aid an diseases, substance use and
individual in successfully abuse, and reduce health-
selecting and participating related risk behaviors and
activities appropriate at various injuries with the view to
stages of life. maintaining and improving
personal, family, community,
The Health Program from national and global health.
Kindergarten to Grade 6
focuses on the physical,
mental, emotional, social,
moral and spiritual dimensions
of health and enables the
learners to acquire essential
knowledge, attitudes, and skills
necessary to promote good
nutrition, prevent and control
diseases and substance use
and abuse, reduce health-
related risk behaviors to
prevent and control injuries with
the view of maintaining and
improving personal, family,
community, national and
global health.
Edukasyon sa Ang Edukasyon sa ⚫ Ang Edukasyon sa
Pagpapakatao (EsP) Pagpapakatao (EsP) ay Pagpapakatao ay
asignaturang bahagi ng K to 12 naglalayong malinang at
na gagabay at huhubog sa mapaunlad ang kakayahan
mga kabataan. Ang tungkulin ng mga mag-aaral sa moral
o outcome ng Esp ay na pagpapasya at
kabataang nagpapasya at paggawa ng mga pasyang
kumikilos nang mapanagutan batay sa idinidikta ng
tungo sa kabutihang panlahat. tamang konsensya: Apat na
tema ang nalilinang sa
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Nangangahulugang ito na paraang expanding spiral

lilinangin at paunlarin ang mula Kindergarten
pagkataong etikal ng bawat hanggang Grade 10: (a)
mag-aaral. Upang maipamalas Pananagutang Pansarili at
ito, kailangang magtaglay siya Pagiging Kasapi sa Pamilya,
ng limang pangunahing (b) Pakikipagkapwa at
kakayahan (macro skills): pag- Katatagan ng Pamilya,
unawa, pagninilay, (c) Paggawa Tungo sa
pagsangguni, pagpapasya at Pambansang pag-
pagkilos. Unlad at pakikibahagi
sa Pandaigdigang Pag
Kakaisa, at
(d) Pagkamaka Diyos
At Presensya sa
Kabutihan.
Ang Nilalaman at
Istraktura ng Edukasyon
Sa Pagpapakatao ay
Nakaangkla sa
dalawang disiplina:
Ethics at Career
Guidance. Ang Etika ay
Ang siyensiya ng
Moralidad ng kilos ng
Tao. Ang Career
Guidance ay ang
Paggabay sa mag-
aaral ng magpasya ng
Kursong akademiko o
Teknikal-bokasyunal
na tugma sa kanyang
mga talent, kakayahan
at aptitude at mga
trabahong kailangan
sa ekonomiya.
THE SENIOR HIGH SCHOOL CURRICULUM

There are four tracks in Senior High School. These are Academic Track, Tech Voc
Track, Sports and Design Track. The Academic Track has four strands namely 1)
Science, Technology, Engineering and Math (STEM) 2) Humanities and Social
Sciences (HUMSS), 3) Accounting, business and Management (ABM) and 4) General
Academic Strand (GAS). This means that at grade 11, a student chooses which track
to pursue and if he/ she chooses the academic he/she must also choose which track
which strand. If the student intended to go to college after grade 12, then he/she
must take the academic track. The college program which he/she wants to enroll in
determines which strand to take- STEM, HUMSS, Sports and Arts and Design. If a grade
12 graduate wants to pursue Tech Voc courses in technical Education Skills
Development Authority (TESDA), he/she takes the Tech Voc Track . He/she is interested in
Arts and Design will pursue the Arts and Design Track. The Sports Track will be for any
sports minded grade 12 graduate.
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Figure 1 – Tracks in Senior High School
Academic
Grade 11 TechVoc
Grade 12 Sports
Arts and Design

Figure 2 – Academic Track – 4 Strands
STEM HUMSS
ABM General
Total = Academic
4
Strands
The Senior High School Curriculum has a total of 31 subjects. The thirty-one
subjects are group into fifteen (15) core subjects, seven (7) contextualized
subjects and nine (9) specialization subjects.
The following are the core subjects to be taken by all students regardless of
tracks. There are also common subjects for different tracks and the highly
specialized courses for each track.
Oral Communication
Reading & Writing
Language
Komunikasyon at Pananaliksik sa Wikang Filipino at
Kulturang Pilipino
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Pagbasa at Pagsusuri ng Iba’t-ibang Teksto Tungo sa

Pananaliksik
21st Century Literature from the Philippines and the World

Humanities
Contemporary Philippine Arts from the Regions
Communications Media & Information Literacy

General Mathematics
Mathematics
Statistics & Probability
Earth and Life Sciences Lecture and Laboratory
Science
Physical Sciences Lecture and Laboratory
Personal Development / Pansariling Kaunlaran
Social Science Understanding Society & Culture
Into to Philosophy of the Human Person / Pambungad sa
Philosophy
Pilosopiya ng Tao
PE and Health – Physical Education and Health
Below are the 7 contextualized subjects. The contextualized subjects

apply to all tracks and strands but the subjects are taught in the context of the
track. For example, English for academic and Professional Purposes for the
Tech Voc track will center on tech Voc terms, describing and reporting tech-
voc related procedures while for the Sports track, the English subject will focus
on the language for sports. Research maybe a presentation and defense of
a paper in management in ABM track or in STEM but maybe a culminating
activity or exhibit for the Arts and Design track and end of the term exhibits for
the Arts and Design Track.
Tech-voc, Sports, Arts and Design

Academic Track
Tracks
English for Academic and
English for the Professions
Professional Purposes
Introduction to Research Methods –
Research Skills 1
Quantitative
Introduction to Research Methods –
Research Skills 2
Qualitative
Filipino course Mga Diskurso sa Trabaho
ICT for Learnes ICT applications
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Entrepreneurship Entrepreneurship
Research Project / Culminating
Research Project
Activity
7 Applied Subjects
Academic * Tech-Voc, Sports,

Arts and Design
1. English for Academic and

Professional Purposes
2. Research in Daily Life 1
3. Research in Daily Life 2
4. Pagsulat sa Filipino sa
Piling Larangan
5. Entrepreneurship
6. Empowerment
Technologies (E-Tech):
ICT for Professional
Tracks
7. Research Project /
Culminating Activity
Specialization Subjects, Academic Track, ABM

1. Applied Economics
2. Business Ethics and Social Responsibility
3. Fundamentals of Accountancy, Business and Management I
4. Business Math
5. Business Finance
6. Organization and Management
7. Principles of Marketing
8. Work Immersion/Research/Career Advocacy/Culminating
Specialization STEM
1. Pre-Calculus
2. Basic Calculus
3. General Biology I
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4. General Biology 2
5. General Physics I
6. General Physics 2
7. General Chemistry I
8. General Chemistry 2
9. Work Immersion/Research/Career Advocacy/Culminating Activity
Specialization - HUMSS
1. Creative Writing
2. Creative Non-Fiction: The Literacy Essay
3. World Religious and Belief Systems
4. Trends, Networks and Critical Thinking in the 21st Century
5. Philippine Politics and Governance
6. Community Engagement, Social Participation and Citizenship
7. Disciplines and Ideas in the Social Sciences
8. Disciplines and Ideas in the Applied Sciences
Specialization – General Academic Strand

1. Humanities I
2. Humanities 2
3. Social Science I
4. Applied Economics
5. Organization and Management
6. Disaster Readiness and Risk Reduction
7. Elective I (from any track strand)
8. Elective 2 (from any track strand)
Specialization - SPORTS
1. Safety and First Aid
2. Human Movement
3. Fundamentals of Coaching
4. Sports Officiating and Activity Management
5. Fitness, Sports and Recreation Leadership
6. Psychosocial Aspects of Sports and Exercise
7. Fitness Testing and Exercise Programming
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8. Practicum (in-campus)
Specialized courses in the Academic Track
Liberal Arts HUMSS ABM STEM

Literature 1 Literature 1 Applied Pre-Calculus
Fiction and Economics 1
Drama
Humanities 1 Literature 2 Applied Basic Calculus
Economics 2
Social Science Humanities Accounting 1 General
1:Popular arts as Chemistry 1
Text
Economics 1 Humanities 2 Accounting 2 General
Chemistry 2
Organization and Education 1/ Business Math General Physics
Management Foreign 1
Language 1
Foreign Education 2/ Business Finance General Physics
Language 1 Foreign 2
Language 2
Applied Science Social Science 1 Organization and General Biology
Management 1
Pre-Calculus Social Science 2 Principles of General Biology

Marketing 2
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Work Immersion/ career advocacy/ research / Culminating Activity
Specialized courses for Arts and Design tracks
Arts and Design Strands

Art Assessment and Guidance
Arts Track 1. Introduction to Applied Arts and Design Production
Arts Track 2. Introduction to Performing Arts
Arts Track 3. Understanding Elements and Principles of the Different Arts
Arts Track 4. Work Environment in Various Arts Field
Arts Track 5. Developing Filipino Identity in the Arts
Arts Track 6. Leadership and Management in different Arts Field
Arts Track 7. Apprenticeship and Exploration of Different Arts Field
(Production and Performing Music, Dance and Theater)
Arts Track 8. Apprenticeship and Exploration of Different Arts
Arts Track 9. Design Production (Media Arts, Visual Arts and Literary Arts)
Specialized courses for Sports Track
Sports Track Subjects
Sports Track 1.Safety and First Aid
Sports Track 2.Understanding Human Movement
Sports Track 3.General Coaching Course
Sports Track 4.Sports Officiating
Sports Track 5.Fitness Leadership
Sports Track 6.Sports/Recreation/Fitness Management
Sports Track 7.Student-Athlete Enhancement and Formation
Sports Track 8.Fitness Testing and Exercise Prescription
Sports Track 9.Recreation Leadership
Take Action
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Activity 1: Let’s Do a Survey

The Philippines has implemented the K-12 curriculum from Kindergarten
to Grade 3 in elementary and grades 7-9 in the junior high. Conduct a survey
among teachers handling those grade levels. Ask their suggestions on how to
improve the curriculum implement.
Report to the class and submit written results.
Self-Check
What do I know? What can I tell?
If you interviewed about K to 12, what ten ideas or concepts can you tell?
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Self-Reflect
Reflect on the statement below and comment: “The K to 12 is bound
to fail because it is implemented hurriedly without thorough planning.”
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Outcomes-Based- Education: Basis for

Module 7 Enhance Teacher Education Curriculum
Module Overview:
Outcomes-based education (OBE) became the fundamental

philosophy of higher education in the Philippines lately. All curricula including
that of teacher education will be anchored on the concept of OBE in terms of
course designing, instructional planning, teaching and assessing students
learning. This module will give you the opportunity to understand what OBE is
all about and relate the same to teacher education curriculum as future
teachers.
Outcomes- Based Education for Teacher

Lesson 1 Preparation Curriculum
➢ Define what is outcomes- based education

➢ Identify the four principles in OBE
➢ Describe how teaching and learning relate to OBE
➢ Describe how assessment of achieved learning relate to OBE
➢ Describe the learner’s responsibility in learning through OBE
Take Off
Why do we hear a lot of educators talking about OBE? What is
Outcomes-Based Education about? Should curriculum for teacher
preparation be influenced by this? Why? How will OBE address the 21st century
teachers?
Content Focus
In recent years, there has been an increasing attention on
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Outcomes-based for several reasons. These include return of the investments

and accountability which are driven by political, economic and educational
reasons.
Definitions of Outcomes Based Education (OBE)

Among the many advocates of OBE in the Early Years was W. Spady
(1994). He defined OBE as clearly focusing, and organizing everything in the
educational system around the essential for all the students to do successfully
at the end of their learning experiences. It starts with a clear picture of what is
important for students to be able to do, then organizing the curriculum,
instruction and assessment to make sure that learning happens. This definition
clearly points to the desired results of education which is the learning
outcomes. This is made up of knowledge, understanding, skills and attitudes
that students should acquire to make them reach their full potential and lead
fulfilling lives as individuals in the community and at work.
To define and clarify further, answers to the following questions should

be addressed by the teachers.
1. What do we want these students to learn?
2. Why do we want students to learn these things?
3. How can we best help students to learn these things?
4. How will you know when the students have learned?
Spady premised that in Outcomes- Education;

❖ All students can learn and succeed, but not at the same time or in the
same way.
❖ Successful learning promotes even more successful learning.
❖ Schools and teachers control the condition that will determine if the
students are successful in the school learning.
Four Essential Principles in OBE

In order to comply with the three premises, four principles should be
followed in either planning instruction, teaching and assessing learning.
Principle 1: Clarity of focus

A clear focus on what teachers want students to learn is the
primary principle in OBE. Teachers should bear in mind that the outcome
of teaching is learning. To achieve this, teachers and students should
have a clear picture, in mind what knowledge, skills, values must be
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achieved at the end of the teaching learning process. This is like looking
straight ahead so that the target will be reach.
Principle 2: Designing Backwards
This principle is related to the first. At the beginning of a curriculum
design, the learning outcome has to be clearly defined. What to
achieve at the end of formal schooling is determined as the beginning.
Decisions are always traced back to desired results. This means that
planning, implementing (teaching) and assessing should be connected
to the outcomes.
Principle 3: High Expectations
Establish high expectations, challenging standards of
performance will encourage students to learn better. This is linked to the
premise that successful learning, promotes more successful learning as
mentioned by Spady in 1994. This is parallel to Thorndike’s law of effect,
which says that success reinforces learning, motivates, builds
confidence and encourages learners to do better.
Principle 4: Expanded Opportunities
In OBE all students expected to excel, hence equal expanded
opportunities should be provided. As advocates of multiple intelligences say,
“every child has a genius to him/ herself, hence is capable of doing the best.”
Learners develop inborn potentials if corresponding opportunities and support
are given to nurture.
Teaching- Learning in OBE
Teaching is teaching if learners learn. Learning is measured by its

outcome. Whatever approach to teaching is used, the intent should focus on
learning rather than on teaching. Subjects do not exist in isolation, but links
between them should be made. It is important that students learn how to learn,
hence a teacher should be innovative. How then should teaching- learning
be done in OBE? Here are some tips:
• Teachers must prepare students adequately. This can be done if the
teachers know what they want the students to learn and what learning
outcomes to achieve. Prerequisite knowledge is important, thus a review
is necessary at the start of the lesson.
• Teachers must create a positive learning environment. Students should

feel that regardless of individual uniqueness, the teacher is always there
to help. Teacher and student relationship is very important. The
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classroom atmosphere should provide respect for diverse kind of

learners.
• Teachers must help their students to understand, what they have to

learn, why they should learn it (what use it will be now and in the future)
and how will they know that they have learned.
• Teachers must use a variety of teaching methods. The most appropriate

strategy should be used taking into account the learning outcome
teachers want the students to achieve. Also to consider are the
contents, the characteristics of the students, the resources available and
the teaching skill of the teacher. Even if OBE is learner centered, sometimes
more direct, time-tested methods of teaching will be appropriate.
• Teachers must provide students with enough opportunities to use the new
knowledge and skills that they gain. When students do this, they can explore
with the new learning, correct errors and adjust their thinking. Application of
learning is encouraged rather than mere accumulation of these.
• Teacher must help students to bring each learning to a personal closure that
will make them aware of what they learned.
Here are additional key points in teaching-learning in OBE which show the shifts from
a traditional to an OBE view.
From Traditional View To OBE View

Instruction Learning
Inputs and Resources Learning Outcomes

Knowledge transferred by the teacher. Knowledge already exist in the minds of the
learners.
Teacher dispense knowledge Teachers are designers of methods

Teachers and students are independent and Teacher and students work in teams.
in isolation.
Assessment of Learning Outcomes in OBE

Assessment in OBE should also be guided by the four principles of OBE which
are clarity of focus, designing backwards, high expectations and expanded
opportunity. It should contribute to the objective of improving students learning. Since
in OBE, there is a need first to establish a clear vision of what the students are expected
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to learn (desired learning outcome), then assessment becomes an embedded part

of the system.
To be useful in OBE system, assessment should be guided by the following

principles:
1. Assessment procedure should be valid. Procedure and tools should actually
assess what one intends to test.
2. Assessment procedure should be reliable. The results should be consistent.
3. Assessment procedure should be fair. Cultural background and other factors
should not influence assessment procedure.
4. Assessment should reflect the knowledge and skills that are important to the
students.
5. Assessment should tell both the teachers and students how students are
progressing.
6. Assessment should support every student’s opportunity to learn things that are
important.
7. Assessment should allow the individuality or uniqueness to be demonstrated.
8. Assessment should be comprehensive to cover a wide range of learning
outcomes.
Learner’s Responsibility for Learning

In OBE, students are responsible for their own learning and progress. Nobody
can learn for the learner. It is only the learner himself/herself who can drive
himself/herself to learn, thus learning is a personal matter. Teachers can only facilitate
that learning, define the learning outcomes to be achieved, and assist the students
to achieve those outcomes. Students have the bigger responsibility to achieve those
outcomes. In this way, they will be able to know whether they are learning or not.
One of the great benefits of outcomes-based education is that it makes
students aware of what they should be learning, why they are learning it, what they
are actually learning, and what they should do when they are learning. All of these
will conclude with the achieved learning outcomes.
In terms of students perspectives there are common questions that will guide
them as they learn under the OBE learning, they should ask themselves the following
questions.
As a student
1. What do I have to learn?
2. Why do I have to learn it?
3. What will be I doing while I am learning
4. How will I know that I am learning, what I should be learning?
5. Will I have any say in what I learn?
6. How will I be assessed?
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Take Action
Activity 1: Finding OBE in the Classroom (by groups)

1. Seek permission from the teacher to observe the class for one complete
teaching lesson.
2. Borrow the teacher’s lesson plan. Identify the Intended Learning Outcomes
(Objectives) at the beginning of the lesson. Record observation.
3. Observe class activities with the guidance of the teacher. Record observation.
4. Observe if the intended learning outcomes at the beginning was
achieved (achieved learning outcome) at the end of the lesson. Record
observation.
5. Summarize all recorded observations in the matrix below. Use the
example as your guide. Write down your own report in the proper cell.
Intended Learning Activities to Achieved Learning

Outcome/s of the accomplish the Outcomes at the
Lesson Intended Learning end of the Lesson
Outcomes
Example: Example: Example:

Classifies objects into Children mess up with Classified objects into
solid or liquid objects trying to group solid or liquids.
them into two clusters:
solid or liquid
My report:
Self-Check
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Base on the activity 1: Finding OBE in the classroom, answer the questions
below:
1. What did the teacher intend to accomplish in the lesson at the
beginning?
2. Was it accomplished or achieved at the end? Has learning occurred?
3. Was the learning outcome was achieved?
4. During the activity, was there an opportunity for all children to learn?
Describe.
5. How was the achieved learning outcomes assessed? Explain.
Self- Reflect
As a future teacher, reflect on your observations and report in Finding

OBE in the Classroom and complete the sentences. Choose only one to
answer.
1. I like OBE because…….. in the future when I become a teacher, I
should…………
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2. I do not seem to like OBE. . . . . . . . . In the future, when I become a

teacher, I should. . . . . . . . .
Lesson 2
Enhanced Teacher Education Curriculum Anchored on OBE
➢ Analyzed the influence of OBE in the teacher education curriculum
➢ Reflected on the future teacher education curriculum in the light of OBE
Take Off
As teacher education curriculum initiatives gear towards globalization,
contextualization, indigenization and other reforms or enhancements, a lot of
harmonization is being done by educators, curriculum specialists, faculty,
teachers, students, and all stakeholders. Outcomes- Based Education as a
philosophy, system and classroom practice gives a very strong signal in the
reconceptualization of the teacher education curriculum.
Let us learn how a teacher education curriculum embraces the
philosophy, system, and classroom practice of OBE.
Content Focus
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Teacher Education Curriculum Anchored on OBE

What could be a teacher education curriculum that anchors itself on
outcomes- based education? What would the features of this curriculum that
could address and the future concerns of basic education? What
competencies must one acquire to be able to address these concerns? How
will these competencies enhance the attributes of a teacher education
graduate? These questions and many more shall be addressed in the content
of this lesson.
1. Desired Outcomes of the Teacher Education Programs ((Ideal Graduate
of Teacher Education Program Competencies)
Questions like: What kind of teacher do we desire to graduate in

the future? What kind of teacher will you be? What qualities will you
possess?
To address these questions, it is necessary that the desired
competencies and outcomes of the teacher education curriculum be clearly
stated. These competencies will guide teacher education programs on what
product do they desire at the end of the college education. What are the
attributes of the Ideal Graduate?
Recognizing the demand of K to 12, the framework of National
Competency- Based Teacher Standards (NCBTS) and global requirements of
ASEAN 2015, a need to harmonize the teacher competencies is very critical.
With OBE, these competencies will form the desired outcomes of the teacher’s
values, skills and knowledge that are fundamental to good teaching. The roles
and responsibilities of teachers should be viewed collaboratively with other
professionals because of new job opportunities. Teachers may not remain in
the classrooms but may take on tasks as course designers, program evaluators,
training specialists, and others which are also related to teaching.
Competencies for all Future Teachers in the Teacher Education Curriculum
It is desired, that all graduates of any teacher education program should have
the following competencies to be ready to teach in the classroom. Here are the
suggestions based on CMO 30. S. 2004 and the NCBTS.
1. Demonstrate basic and higher levels of literacy for teaching and learning
2. Demonstrate deep and principled understanding of the teaching and learning
process
3. Master and apply subject matter content and pedagogical principles
appropriate for teaching and learning
4. Apply a wide range of teaching related skills in curriculum development,
instructional material production, learning assessment and teaching delivery
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5. Articulate and apply clear understanding of how educational processes relate

to political, historical, social, and cultural context
6. Facilitate learning in various classroom setting diverse learners coming from
different cultural backgrounds
7. Experience direct field and clinical activities in the teaching milieu as an
observer, teaching assistant or practice teacher.
8. Create and innovate alternative teaching approaches to improve student
learning
9. Practice professional and ethical standards for teachers anchored for both
local and global perspectives
10. Pursue continuously lifelong learning for personal and professional growth as
teachers
With the enumerated intended outcomes, the future teachers should be aware
of the outcomes they should become.
Using the National Competency- Based Standards as a frame, as a global
Filipino teacher let us analyze the intended competencies/outcomes that are
addressed by the different NCBTS domains. (TCSE Progress Report, 2013)
TEACHER STANDARDS OUTCOMES DOMAINS ADDRESSED IN NCBTS
Uses specialized knowledge and skill in a • Diversity of Learners
variety of school context and in diverse
students’ background. • Learning Environment
• Curriculum
Applies inquiry with the use of research • Diversity of Learners
approaches and utilize evidence-based
knowledge to improve teaching. • Planning, Assessing and Reporting
• Personal Growth and Professional
Development
• Social Regard for Learning
Self- directs continuous learning related to • Personal Growth and Professional
own expertise foe enhancement of Development
students’ outcomes and strengthening of
professional identity. • Social Regard for Learning
Maximize the involvement of education • Community Linkages
stakeholder and non- education
communities to work in collaboration for
relevant educational reforms
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From the identified competencies, standards, and outcomes the IDEAL

GRADUATE of the teacher education program as a new breed of TEACHERS
are:
• Multiliterate
• Reflective
• Master subject content
• Highly Skilled
• Sensitive to issue
• Multicultural
• Innovative
• Highly professional
• Lifelong learner
2. Teacher Education Curriculum: An Example
What kind of teacher education curriculum can develop such competencies in

colleges of education departments?
Using the OBE framework, the competencies previously stated are now translated
into outcomes. These are the outcomes we need to see in every graduate.
Teacher Education Program Outcomes
At the end of the degree plan for elementary or secondary teaching, the future
teacher must have:
❖ Demonstrated basic and higher levels of literacy for teaching and learning.
❖ Demonstrated deep and principled understanding of teaching and
learning process.
❖ Mastered and applied the subject matter content and pedagogical
principles appropriate for teaching and learning.
❖ Applied a wide range of teaching related skills in curriculum development,
instructional material production, learning assessment and teaching
delivery.
❖ Articulated and applied clear understanding of how educational
processes relate to political, historical, social and cultural context.
❖ Facilitated learning in various classroom setting diverse learners coming
from different cultural backgrounds.
❖ Experienced direct field and clinical activities in the teaching milieu as an
observer, teaching assistant or practice teacher.
❖ Created and innovated alternative teaching approaches to improve
student learning.
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❖ Practiced professional and ethical standards for teachers anchored for

both local and global perspectives.
❖ Pursued continuously lifelong learning for personal and professional growth
as teachers.
Content and Pedagogy to Achieve the Outcomes

Having the identified the outcomes of the program, how will universities,
schools, and department from the future teachers?
1. Course or Degree Contents. To become a teacher, a college degree is
required. A degree is made up if courses or subjects which are clustered as
general education courses, professional education courses and major or
specialized subject courses.
There are similarities as well as differences in the required number of

subjects and courses that are recommended for teachers in the
elementary and secondary level of teaching.
Let us look at the examples:
Elementary Level Teaching for K to Grade 6- General Education
Courses, Professional Teacher Education Courses, Areas of
Specialization or Additional Subjects in a Specialized Field.
Secondary Level of Teaching for grade 7-10 (Junior High)-General
Education Courses, Professional Teacher Education Courses, Major
Discipline (English, Math, Science, others)
Secondary Level Teaching for Grade 11-12 (Senior High School)-
General Education Courses, Professional Teacher Education Courses,
Major Discipline (high level contents)
There are common courses for both levels of teaching. In the
professional teacher education courses, both will have almost the
same with one or two courses that are different to address the
context of the grade level they will teach.
Example of Probable Subjects in the Professional Teacher Education
For all future teachers in K to 12 (elementary and secondary levels)
A. Foundation Courses
- Child and Adolescent Learners and Learning Principles
- The Teacher and Society
- The Teaching Profession
- School Culture and Organizational Leadership
- School- Community Linkages
- Foundations of Special and Inclusive Education
B. Pedagogical Content Knowledge Courses
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-Facilitating Learner-Centered Teaching and Learning

-Assessment of Learning
-Technology for Teaching and Learning
-The Teacher and the School Curriculum
-Building and Enhancing Literacy Skills Across the Curriculum
-Content and Pedagogy of the Mother Tongue (Elementary
level only)
- Teaching the Major Field Subjects (Secondary level only)
C. Major Courses for the Secondary and Selected Subject Area
Content for the Elementary.
D. Experiential Learning Courses
- Field Study Courses (Field Observations)
- Practice Teaching (Classroom Observation, Teaching Assistance,
Full Immersion)
These subjects are coherent and integrated with one another to create and
achieve almost seamless experience of learning to teach. Bringing together theory
into practice, faculty teaching the content, also supervise student teacher in the field.
Pedagogical Content Courses (PCK) bring together courses that treat them
holistically.
There will also be an integration with the academic courses and the practicum
courses to allow students to learn from the experts in the field. This will enhance
collaborative relationships with the academe of the schools.
2. Methods of Teaching Delivery Modes
The methods of teaching should be varied to address the different kinds of

learners. Time-tested methods as well as current and emerging strategies shall be
utilized. These should be student-centered, interactive, integrative, and
transformative. Courses should enhance the concept of “learning how to learn” for
future teachers. The methods of teaching should replicate what should be used in the
workplace or schools.
The delivery modes may vary from the traditional face-to-face, on-line, and
experiential learning approaches. When these modalities are combined in one
course, it is called blended approach.
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The use of technology for teaching and learning in all subject areas is
encouraged so that every future teacher will develop the skills to be ready to guide
future learners, most of whom are digitally skilled.
A very strong field-based experience in teacher education where pre-service
teacher students is immersed to the actual classrooms is necessary. This will enable
the students to gain experiential learning through observation, teaching, assistantship,
and practice teaching.
Whatever methods of teaching or delivery modes to be used by the teachers
are clearly written in a course design or syllabus prepared by the faculty and shared
to the students.
3. Assessment of Learning
College learning shall be assessed in similar manner as all other means

of assessment. It must be remembered that in the Philippine Qualifications
Framework (PQF) there are three levels of competencies that all
undergraduate students should possess as evidence of their learning
outcomes. This refers to Level 6 of the PQF which is described as Level 1-
Knowledge, Skills, and Values Level 2- Application of KSV and Level-3 Degree
of Independence.
Every subject has established a set of desired learning outcomes to be
achieved, at the end of the course. These learning outcomes should be
evaluated to confirm if they have been achieved.
For example, in a subject Curriculum Development, the desired course

outcomes are:
At the end of the semester, the students must have:
1. Identified curriculum concepts that include the nature and
purposes of curriculum.
2. Discussed the different models of curriculum and approaches
to curriculum design.
3. Explained curriculum development in terms of planning,
implementing, and evaluating.
4. Described the different involvement of stakeholders in
curriculum implementation.
5. Utilized different evaluation procedures and tools in
assessment of learning outcomes.
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6. Explained examples of curricular reforms such as K to 12 and

OBE.
7. Reflected on the value of understanding curriculum
development as a teacher.
How will we know that students have arrives or achieved the

learning outcomes enumerated above? We need to assess these,
with the use of varied assessment tools and procedure as
mentioned in the previous modules. The key verbs shall be used
as an assessment check to determine the success of the course.
The assessment procedure and tools should be appropriate for
the learning outcomes to be measured to be valid and reliable.
In summary, the teacher education curriculum that
approaches the OBE model for the classroom practice begins
with the end in view by establishing the program outcomes at the
start. It is followed by the Course Content, Pedagogy and
Assessment. But the three components are linked to each other.
https://www.google.com/search?q=planning+implementing+and+evaluating+understanding+the+c
onnection&sxsrf=APq-
WBsyxLxgFesq5BU7_gnTTpDAkfo4DA:1646919289505&source=lnms&tbm=isch&sa=X&ved=2ahUKEwinzu
W51Lv2AhU5kVYBHciGA6oQ_AUoAXoECAEQAw&biw=1366&bih=657&dpr=1#imgrc=aAtSVCn-NiskiM
Take Action
Activity 1: Do I Know?
This activity you will find out your awareness of the degree program you
are enrolled in. answer the questions given and explain your answer.
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1. Do you know that you will become a TEACHER in the future? Yes or
No. Why?
2. Do you really know what it is to become a teacher, when you were in
the first year? Yes or No. Why?
3. What activities/ subjects in college made you know more of
becoming a TEACHER? Enumerate. Why?
4. At this point in time and from the subjects you have taken, do you feel
you are fit to become a TEACHER? Why?
Self- Check
Based on the teacher education curriculum example in this lesson,

answer quickly these questions and identify the indicator. Item 1 is an example.
In the OBE Teacher Education Curriculum format, can a future teacher like
you,
1. Know exactly what you need to do to achieve the outcome even at
the beginning of your degree plan?
Yes No Indicator: Desired Outcomes
2. Identify that you will do in order to achieved the identify outcomes?

Yes No Indicator:
3. Measure if the desired learning outcomes have been achieved?
Yes No Indicator:
4. Develop the competencies asked all the future teachers in your
curriculum?
Yes No Indicator:
5. Tell if you are improving or not in your knowledge, skills and values while
schooling?
Yes No Indicator:
Self- Reflect
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What do I appreciate in the teacher education curriculum I am in, as a

future (elementary or secondary) teacher?
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REFERENCES
Alistair, R (2000) Curriculum: construction and critiqu, London:

Palmer Press
Almeda, Rosario and Purita Bilbao. (2002). Curriculum development.
WVSU Printing Press.
Andres, T. and F. Francisco.(1989). Curriculum development in
Philippine setting. Manila: National Bookstore.
Aquino, G. (1998). Curriculum planning for better schools Edition.
Rex Printing Co. Inc. Philppines.
Basal, F and Bilbao, Purita P. et al. (2003). Measurement and evaluation.
2"'' rev. WVSU Printing Press.
Bilbao, Purita P., Lucido, Paz I., Iringan, Tomasa C., Javier, Rodrigo B.
(2008). Curriculum development. Cubao, Quezon City: Lorimar
Publishing.
Bilbao, Purita P., Corpuz, Brenmda B. Dayagbil, Filommena T.,
(2014). Curriculum development. Cubao, Quezon City: Lorimar
Publishing.
Bruner, Jerome. (2001). The culture of education. Cambridge, Mass:
Harvard University Press.
English, Fenwick ed. (1983). Fundamental curriculum decision. Year
Book, ASCD
Gardner, Howard (2006). F/ve minds for the future. Boston. Harvard
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Gay, Lorraine R. (1985). Educational evaluation and measurement:
competencies for analysis and application. Columbus, Ohio: C.
E. Merill Publishing Company
Glatthorn, Allan A. and Floyd Boschee and Bruce M. Whitehead.
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USA. Sage Publications.

Glathom, Allan. (2000). The Principal as curriculum leader. 2"'^ Edition.
Corwin Press, Goodland, John I. (1984) A Place Called School.
McGraw Hill.
Gronlund, Norman. (1981). Measurement and evaluation in teaching-^^
Edition. Mac Millan Publishing
Hass, G, and F. Parky. (1993). Curriculum planning: A new approach.
Sixth Edition. Libarary of Congress Cataloging in Publication
Data, Massachusetts: Allyn and Bacon.
Hawthorn, Rebeccal (1992). Curriculum in the making. New York:
Teachers College Press, Columbia University.
Henson, Kenndth. (2001). Curriculum planning, integrating
multiculturalism, constructivism and educational reform. New
York: McGraw Hill Inc.
Hewitt, Thomas (2006). Understanding and shaping curriculum: What
we teach and why. Sage Pub. CA
Hlebowitch, Peter (1999). The Burdens of the new curricularist.
University of Iowa, Blackwell Publishers -
Howell, Kenneth and Victor Nolet. (1985). Curriculum based
on evaluation: Teaching and decision making. Edition,
Wadsworth, Belmont, California.
Lovat, J. and Smith! (1995). Curriculum: Action on reflection
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Marsh, Collins (1992). concepts for understanding curriculum.
London: Palmer Press.
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D. Van Nostrand.
McNeil, John D. (1977). Curriculum: A comprehensive introduction.
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to measure performance and use tests. Sage Publication.

Oliva, Peter F. (1988). Developing the curriculum. Michigan: Scott,
Foreman/Little, Brown College Division.
Ornstein, Allan C. and Francis Hunkins.(1998). Curriculum:^
foundations, principles, and theory. United States of America.
The Library of Congress.
Ornstein, Allan and Francis Hunkins.(2004). Curriculum foundations,
principles and issues. Edition Pearson Foundation, Inc.
Palma, J. (1992). Curriculum development system, A handbook of
school practitioners in basic education. Metro Manila: National
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Partnership for the 2P' Century Skills. (2007) Century skills and instruction
Smith, Othaniel, Stanley William and Harlan Shores.(1957).
Fundamentals of curriculum. New York, Harcourt Brace.
Stufflebeam, Daniel. (1971). Educational evaluation and decision
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Sadker, Myra and David Sadker.(1991). Teachers, school andsociety.2^^
Edition. USA: McGraw Hill Co.
Synder, Jon, Francis Bolin and Karen Zunwalk.(1992). Handbook of research
on curriculum. New York: McMillan Co.
Taba, Hilda. (1962). Curriculum Development: Theory and practice. New
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Tuckman, Bmce. (1985). Evaluating instructionalprograms. 2'^^ Edition.
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and instruction. University of Chicago Press.
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B. Electronic Sources
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http://www.deped. gov.ph/index.php/bals-pro gram-proi ect
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RECOMMENDED READINGS
Clemente, Alejandro W.(1996). Philippine education into the 21st Century.
Quezon City: Valerio Publishing House.
Colinares, Nilo E. and L.P.E. dela Rosa (eds) (2005). Philippine education in the
third millennium: Trends issues, challenges and concerns. Northern Samar:
6NS Enterprises.
Drucker, Peter. (1993). Management tasks and responsibilities. New York:

Harper and Row
Kral, Thomas (ed). (1999). Teacher Development (Making the right moves).
Washington DC.
Legaspi, Dennis C.(2006) Examine the Philippine ICT Imperatives, world

competitiveness
Yearbook. Lausanne, Switzerland: Institute for management development.
SEAMEO INNOTECH. (1981). Change agent development techniques

(short course: 7th edition). Quezon City: INNOTECH
CMO 30 s 2004. Revised policies and standards for teacher education

curriculum.
CMO 52 s 2007. Addendum to CMO 30 s. 2004
CMO 56 s 2007 Ladderized Bachelor of Technical Education
Deped Order 70, s. 2012- Guidelines in the preparation the daily lesson plan
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Deped Order No. 73, s. 2012-Guidelines on the assessment and ration of

learning outcomes under the K to 12 basic education curriculum.
WEBSITE AND ONLINE SOURCES
INTENDED VS. IMPLEMENTED VS. ACHIEVED CURRICULUM

https://www.slideshare.net/milcrez/assessing-the-curriculum-67159506
CRITERIA FOR CURICULUM ASSESSMENT

Slide share
https://physicscatalyst.com/graduation/evaluation-in-education
https://m.youtube.com/watch?v=RNmqAMXb3Wc
https://study.com/academy/lesson/curriculum-evaluation-process-
models.html
https://www.slideshare.net/valarpink/curriculum-evaluation-46065566
TOOLS TO ASSESS CURRICULUM

Google.com
Slide share
Authors:
Tools to Assess Curriculum, Luigi Marc DS. Gonzales
Richard Dagalea
Gerome Mikhail Tipan
Slide Share
Tools to Assess the Curriculum; Gerome Mikhail Tipan
188 | P a g e
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LINKING CURRICULUM, INSTRUCTION AND ASSESSMENT (CIA): MAKING A FIT
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Brady Laurie (1983). Curriculum Development in Australia, Prentice-Hall

of Australia Pty Ltd, Sydeny in Ben Akpan (1999), pg. 143.
Merrian-Webster (2006). Webster’s Dictionary and Thesaurus for
students.
Godwin, D. B. (1981). Educating, Ithaca, N. Y. Cornell University Press in
Perspectives on Education and Science Teaching from the eyes of
Uduogie Ivowi edited by Ben Akpan (1999), pg. 178.
Okpala, P. N. (2015). Beyond the Mandate of a Public Examinations
Board: the Role of NECO; A Valedictory lecture presented at the National
Examinations Council (NECO), Altograde Nigeria Limited, Yola.
Okpala, P. N, Onocha, C. O. & Oyedeji, O. A. (1993). Measurement and
Evaluation in Educational, Stirling-Hordan Publishers (Nig). Ltd.
Tyler, R. W (1949). The Basic Principles of Curriculum and Instruction,
University of Chicago Press, Chicago in Ben Akpan (1999).
https://www.slideshare.net/CarlRichardDagalea/instruction-and-
assessment
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instruction-and-assessment
https://www.slideshare.net/akosimhagz/curriculum-assessment- instruction
https://www.academia.edu/2427982/Curriculum_Instruction_Assessment
https://saskatchewanreads.wordpress.com/assessment-for-as-of learning
https://www.slideshare.net/RizzaLynnLabastida/implementing-the-curriculum
190 | P a g e

COURSE PACK-EDUC 310-DR. RICKY B. PANTE

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EDUC 310-CURRICULUM TRENDS AND INNOVATIONS

No part of this publication may be reproduced, stored in

DR. RICKY BUENAVIA PANTE, LPT

SPECIAL THANKS TO:

DR. PURITA P. BILBAO

LORIMAR PUBLISHING, INC.

DR. RICKY BUENAVIA PANTE, LPT

Divided into 9 sessions, 54 hours (including off-classroom activities like

This course pack for curriculum trends and innovations is an instructional

Chapter 1 captures the essential concepts, nature and purpose as well

Chapter 2 is all about crafting the curriculum. It includes curriculum

Chapter 3 is on implementing the curriculum. It covers topics about

Chapter 5 addresses curriculum reforms enhancement, local and

Name : DR. RICKY BUENAVIA PANTE, LPT

Chapter 1 – Curriculum Essentials 14

Lesson 2 – Approaches to School Curriculum 35

Lesson 2 – Implementing a Curriculum Daily in the Classroom 91

Anchored on OBE 174

CENTRAL MINDANAO COLLEGES

CULTURAL DIVERSITY • Preserve national heritage by accepting

PROBLEM-SOLVING SKILLS • Apply creative and innovative strategies in

INTERPERSONAL SKILLS • Interact and collaborate with others

COMMUNICATION SKILLS • Demonstrate effective communication skills

Semester : 2nd Semester

CO2: Draw on evidence from research and practice to integrate

CO3: Design a model curriculum demonstrating considerations for a selected

CO4: Craft/produce research-based instructional materials intended for

CONVERSION SCALE DESCRIPTION

ASSESSMENT METHODS WEIGHTS

Written Evaluation 15%

Support Numerous, varied Details and facts Some details Little to no

Content Demonstrates Conveys content Gets basic Basic content is

Synthesis Paper and other Essay-type Outputs

Reflective Critique/ Reflective Commentary/Literature Review

Oral Individual Presentation

Criteria 5-Likert Scale

Symposium/ Closure Program

Module 1 The Curriculum and The Teacher

Lesson 1 Curriculum in Schools

Desired Learning Outcomes

➢ Discuss the different curricula that exist in the schools

Start here and enjoy reading.

A man by the name of New -Fist- Hammer- Maker knew how to do

In our current Philippine educational system, different schools are

1. Basic Education. This level includes Kindergarten, Grade 1 to Grade 6 for

In whatever levels of schooling and in various types of learning environment, several

Types of Curricula in Schools

2. Written Curriculum. This includes documents based on the recommended

4. Supported Curriculum. This is described as support materials that the teacher

5. Assessed Curriculum. Taught and supported curricula have to be evaluated

6. Learned Curriculum. How do we know if the students has learned? We always

good foresight to include these in the written curriculum, in order to bring to

In every teacher’s classroom, not all these curricula may be present at

1. Get a partner (A and B).

3. Record your observation and interview on the matrix provided.

I. Spin A Win: Agree or Disagree

8. Textbooks and modules are written curricula that

1. Is it necessary for teachers to learn about school curriculum? Why? Write

Lesson 2 The Teacher as A Curricularist

Desired Learning Outcomes

➢ Enhance understanding of the role of the teacher as a curricularist

Broadening Building Rewarding Believing

Recommending Showing Copying

Curricularist in the, ate referred only to those who developed curriculum