EDUC 105 Midterm Reviewer

Designing the Curriculum

The Teacher as a Curriculum Designer

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 a

curriculum. You will be providing them the necessary experiences that will enable the learner

what you intend them learn.

Fundamentals of Curriculum Design

Peter Oliva’s 10 Axioms for Curriculum Designers

Ten Axioms About Curriculum That Teachers Need as Reminders:

1. Curriculum change is inevitable, necessary, and desirable.

- Curriculum should be dynamic. Teachers should respond to the changes that occur in

schools and in its context.

2. Curriculum is a product of its time.

- A curriculum to be relevant, should respond to changes brought about by current

social forces.

3. Curriculum changes made earlier can exist concurrently with newer curriculum

changes.

- A revision in a curriculum starts and ends slowly.

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 the curriculum.

5. Curriculum development is a cooperative group activity.

- Group decisions in some aspects of curriculum development are suggested.

Consultants with stakeholders when possible, will add a sense of ownership.

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 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 curriculum design.

8. Curriculum development is more effective if it is a comprehensive process, rather

than a “piecemeal”.

- It must be carefully planned, 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 matter content

complemented with references, set of procedures, needed materials and resources and

evaluation procedure which can be place 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 the curriculum.

Elements or Components of a Curriculum Design

I. 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 students point of view: it is

desired learning outcome that is be accomplished in a particular learning episode,

engaged in by the learners under the guidance of the teacher.

II. Content/Subject Matter

In selecting a 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.

➢ Subject matter should be appropriate to the level of the lesson or unit.

➢ Subject matter should be up-to-date and, if possible, should reflect current knowledge and

concepts.

➢ Subject matter should follow the principle of B A S I C S.

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. Some examples are given below.

1. Project Wild (1992) K to 12 Activity Guide, An Interdisciplinary, Supplementary

Conservation and Environmental Education Program. Council of Environmental

Education, Bethesda, MD
 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 Explanatory Course. 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.

➢ Cooperative Learning activities allow students to work together. Students are guided to

learn on their own to find solutions to their problems.

➢ Independent Learning activities allow learners to develop personal responsibility. The

degree of independence to learn how to learn is enhanced.

IV. Teaching and Learning Methods

➢ Competitive activities, where students will test their competencies against another in a

healthy manner, allow learners to perform to their maximum.

➢ The use of various delivery modes to provide learning experiences is recommended.

These need to be planned carefully to be effective.

Some Behaviorist Teaching Learning Methods

A. Direct Instruction: Barak Rosenshine Model (in Ornstein & Hunkins, 2018)

Detailed steps:

1. State Learning Objectives/Outcomes

2. Review

3. Present new materials

 4. Explain

5. Practice

6. Guide

7. Check for Understanding

8. Provide Feedback

9. Assess Performance

10. Review and Test

B. Guided Instruction: Madeline Hunter Model (in Ornstein & Hunkins, 2018)

Detailed steps:

1. Review

2. Anticipatory set

3. Objective

4. Input

5. Modeling

6. Check for understanding

7. Guided Practrice

8. Independent Practice

C. Mastery Learning: JH Block and Lorin Anderson Model (in Ornstein & Hunkins, 2018)

Detailed steps:

1. Clarify

2. Inform

3. Pretest

4. Group
 5. Enrich and correct

6. Monitor

7. Post Test

8. Assess Performance

9. Reteach

D. Systematic Instruction: Thomas Good and Jere Brophy ( in Ornstein and Hunkins, 2018)

Detailed steps:

1. Review

2. Development

3. Assess Comprehension

4. Seatwork

5. Accountability

6. Homework

7. Special Reviews

V. Teaching-Learning Environment

In the choice of teaching learning methods, equally important is the teaching learning

environment. Brian Castaldi in 1987 suggested four criteria in provision of the environment for

learning spaces in designing a curriculum.

1. Adequacy – this refers to the actual learning space or classrooms.

2. Suitability – this relates to planned activities.

3. Efficiency – this refers to operational and instructional effectiveness.

 4. Economy – this refers to cost effectiveness. How much is needed to provide instructional

materials.

VI. Assessment and Evaluation

Learning occurs most effectively when students receive feedback, when they receive information

on what they have already (and have not) learned.

❖ Self Assessment, through which students learn to monitor and evaluate their own

learning.

❖ Peer Assessment, in which students provide feedback on each other’s learning.

❖ Teacher Assessment, in which the teacher prepares and administers tests and gives

feedback on the student’s performance.

- Assessment may be formative (providing feedback to help the students learn more) or

summative ( expressing a judjment on the student’s achievement).

- Summative assessment usually involves the allocation of marks or grades.

- Students usually learn more by understanding the strengths and weaknesses of their work

than by knowing the mark or grade given to it.

Application of the Fundamental Components to Other Curriculum Designs

Major Components of 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)

 ❖ Simply put, curriculum design is the organization of curriculum components.

Approaches to Curriculum Designing .

Types of Curriculum Designs Models

1. Subject Centered Design

• This is the curriculum design that focuses on the content of the curriculum. The
subject centered design corresponds mostly to the textbooks because textbooks
are usually written based the specific subject of course.

• Henry Morrison and William Harris are the few curricularist who firmly
believe in this design.
• Most of the schools using this kind of structure and curriculum design aim for
excellence in the specific subject discipline content.
Subject Centered Design Variations

1. Subject Design
• Subject Design curriculum is the oldest and so far the most familiar design for
teachers, parents, and other laymen.
• According to advocates, subject design has an advantage because it is easy to
deliver.
2. Discipline Design
• discipline design focuses on the academic disciplines. Discipline refers to the
specific knowledge learned through a method which the scholars use to study a
specific content of their fields.
3. Correlation Design
• correlated curriculum design links separate subjects designs in order to reduce
fragmentation.
• To use correlated design, teachers should come together and plan their lessons
cooperatively.
4. Broad Field Design /Interdisciplinary
• This design was made to cure the compartmentalization of the separate subjects
and integrate the contents that are related to one another.
• 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 subjects areas revolve around the theme.
 2. Learner Centered Design
• Among progressive educational psychologist, the learner is the center of the
educative process. This emphasis is very strong in elementary level, however,
more concern has been placed on the secondary and even in tertiary levels.
Examples of learner-centered design curriculum:

1. Child-Centered Design
• This design is often attributed to the influence of John Dewey, Rouseau,
Pestallozi, and Froebel.
• This 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.
• Learners interact with the teachers and the environment,

2. Experience-Centered Design
• Although the focus remains to be the child, this design believes that the
interests and needs of learners are cannot be pre-planned.
• The experiences of the learners become the starting point of the curriculum
• The learners are empowered to shape their own learning from the different
opportunities given by the teacher.
• The emergence of multiple intelligence theory blends well in this
curriculum design
•
3. Humanistic Design
• The key influence in this design is Abraham Maslow and Carl Rogers
• Maslow’s theory of self-actualization explains that a person who achieves
this level is accepting of self, other and nature; open to different experiences;
possesses empathy and sympathy towards the less fortunate among the many
others.
• Carl Rogers believed that a person can enhance self-directed learning by
improving self-understanding, the basic attitude to guide behavior
• The development of self is the ultimate objective of learning.

3.Problem Centered Design

• Problem-centered design focuses on learners' social problems, interests, and abilities,

addressing contemporary life situations and areas of living. Content crosses subject
boundaries and addresses student needs and abilities.
There are two examples given for the problem centered design curriculum
 1. Life Situations Design

Life situations design is a unique curriculum that organizes content to help

students view problem areas, using past and present experiences. It focuses on pressing

societal issues and student concerns, incorporating activities that sustain life, enhance it,

and maintain social and political relations.

2. Core Problem Design

Core problem design, popularized by France and Bossing in 1959, focuses on

common needs, problems, and concerns of learners in general education, presenting

steps for curriculum implementation.

These are the steps:

Step 1: Make group consensus on important problem

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 fpr resources

Step 6: obtain and organize information

Step 7: analyze and interpret the information

Step 8: state the tentative conclusion

Step 9: present a report to the class individually or by group

Step 10: evaluate the conclusion

Step 11: Explore other avenues for further problem solving

Design Emphasis Underlying Source/Focus Spokesperson/

Philosophy Champion
 Subject-centered
Subject Design Separate subject Essentialism Science, Harris,
Perennialism Knowledge Hutchins
Broad-fields Interdisciplinary Essentialism Science, Broudy,
Design subjects, Progressivism Knowledge Dewey
scholarly
discipline
Correlation Separate Progressivism Knowledge Alberty,
Design subject, Essentialism Alberty
disciplines
linked but
identifies
maintained
Learner-Centered
Child-centered Child’s needs Progressivism Child Dewey,
Design and interest Kilpatrick,
Parker
Experience- Child’s Progressivism Child Dewey,
centered Design experiences and Rugg,
needs Shumaker
Humanistic Experiences, Reconstruc- Psychology, Combs,
Design interest, needs tionism child, society Abraham
of a person and Existentialism Maslow,
group Carl Rogers
Problem-Centered
Life-Situation Life (social) Reconstruc- Society Spencer
Design problem tionism
Transformatory Child, focus on Open System Society Slattery
(or becoming) society and the Post
change world, all reals Modernism
of culture
Reconstructionist Child, the Open System Post Roth
Design teacher, the Modernism
world

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 the intended outcomes.

 Horizontally alignment, called sometimes as “pacing guide”, will make all teachers,

teaching the same subject in a grade level follow the same timeline and accomplishing the same

leaning outcomes.

Vertical alignment, will see to it that concept development which may be in hierarchy

or in spiral form does not overlap but building from a simple to more complicated concepts and

skills.

A curriculum map is always a work in progress, that enables the teacher or the

curriculum review team to create and recreate the the curriculum.

Curriculum Mapping is a model for designing, refining, upgrading and reviewing the

curriculum resulting in a framework that provides form, focus a function. It is a reflective

process that can helps teachers understand what has been taught in the class. A map to success.

BENEFITS OF CURRICULUM MAPPING

1. Curriculum mapping ensures alignment of the desired learning outcomes, learning

activities and assessment of learning.

2. Curriculum mapping addresses the gaps or repetitions in the curriculum. It reveals if

certain Program goals or learning outcomes are not adequately covered or overly emphasized in

the Current curriculum.

3. Curriculum mapping verifies, clarifies and establishes alignment between what

students do. In their courses and what is taught in the classrooms and assessed as their learning.

4. The curriculum maps visually show important elements of the curriculum and how

they Contribute to student learning.

 5.Curriculum mapping connects all initiatives from instruction. Pedagogies,

assessment and Professional development. It facilitates the integration of cross-curricular skills.

Curriculum Quality Audit

Curriculum Quality Audit (CQA) is a form of curriculum mapping. It is a process of

mapping the curricular program or syllabus against established standards. This process is

supported by Susan Rafe. The curriculum quality audit requires a written curriculum and the

tested curriculum linked to both the taught and the written curricula.

The Philippine Professional Standards for Teachers (PPST) can be used as anchor in

curriculum quality audit. The Philippines has adopted and implemented the PPST through the

Department of Education Order (DO) 42, s. 2017

The first CQA in teacher education curriculum in the Philippines was initiated by the

Research Center for Teacher Quality (RCTQ).

CHED CMOs 74 to 83 are standards set by the Commission on Higher Education,

specific to the degree program being offered and the teachers who are the outcomes of the

programs.

Aside from the national standards for teachers, there are also international standards for

globalization like the Competency Framework for Teachers in Southeast Asia (CFT-SEA) of

SEAMEO and SEAMES and the European Tuning Asia Southeast (TASE) teacher

competences

Module 4 – The Teacher as a Curriculum Implementor and a Manager

Curriculum Implementation - is a crucial step in curriculum design. Teacher action is

essential, and the success of a plan depends on the implementor. Curriculum implementation

involves implementing a written curriculum in syllabi, courses, guides, and subjects, enabling

learners to acquire knowledge, skills, and attitudes for effective societal functioning. It involves

the interaction between the curriculum and teachers, as defined by Ornstein and Hunkins

(1998).

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 persons involved,

• Change in behavior using new strategies and resources; and

• Change which requires efforts hence goals should be achievable.

Loucks and Lieberman (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 a larger scale, curriculum implementation means putting the curriculum into operation with

the different implementing agents. It requires time, money, personal interaction, personal

contacts, and support.

Curriculum Implementation as a Change Process

Kurt Lewin’s Force Field Theory and Curriculum Change

 Kurt Lewin (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 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

than the driving force, change is prevented. This is the idea of Kurt Lewin in his Force Field

Theory.

We shall use this theory to explain curriculum change. The illustration below shows that there

are driving forces on the left and the resisting forces in 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 the situation?

Why?

According to Lewin, change will be better if the restraining forces shall be decreased, rather than

increasing the driving force.

Categories of Curriculum Change - McNeil in 2000 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 the “In-school Off-

school” or a blended curriculum is an example of restructuring.

4. Perturbations. These are changes that are disruptive, but teachers must adjust to them

within a fairly short time. For example, if the principal changes the time schedule because

there is a need to catch up with the national testing time or the dean, the teacher has to

shorten 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 provides which are not

within the mission or vision of the school or vice versa.

Regardless of the kind of change in curriculum and implementation, the process of change may
contain three important elements. At 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.

Participatory. For curriculum implementation to succeed, it should be participatory, especially

because other stakeholders like peers, school leaders, parents and curriculum specialists are

necessary. Characteristics of teacher styles, commitment, willingness to change, skills, and

readiness is critical to implementation.

Supportive curriculum implementation is required in the process of change. Material support

like supplies, equipment and conductive learning environment like classrooms and laboratory

should be made available. The school leader or head should provide full school or institutional

support to the implementation of the new curriculum.

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 suggested. Time is

needed by the teachers to plan, adapt, train or practice, provide the necessary requirements and

get support.

Lesson 4.2: Implementing a Curriculum Daily in the Classroom

 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 of 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

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.

1. 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 been revisited by

his own student, Lorin Anderson, and David Krathwohl..

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.

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.

Levels of Knowledge

Factual Knowledge - ideas, specific data or information.

Conceptual Knowledge - examples which may either be concrete or abstract. Concepts

are facts that interrelate with each other to function together.

Procedural Knowledge - how things work, step-by-step actions methods of inquiry.

Metacognitive Knowledge - knowledge of cognition in general, awareness of knowledge

of one's own cognition, thinking about thinking.

I. SUBJECT MATTER OR CONTENT. (SM) - body of knowledge (facts, concepts,

procedure and metacognition) that will be learned through the guidance of the

teacher.

II. PROCEDURE OR METHODS AND STRATEGIES - crux of curriculum

implementation. How a teacher will put life to the intended outcomes

There are many ways of teaching for the different kinds of learners.

1. Direct Demonstration Methods: Guided Exploratory/Discovery Approach, Inquiry

Method, Problem-based Learning (PBL). Project method.

2. Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells, Think-

Pair-Share

3. Deductive or Inductive Approaches: Project Method, Inquiry-Based Learning,

4. Other approaches: Blended Learning, Reflective Teaching, Integrated Learning,

Outcomes-Based Approach

Students have different learning styles.

Visual- uses graphs, charts, pictures; tends to remember things that are written in form.
 Auditory- recalls information through hearing and speaking.

Kinesthetic- prefers hands-on approach;

Teaching and learning must be supported by instructional materials (IMs)

So what instructional support materials will the teacher 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.

2. Participation in class activities, discussion, reporting and similar activities where

learners have the opportunity to talk and write.

3. Passive participation as in watching a movie, viewing exhibit 50%

4. By just looking at stills pictures, paintings, illustrations and drawings 30%

5. hearing as in lecture, sermon, monologues, 20%

6. Reading, will ensure 10%

Levels of Knowledge

Factual Knowledge - ideas, specific data or information.

Conceptual Knowledge - examples which may either be concrete or abstract. Concepts are facts that

interrelate with each other to function together.

Procedural Knowledge - how things work, step-by-step actions methods of inquiry.

Metacognitive Knowledge - knowledge of cognition in general, awareness of knowledge of one's own

cognition, thinking about thinking.

III. SUBJECT MATTER OR CONTENT. (SM) - body of knowledge (facts, concepts, procedure and

metacognition) that will be learned through the guidance of the teacher.

IV. PROCEDURE OR METHODS AND STRATEGIES - crux of curriculum implementation. How a

teacher will put life to the intended outcomes

There are many ways of teaching for the different kinds of learners.

1. Direct Demonstration Methods: Guided Exploratory/Discovery Approach, Inquiry Method, Problem-

based Learning (PBL). Project method.

2. Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells, Think-Pair-Share

3. Deductive or Inductive Approaches: Project Method, Inquiry-Based Learning,

4. Other approaches: Blended Learning, Reflective Teaching, Integrated Learning, Outcomes-Based

Approach

Students have different learning styles.

Visual- uses graphs, charts, pictures; tends to remember things that are written in form.

Auditory- recalls information through hearing and speaking.

Kinesthetic- prefers hands-on approach;

Teaching and learning must be supported by instructional materials (IMs)

So what instructional support materials will the teacher use, according to the learning styles

and the outcomes to be achieved? Here are some guidelines.

7. Use of direct purposeful experience through learning by doing.

8. Participation in class activities, discussion, reporting and similar activities where learners

have the opportunity to talk and write.

9. Passive participation as in watching a movie, viewing exhibit 50%

10. By just looking at stills pictures, paintings, illustrations and drawings 30%

11. hearing as in lecture, sermon, monologues, 20%

12. Reading, will ensure 10%

The Role of Technology in the Curriculum

The role of technology in the curriculum springs from the very vision of the e-Philippine plan
(e-stands for electronic). 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 an
important tool in education while users implement teaching-learning strategies that conform to
the digital environment. Following a prototype outcome based syllabus, this same concept us
brought about through a vision for teachers to be providers by relevant, dynamic and excellent
education programs in a post-industrial and technological Philippine society. Thus among the
Educational go desired for achievement is the honing of competencies and skills of a new breed
of students, now better referred to as a generation competent in literacies to the 3 Rs (of reading,
‘riting, and ‘rithmetic) but influences, more particularly: problem-solving fluency,
information access and retrieval of texts/images/sound/video fluency, social networking
fluency, medica fluence, and digital creativity fluency.
Instructional media may also be referred to as media technology or learning technology, or
simply technology. Technology place 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/she sees fit with the intended
instructional setting. For example, will a chalkboard presentation be sufficient in illustrating a
mathematical procedure; will a video clip be needed for motivating learners?
In the process, what ensures 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, charts, posters) Video, VCD, DVD
Visual boards (chalkboard, whiteboard, flannel board, Computer/ multimedia
etc.) presentation
Audio materials

CRITERIA ON ASSESSING A VISUAL MATERIALS OR PRESENTATIONS

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
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 everlays or movable
flaps)
10. Use of directionals--devices (arrows, bold letters, bullets, contrasting color and size,
special placement of an item).
FACTORS IN TECHNOLOGY SELECTION
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 in
audial or visual form?
2. ACTIVITY/SUITABILITY
Will the chosen media fit the set instructional event, resulting in either
information, motivation, or psychomot or display?

3. APPROPRIATNESS IN RELATION TO THE LEARNERS

Is the medium suitable for learners' ability to comprehend?
Will the medium be a source of plain amusement or entertainment, but not learning?

4. OBJECTIVE-MATCHING
Overall, does the medium help in achieving the learners objective (s)?

3 CURRENT TRENDS THAT COULD CARRY ON THE NATURE OF

EDUCATION IN THE FUTURE:
1. The first trend is the paradigm shift from the teacher centered to student-centered
approach to learning.
2. 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.
3. Is the increase in the use of new information and communication technology or ICT

THE PRIMARY ROLE OF TECHNOLOGY IN CURRICULUM DELIVERY:

•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 educational paradigm shifts that give
importance to students-centered and holistic learning.

STAKEHOLDERS
• Stakeholders are the individuals or institutions that are interested in the school
curriculum. Their interests vary in degree and complexity. They get involved in many
 ways in the implementation because the curriculum affects them directly or indirectly.
These stakeholders shape the school curriculum implementation.
CURRICULUM STAKEHOLDERS
• Learners are at the core of curriculum
• Learners have more dynamic participation from planning, designing, implementing, and
evaluating. However, the degree of their involvement is dependent on their maturity.
The older they are in high school or college, the more they participate.
• Teachers are curricularist
• Teachers are stakeholders who plan, design, teach, implement and evaluate the
curriculum. No doubt, the most important person in curriculum implementation is
teacher.
• A teacher designs, enriches and modifies the curriculum to suit the learners’
characteristics. As curriculum developers, teachers are part of textbook committees,
teacher selection, school evaluation committee or textbooks and module writers
themselves.
• When a curriculum has already been written, the teacher’s role is to implement it 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.
Some of the roles that the teachers do in curriculum implementation are:
1. guiding, facilitating and directing the activities of the learners;
2. choosing the activities and the methods to be utilized;
3. choosing the materials that are necessary for the activity;
4. evaluating the whole implementation process and
5. making a decision whether to continue, modify or terminate the curriculum.s

• Schools leaders are curriculum managers.

• Principals and school heads, too, have important roles in curriculum implementation
process in schools. They should understand fully the needs for change and the
implementation process. They should be ready to assist the teachers and the students in
the implementation.
 • Parents
Parents are significant school partners. Schools need to listen to parents concerns about school
curriculum like textbooks, school activities, grading systems and others. Schools have one way
of engaging parent’s cooperation through Brigada Eskwela.
How do parents help shape the curriculum in schools? Here are some observations.
• The home is the extended school environment. In lifelong learning, the achieved learning
in schools are transferred at home. Thus, the home becomes the laboratory of learning..
• In most schools, parent associations are organized. This is being encouraged in School
Based Management.

Community as Curriculum Resources and Learning Environment

"It takes the whole village to educate the child." is an African proverb as mentioned by former
U.S first lady Hillary Clinton. All the barangay leaders, the elders, others citizen and residents
of the community have a stake in the curriculum It is the bigger school community that becomes
the venue of learning. The rich natural and 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 of the community support.
1. Other Stakeholders in Curriculum Implementation and Development
- Some stakeholders may not have direct influence on the school curriculum. These are agencies
and organizations that are involve in the planning, design, implementation and evaluation of the
school curriculum. To name a few, the list follows.
1. Government Agencies DepEd, 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 qualify 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.
1.2 Non-Government Agencies and Professional Organizations Non-government agencies
are organizations and foundations that have the main function to support education. To name a
few, this includes the following:
- 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 pre- school
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 development programs. - supports continuing teacher
Professional Organizations like Philippine Association For Teachers and Educators (PAFTE)
State Universities and Colleges Teacher Educators Association (SUCTEA), National
Organization of Science Teachers and Educators (NOSTE), Mathematics Teachers Association
of the Philippines (MTAP) Curriculum and many more. A school curriculum, whether big or
small is influenced by many stakeholders. Each one has a contribution and influence in what
should place, modity and substitute the current curriculum. Each one has a significant mark in
specific development and change process of curriculum development.

Evaluating the curriculum

Curriculum evaluation Overview

Curriculum evaluation aims to assess the value and quality of the curriculum, considering

factors like educational reforms and classroom innovations. It emphasizes the importance of

improvement rather than merely providing effectiveness. The core idea is to align planned,

written, and implemented curriculum and answer questions about their outcomes and how to

enhance them

There are two ways of looking at curriculum evaluation

1. Curriculum Program Evaluation. Refers to the overall aspects of degree, a curriculum

as a subject, degree program, curriculum reform program and the like. Some examples are:

The Curriculum Development as a Subject, Bachelor of Education as a K to 12 as a

curricular reform, Outcomes-Based Education as a Process, Mother Tongue Based Multi-

lingual Education as a program Program evaluation will be using program evaluation models

like Bradley Effectiveness Model, Tyler's Objective Centered Model, Stufflebeam's CIPP

Model, and Scriven's Consumer-Oriented Model among others

2. Components of a Curricular Program. This will cover separate evaluation for a

curriculum component such as (1) Achieved Learning Outcomes (2) Teaching Learning

Process (3) Instruction Materials (4) Assessment of the Learning Outcomes, Curricular

program component evaluation refers directly to the assessment of curriculum contents and

processes as implemented everyday in view of the learning outcomes as either formative or

summative.

Curriculum Evaluation: A Process and a Tool

An 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
Omstein, 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 questions: 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.

Oliva, P. (1988)

It is a process of delineating, obtaining and providing useful information for judging

alternatives for purposes of modifying, or eliminating the curriculum

Reasons for Curriculum Evaluation

•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 out

comes. This is the basis of decision making. In curriculum evaluation, important processes

were evolved such a

(a.) needs 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.

1. Bradley Effectiveness 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 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.

2. Tyler Objectives-Centered Model Ralph Tyler in 1950 His monograph was entitled

Basic Principles of Curriculum and Instruction. In using the Tyler's model, the following

curriculum components and processes are identified in curriculum evaluation.

Using all the steps to evaluate the curriculum and PASSED the standards. Tyler's model of

evaluating the obtaining all YES answer would mean the curriculum has 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 emphasized that the result of

evaluation should provide data for ecision 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

take only any of the four stages as the focus of evaluation.

• 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 processes 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.

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.

5. Scriven Consumer Oriented Evaluation

In 1967, Michael Scriven 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 use consumer-oriented evaluation. These products include textbooks, modules,

educational technology like softwares and other instructional materia;s.

Consumer-oriented evaluation uses criteria and checklist as a tool for either formative or

summative evaluation purposes.

Steps in conducting a curriculum evaluation

Steps

What to consider

1. Identifying primary audiences

Curriculum program sponsors, managers and administrators, school heads, participants

(teachers and students) concept specialist;other stakeholders

2. Identifying critical issues/problems

Outcomes (expected, desired, intended) process (implementation) resources (inputs)

3. Identifying data source

People (teachers, students, parents, curriculum developers) Existing documents, available

records, evaluation studies

4. Identifying techniques for collecting data

Standardized test, informal tests; samples of students work;interviews:participant

observations, checklist, anecdotalrecords.

5. Identifying established standards and criteria

Standards previously set by agency (DepEd, CHED, Professional Organization)

6. Identifying techniques in data analysis

Content analysis, process analysis, statistics, comparison, evaluation process

7. Preparing evaluation report

Written; Oral;Progress;Final;Summary;Descriptive, Graphic, Evaluative and judgmental;List

of Recommendations
 8. Preparing modes of display

Case studies;test scores Summary;Testimonies;Multi media representation: Product Display

(exhibits) :technical report.

CURRICULUM EVALUATION THROUGH LEARNING ASSESSMENT

1. Philippines Qualification Framework (PQF)

PQF is a reference system of national standard of what qualifications one has earned by education and
training in the Philippines. It specifies what an individual has learned in and out of formal schooling
(lifelong learning) basedon qualification, levels of degree of competencies of knowledge, skills,
applications, values and degree of independence.

Below is the diagram of the Philippine Qualification Framework, detailing the levels from basic education
to higher education in the Philippine Educational System.
The PQF is divided into eight (8) levels, Level 1 to Level 8. The first level L1 is to be achieved by Grade
12graduates, who can be awarded a National Certificate 1 (NC 1) if qualified by the TESDA. The other
levels of qualifications progress along the educational ladder in the Philippine educational system from
grade 12 in basic Education to higher education from baccalaureate to doctoral and post-doctoral levels.

ACHIEVED LEARNING OUTCOME

- outcome based education as a product of what are have been intended in the beginning of
thelearningprocess.
● Standards and competencies are used as the indicators and measure of these outcomes.

THREE DOMAINS
● Knowledge,skills and values

● Application

● Degree of independence in responsibility

The ASEAN Qualification Framework (AQRF) is the ASEAN framework upon which the PQF and
the other ASEAN member countries are referencing so that there will be ease in the mobility of
professional, students among others.

The Philippine Education System

 ASEAN REFERENCE QUALIFICATION FRAMEWORK

{ARQF} - is a tool or a device that enables comparisons of qualifications across asean member
states.

KNOWLEDGE, PROCESS, UNDERSTANDING,PERFORMANCE

{KPUP} - reflect different learning outcomes that are arrange in hierarchy or complexity.

Types of Tests to Measure Knowledge, Process and Understanding

Objective Tests - Tests that require only one and one correct answer. It is difficult to
construct but easy to check

Pencil and paper Test - test is written on paper and requires a pencil to write.

a. Simple Recall - This is the most common tool to measure knowledge.

There are varieties of SimpleRecall tests, to include: (Fill in the blanks,
Enumeration, Identification, Simple Recall)
b. Alternative Response Test - This is the type of paper-and-pencil test,
where two options or choices are provided. (True or False, Yes or No)
c. Multiple Choice Test - most versatile test type because it can measure a
variety of a learning outcomes. The correct alternative is called answer
while the remaining options are called DISTACTERS, DISTRACTORS,
or DECOYS.

Correct answer type – Other alternatives are clearly wrong and only one is the correct
answer. This can be constructed in either derect question or completion of the sentence. (ex.
Direct Question, Incomplete sentence)

Best Answer Type – all the alternatives are correct but only one is the best.

Matching Type Test – is useful measuring the factual information as well as

relationships between two things, ideas, or concepts. (ex. Perfect Matching type, Imperfect
matching type)

Subjective Test - Learning outcomes which indicate learner’s ability to originate and
express ideas is difficult to test through objective type test.
a. Essay. Test items allow students freedom of response.
creative and appropriate language.
 b. Restricted Response Item. – expanded form of short answer type objective test.
There is a limit on both the content, scope and the form of student response.
c. Extended Response Item – free to select any factual information that can help on
organizing the response.

Authentic evaluation - is a test that measures real life tasks, performances and actual
products. The most common of the authentic assessments are the use of portfolio.

3 Performance Assessment Tools

1. Checklist is a tool that consists of a list of qualities that are expected to be observed as
presentor absent. (ex. Checklist)
2. Rating Scale is a tool that uses a scale in a number line as a basis to estimate the
numerical value of a performance or a product. The value is easier to score of the points
are in whole numbers. The most popular rating scale is called Likert Scale.
3. Rubrics for Portfolio. A portfolio is a compilation of the experiences as authentic
learning outcomes presented with evidence and reflections. To assess the total learning
experiences as presented in a wholistic package, anassessment tool called a RUBRIC is
utilized.

Levels Of Assessment for the Levels of Learning Outcomes

GRADE 1-10
 Grade 11 and12 (Senior High)

1.The average of the quarterly grade produces the semester grade.

2.The general average is computed by dividing the sum of all semestral final grades by
the total number learning of learning areas.

REPORTING SUMMATIVE BY QUARTER/SEMESTER OR THE END OF YEAR