THE TEACHER AND THE CURRICULUM

EDUC 9

REMILYN B. FRANCISCO
Instructress
COVERAGE FOR PRELIM

Chapter : Curriculum Essentials

Module 1: The Teacher and the School Curriculum
Module 2: The Teacher as a Knower of Curriculum
Chapter 2: Designing the Curriculum
Module 3: The Teacher as a Curriculum Designer
COVERAGE FOR MIDTERM

Chapter 3: Implementing the Curriculum

Module 4: The Teacher as a Curriculum Implementor and a
manager
Chapter 4: Curriculum Evaluation and the Teacher
Module 5: Curriculum Evaluation and the Teacher
COVERAGE FOR THE FINALS

Chapter 5: Curriculum Development Reforms and

Enhancement
 Module 6: Gearing up for the future: Curriculum Reforms
 Module 7: Curricular Reforms in Teacher Education
 Module 8: Curricular Landscape in the 21st Century
 CHAPTER 1: CURRICULUM ESSENTIALS
MODULE 1- THE TEACHER AND THE SCHOOL CURRICULUM

 Lesson 1.1 The Curricula in School

Desired Learning Outcomes
- Discuss the different curricula that exist in the
schools
- Analyze the significance of curriculum and
curriculum
development in the teacher’s classroom
Define curriculum in your own words.
THE SABRE-TOOTH CURRICULUM
BY HAROLD BENJAMIN ( 1939)
The story was written on 1939.
 Curriculum was seen as a tradition of organized knowledge taught in
schools of the 19th century.
 Two centuries later, the concept of a curriculum has broadened to include
several nodes of thoughts or experiences.
 Formal, non-formal or informal education do not exist without a
curriculum.
 Classrooms will be empty with no curriculum.
 Teachers will have nothing to do, if there is no curriculum.
 Curriculum is at the heart of the teaching profession.
 Every teacher is guided by some sort of curriculum in the classroom and
in schools.
 In our current Philippine educational system, different schools are
established in different educational levels which have corresponding
recommended curricula.
 The educational levels are:
1. Basic Education
› 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
› Post-secondary technical vocational educational
educational and training taken care of Technical
Education and Skills Development Authority
(TESDA). For the TechVoc track in SHS of DepEd,
DepEd and TESDA work in close coordination.
1. Technical Vocational Education
Basic Educat

3. Higher Education
› Includes the Baccalaureate or Bachelor
Degrees and the Graduate Degrees 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;
TYPE OF CURRICULA SIMULTANEOUSLY OPERATING IN THE
SCHOOLS

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 recommend curricula in schools.
TYPE OF CURRICULA SIMULTANEOUSLY OPERATING IN THE
SCHOOLS

2. Written Curriculum
 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.
TYPE OF CURRICULA SIMULTANEOUSLY OPERATING IN THE
SCHOOLS

3. Taught Curriculum
 From what has been written or planned, the curriculum has to be
implemented or taught. The teacher 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
facilitates will be necessary. The taught curriculum will depend largely on
the teaching style of the teacher and the learning style of the learners.
TYPE OF CURRICULA SIMULTANEOUSLY OPERATING IN THE
SCHOOLS

4. Supported Curriculum
 Described as support materials that the teacher needs to make learning
and teaching meaningful. 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 the plaza. These are the places where authentic learning through direct
experiences occur.
TYPE OF CURRICULA SIMULTANEOUSLY OPERATING IN THE
SCHOOLS

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.
TYPE OF CURRICULA SIMULTANEOUSLY OPERATING IN THE
SCHOOLS

6. Learned Curriculum
 How do we know if the student has learned? We always believe that if a
student changed behavior, ha/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, effective and psychomotor outcomes. Learned
curriculum will also demonstrate higher order and critical thinking and
lifelong skills.
 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.
 A hidden curriculum is implied, and a teacher may or may not be able to
predict its influence on learning.
 All of these have significant role on the life of the teacher as a facilitator of
learning and have direct implication to the life of the learners.
 ANSWER ACTIVITY IN THE BOOK PAGES 5-7

 Activity 1: Think Pair and Share

 Activity 2: Observing a Curriculum in a Classroom
 Self Check
 Self Reflect
 CHAPTER 1: CURRICULUM ESSENTIALS
MODULE 1- THE TEACHER AND THE SCHOOL CURRICULUM

Lesson 1.2 The Teacher as a Curricularist

Desired Learning Outcomes
- Enhance understanding of the role of the
teacher as a curricularist in the classroom
and school.
TAKE OFF

o What specific roles do teachers play as a curricularist?

o Should they do these roles?
TAKE OFF
o Which one describes the teacher as a curricularist?
Excitin Facilitating Plannin Growing Evaluating
Frustrating Growing
g Knowing g initiating Innovating
Buildin Believin
Broadening Rewarding Recommending Showing Copying
g g

o Teachers do a series of interrelated actions about curriculum, instruction,

assessment, evaluation, teaching and learning.
o A classroom teacher is involved with curriculum continuously all day.
o But very seldom has a teacher been described as curricularist.
TAKE OFF

o Curricularists in the past, are referred only to those who developed curriculum
theories.
o 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

o Curricularist is a word to describe a professional who is a curriculum

specialist.
o A person who is involved in curriculum knowing, writing, planning,
implementing, evaluating, innovating, and initiating may be designated as
curricularist.
o A TEACHER’S role is broader and inclusive of other functions and so a
teacher is a curricularist.
CONTENT FOCUS

o The classroom is the first place of curricular engagement.

o 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.
o Curriculum is at the heart of schooling.
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).
THE TEACHER AS A CURRICULARIST

2. Writes the curriculum. A classroom teacher takes record of knowledge

concepts, 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)
THE TEACHER AS A CURRICULARIST

3. Plans the curriculum. A good curriculum has to be planned. It is the role of

the teacher to make a yearly, monthly, or daily plan of the curriculum. This
will serve as a guide in the implementation of the curriculum. The teacher
takes into consideration several factors in planning a curriculum. These
factors include the learners, the support material, time, subject matter or
content, the desired outcomes, the context of the learners among others. By
doing this, the teacher becomes a curriculum planner. (PLANNER)
THE TEACHER AS A CURRICULARIST

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 it. Implementation of a new curriculum will enhance
learning. There will be many constraints and difficulties in doing things first
or leading. A transformative teacher will never hesitate to try something
novel and relevant. (INITIATOR)
THE TEACHER AS A CURRICULARIST

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 student 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)
THE TEACHER AS A CURRICULARIST

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 the 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 achieved the desired outcome, It is
where teaching, guiding, facilitating skills of the teacher are 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)
THE TEACHER AS A CURRICULARIST

7. Evaluates the curriculum. How can one determine if the desired learning
outcomes have been achieved? Is the curriculum working? Dow 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)
CONTENT FOCUS

o The seven different roles are those which a responsible teacher does in the
classroom everyday!
o Doing these multi-faceted work qualifies a teacher to be a curricularist.
o 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.
o As a curricularist, a teacher will be knowing, writing, implementing,
innovating, initiating and evaluating the curriculum in the school and
classroom just like the role models and advocated in curriculum and
curriculum development who have shown the way.