1

FOREWORD1

The module on Prof. Educ. 108 –Curriculum Development was prepared for the students in the
Expanded Tertiary Equivalency Education Program (ETEEAP) to equip them with the knowledge and
skills needed in the implementation of K – 12 Basic Education Curriculum. This module contains
activities and exercises in relations to the current trends in education.

The completion of this module by the students will provide comprehensive know-how on what a
curriculum is all about. The topics and activities in the module were based from the various books
authored by experts in field.

ROSARIO D.L. VALENCERINA, Ed. D.

 2

Modules
In
Professional Education 112
Curriculum Development
 3

Unit I: CURRICULUM ESSENTIALS

Module 1: CURRICULUM AND THE TEACHER

Module 1 is all about school curricula and the teacher. It identifies the different types of curricula
that is existing in the teacher’s classroom and school. It also describes the important roles of the teacher
as curricularist who engages in the different facets of curriculum development in any educational level.

Lesson 1: CURRICULUM IN SCHOOLS

Desired Learning Outcomes:

1. Differentiate the different curricula that exist in the schools.

2. Appreciate the role of the teacher as curricularist.
3. Analyze the significance of curriculum development in the teacher’s classroom.

Lesson Proper

Here is a story about “The Sabre-Tooth Curriculum by Harold Benjamin (1939) as indicated in
the book of Purita P. Bilbao, 2015. Take your time to read it and reflect what is curriculum 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 thought ... New-Fist got to
the point where he became strongly dissatisfied with the accustomed ways of his tribe. He began to
catch glimpses of ways in which life might 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 make their life better in
the community. He considered what adults do for survival and introduced activities to children in a
deliberate and formal way. These included catching fish with bare hands, clubbing little wholly
horses, and chasing away-sabre-toothed-tigers-with fire. These then became the curriculum and
the community began to prosper – plenty of food, hides for attire and protection from threat. “It is
suppose that all would have gone 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
wholly 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.
 4

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 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 the essence of true education is
timelessness. It is something that endures through changing conditions like a solid rock standing
squarely and firmly in the middle of a raging torrent.

The story was written in 1939. Curriculum then, 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 modes of thoughts or experiences.

No formal, non-formal or informal education exists 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 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 levels are:

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 for
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 TechVoc track in Senior High School of DepEd, both 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).
 5

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

curricula exist. According to Allan Glatthorn (2000) as mentioned in Bilbao, et. al (2015)
classified as follows:

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.
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.
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 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 the plaza. These are the
places where authentic learning through direct experiences occur,
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 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. We always believe that if a student changed behaviour,
he/she has learned. For example, from a non-reader to a reader or from not knowing
to knowing or from disobedient to being obedient. The positive outcome of teaching
is an indicator of learning. These are measured by tools in assessment, which can
 6

indicate the cognitive, affective and psychomotor outcomes. Learned curriculum will
also demonstrate higher order and critical thinking and lifelong skils.
7. Hidden/Implicit Curriculum. This curriculum is not deliberately planed, but has a
great impact on the behaviour of the learner. Peer influence, school environment,
media, parental pressures, societal changes, cultural practices, natural calamities, are
some factors that create the hidden curriculum. Teachers should be sensitive and
aware of this hidden curriculum. Teachers must have good foresight to include these
in written curriculum in order to bring to the surface what are hidden.

In every teacher’s classroom, not all these curricula maybe 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 role on the life of the
teacher as a 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.

ACTIVITY 1: Discuss the Sabre-Tooth Curriculum and answer the following in a separate sheet/s:

A. Does the Sabre-Tooth curriculum still exist at present? Give examples of your evidence.
B. Describe what 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.

Self-Check:

Read each statement and decide whether you Agree or Disagree. Write your answer on the space
provided before each number.

____ 1. In the Saber-Tooth Curriculum, learning is experiential and authentic.

____ 2. It is a reality that there exists more than one curriculum 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 judgment about learning.

____ 8. Textbooks and modules are written curricula that represent the recommended curricula.

____ 9. Only the Department of Education can recommend a curriculum.

 7

____ 10. In the heart of all the types of curricula, the teacher has a major role.

Activity 2: Is it necessary for teachers to learn about school curriculum? Why? Write your answer on a
separate sheet.

Lesson 2: THE TEACHER AS A CURRICULARIST

Desired Learning Outcomes:

1. Describe the role of the teacher as curricularist.

2. Appreciate the role of the teacher as curricularist.

Lesson Proper

Teachers do series of interrelated actions about curriculum, instruction, assessment, evaluation,

teaching and learning. A classroom teacher is involved with curriculum continuously all day. But seldom
has a teacher been described as curricularist.

Curricularists in the past, are preferred only on those who developed curriculum theories.
Acording to the study of Sandra Hayes (1991), the most influential curricularist in America include John
Dewey, Ralph Tyler, Hilda Taba and Franklin Bobbit.

In this lesson, we are going to use 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
maybe designated as curricularist. A teacher’s role is broader and inclusive of other functions and so a
teacher is a curricularist.

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.

Roles of a Teacher as Curricularist

1. knows the curriculum. Learning begins with knowing. The teacher as a learner starts with
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 concepts, subject
matter or content. These need to be written or preserved. The teacher writes books, modules,
 8

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 planed. 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)
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 the 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. A good teacher innovates the
curriculum. (Innovator)
6. Implements the curriculum. The curriculum that remains recommended or written will
never serve its purpose without implementing it. Thus it is the teacher who implements it. It
is here where teaching as a science and 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. (Implementation)
7. Evaluates 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? 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)

Post Test.

I am a Teacher! Who Am I as a Curricularist?

Instructions: Identify on the blanks provided who am I ass a Curricularist based on the
cases 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 work.
 9

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 one by 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 learners’ weakness and enhance their
strengths.

Case 8. I am teaching in a very far away barangay with no electricity yet. Many of the
instructional aids 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 three days, I was able to produce
lesson exemplars which I am proud of.
 10

Case 10. In grade 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?

Self Reflection: Choose one from Case 1 to 10 above. Reflect on the case you have chosen and
write you reflection.

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 teacher as a knower. This module provides a wider perspective for the teachers
about the curriculum, in terms of curriculum approach, curriculum development process, some curriculum
models and the foundations upon which curriculum is anchored.

Lesson 1: THE SCHOOL CURRICULUM: DEFINITION, NATURE AND SCOPE

Desired Learning Outcomes

1. Define curriculum from different perspectives.

2. Describe the nature and scope of curriculum.

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 curere referring to the oval track upon
which Roman chariots raced. The New International Dictionary defines curriculum as the whole body of
a course in an educational institution or by a department while the Oxford Dictionary defines curriculum
as courses taught in schools or universities. Curriculum means different things to different people.
Sometimes educators equate curriculum with syllabus while a few regard it as all the teaching-learning
experiences which the student encounters while in school. Numerous definitions indicate dynamism
which connotes diverse interpretations as influenced by modes of thoughts, pedagogies, philosophies,
political as well as cultural perspectives. Here are some of them.

Some Definitions of Curriculum

1. Curriculum is a planned and guided set of learning experiences and intended outcomes,
formulated through the systematic reconstruction of knowledge and experiences under the
auspices of the school, for the learners’ continuous and willful growth in personal social
competence. (Daniel Tanner, 1980)
 11

2. It is 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. It is 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. It is 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. It provides answers to three questions: What knowledge, skills and values are most
worthwhile? 2. Why are they most worthwhile? 3. How should the young acquire them?
(Cronbeth, 1992)

Curriculum from Traditional Points of View

 Robert M. Hutchins views curriculum as “permanent studies” where rules of

grammar, reading, rhetoric, logic and mathematics for basic education are
emphasized. The 3Rs (Reading, Writing, “rithmetic) should be emphasized in basic
education while liberal education should be emphasized in college.
 Arthurr Bestor as an essentialist 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 curriculumis a discipline, thus the
subject areas such as Science, Mathematics, Social Studies, English and many more.
In college, academic disciplines are labelled as humanities, sciences, languages,
mathematics among others. He coined the word discipline as a ruling doctrine for
curriculum.
 Phillip Phenix asserts that curriculum should consist entirely of knowledge which
comes from various disciplines.

Collectively from the traditional view, curriculum can be defined as a field of study.
Curriculum is highly academic and is concerned with broad historical, philosophical,
psychological and social issues. Curriculum is mostly a written documents such as
syllabus, course of study, books and references where knowledge is found but is used as a
means to accomplish intended goals.

Curriculum from Progressive Points of View

 12

 John Dewey believes that education is experiencing. Reflective thinking is a means

that unifies curricular elements that are 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 as
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 well as all the experiences
in the classroom which are planned and enacted by the teacher and also learned by
the students.

Activity 1: Answer the following.

1. What is your own definition of a curriculum?

2. Do you have a traditional view of a curriculum, a progressive view or both? Explain
your answer based on your definition.
3. Label the description/definition given below either as Traditional (T), or Progressive
(P).

___ 1. Teachers are required to teach the book from cover to cover.

___ 2. If the learners can memorize the content, then the curriculum is best.

___ 3. Children are given opportunity to play outdoors.

___ 4. Parents send children to a military type school with rigid training.

___ 5. Teachers are reluctant to teach beyond the written curriculum.

___ 6. Prerequisites to promotion for the next grade are skills in reading, writing and
arithmetic only.

___ 7. Teachers provide varied experiences for the children.

___ 8. Learning can only be achieved in schools.

___ 9. It is the systematic arrangement of contents in the course syllabus.

___ 10. Co-curricular activities are planned for all to participate.

Lesson 2: APPROACHES TO SCHOOL CURRICULUM

Desired Learning Outcomes

1. Describe the different approaches to school curriculum.

2. Explain by examples how the approaches clarify the definition of curriculum.
3. Reflect on how the three approaches interrelate with each other.
 13

Three Ways of Approaching a Curriculum

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 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 school science that involves the
study of biological science, physical science, environmental science and earth science.
Textbooks tend to begin with biological science such as plants and animals, physical science
with the physical elements, force and motion, earth science with the layer and environmental
science with the interaction of the biological and physical science and earth’s phenomena,
climate, vegetation followed by economic activities such as agriculture, mining, industries,
urbanization and so forth.

All curricula have content regardless of their design or models. The fund of knowledge is
the repository of accumulated discoveries and inventions of man from the explorations of the
earth and as products of research. In most educational setting, curriculum is anchored on a
body of knowledge or discipline.

Four Ways of Presenting the Content in the Curriculum

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.
4. Modular Approach that leads to complete units of instruction.

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 learner.
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
 14

check and verification at a regular interval, because content which may be valid in its
original form may continue to be valid in the current times.
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 been useful in the
past, but may not be useful now or in the future.
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 the
learners? Interest is one of the driving forces for the students to learn better.

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

1. Balance. Content should be fairly distributed in depth and breadth. This will
guarantee that significant contents should be covered to avoid too much or too little
of the contents needed within the time allocation.
2. Articulation. As the content complexity progresses with the educational levels,
vertically or horizontally, across the same discipline, smooth connections or bridging
should be provided.
3. 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.
4. Integration. Content in the curriculum does not stand alone or isolation. It has some
ways of relatedness or connectedness to other contents. Contents should be infused
in other discipline whenever possible.
5. Continuity. Content when viewed 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 maybe not be in the same form and substance as
seen in the past since changes and developments in curriculum occur. Constant
 15

repetition, reinforcement and enhancement of the content are all elements of

continuity.

2. Curriculum as a 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 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?

To teachers, the process is very critical. This is the other side of the coin: Instruction,
implementation, teaching. These are three words connote the process of curriculum. When
educators ask teachers: What curriculum are you using? Some answers will be: 1. Problem
based. 2. Hands-on, Mind 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.

When curriculum is approached as a PROCESS, guiding principles are presented.

1. Curriculum process in the form of teaching methods or strategies are means to

achieve the end.
2. There is no single best process or method. Its effectiveness will depend on the
desired learning outcomes, the learners, support material and the teacher.
3. Curriculum process should stimulate the learners’ desire to develop the cognitive,
affective, psychomotor domains in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be described
as cognitive, affective and psychomotor.
6. Flexibility in the use of the process or methods should be considered.
7. Bothe teaching and learning are the two important processes in the implementation of
the curriculum.
3. Curriculum as a Product

Besides viewing curriculum as content that is to be transmitted, or process that gives

action using the content , product what the students desire to achieve as a learning outcomes.
 16

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 behaviour. 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, skill, and values.

Curriculum product is expressed in form of outcomes which are referred to as the

achieved learning outcomes.

Post Test /Self Reflection:

Instruction: After learning from this lesson, how would you prepare yourself to become a
teacher, using the three approaches to Curriculum? Write on the space below:

Lesson 3: CURRICULUM DEVELOPMENT: PROCESSES AND MODELS

Desired Outcomes

 Explain and summarize the curriculum development process and models.

Curriculum Development Process

Curriculum 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. Generally, most models involve four phases.

1. Curriculum planning. Considers the school vision, mission and goals. It also
includes the philosophy or strong education belief of the school. All of these will
eventually be translated to classroom desired learning outcomes for the learners.
2. Curriculum designing is the way curriculum is conceptualized to include the
selection and organization of content, the selection and organization of learning
experiences or activities and the selection of assessment procedure and tools to
 17

measure achieved learning outcomes. It will also include the resources to be utilized
and the statement of the 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.
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
be 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. It is based on four

fundamental principles which are illustrated as answers to the following
questions?
a. What education purposes should schools seek to attain?
b. What educational experiences can be provided that are likely to attain
these purposes?
c. How can these educational experiences be effectively organized?
d. How can we 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 experience
4. Evaluation of the experience

2. Hilda Taba Model: Grassroots Approach. She improved the Tyler’s

model. She believed that teachers should participate in developing a
curriculum. As grassroots approach Taba begins from the bottom, rather
than from 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 large society.
2. Formulation of learning objectives.
 18

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. According to

them curriculum is a plan of providing sets of learning opportunities to
achieve broad educational goals and related specific objectives to an
identified population served by a single school center. There are four steps
in this model:
1. Goals, Objectives and Domains. Curriculum planner begin by
specifying the major educational goals and specific objectives they
wish to accomplish. The goals, objectives and domain are identified
and chosen based on research findings, accreditation standards, and
views of different stakeholders.
2. Curriculum Designing. Designing a curriculum follows after
appropriate learning opportunities are determined and how each
opportunity is provided.
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 techniques are used to evaluate the total
programme of the school and the curriculum plan, the effectiveness
of instruction and the achievement of the students. Through
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 discussed utilised the processes of 1) curriculum

planning, 2) curriculum designing, 3) curriculum implementing, and 4)
curriculum evaluating.

Activity 2: Instruction: Answer in your own understanding after you read the
concepts of curriculum development the following:

1. Describe the model of curriculum development which you understand well. Write in
two paragraphs.
 19

2. What phase of the curriculum process do you find very important as a teacher?
Why?

Lesson 4: FOUNDATIONS OF CURRICULUM DEVELOPMENT

Desired Learning Outcomes

 Describe the foundations of curriculum development

 Explain how each foundation influences the curriculum

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 teachers’ classrooms or learning environment. Philosophy of
the curriculum answers questions like: What are schools for? What subjects are
important? How should students learn? What methods should be used? What
outcomes should be achieved? Why?
There are many philosophies in education but we will consider 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 reasons (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 basic, excellence in education, cultural literacy
C. Progressivism
 20

 Aim: Promote democratic social living

 Role: Teacher leads growth and development of lifelong learners
 Focus: Interdisciplinary subjects. Learner-centered, Outcomes-based
 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 Competences

2. Historical Foundations.
Where is curriculum development coming from? The historical foundations will
show to us the chronological development along a time line. Reading materials
would tell us that curriculum development started when Franklin Bobbit (1876-1956)
wrote the book “The Curriculum.” The following are among the persons who have
great contributions/Theories and Principles
1. Franklin Bobbit (1876-1956).
 He started the curriculum movement
 Curriculum is a science that emphasizes students’ needs
 Curriculum prepares learners for adult life.
 Objectives and activities should group together when tasks are clarified.
2. Werret Charters (1875-1952)
 Like Bobbit, he posited that curriculum is a science and emphasizes students’ needs
 Objectives and activities should match. Subject matter or content relates to
objectives
3. William Killpartick (1875-1952)
 Curricula are purposeful activities which are child- centered
 The purpose of the curriculum is child development and growth. He introduced the
project method where teacher and student plan the activities.
 Curriculum develops social relationships and small group instruction.
4. Harold Rugg (1886-1960)
 Curriculum should develop the whole child. IT IS CHILD CENTERED.
 With the statement of objectives and related learning activities, curriculum should
produce outcomes.
 Emphasized social studies and suggested that the teacher plans in advance.
5. Hollis Caswell (1901-1989)
 Curriculum is organized around social functions of themes, organized knowledge and
learner’s interest.
 Curriculum, instruction and learning are interrelated
 Curriculum is a set of experiences. Subject matter is developed around social
functions and learning interests.
 21

6. Ralph Tyler (1902-1994)

 Curriculum is a science and an extension of school’s philosophy. It is based on
students’ needs and interest.
 Curriculum is always related to instruction. Subject matter is organized in terms of
knowledge, skills and values.
 The process emphasizes problem solving. Curriculum aims to educate generalists
and not specialists.
7. Hilda Taba (1902-1967)
 She contributed to the theoritical and pedagogical foundations of concepts
development and critical thinking in social studies curriculum.
 She helped lay foundation for diverse student population
8. Peter Oliva (1992-2012)
 He described how curriculum change is a cooperative endeavor.
 Teachers and curriculum specialist constitute the professional core of planners.
 Significant improvement is achieved though group activity.

3. Psychological Foundation of Curriculum

Psychology provides a basis to understand the teaching and learning process. It

unifies elements of the learning process. Questions which can be address by
psychological foundations of education are: How should curriculum be organized to
enhance learning? What is the optimal level of students’ participation in learning various
contents of the curriculum? In this module, we shall consider three groups of learning
theories: behaviourism or association theories; cognitive-information processing
theories and humanistic theories (Ornstein & Hunkins, 2004)

The following personalities have great contributions in the theories of learning –

Association and Behaviourism and Cognitive Information Processing Theory:

1. Ivan Pavlov (1849-1936)

 He is the Father of the 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.
2. Edward Thorndike (1874-1949)
 He championed the Connectionism Theory
 He proposed the three laws of learning:
- Law of readiness
- Law of exercise
- Law of effect
 Specific stimulus has specific response.
3. Robert Gagne (1916-2002)
 He proposed the Hierarchical Learning Theory
 22

Learning follows a hierarchy

 Behavior is based on prerequisite conditions
 He introduced tasking in the formulation of objectives
4. Jean Piajet (1996-1980)
 Theories of Jean Piajet
- Cognitive development has stages from birth to maturity:
Sensorimotor stage (0-2), preoperational stage (2-7) concrete operations stage
(7-11) and formal operations (11- onward)
 Keys to Learning
- Assimilation (incorporation of a new experience)
- Accommodation (learning modification and adaptation)
- Equilibration (balance between previous and later learning)
5. Lev Vygotsky (1896-1934)
 Theories of Lev Vygotsky
- Cultural transmission and development:
Children could, as a result of their interaction with society, actually perform
certain cognitive action prior to arriving at developmental stage
- Learning precedes development
- Socio-cultural development theory
 Keys to Learning
- Pedagogy creates learning process that lead to development
- The child is an active agent in his or her educational process.
6. Howard Gardner
 Gardner’s Multiple Intelligences
- Humans have several different ways of processing information and these ways
are relatively independent of one another
- There are eight intelligences: linguistic, logico-mathematical, musical, spatial,
bodily/kinaesthetic, interpersonal, intrapersonal, and naturalistic
7. Daniel Goleman
 Emotion contains the power to affect action.
- He called this Emotional quotient
8. Gestalt
 Gestalt Theory
- Learning is explained in terms of “wholeness” of the problem
- Human beings do not respond to isolated stimuli but to an organization or pattern
of stimuli.
 Keys to Learning
- Learning is complex and abstract
- Learning analyzes the problem, discriminate between essential and non-essential
data, and perceive relationships.
- Learners will perceive something in relation to the whole. What/how they
perceive is related to their previous experiences.
9. Abraham Maslow (1902-1970)
 23

 He advanced the Self-Actualization Theory and classic theory of human needs

 A child whose basic needs are not met will not be interested in acquiring knowledge
of the world.
 He put importance to human emotions based on love and trust.

 Keys to Learning

-Produce a healthy and happy learner whose can accomplish, grow and actualize his
or her human self.

10. Carl Rogers (1902-1987)

* Non-directive and Therapeutic Learning

- He established counselling procedure and methods for facilitating

learning.

- Children’s perceptions, which are highly which are highly

individualistic, influence their learning and behaviour in class.

* Key to Learning

- Curriculum is concerned with process, not product; personal needs, not

matter; psychological meaning, not cognitive scores.

11. John Dewey (1859-1952)

* Considered two fundamental elements – schools and civil society – to be major

topics needing attention and reconstruction to encourage experimental
intelligence and plurality.

12. Alvin Toffler

* Wrote the book Future Shock

* Believed that knowledge should prepare students for the future

* Suggested that in the future, parents might have the resources to teach prescribed
curriculum from home as a result of technology, not in spite of it. (Home
Schooling)

* Foresaw schools and students worked creatively, collaboratively, and

independent of their age.
 24

Activity 3: After reading the lesson, reflect on the following and write your answer on the
following questions:

1. Identify 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? Why or why not?

 25

UNIT 2 – CRAFTING THE CURRICULUM

Module 3: THE TEACHER AS A CURRICULUM DESIGNER

A curriculum as planned sequence of learning experiences should be at the heart

and mind of every teacher. Every teacher as curricularist should be involved in designing a
curriculum. As a curriculum designer you are going to include necessary experiences in the
activities of the learners to enable them to have the desired learning outcomes.

This module will provide necessary concepts and activities you as a teacher can
refer to as you prepare yourself to be a curriculum designer.

Lesson 1: FUNDAMENTALS OF CURRICULUM DESIGNING

Desired Learning Outcomes

 Identify the fundamentals of curriculum designing

 Appreciate the task of designing a curriculum

General Axioms as a Guide in Curriculum Development (Oliva, 2003)

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

dynamic.
2. Curriculum is a product of its time. Curriculum responds changes brought about
by current social forces, educational reforms, principles of new knowledge, etc.
3. Curriculum changes made earlier can exist concurrently with newer curriculum
changes. A revision in curriculum starts and ends slowly. 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. The
teachers are the implementers of the curriculum , it is best that they should design
and own the changes.
5. Curriculum development is a cooperative group activity. Consultation with
stakeholders is necessary.
6. Curriculum development is a decision-making process made from choices of
alternatives. A curriculum designer or developer 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 on-going process. Continuous monitoring,
examination, evaluation and improvement of curricula are to be considered in the
design of curriculum.
8. Curriculum development is more effective if it is a comprehensive process,
rather than a “piecemeal”. Curriculum design is based on careful plan, with clearly
established learning outcomes, support resources and needed time.
 26

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 placed in a matrix.
10. Curriculum development starts from where the curriculum is. An existing
design is a good starting point for any teacher who plans to enhance and enrich a
curriculum.

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 plant or a course design. Whatever
is the name of the design, the common components for all of them are almost the same.

Let us take the Lesson Plan as a miniscule curriculum. A lesson plan or teaching
guide includes (1) Intended Learning Outcomes (ILO) or Desired Learning Outcome
(DLO) formerly labelled as behavioural objectives, (2) Subject Matter or Content, (3)
Teaching and Learning Methods, and (4) Assessment Evaluation.

Activity 1: Which of the concepts do you clearly understand? Answer Yes or No to the
questions below.

As a curricularist and curriculum designer . . . .

___ 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 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.
 27

Lesson 2: APPROACHES TO CURRICULUM DESIGN

Desired Learning Outcomes

 Identify some familiar curriculum designs and approaches to designs

 Analyze the approaches in the light of how these are applied in the school setting

In this lesson, we will see how several examples of curriculum designs are used in
the schools and classrooms.

Types of Curriculum Designs

1. Subject-Centered Design. It focuses on the content of the curriculum. Subject –

centered curriculum design has also some variations which is focused on the
individual subject, specific discipline and a combination of subjects or disciplines
which are a broad field or interdisciplinary.
1.1. Subject Design. What subject are you teaching? What subject are you taking?
1.2. Discipline design. It is related to the subject design that centers only on the
cluster content, but 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. This design model of curriculum is often
used in college, but not in the elementary or secondary levels.
1.3. Correlation design. Subjects are related to one another and still maintain their
identity.
1.4. Broad field design/interdisciplinary. This design was made to cure
compartmentalization of the separate subject subjects and integrate the contents
that are related to one another.
2. Learner-Centered Design.
2.1 Child-Centered design. This curriculum design is anchored on the needs and
interests of the child.
2.2 Experience-centered design. This design is similar to child-centered design.
Experiences of the learners is used as starting point of the curriculum.
2.3 Humanistic design. The development of self is the ultimate objective of learning.
It stresses the whole person and the integration of thinking, feeling and doing.
3. Problem-Centered Design. Generally, problem-centered design draws on social
problems, needs, interest and abilities of the learners.
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. The
connection of subject matter to real situations increases the relevance of the
curriculum.
3.2 Core problem design. It centers on general education and the problems are based
on the common human activities.
 28

Approaches to Curriculum Design

1. Child or Learner-Centered Approach. Child or learner is the center of the

educational process. The curriculum is constructed based on the needs, interest,
purposes and abilities of the learners.
Principles of Child-Centered Curriculum Approach
 Acknowledge and respect the fundamental rights of the child.
 Make all the activities revolve around the over-all development of the learner.
 Consider the uniqueness of every learner in a multicultural classroom.
 Consider using differentiated instruction or teaching.
 Provide a motivating supportive learning environment for all the learner.
2. Subject Centered Approach. This is anchored on a curriculum design which
prescribes separate distinct subjects for every educational level: basic education,
higher education, or vocational principles-technical education. This approach
considers the following:
 The primary focus is the subject matter.
 The emphasis is on bits and pieces of information which may be detached from life.
 The subject serves as a means of identifying problems of living.
 Learning means accumulation of content, or knowledge.
 Teacher’s role is to dispense the content.
3. Problem- Centered Approach. This approach is based on a design which assumes
that in a process of living, children experience problems. This approach is
characterized by the following views and beliefs:
 The learners are capable of directing and guiding themselves in resolving problems,
thus developing the learner to be independent.
 The learners are prepared to assume their civic responsibilities through direct
participation in different activities.
 The curriculum leads the learners in the recognition of concerns and problems in
seeking solutions.

Activity 1: The K to 12 Curriculum: What Design?

Get hold of materials about the K to 12. Discuss 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
2. Cite an illustrative example that relates to your choice.
3. Place your answer on a matrix.
 29

Lesson 3: CURRICULUM MAPPING

Desired Learning Outcomes

 Define curriculum mapping as a part of curriculum designing

 Identify the purposes of curriculum maps
 Familiarize oneself of some examples of curriculum maps

A curriculum design is reflected in a written curriculum either in a lesson plant,

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.

Curriculum mapping is a process or procedure that follows curriculum

designing. It is done before curriculum implementation or the operationalization of
the written curriculum. Curriculum mapping can be done by teacher 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
within the year? Next Year?

Curriculum mapping, may be able to answer these questions above. Furthermore,

mapping will produce a curriculum map, which is very functional tool in curriculum
development.

Suggested Steps to Follow in Curriculum Mapping

1. Make a matrix or a spread sheet.

2. Place timeline that you need to cover. (one quarter, one semester, one year).
This should be independent 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. Aligned 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 the outcomes.
 30

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.

Activity for Curriculum Mapping

Prepare a curriculum map of a Grade 7 subject in Social Studies. Select one unit
for you prepare a curriculum map using the suggested process in a matrix. Use separate
sheet.
 31

UNIT 3: IMPLEMENTING THE CURRICULUM

Module 4: THE TEACHER AS CURRICULUM IMPLEMENTER

AND MANAGER

The next step after curriculum planning and designing is to implement it.

As, a teacher, this is one of the major roles that you do in the school. The
success of learning depends on your implementation effort.

Lesson 1: IMPLEMENTING THE DESIGNED CURRICULUM A CHANGE

PROCESS.

Desired Learning Outcomes

 Define curriculum implementation

 Analyze what is change process in curriculum implementation
 Explain the process of curriculum implementation

Curriculum Implementation Defined

1. This is the phase where the teacher action takes place. It means putting into
practice the written curriculum that has been designed in syllabi, course
study, curricular guides, and subjects. It is a process wherein the learners
acquire the planned or intended knowledge, skills, and attitudes that are
aimed at enabling the same learners to function effectively in society. (SADC
M0E Africa, 2000)
2. 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.
3. 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.

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.

2. Alteration. There is a minor change to the current or existing curriculum.
3. Restructuring. Major change or modification in the school system. Example is the K
to 12 curriculum.
4. Perturbations. These are changes that are disruptive, but teachers have to adjust to
them within a fairly short time.
 32

5. Value orientation. This is a type of curriculum change through which is given to the
teachers in response to shift in emphasis.

Activity: As a future teacher, what would be your response to curriculum

implementation as a part of curriculum change? Are you willing to take
part in the implementation? Why? Why not? Write your answer below.

Lesson 2: IMPLEMENTING A CURRICULUM DAILY IN THE

CLASSROOM

Desired Learning Outcomes

 Review the components of a daily plan for teaching

 Identify learning outcomes
 Match learning outcomes with appropriate teaching method

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 students
and remarks to indicate how many students 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
 33

So, as prospective teachers, you should prepare lesson plans that will comply 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.

Activity: Prepare a sample lesson plan in the subject of your choice using the
format of the DepEd Order No. 70 s. 2012. Write in a separate sheet.
 34

References:

Almeda, Rosario and Bilbao, Purita P (2002). Curriculum Development. WVSU Printing Press.

Bilbao, Purita P et.al. (2015) Curriculum Development. Lorimar Publishing, Inc.

Bruner, Jerome. (2001) The Culture of Education. Cambridge, Mass. Harvard University Press