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Intended learning
Module Lesson Writer/s
Outcomes
Define the major Definition and major Mrs. Princess
concepts of the conceptions of curriculum Fe Caballes
curriculum
Nature of the
Curriculum
Analyze the nature
of the curriculum
Describe the Ms. Glory Jean
Foundations foundations of a. Philosophical Altamera
of curriculum; Foundations
Curriculum b. Psychological Mr. Judiel B.
Demonstrate Foundations Cabilan
understanding on c. Historical-Sociological
how each Foundations
foundation d. Legal Foundations
influence the
development of
curriculum;
Discuss how
concepts of
learning
curriculum
foundations enable
curriculum
workers (teachers,
supervisors,
curriculum
developers) to
perform
educational
responsibilities;
Intended learning
Module Lesson Writer/s
Outcomes
Explain how
education evolved
to meet the needs
of the society;
Apply learning of
concepts in
foundation of
curriculum in
developing a
curriculum.
Explain the phases Curriculum Planning Ms. Gretchie T.
and process of a. Elements of Castañares
curriculum Curriculum Planning
development; and
Curriculum Design and Jo-Ann Y.
Review and Organization Solomon, Ed.D
critique an a. Approaches in
instructional curriculum designing
material, lesson b. Types of curriculum
plan, textbook, design
and curriculum c. Elements of designing
map using a d. Components of
specified standard. curriculum design
Phases and
Processes of
Curriculum Implementation Mrs. Helenne
Curriculum
a. Models of U. Pregua
Development
implementation
b. Change processes
c. Institutionalization
In this Module
Are you all set and ready, then explore and learn the lesson now!
Lesson
1 Definition of the Curriculum
INTRODUCTION
Hi, students! The lesson I tackles about the definition of the curriculum, and
this would allow you 60 minutes to complete the activities and tasks. Before we start,
I would like to share some rules as a guide during the process of learning and
teaching;
1. Read the given information carefully for you to be able to answer the prepared
tasks correctly.
2. Make sure to finish the tasks and activities based on the time allotted.
3. Erasures are discouraged, especially on the assessment part.
4. Answer honestly your assessment. Kindly, make use of the information provided, if
the instruction tells you to answer it based on your understanding; please do so.
5. Do not attempt to copy and paste answers coming from the internet. Your honesty
will matter, and surely your teacher will be able to know it.
6. The Point system for your tasks is provided on every given instruction.
Sentence Completion
Guide Questions:
1. Who is to be considered as traditional and who’s progressive?
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2. Do you think the ideas of Pia were realistic than that of Catriona’s?
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3. Do you also think that Catriona’s point is valuable in real life situations?
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Students, as you have observed you have been given activities above about
curriculum. To have an idea on its definition, points, and types. Please see below for
the essential information.
This table gives you information about the difference in points of curriculum
based on the traditional and progressive perspective.
B. PRESCRIPTIVE AND DESCRIPTIVE DEFINITIONS OF CURRICULUM
Author Definition
John Dewey A continuous reconstruction, moving from the child’s present
experience out into that represented by the organized bodies of truth
that we call studies . . . the various studies . . . are themselves
experience— they are that of the race. (pp. 11–12)
Franklin The entire range of experiences, both directed and undirected,
Bobbit concerned in unfolding the abilities of the individual. (p. 43)
Harold O. A succession of experiences and enterprises having a maximum
Rugg lifelikeness for the learner . . . giving the learner that development most
helpful in meeting and controlling life situations. (p. 8)
Hollis Composed of all the experiences children have under the guidance of
Caswell in teachers. . . . Thus, curriculum considered as a field of study represents
Caswell & no strictly limited body of content, but rather a process or procedure.
Campbell (pp. 66, 70)
Ralph Tyler All the learning experiences planned and directed by the school to
attain its educational goals. (p. 79)
Robert A sequence of content units arranged in such a way that the learning of
Gagne each unit may be accomplished as a single act, provided the
capabilities described by specified prior units (in the sequence) have
already been mastered by the learner. (p. 23)
James All planned learning outcomes for which the school is responsible.
Popham & Curriculum refers to the desired consequences of instruction. (p. 48)
Eva Baker
J. L. A written plan outlining what students will be taught (a course of
McBrien& study). Curriculum may refer to all the courses offered at a given
R. Brandt school, or all the courses offered at a school in a particular area of
study.
D. F. Brown All student school experiences relating to the improvement of skills and
strategies in thinking critically and creatively, solving problems,
working
collaboratively with others, communicating well, writing more
effectively,
reading more analytically, and conducting research to solve problems
E. Silva An emphasis on what students can do with knowledge, rather than what
units
of knowledge they have, is the essence of 21st-century skills
you on your journey in leaning. May the important information be part of how you understand of the vitality of the curriculum
Lesson
2 Major Conceptions of Curriculum
INTRODUCTION
The previous discussion had given you a different definition and perspective
towards the curriculum. Our lesson for this part would give you important information
about the types of curriculum, its components, and what is its purpose in the teaching-
learning process. This module is good for 60 minutes, and all activities should be
successfully accomplished.
Furthermore, the same module-rules apply here the same as the ones indicated on
Lesson I. I hope you are ready so that we could start.
Poem Analysis
1. Based on the information above, do you think the curriculum has one sole
purpose?
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2. If you say no, what do you think is its types? And how these types contribute
to the curriculum components?
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Analysis
A. Matching type. Match the terms on the images below. This activity is related to
the types of curriculum operating in the school. Write your answer on the space
provided in each item.
A.
D
G
.
B.
C.
F
.
B. Matching type. Match the questions to the components in the box presented, make
sure that the answer addressed each other correctly. Write the letter of the correct
answer on the space provided.
A. aims, goals and objectives B. subject matter/content
C. learning experience D. evaluation approaches
1. What is to be done?
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2. What is the subject matter to be included?
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3. What are the instructional strategies, resources, and activities that will be
employed?
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4. What methods and instruments will be used to assess the results of the
curriculum?
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This section will provide you a thorough discussion on the components, types,
and purpose of the curriculum. You will be provided with a mnemonic as a guide to
remember the key important terms with ease. Moreover, an exhibit will be given to
you so that the pertinent ideas would be organized and comprehensive.
A. COMPONENTS OF THE CURRICULUM. Students, for the components of the
curriculum, let us have the mnemonics “ASLE”, this stands for A (aims, goals, and
objectives), S (subject matter), L (learning experiences), and E (evaluation and
approaches). Moreover, below you are given samples and elaborations for you to have
a good grasp of this topic.
BJECTIVES – Ex. Educational Act of 1982, Aims of Secondary Education and Tertiary Education
SUBJECT MATTER – Information learned in schoo
CURRICULUM
S – heart of the curriculum, the teacher and learner takes action to facilitate learning
EVALUATION AND APPROACHES – Formal determination of the quality and e
Students, I hope you have learned well the ideas given to you. This time we
will be assessing your knowledge. Please answer these items with the learning you
had from this module. I am discouraging you to search the answers in the internet for
this assessment is a test of what you had learned.
I. Get a copy of one of the lesson plans you had already written on your past
subjects. Read every detail of the lesson plan and specifically look in the
following;
1. What are the objectives of the lesson plan?
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2. What is the subject matter content?
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3. What strategies or method of teaching is utilized?
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4. What evaluation procedure is used?
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5. Do the four components fit or match with one another? Explain
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6. Can you consider a lesson plan as a curriculum? Why?
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II. Write specific examples (one per curriculum) of what you have observed on
your school. These examples should be those of the existing different curricula in
the operation of schools.
Written Curriculum
Taught Curriculum
Supported Curriculum
Assessed Curriculum
Learned Curriculum
Hidden Curriculum
CLOSURE:
That’s it for Lesson II, I hope you willcontinue your enthusiasm as you
proceed to the next lessons. You are now equipped with the essential knowledge of
learning the basic of curriculum.
CONGRATULATIONS!!!!!
You may now proceed to the next lesson
Module Summary
The module was design to provide basic information on the major concepts of
curriculum as well as its nature. The activities, analysis, abstraction and application in
the module were provided to deepen your understanding of what curriculum is all
about and as well as its importance in education.
Module 2
Module Overview
Foundations of Curriculum
“Education is what remains after one has forgotten what was learned in school.” – Albert Einstei
In this Module
Philosophical Foundations of Curriculum
Major Philosophies
Educational Philosophies
Psychological Foundations of Curriculum
Definition of Psychology
Three Major Classification of Learning Theories
Historical-Social Foundations of Curriculum
Theorists and Historical Contributions
Social Foundation of Curriculum
Legal Foundations of Curriculum
Major Laws
Philippine Educational Practices and Other Legal Bases of Education
Introduction
Lesson
1 Philosophical Foundations of Curriculum
At the end of the session, you are expected to:
Introduction
Hello Students! I hope that you’ve done all your tasks in your Module 1 and
enjoyed it as well. This time we will have our Module 2 Lesson 1 which is about the
Philosophical Foundations of the Curriculum and will discuss what their influences
are in the current curriculum.
1. Using the topic, you are going to write on post its or pieces of papers with a
word modifying or that would tell us something about the education in the
Philippines. One word for each paper.
2. Consolidate and paste the post its in one bond paper.
3. Out of the words in the post its, make one idea that would best describe the
education system in the Philippines.
4. Take a picture of the consolidated post its and also with the general idea that
you have made.
Analysis
You may answer the following reflective questions:
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Philosophy deals with the larger aspects of life and the way we organize our
thoughts and interpret facts. It is an effort to understand life—its problems and issues
in full perspective. It involves questions and our own point of view as well as the
views of others; it involves searching for defined values and clarifying our beliefs.
Idealism
Plato is often credited with formulating idealist philosophy, one of the oldest that
exists. The German philosopher Hegel presented a comprehensive view of the
historical world based on idealism.
Realism
Realists view the world in terms of objects and matter. People can come to know the
world through their senses and their reason. Everything is derived from nature and is
subject to its laws. Human behavior is rational when it conforms to nature’s laws and
when it is governed by physical and social laws.
Like idealists, realists stress a curriculum comprising separate content areas, such as
his- tory and zoology. Also like idealists, realists rank the most general and abstract
subjects at the top of the curricular hierarchy. Lessons that cultivate logic and abstract
thought are stressed. The three R’s are basic to education.12 Whereas idealists
consider the classics ideal subject matter because they convey enduring moral truths,
realists value the sciences as much as the arts.
Pragmatism
The great educational pragmatist was Dewey, who viewed education as a process for
improving the human condition. Dewey saw schools as specialized environments
within the larger social environment. Ideally, curriculum was based on a child’s
experiences and interests and pre- pared the child for life’s affairs.14 The subject
matter was interdisciplinary. Dewey emphasized problem solving and the scientific
method.
Existentialism
Whereas pragmatism is mainly a U.S. philosophy that evolved just prior to 1900,
existentialism is mainly a European philosophy that originated earlier but became
popular after World War II. In U.S. education, Maxine Greene, George Kneller, and
Van Cleve Morris are well-known existentialists who stress individualism and
personal self-fulfillment.15
EDUCATIONAL PHILOSOPHIES
Perennialism
As a philosophy of education, perennialism relies on the past and stresses traditional
values. It emphasizes knowledge that has stood the test of time and cherished values
of society. It is a plea for the permanency of knowledge and values that have stood the
test of time—an unchanging view of human nature, truth, and virtue. Robert Hutchins,
a longtime advocate of perennialism, has noted that a person’s function is “the same
in every society. . . . The aim of the educational system is the same in every age and
in every society where such a system can exist. That aim is to improve people.”18
For perennialists, human nature is constant. Humans have the ability to reason and to
understand nature’s universal truths. The goal of education is to develop a rational
person and uncover universal truths by developing students’ intellect and moral
character.
Essentialism forms the basis of the subject matter. Hyman Rickover writes, “For all
children, the educational process must be one of collecting factual knowledge to the
limit of their absorptive capacity.”26 A curriculum that takes students’ interests or
social issues into account is regarded as wasteful, as are teaching methods that rely on
psychological theories. Arthur Bestor declares, “Concern with the personal problems
of adolescents has grown so excessive as to push into the background what should be
the schools’ central concern, the intellectual development of its students.”27 The
school is viewed as sidetracked when it focuses on students’ social and psychological
problems rather than on cognition. (Most current task force reports on academic
excellence, incidentally, agree with this assessment.) Discipline, training, homework,
and serious study are emphasized. According to Rickover, “The student must be made
to work hard, and nothing can really make it fun.”28
The role of the essentialist teacher follows perennialist philosophy. The teacher is
considered a master of a particular subject and a model worthy of emulation. The
teacher is responsible for the class and decides on the curriculum with minimal
student input. The teacher is respected as an authority, exhibits high standards, and
expects the same from students.
Progressivism
Progressivists rejected rote learning, lesson recitations, and textbook authority. They
also criticized conventional subject matter and experimented with other approaches to
the curriculum. Progressive education focused on the learner rather than the subject,
emphasized activities and experiences rather than verbal or mathematical skills, and
encouraged cooperative group-learning activities rather than competitive individual
learning. Progressivism also cultivated a cultural relativism that often clashed with
traditional philosophy and values.
Reconstructionism
Reconstructionist philosophy is based on socialistic and utopian ideas of the late 19th
and early 20th centuries, yet the Great Depression gave it new life. The progressive
educational movement was at the height of its popularity then, but a small group of
progressive educators became disillusioned with U.S. society and impatient for
reform. Members of this group argued that progressivism overemphasized child-
centered education and mainly served the middle and upper classes with its play
theories and private schools. They advocated greater emphasis on society-centered
education that addressed the needs of all social classes.
1. In a short bond paper, write your name, section and course in the upper left
corner of the paper.
2. From the 8 Philosophies, choose four (4) and draw an illustration that would best
describe the philosophy. You may use colored pens, pencils, crayons, and oil
pastel.
3. In a separate bond paper, elaborate your drawing by using real life scenarios as
examples of the influences of the philosophies in the curriculum.
Closure
lly finished the Lesson, you have already gained insights on how do these philosophies influence the curric
Lesson
2 Psychological Foundations of Curriculum
At the end of the session, you are expected to:
Introduction
Welcome to Lesson 2 of Module 2, where you will learn more about the
curriculum by exploring its psychological foundations. You will dissect concepts on
some relevant schools of thought that you may have encountered previously in some
of your subjects and discuss how they contribute to the design, development, and
delivery of the curriculum. You are expected to do some activities that will help you
organize ideas on the nature of the curriculum from a psychological perspective. At
the end of this lesson, have a glance at the learning outcomes and evaluate if such are
attained and mastered. So, without farther ado, let’s quench our thirst on this
discovery.
It’s time to reactivate what you have already known with this topic so far. So,
let’s do a word plus sentence factory. List 5 words that come to your mind when you
hear the words below. Write your responses in the corresponding boxes and use these
words to make one complete sentence. Don’t mind about the thought of the sentence
as long as these words are present in it. Game!
Cognitivism: __________________________________________________________
Humanism: ___________________________________________________________
Analysis
Guide Questions:
1. behaviorist or association theories - the oldest group, which deals with various
aspects of stimulus-response (S-R) and reinforcers;
Under each group are specific learning theories that help lay foundation on
understanding curriculum.
Psychological Foundation
Behaviorist or Cognitive
Phenomenologist and Humanistic Theories
Association Information-
Theories Processing
Theories
Connectionism Maslow’s Hierarchy of Needs
Montessori Method
Classical Conditioning
Roger’s Nondirective and Therapeutic Learning
Jean Piaget’s Theories
Developmental Theories
Observational Learning and Modeling Social and Emotional Intelligence Theories
Howard Gardener
(1943-present)
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
Learning is complex and abstract.
Gestalt Learners analyze the problem, discriminate between
essential and nonessential data, and perceive
relationships.
Learners will perceive something in relation to the whole.
What/how they perceive is related to their previous
experiences.
Application: Let’s Apply
A. Fill Me
Now that you already know about the three major classifications of learning
theories that make up the psychological foundation of curriculum, list the
proponents with their respective learning theories and cite their influence in
designing, developing or implementing the curriculum. You may use characters on
situations/scenarios that demonstrate such influence. Write your responses inside the
box. The first item is already given to you as an example.
Closure
for such a job well done journey on this lesson! Have you achieved the learning targets? Before you
Always note that, in general, learning can be examined in terms of three major
theories: behaviorism, cognitive development, and phenomenology/humanism. We believe
that change is occurring within the three major camps in psychology. In behaviorism, learning
tends to focus on conditioning or modifying behavior through reinforcement and rewards. In
cognitive psychology, the learning process focuses on student’s developmental stages,
multiple forms of intelligence, problem solving, critical thinking, and creativity. In
phenomenology and humanism, learning deals with the learner’s needs, attitudes, and
feelings. These are the building blocks that shape and influence the thinking of those
responsible for curriculum development and delivery.
Lesson
3 Historical-SocialFoundations of
Curriculum
Introduction
Welcome to Lesson 3 of Module 2, which will tour you around on the
historical foundations of curriculum and how various social factors influence its
development, design, and implementation. You are expected to list persons who
contributed greatly to curriculum development and explain how education evolved to
meet the needs of the society. It’s nice for you to begin the lesson by reactivating your
prior understanding of this topic. Enjoy the activities that are designed for you to
organize your thought on this lesson. As a rule of thumb, have a review on the
objectives at the end of the lesson and self-assess if these targets are met.
Fill the vertical and horizontal blocks of the puzzle with list of words that you
will see below. Unscramble the letters before filling it in the boxes. These will serve
as your hints and clues to unravel the words. Let’s go
ACROSS DOWN
1. Csolho 2. Horytis
4. Ienepecerx 3. Edsne
7. Scyieto 5. Ipylophhso
8. Stinructoin
10. Lopeved 6. Ieresntt
11. Tilineme 9. Cuirumculr
Analysis 12. Rleconefti
Guide Questions:
Principles:
Franklin Bobbit Grouping and sequencing objectives with corresponding
(1876-1956) activities
Clarifying instructional specifications and tasks
Purpose
Like Bobbit, curriculum as a science and emphasis on
students’ needs (and needs assessments)
Bringing theory and practice in curriculum
Principles:
Curriculum process, described as job analysis
Werret Charters Listing objectives and corresponding activities
(1875-1952) Verification of objectives through evaluation.
Purpose
School as a social and community experience
Curriculum is child centered purposeful activities
Child-centered curriculum, child development/growth
Principles
Project method, a blend of behaviorism & progressivism
Teacher and student planning, and emphasis on student
planning
Emphasis on pedagogy or instructional activities: creative
William Kilpatrick projects, social relationships, and small-group instruction
(1871-1965)
Purpose
Education in context with society
Child-centered curriculum that focuses on whole child
Curriculum specialist as an engineer
Principles
Statement of objectives, related learning experiences, and
outcomes
Teachers coordinate instructional activities to implement
Harold Rugg curriculum
(1886-1960)
Purpose
Relationship of three major components: curriculum,
instruction, and learning
Focus on student needs and interests and organized
around social functions (themes), organized knowledge,
and learner’s interests
Principles
Curriculum as a set of experiences
Curriculum guides as a source of teacher planning
Hollis Caswell Teachers coordinate instructional activities to implement
(1901-1989) curriculum
Purpose
Curriculum as a science and extension of school’s
philosophy
Clarify purposes (objectives) by studies of learners
Student needs and interests
Relationship between curriculum and instruction
Principles
Curriculum as a rational process
Ralph W. Tyler Using objectives to select and organize learning
(1902-1994) experiences
Using evaluation to determine outcomes (whether
objectives have been achieved)
Vertical and horizontal relationship of curriculum
Purpose
Contributed to the theoretical and pedagogical
foundations of concepts development and critical
thinking in social studies curriculum
Helped lay the foundation for diverse student population
Hilda Taba
(1947-present)
Purpose
Curriculum organized around needs of society and
students
Wide range of purposes, including cognitive, social,
civic, vocational, aesthetic, and moral
Realistic reform policies and programs
Principles
John Goodlad Reduce student conformity in classroom
(1920-2014) Constant need for school improvement
School reforms frequently come and go and add costs to
the system; teacher input is preferred.
Standards and high-stakes tests currently drive school
reform.
Purpose
Education as a means of shaping the person and society
through critical reflection and “conscientization”
Principles
Teachers use questioning and problem-posing approach
to raise students’ consciousness; understanding the
Paulo Friere hidden curriculum to raise awareness of social justice.
(1921-1997)
Purpose
Broaden the conception of curriculum to enrich the
practice Understand the nature of the educational
Principles
Curriculum as a conversation that involves multiple
William Pinar disciplines.
(1947-present)
Peter Oliva
(1947-present)
Social Foundations
It is also indispensable to consider the social background of curriculum. The
relationship of social factors such as schools and society influences curriculum
decisions. Hence, curriculum workers must consider and use social foundations to
plan and develop curricula.
John Dewey
(1859-1952)
A. Story Telling
Make a short story and timeline on how the curriculum developed from a
historical and social point of view. Use the theorists you have learned in this
lesson as the characters and their contributions as the flesh of the story. It needs
not to be lengthy, but just a summary of what you have known so far with this
lesson. You’re free to decide on its title and style. Write also a brief reflection on
its importance to you as a curriculum worker. Happy writing!
B. Today I learned that
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Closure
Well done! That’s it for the historical and social foundations of curriculum. It
is expected that you gained insights and ideas on this lesson. Remember that
from the beginning, the curriculum has been a dynamic and evolving subject
matter. Many theorists have contributed to this educational area. Its movement
was started by Franklin Bobbit when he first wrote the book “The
Curriculum.” Social factors have also shaped how it is now and influence
curriculum decisions. You are now ready for the next topic. But before that,
self-evaluate if the objectives have been met.
CONGRATULATIONS!!!!!
You may now proceed to the next lesson.
Lesson
4 LegalFoundations ofCurriculum
At the end of the session, you are expected to:
Introduction
You are now in lesson 4 of module 2! This last lesson will introduce to you
what are the legal bases of the curriculum in the Philippines. Some parts of the
provisions will also be discussed. At the end of the day, you will identify the
significant changes in the legal bases of the curriculum. Enjoy and keep reading!
Direction:
Discuss briefly the latest news on education that you have heard in the television and
radio by answering the questions in the analysis.
Analysis
Guide Questions:
1. 1987 CONSTITUTION
ARTICLE XIV: Education, Science and Technology, Arts, Culture and
Sports
Quality education accessible to all. (Section1)
Complete, adequate, and integrated relevant education.(2.1.)
Free public education in the elementary and high school level.(2.2.)
Scholarship grants, loans, subsidies and other incentives to deserving
students in both private and public schools.(2.3.)
Non-formal, formal, and indigenous learning systems.(2.4)
Vocational training to adults, disabled and out of school youth.(2.5)
Study of the constitution.(3.1)
Study of values.(3.2.)
e.g. patriotism, nationalism, foster love of humanity, respect for human
rights, appreciation of the role of national heroes in the historical
development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, etc.
Optional religious instruction in public schools.(3.3.)
Supervision and regulation of all schools.(3.4.)
Control and administration of schools by Filipinos.(3.5)
Exemption from taxes and duties.(3.6.)
Academic freedom in institutions in higher learning.(5.2,3,4.)
Assigning highest budget priority to education.(5.5.)
National language is Filipino.(6.1.)
2. PRESIDENTIAL DECREE NO. 6 – AEDUCATIONAL DEVELOPMENT
DECREE OF1972
2. Train the nation’s manpower in the middle – level skills required for
national development.
3. Develop the profession that will provide leadership for the nation in the
advancement of knowledge for improving the quality of human life,and
4. Respond effectively to changing needs and conditions of the nations
through a system educational planning andevaluation.
1. Rights
1.1. Right to organize themselves and/or with teachers for the discussion
betterment of theschool.
1.2. Right to access to any official record concerning the children who are
under their parentalresponsibility.
1.3. Duty to help carry out the educational objectives in accordance with
national goals.
1.4. Duty to enable their children to obtain elementary education and shall
strive to enable them to obtain secondary or higher education in the
pursuance of the right formation of theyouth.
1.5. Duty to cooperate with the school in the implementation of the school
program.
1. Rights
1.1. Right to receive, primarily through competent instruction, relevant
quality education in line with national development goals and conducive
to their full development as persons with humandignity.
1.2. Right to freely choose their field of study subject to existing course
therein up to graduation, except in cases of academic deficiency or
disciplinary regulations.
1.3. Right to school guidance and counsellingservices.
1.4. Right of access to his own school records, the confidentiality of which
the school shall maintain andpreserve.
1.5. Right to the issuance of official certificates, diplomas, transcript of
records, grades, transfer credentials, and other similar documents within
thirty days of request.
1.6. Right to publish a schoolnewspaper.
1.7. Right to free expression of opinions and suggestions and to effective
channels of communication.
1.8. Right to form, establish, and joinorganizations.
1.9. Right to be free from involuntary contributions, except those approve by
their own organizations orsocieties.
2. Duties
2.1. Duty to exert his utmost to develop hispotentialities.
2.2. Duty to uphold the academic integrity of theschool.
2.3. Duty to promote the peace and tranquility of theschool.
2.4. Duty to participate actively in civic affairs, and in the promotion of the
general welfare.
2.5. Duty to exert his rightsresponsibly.
B. Secondary SchoolTeachers
1. BSE/ BSEd Graduate/ Bachelor’sDegree
2. 18 units in major subject/ 18 units of professional educationsubject
3. PBET/LET Passer
Rights of Teachers
1. Right to be informed of the charges inwriting.
2. Right to full access to the evidence in thecase.
3. Right to defend himself and be defended by a representative of hischoice.
4. Right to appeal to clearly designatedauthorities.
5. Right for a married couple, both of whom are school teachers, to be employed
in the same locality wheneverpossible.
1. Study leave (Sabbatical leave) – with pay equivalent to 60% of salary after
seven years ofservice.
2. Indefiniteleave
3. Maternity leave with pay for 60days.
4. Vacation leave withpay.
5. Enjoy one range salary raise upon retirement, which shall be the basis of the
retirement pay and the monthly benefitsthereafter.
Teacher’s Organization
1. Freedom to organize.
2. Prohibition of discrimination againstteachers.
PHILIPPINE EDUCATIONAL PRACTICES AND OTHER LEGAL BASES
OF EDUCATION
Act No. 74
January 1, 1901
Laid the foundations of Philippine public-school system and made English as
the language ofinstruction.
Established in the Philippine Normal School and Trade school in Manila, and
an Agricultural school inNegros.
RA 7168
December 26, 1991
Converted the Philippine Normal School into aUniversity.
RA 6655
Also known as the Free Public Secondary Education Act of1988.
Public secondary schools were nationalized and they were reclassified by
source of funding and curriculumtype.
PD 603
Required that every school division should organize special classes for children
with specialneeds.
RA 5250 (1966)
Provided a ten – year teacher education program in Special education for the
teaching of the gifted, mentally – retarded and those with behaviourproblems.
Only two schools offered undergraduate in SPEd: UP COEd andCEU.
RA 7686
Being paid in OJTs in privateindustries.
RA 7687
Scholarship programs for careers in science andtechnology.
PD 1006
September 22, 1976
Considered teachers as professionals and teaching promulgated as aprofession.
Teachers need to pass the PBET before they could teach, whether in private or
publicschool.
PD 146
Required all high school graduates seeking admissions to post – secondary
degrees necessitating a minimum of four years study to pass a national entrance
examination.
RA 7731
Abolished the NCEE to give the marginalized sector greater access to college
education.
RA 7743
Created the Center of Excellence in TeacherEducation.
RA 7791
Stretched the school year from 185 – 200days.
RA 1265
Made the observance of the flag ceremonycompulsory,
RA 7836
An act professionalizing the teachingprofession.
Established the Licensure Examinations forTeachers.
RA 10157
Kindergarten EducationAct
Provides the inclusion of the Kindergarten level into the basic education
program. It is a must that children must undergo kinder before entering grade1.
Using the table below, track down the changes/contributions in the curriculum by
providing the year, legal bases and the significant changes/contributions brought
about by the laws/resolutions. Elaborate how did it change or help the education
setting of the Philippines.
Year Legal Basis Significant changes/
Contributions
Closure
ou have gained insights on what are the legal bases of the curriculum in the Philippines. You are now ready to move to Mod
Module Summary
References
Bilbao, P. P., Corpuz, B. B., & Dayagbil, F. (2015). Curriculum Development for
Teachers. Quezon City, Philippines: Lorimar Publishing.
Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, Principles, and
Issues. Vivar, Malaysia: Pearson Education Limited.
Pineda, K. (2013, May 19). Legal bases of the education system. Retrieved from
Slideshare.net: https://www.slideshare.net/kitpineda221/legal-bases-of-the-
education-system-21443065
Module 3
Module Overview
Phases and Process of Curriculum Development
“The main hope of its nation lies in the proper education of its youth.” – Erasmus
In this Module
Curriculum Planning
Curriculum Design and Organization
Approaches in curriculum designing
Types of curriculum design
Elements of designing
Components of curriculum design
Curriculum Implementation
Models of implementation
Change processes
Institutionalization
Curriculum Evaluation
Reasons for evaluation
Types of evaluation
Evaluation model
Curriculum Innovation
Models and Levels of Curriculum Innovation
Lesson
1 Curriculum Planning
At the end of the session, you are expected to:
Define curriculum planning as a continuous process.
Identify the levels of curriculum planning in the context of learning
experiences
Identify the elements of curriculum development necessary in establishing an
effective curriculum.
Introduction
Before we start with our discussion in curriculum planning, it is important that
we know and understand a few terms in the field of curriculum. Working knowledge
of these terms is essential for effective participation in curriculum planning activities.
In this topic, we will try to evolve a definition of curriculum planning, tackle
its levels and dimensions, and discuss the elements of curriculum development.
Hopefully, we will be able to apply the elements of curriculum planning in crafting
learning outcomes that are aligned with specific learning competencies
Acrostics
Direction: Write a descriptor with which you are familiar that starts with each
of the letter of the words Curriculum Planning.
C
U
R
R
I
C
U
L
U
M
P
L
A
N
N
I
N
G
Analysis
Guide Questions
1. How did you choose the descriptors in each letter of the words Curriculum
Planning?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Based on the descriptors, what is your understanding about curriculum
planning?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
ABSTRACTION
According to Herrick and Tyler, the following are the components and
A. Direction: Using the matrix below, write at least three critical questions to ask
in the doing the following curriculum planning activities:
Lesson
1 Approaches in Curriculum Designing
Introduction
It has been said that curriculum design is a means for teachers to plan for instruction.
It provides guidance on what will be done, who will do it and what schedule to
follow. Teachers have the option to choose from among the common approaches to
utilize.
In this lesson, you will be provided with information on the different approaches in
curriculum designing as well as its principles and characteristics. Varied activities are
also outlined for you to learn.
Minute Talk
Direction: You may choose a partner and please read the following situations below.
Discuss with your partner on how the school facilitated the learning of their students.
School A mentions that each child is considered important and each capacity is respected.
Please refer to the matrix below for the description of each approach.
For a deeper understanding of the three approaches let us examine the principles and
characteristics of each curriculum design approach.
Do this: Surf the internet and look for an example of a curriculum that is problem-
centered, subject-centered and learner-centered. Discuss on the advantages and
disadvantages of each curriculum design approach.
A. Using the table below indicate how you can utilize the different approaches in
the classroom.
2. Subject-Centered
Curriculum Design
Approach
3. Problem-Centered
Curriculum Design
Approach
Closure
CONGRATULATIONS!!!!!
You may now proceed to the next lesson.
Lesson
2 Types of Curriculum Design
1. Compare and contrast the different types of curriculum design in terms of its
focus and direction.
2. Determine the application of the different curriculum approaches in the
classroom setting.
Introduction
Picture Analysis
Guide Question:
3. Which of those activities enable students to develop their skills and abilities?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
1. What does your answer to the activity above tell about your concept of
curriculum design?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. How do you feel upon knowing your perspective about curriculum design?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
b. Discuss why you think the drawing is associated with each design.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Application
1. Choose at least two subjects you were enrolled last first semester SY 2019-
2020.
2. As far as you can recall, list down all the learning activities done in the chosen
classes.
3. Indicate the types of design that each learning activity can address.
1.
2.
3.
4.
5.
6.
7.
8.
Closure
.
Congratulations!!!! Well done.
You may now proceed to the next lesson
Lesson
3 Elements of Designing
Introduction
Crafting an instructional curriculum is not an easy task. It calls for making a decision
on what content, teaching-learning activities, and assessment will a curriculum
include. This is so because instruction changes at different levels. But it can be
effective if there is an available and well-defined content that is easy to understand.
THINK
What do you think is the most important element in designing a lesson plan? Explain
why in the space below.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
PAIR
Look for a partner and start a discussion on what is the most important part of a lesson
plan. Combine your ideas and summarize your discussion below.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Share
Share with the class the most important part of the paired discussion. List below the
three most important points you would like to share.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Answer briefly
2. Based on the discussion, what is the most important part of a lesson plan?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What do you think is the use of a lesson plan in the teaching learning process?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Elements Description
Intended Learning Outcomes Something to be accomplished
after a particular session
Should follow SMART: Specific,
Measurable, Attainable, Result
Oriented and Time-bounded
State based on what students can
do
Include cognitive, performance
and affective outcomes
Content/Subject Matter Topics to be covered in a session
Relevant to the outcomes
Appropriate to the level of the
lesson
Reflect current knowledge and
concepts
References Books, modules or any print used
as sources of information for a
topic
Includes the author, copyright,
publishing company and others
Teaching and learning Strategies Activities where the learners
derive experiences.
Must allow interaction,
communication and collaboration
as well as independent learning
Use of varied strategies to
accommodate all types of learners
Utilize cooperative learning
activities to allow teamwork and
collaboration
Assessment/Evaluation Feedback by the teacher about the
performance of the students
Provide an information whether
or not the outcomes are met.
To sum up there are four major components of a course design. This includes
Intended Outcomes/Objectives; Content/Subject Matter; Methods/Strategies; and
Evaluation/Assessment. All these are necessary for an effective teaching learning
process.
Based on the discussion we have today, what is your understanding of the following:
Provide a brief answer.
_____________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________
Application
Closure
Introduction
It is noted that a lesson plan tells about in detail what and how a teacher
intends to teach a lesson on a day-to day basis. But acurriculum map provides a
teacher a plan in diagram form on what will happen for the entire school year. In this
lesson you will be introduced to curriculum mapping and its organization.
K-W-H-L
What do you think you know about a curriculum map? After completing the KWH,
find a partner and share your answer.
K W H L
What I know or What I want to How I can learn this What I learned
think I know learn
1. What do you feel after discussing your answer with your partner
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
How is it defined?
Curriculum Mapping
Fill out the last column of the table indicating what you have learned after the
discussion.
K
What I know or
think I know
W
What I want to
learn
H
How I can learn
this
L
What I learned
A. Application
B.
What to do:
Field Study 2 D D D D D D D
Teaching Internship D D D D D D D
Program Outcomes:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Closure
Curriculum Implementation
Lesson
1 Models of Implementation
Introduction
Curriculum implementation means putting into practice the written curriculum
that has been designed in the syllabi, course of 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 the same learners to function effectively in society.
(SADC MoE, Africa 2000) You will now see some of the commonly practiced
models.
Read the given notes about the models of implementation. Fill in the PMI Chart.
Write what you think are the advantages of each model under Plus, and its
disadvantages under Minus. If you find something interesting in the model, write
it under interesting.
Models of Implementation
1. Overcoming Resistance to Change Model - This model rests on the
assumption that the success of curriculum implementation primarily depends
on the impact the developer can make on the consumers, i.e., teachers,
students and the society in general. While addressing the persons within the
system, we should remember that to get the desired result the subordinates
should be motivated rather than ordered
2. Leadership-Obstacle Course (LOC) Model. This model treats staff
resistance to change as problematic and proposes that we should collect data to
determine the extent and nature of the resistance.
3. Linkage Model– This model recognizes that there are innovators in
research and development centers, universities, etc. Educators in the field,
however, find some of their attempts at innovations that are inappropriate for
solving the problems. What is therefore needed is a match between the
problems and innovations-the establishment of linkages. This model foresees
two systems: user system and resource system. There has to be a link between
these two systems.
4. The Rand Modelis based on the assumption that the success of the
implementation of new program depends on: the characteristics of the
proposed change; competencies of the teaching and administrative staff; the
support of the local community; and the school organizational structure
Models of Implementation
The implementation of the curriculum is more than delivering new materials
for courses. It requires an understanding of the purpose of the program, the
roles people will play, and those affected. This process needs to be planned,
but not rigid. It requires constant fine-tuning. It requires a community of trust.
Let us remember that curriculum implementation is a process of change, and
every such process will have some resistance to offer initially. To understand
the models presented earlier, let us emphasize the following points of each
model:
All these models suggest that the educational change is a three-stage process. Write a
sentence to capture the idea for each stage.
1. Initiating the change
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. incorporating the change
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. implementing the change
_______________________________________________________________
_______________________________________________________________
Application
1. Describe how you would use each of the curriculum implementation models
presented in the readings to facilitate curriculum change.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Closure
Introduction
Curriculum change is a learning process for teachers and for their schools.
Good understanding of change and a clear conception of the curriculum are necessary
conditions for improved implementation of the new curriculum into practice
(PasiSahlberg).
The field of education is as dynamic as the changes in the environment and
society. From the traditional practices, it has to keep pace with the fast-changing
world. The emerging innovative pedagogies and technologies have challenged schools
to introduce innovations in their institutions. Changes are inevitable.
Change occurs in three phases over time (Fullan, 2007; Miles et al., 1987).
In your succeeding activities, you will come to understand and appreciate
implementing the designed curriculum as a change process.
Recall your experiences in your schools (senior high school or higher education
school). What changes did you experience in your curriculum?
4. What resources were made available by your school to support the initiation
and implementation?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Your previous activity showed you the three phases of curriculum change. They are as
follows:
Figure: The three overlapping phases of the change process (Miles et al.,1987)
1. INITIATION - is the first phase of the change process. In most cases, those
facilitating and leading change pay close attention to launching the innovation
because they recognize that how well something begins affects how it ends.
Yet launching an initiative is only the beginning. While initiation deserves
considerable emphasis, leaders plan for all three phases simultaneously.
the innovation should be tied to a local agenda and high profile local need
a clear, well-structured approach to change
an active advocate or champion who understands the innovation and supports
it
active initiation to start the innovation (top-down is OK under certain
conditions)
good quality innovation.
Implementation is the phase of the process that has received the most
attention. It is the phase of attempted use of the innovation. The key activities
occurring during implementation are the carrying out of action plans, the
developing and sustaining of commitment, the checking of progress and
overcoming problems. The key factors making for success at this stage,
according to Miles (1986), are:
• clear responsibility for orchestration/co-ordination (head, coordinator,
external consultant)
• shared control over implementation (top-down is not OK); good cross-
hierarchical work and relations; empowerment of both individuals and
the school
• mix of pressure, insistence on `doing it right', and support
• adequate and sustained staff development and in-service training
• rewards for teachers early in the process (empowerment, collegiality,
meeting needs, classroom help, load reduction, supply cover, expenses,
resources).
2. Alteration
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Restructuring
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Perturbations
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. Value Orientation
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Closure
CURRICULUM EVALUATION
Lesson
Reasons for Evaluation
1
Evaluation, in the context of education, is not merely about the students’ evaluation of
learning, development, and achievement but also the assessment of different aspects
of the curriculum. Curriculum evaluation aims to examine the impact of implemented
curriculum on students’ learning achievement.
In this lesson, you will learn the basic concepts and reasons for curriculum
evaluation. Illustrations and activities are also provided for you to better learn the
concepts.
Empty Outlines
Direction: Look for a partner and complete the empty outline below. Share your
answer with partner.
For me, curriculum evaluation means:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Guide Questions:
But what is really meant of curriculum evaluation? Below are just some of the
definitions of the curriculum evaluation.
This is a method of identifying, collecting, and presenting relevant information for the evaluation of alternatives to modify or eliminate
e to gather data that enables one to decide whether to accept, change, eliminate the whole curriculum of a textbook
aluation answers two questions:
Do planned
uation is tolearning opportunities,
identify the weaknessesprograms, courses
and strengths and activities
as well as developed
as problems encounteredandinorganized actually produced
the implementation, desired
to improve theresults?
curriculum development
How can a curriculum best improved?
McNeil, J. (1997)
Ornstein, A. &Hunkins, F (1998)
Based on the analysis of the diverse meanings and definitions of curriculum
evaluation, it reveals that it is both a process and a tool. Evaluation is
a process because it follows a procedure based on models and frameworks to get to
the desired results. On the other hand, it is a tool because it will help teachers and
program implementers to judge the worth or merit of the program and innovation or
curricular change. It is both a process and a tool because the results of the evaluation
will be the basis to improve the curriculum.
The desire to review the curriculum emerges because it is important for both
the instructors and students to assess to what degree their existing curriculum and
its implementation have generated meaningful, positive, and appropriate outcomes
for students. Let us always remember that curriculum evaluation aims to improve on
what has already been available. Enumerated below are some of the reasons for the
evaluation.
Concept Activities
Closure
CONGRATULATIONS for a job well done!
You may now proceed to lesson 2.
Lesson
Types of Evaluation
2
Types of evaluation refer to various procedures, products, and people that are
subject to evaluation. The fact that we are talking about various forms of evaluations
does not mean there are a variety of different evaluation processes. The methods
implemented in the evaluation process are the same, regardless of what is being
evaluated. What varies is what is being evaluated, how the evaluation is being
implemented, and the types of decisions being made.
In this lesson, you will explore the different types of evaluation, and when they are
best utilized.
Quick Writes
Direction: You write anything that comes into your mind about the words
below. Look for a partner and share your answers with him or her.
1. Student Evaluation
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. School Evaluation
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Curriculum Evaluation
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. Personnel Evaluation
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Guide Questions:
1. Are your answers the same? Or not?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
2. Based on the activity, do you agree that evaluation may vary as
to each other? Why?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
3. On what context does evaluation vary as to each other?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
There are different types of evaluation. They are classified on the basis of how
it is used and how the results are interpreted. Types of evaluation refer to the various
processes, products, and persons subject to evaluation. These include students,
schools, schools, systems, programs, and personnel.
The matrix below illustrates the types of evaluation based on purpose and based on
what is being evaluated.
Diagnostic
is concerned with finding out the reasons for student’s
persistent or recurrent learning problem that cannot be
resolved by standard corrective measures of formative
evaluation
the goal or aim is to find out the causes of learning
problems and plan or prepare to take remedial actions
observational techniques or specially prepared designed
techniques can be used to diagnose the problem
School Evaluation
evaluation of the overall educational program of the
school and entails the collection of data on all aspects of
its operation
determine the degree to which school objectives or goals
are being achieved
identify areas of strengths and weaknesses in the total
program
provide feedback to which gives direction to the future
activities
Source: Gafoor, Kunnathodi. (2013). Types and Phases of Evaluation in Educational Practice.
10.13140/2.1.3801.168
________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Closure
CONGRATULATIONSfor completing lesson 2
You may now proceed to the next lesson.
Lesson
Evaluation Models
3
Introduction
There are several evaluation models that have been utilized in evaluating the existing
curriculum. Similar to what the teachers are doing with the assessment of students,
these models help you plan and structure evaluation.
In this lesson, you will explore the different major concepts of curriculum
evaluation models.
K-W-L
Direction: What do you think you know about curriculum models? After completing
the first two columns look for a partner and share your answer.
ntal readiness of the project, examine whether existing goals and priorities are attuned to needs, and assess whether proposed objectives
urriculum which include the goals, instructional strategies, the learners, the teachers, the contents and all the materials
of how the curriculum has been implemented
ntation process and access the extent to which participants accept and carry out their roles
complishes its goals
e a project’s outcomes by assessing their merit, worth, significance, and probity
Context
Needs Assessment
undervalues student’s aims What should we do?
and application in educational. Retrieved from
re. Retrieved from https://www.slideshare.net/mylenepilongo7/cipp-evaluation-model
eShare. Retrieved from https://www.slideshare.net/josephestroga/components-of-curriculum
Outcome & Impact Program Planning
Product Input
Does it work? How shall we do it?
Implementation
Are we doing as planned?
Process
Stake’s Countenance Model
hilosophy and purpose for which the programme was developed. These intents refer to the goals and plans of the practitioners
deshare.net/koldaf20/models-of-curriculum-evaluation-and-application-in-educational
Scriven’s Goal-Free Model
evaluator conducts the evaluation without particular knowledge of or reference to stated or predetermined goals and objective
l actual outcomes, effects, or impacts, intended or unintended, all without being cued to the program’s intentions
ant needs of the impacted population (Scriven, 1991. p. 180)
ously with data collection
ram activity so that readers of the report can, through naturalistic generalization, arrive at their own judgements of quality in
pre-requisite skills, where success may impact more than initial skills, such as
ion of what effects to look at, and what needs to be assessed. This eventually led Scrivens to admit that goal – free evaluation
www.slideshare.net/mdmehadirahman/goal-free-model
Steps in conducting a curriculum evaluation
Be an Evaluator
Preliminary Information
Title:
Author(s):
Publisher:
Copyright Date:
Material Evaluator:
3. Select a certain chapter of the said book. Review and evaluate that chapter
using the Consumer-Oriented Evaluation Approach by Scriven and adapted
from the work of Marvin Patterson shown below.
Closure
1. Describe the models of curriculum innovationas a strategy used for a more relevant
curriculum.
Introduction
Globalization and other issues and trends in the 21st century influence the
school operation. Added to that is the problem with the integration of technology and
the fourth industrial revolution. Schools therefore, must revisit its offering to be more
responsive and relevant. In this section, you will be provided with a brief concept on
models and levels of curriculum Innovation.
Guide Questions:
Model Description
Researching Conduct of environmental scanning to determine
background of parents and the community
Gather information on the needs, interest, and
capabilities of individual students
Serve as the basis in decision making for curricular
improvement and innovation
Ethos Building Techniques which allows curriculum makers to
discover, trial and pilot curriculum innovation
Provide support system to new and less qualified
teachers
Trialling Pilot testing of the curricular innovation
May be done in collaboration with other schools
Implementation Actual implementation of the innovation
Change may occur from simple to complex depending
upon the situation and circumstances
Evaluation and Analysis of the result against the expected output as
Review stipulated in the plan.
But curriculum Innovation usually takes place in different levels. Let us try to
examine the levels of curriculum innovation
Level Description
Central Approach Referred to as official laws and regulations provided by
the national government
Consist of broad policies, standards, and guidelines
Serves as the basis for decision making and framework
in the school level
Involves a system-wide decision making
Describes general objectives and educational principles
as the basis for decision making in the school level
School-based Referred to as more specific and detailed plans by the
approach school
Decision making made by schools m board of directors,
teachers and stakeholders and industry partner
Schools are encouraged to exercise increase
improvement regarding outcomes, strategies, and
content
Innovation may not be uniform in all schools but are
responsive to the needs of the students and the
community at large
A. Direction:
Assume that you are a member of the school-based curriculum innovation
committee, what curriculum innovation can you suggest in addressing issues
on fourth industrial revolution and the COVID 19 pandemic?
COVID 19 pandemic
B. Today I learned that
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Closure
CONGRATULATIONS!!!!!
You may now proceed to the next lesson.
Module Summary
References:
Bilbao, Purita P. Ed.D, Dayagbil, Filomena T. Ed.D and Corpuz, Brenda B. Ph.D,
(2015) Curriculum Development for Teachers – OBE and K-12 Based, Lorimar
Publishing Inc.
Pawilen, Greg Tabios. (2015) Curriculum Development A Guide for Teachers and
Students, Rex Bookstore Inc.
https://www.slideshare.net/bibashenry/curriculum-evaluation-57058694
http://talc.ukzn.ac.za/Libraries/Curriculum/models_of_curriculum_evaluation.sflb.ash
x
https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-
application-in-educational
https://www.ipl.org/essay/Importance-Of-Curriculum-Evaluation-FK765DNPC486
https://www.slideshare.net/mylenepilongo7/cipp-evaluation-model
http://talc.ukzn.ac.za/Libraries/Curriculum/models_of_curriculum_evaluation.sflb.ash
x
https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1143&context=ajte
https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-
application-in-educational
http://egyankosh.ac.in/bitstream/123456789/8282/1/Unit-17.pdf
https://napoos.files.wordpress.com/2014/03/es-331-ii.pdf
https://www.slideshare.net/upycon/types-of-evaluation-15926729
Module Overview
In this Module
Lesson 1: Researches on Curriculum Development (local)
Introduction
Please note that all curricula are not absolute. These are all subject to assessment,
evaluation and continuous quality improvement to continually respond to the latest
trends and developments of the different disciplines, international standards and the
needs of the society in general. Expectedly, a curriculum will be revised either by
Department of Education (DepEd), Commission on Higher Education (CHED) or
Technical Education and Skills Development Authority (TESDA). In this lesson, you
will be required to read research investigations in the local and national level.
Instruction: Read the research articles below. Please fill out the tables provided based
from the research article:
1.
2.
3.
1.
2.
3.
Analysis
Focus Questions:
Based from the research articles that you have read, explain extensively the
following questions:
1. Do you agree that the senior high school curriculum is highly congested? If
yes, how to decongest? If no, please elaborate.
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2. Do you agree that senior high school graduates are not industry ready? Please
explain from a curriculum point of view and based from your previous readings
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3. What are the tensions experienced by teachers in making sense and
operationalizing curriculum policies in their classroom:
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Until today, a substantial number of critiques argue that the country is not yet
prepared to implement the SHS curriculum. However, these did not hinder the full
implementation of the said curriculum. Thus, challenges are experienced:
The resources of a particular area dictate what SHS strands will be offered.
Inadequacy of facilities. It is more glaring in the public schools particularly for
hard sciences and technical/vocational courses.
Lack of qualified teachers. The teacher education curriculum does not include
preparing teachers to teach in the SHS level.
Difficulty of the private schools in particular to apply for permission to offer
SHS levels because of the many very idealistic requirements.
Lack of buildings, simulation spaces and laboratories especially for technical
and hard science courses in the different strands.
Curricular Policies
Required Readings:
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1. Curriculum is subject to revision. The changes may come from voluntary and
mandated curriculum review, assessment, evaluation and continuous quality
improvement. The revisions may also be caused by government mandates,
trends and developments of the discipline, international demands and
qualifications, and the needs of the society in general.
2. As a front liner in the curriculum implementation, you should be reminded of
curriculum congestion and saturation. This means that in your design, include
only what are essentials in the pursuit of the substance of the lesson and the
demonstration of the knowledge skills and attitudes that you promised students
to demonstrate after completion of the unit.
CONGRATULATIONS!!!!!
You may now proceed to the next lesson.
Lesson
2Researches on Curriculum Development (Foreign)
Introduction
In lesson 1, you analyzed the most recent local and national investigations in
curriculum design and development. You will be needing the same mind-set and skills
in this lesson because this time you will deal with research projects conducted in the
international level. This is intentionally designed to give you a vantage point on how
the country’s educational curricula compete with our international counterparts. In
lesson 1 and 2, you may find inspiration or interest in conceptualizing your thesis
project during your fourth year in the teacher education program.
Acrostics
Instruction: Read the research articles below. Please fill out the tables provided based
from the article:
1.
2.
3.
1.
2.
3.
Analysis
Focus Questions:
Based from the research articles that you have read, explain extensively the
following questions:
Required Readings:
Quality criteria may target aspects such as: Source: International Bureau of Education.
http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/what-makes-quality-
curriculum.
Application: Let’s Apply
1. Using the curriculum guide that you made in lesson 1, assess and evaluate the
document using the elements of a quality curriculum that you have read in this
lesson. Justify whether or not the curriculum you designed meets the quality
curriculum criteria. If not, propose recommendations on how you can further
improve the curriculum guide.
(your curriculum guide here)
Criteria 1:
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Criteria 2
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Criteria 3
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1. One of the many jobs of teachers is to design and implement a curriculum. Having
said that, you should take into consideration the different quality criteria. These
criteria will guide you in your journey as teachers and your tireless quest for quality
teaching and learning.
CONGRATULATIONS!!!!!
You may now proceed to the next lesson .
Lesson
Contextualization of the Curriculum
3
Introduction
By now, you are already equipped with the knowledge on the basics of the school and
the curriculum. This part you will go further by understanding the concept in the
adaptation of contextualization in the curriculum.
Acrostics
Instruction: Read the case study on the Philippine Education. After reading, Fill out
the matrix below in the Best Practices and Needs Improvement on the areas of:
Reforms, School Management, Institutionalization, Handling Challenges and
Opportunities, and Curriculum . Click the link on the copy of the case study provided
below for reference.
https://www.brookings.edu/wp-content/uploads/2017/03/global-20170307-
philippines-case-study.pdf
Areas Best Practices Needs Improvement
1. Reforms
2.School Management
3. Institutionalization
4. Handling Challenges
and Opportunities
5. Curriculum
Analysis
Focus Questions:
Now, answer the following questions based on the activity you have done.
1. What are significant reforms in the Philippine education that made an impact to its
system?
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5. Can contextualization of the curriculum improve the current status of Philippine
Education? Why or Why not?
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Governance (RA 9155) and K to 12 (RA 10533) highlights the Local Level which
requires understanding of the Local Context
“Adopting the Indigenous Peoples Education Curriculum Framework” (July 29, 2015)
-Definition of contextualization, localization, and indigenization based on historical
use and experiences in the Philippine public schools.
What is K to 12?
Every Filipino child now has access to early childhood education through
Universal Kindergarten. At 5 years old, children start schooling and are given the
means to slowly adjust to formal education.
Education for children in the early years lays the foundation for lifelong
learning and for the total development of a child. The early years of a human being,
from 0 to 6 years, are the most critical period when the brain grows to at least 60-70
percent of adult size..[Ref: K to 12 Toolkit]. In Kindergarten, students learn the
alphabet, numbers, shapes, and colors through games, songs, and dances, in their
Mother Tongue.
Aside from the Mother Tongue, English and Filipino are taught as subjects
starting Grade 1, with a focus on oral fluency. From Grades 4 to 6, English and
Filipino are gradually introduced as languages of instruction. Both will become
primary languages of instruction in Junior High School (JHS) and Senior High School
(SHS).
After Grade 1, every student can read in his or her Mother Tongue. Learning
in Mother Tongue also serves as the foundation for students to learn Filipino and
English easily.
Subjects are taught from the simplest concepts to more complicated concepts
through grade levels in spiral progression. As early as elementary, students gain
knowledge in areas such as Biology, Geometry, Earth Science, Chemistry, and
Algebra. This ensures a mastery of knowledge and skills after each level.
Core Curriculum
There are seven Learning Areas under the Core Curriculum. These are
Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences,
and Social Sciences. Current content from some General Education subjects are
embedded in the SHS curriculum.
Tracks
Each student in Senior High School can choose among three tracks:
Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic
track includes three strands: Business, Accountancy, Management (BAM);
Humanities, Education, Social Sciences (HESS); and Science, Technology,
Engineering, Mathematics (STEM).
After going through Kindergarten, the enhanced Elementary and Junior High
curriculum, and a specialized Senior High program, every K to 12 graduate will be
ready to go into different paths – may it be further education, employment, or
entrepreneurship.
Required Readings:
(Read the following articles, research journal, and presentations for additional inputs
by clicking the link.)
1. Contextualization in English Language Education: Navigating the Place of
Maritime Culture in Philippine English Language Teaching by Jessie Labiste Jr
(2019)
https://www.researchgate.net/publication/337588887_Contextualization_in_English_
Language_Education_Navigating_the_Place_of_Maritime_Culture_in_Philippine_En
glish_Language_Teaching
Read the published research entitled “THE PERCEPTION OF THE PARENTS AND
STUDENTS ON THE IMPLEMENTATION OF K – 12 BASIC EDUCATION
PROGRAM IN THE PHILIPPINES” by Nhelbourne K. Mohammad (click the link
below for reference or search the paper in Google). Write a three-page reflection
paper on the challenges of the K to 12 curriculum implementation that you have
observed and also provide opportunities for improvement that you can suggest. You
will be graded based on the following criteria: Presentation of Argument (content and
relevance) -50 points, Flow of Ideas (Coherence and Unity) -30 points, Mechanics
( proper grammar and spelling) -20 points.
http://jurnal.unmuhjember.ac.id/index.php/IECO/article/download/544/429
Closure
As an end note:
CONGRATULATIONS!!!!!
You may now proceed to the next lesson .
Lesson
4 Curriculum Indigenization
Introduction
One of the most highly contested issues in education research and curriculum design
and development is the utter exclusion of the indigenous people’s context. Today, this
issue has been extensively discussed and fully supported and funded by government
and non-government organizations throughout the world. This international pressure
has compelled educational systems to indigenize the curriculum particularly the
assessment and instructional practices. In this lesson, you will be required to apply the
principles and concepts of indigenization of education in your design curriculum
guide.
Acrostics
Instruction: Using the curriculum guide that you made in lesson 1, assess and evaluate
the guide using the quality indigenization checklist below: Your judgment should be
guided by the extent and consistency of the required items. It is highly recommended
that you refresh your knowledge on the principles and designs of curriculum to
explain deeply in the details or remarks column.
Quality Criteria Yes No Details/Remarks (how to
improve the curriculum guide?)
1. Are the statements of grade-
level standards, content and
performance standards and
learning competencies cover
or complements with holistic
development of learners?
2. Are the statements of grade-
level standards, content and
performance standards and
learning competencies benefit
indigenous learners or
communities?
3. Are the statements of
learning competencies
emphasize not just cognitive
but also emotional, spiritual,
physical and psychological
development of the learners?
4. Are there opportunities for
where students are given the
voice to define their own or
group learning goals and self-
development?
5. Do the formative
assessment tasks include
stories and relationships of
people and actual experiences
of the learners?
6. Are the learning activities
multisensory?
7. Are the assessment tasks
(both formative and
summative) holistic in nature?
8. Are there opportunities for
students’ self-assessment that
allow them to reflect and
monitor their progress?
9. Are there opportunities for
learning in community or
intergenerational learning?
10. Are the learning
competencies and tasks
connected to the world outside
the classroom?
Analysis
Focus Questions:
1. Why is there a need to indigenize the curriculum design? Elaborate on the potential
consequences if teachers failed to indigenize.
Required Readings:
Antoine, A., Mason, R., Mason, R., Palahicky, S. & Rodriguez de France, C. (2018).
Pulling Together: A Guide for Curriculum Developers. Victoria, BC: BCcampus.
Retrieved from https://opentextbc.ca/indigenizationcurriculumdevelopers/.
CONGRATULATIONS!!!!!
You may now proceed to the next lesson.
Lesson
5 Curriculum Localization
Introduction
From the previous topics you are already knowledgeable with the contextualization
and indigenization of the curriculum. In this part, we will learn the concept of
localization in the curriculum.
https://files.eric.ed.gov/fulltext/EJ776349.pdf
1.
2.
3.
Analysis
Focus Questions:
Now, answer the following questions based on the activity you have done.
1. What are your insights in the different curriculum reforms in the Philippine
Education system?
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3. What particular curriculum reform that focused on the localization of the
curriculum?
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4. How can localization in the curriculum make the Teaching-Learning process more
dynamic?
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After answering the questions, we will discuss further localization in the curriculum
and understand further about Mother tongue-based instruction.
Namibia Israel
The greatest challenge to the process of The Ministry of Education encourages
localizing Vocational Education and school autonomy, in order to improve
Training curricula in Namibia is a the quality of education provided by the
preference by practitioners and school. The basic assumption is that the
educators for a more scientific, school staff is capable of developing
academic, general and standardized and formalizing an educational
vocational education and training. The approach, and can then formulate a
traditional paradigm of education and school-based curriculum by adapting
training is characterized by an teaching and learning methods to local
overemphasis of high general academic conditions. Greater school autonomy
secondary school requirements for has had a positive impact on teachers’
access to training and qualifications motivation and sense of commitment
and instructor based delivery and and on schools’ achievement
assessment methods and techniques, as orientation, but only 4% of the variance
against a focus on work-related in the effectiveness between
competences that are essentially autonomous and less autonomous
contextual and relevant to the local schools could be explained by school-
socio-economic and geographical and based management.
physical setting. The nature of local The pupils themselves should be
industry is based on the utilization and allowed a great deal of initiative and
processing of locally available involvement in planning their studies,
resources, and the Namibia while maintaining dialogue with their
Qualification Framework pursues the peers, teachers, parents and experts.
development of a diverse range of The school schedule is largely based on
standards and qualifications as long as allocating units of flexible time, where
they meet all the guidelines and different pupils will be occupied with
requirements of the NQF and the different subjects or fields. The school
different NQF level descriptors. is free to structure these units in
However, the difficulty of determining accordance with the various
local skills needs and distinguishing characteristics of pupils. The only
between local and national needs and constraint on the school’s autonomy in
the complexities involved in the organizing class schedule is that for
implementation of a more flexible each pupil, the time during six school
NQF results in curriculum years is allocated on the basis of
centralization and a “one for all” disciplines, where each one has a
approach. relative proportion. This proportion can
be expressed by teaching each
discipline separately and/or by
interdisciplinary teaching, which
combines the methods of different
approaches.
Australia Argentina
A wave of school-based curriculum The changes in the secondary
development started in English- curriculum around 1998 allowed each
speaking countries during the 1970s province to produce their curriculum
encountered problems because of designs. A provision was made in the
insufficient teacher preparation, timetables to further allow each school
unchanging school structures, and to allocate some 10% of the available
conservative community expectations. teaching hours to an “Institutional
In parallel with school based Option” subject, to be defined at school
curriculum, and with a similar level. The experience has not increased
rationale, school based assessment was a lot the relevance of the content taught
introduced into the education systems to students, in part because of the small
in parallel with, or integrated into, proportion of time allocated for the
public examination systems as the institutional option, and also because
numbers of students accessing and schools have tried to make use of the
remaining in secondary education already existing teachers, as there is no
grew. Since the 1990s most Australian freedom to hire teachers at the school
States have resorted to provide state level.
curriculums with “essential learning”
formulations to help reduce variability
in the students achievement. It is
assumed that because of equity and
quality considerations, school based
curriculum cannot deliver the whole
curriculum.
Four main areas where practical difficulties may arise can be identified:
Lack of competent staff
Teachers attitudes and potential resistance
Fear of the unknown
Lack of resources
(Source: UNESCO-IBE’s Training Tools for Curriculum Development)
The curriculum in the Philippines is revised every ten years, but the swift
phases of changes in education and the global demands of the Filipino society
necessitate the update of the curriculum to make it responsive to emerging demands
of the learners in the 21st century. To keep abreast with the demand of the world’s
changing technology, the education curriculum in the Philippines tried to keep in pace
with the global trends. Finally, for the school year 2012, the K to 12 basic education
curriculum was first implemented in the Philippines.
The mother tongue based instruction is one of the refinement of the newly
implemented curriculum. Currently, the K to 12 remains to be an endeavor in progress
among the educators of the country. Aside from the issue of educational essence, the
refinement of the education curriculum was guided by the global needs, as
concomitant in the Education for All Plan 2015 which aims to rationalize its content
in order to improve students’ skills and contribute to the fulfillment of functional
literacy.
During these past decade, there were only three countries in the world that do
not have the K to 12 curriculum. These were the countries of Djibouti and Angola.
Until recently, in June 2012, the Philippines has finally implemented the K to 12
curriculum. One of its educational mandate is the introduction of the MTB (Mother
Tongue Based) instruction specifically in the Kindergarten, and grades 1, 2 and 3 as
one of the academic features of the recently implemented K to12 Curriculum. This
language policy supports one of the of UNESCO (2008) which bear out its sprouting
interest in promoting mother tongue-based education and to develop learning
programs using the mother tongue.
http://www.eajournals.org/wp-content/uploads/Current-Perspectives-on-Mother-
Tongue-Based-Instruction-in-the-Newly-Implemented-K-to-12-Curriculum-of-the-
Philippines.pdf
2. The curriculum is a means followed by the teachers and students for achieving the
set goals and the aims or objectives of education being provided in the school.
3. Curriculum, in every sense, is supposed to be used for all experiences. These
may be curricular or co-curricular, imparted by the school for the realization
of the stipulated aims and objectives of the school education.
this course on the various concepts of Curriculum Development made you deeply understand the Educational System in the