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CURRICULUM DEVELOPMENT

1. Can a school exist without a curriculum? Why or Why not?

 The school cannot exist without a curriculum because a school build in his own
curriculum that guides and helps not only students but also teachers in
accomplishing goals.

2. How does a strong belief or philosophy influence curriculum?

 A belief or philosophy influence curriculum by following the rules in school,
building a good education and disciplining the students, teachers and all faculty
members of the school.

3. As a future teachers, how important will a curriculum be to you?

 As a future teacher, curriculum is very important to me because all aspects
pertaining to education, without the curriculum is hard to teach someday.

4. What are the implications of an ever-changing curriculum to teachers?

 I think when everything in the curriculum are changing, it’s hard to the teachers.
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CURRICU LUM DEVELO PMENT

1. What are the objectives of the lesson plan?

The objectives have:
 Cognitive: understandings, awareness, insights. This includes information recall,
conceptual understanding, and problem-solving.
 Affective: attitudes, appreciations, relationships, domain of valuing.
 Psychomotor: special skills, or domain of use of psychomotor attributes.

2. What is the subject matter content?

 The subject matter is aligned with the objectives. And all instructional materials are
available.

3. What strategies or methods of teaching are utilized?

 They used a student centered approach.

4. What evaluation procedure is used?

 They used a summative evaluation.

5. Do the four components fit or match with one another? Explain.

 Yes, because these four components of the curriculum are essential. These are
interrelated to each other. Each of these has a connection to one another.

6. Can you consider a lesson plan as a curriculum? Why?

 I think the lesson plan is not a considered a fully curriculum, it is only a version of
a learning that takes place within a curriculum but is not indicative of an entire
curriculum. The lesson plan is a considered the bones of a lesson.
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1. Can a school curriculum succeed without a clear vision?
 No.
2. Should the school’s mission be reflected in all its curricula?
 Yes.

3. Will subject matter dictate the approach in curriculum?

 Yes.
4. Should the learning activities be congruent to the objectives of the curriculum?
 Yes.

5. Should evaluation of learning outcomes be based on the experiences of the learners?

 Yes.
6. As a student of curriculum, will you put equal emphasis on the four curriculum
components?
 Yes.

7. Does a principal with a humanistic approach to curriculum emphasis most

memorization of subject matter?
 No.

8. Does the systems approach to curriculum to curriculum consider only each part?
 No.
9. Can there be a curriculum without evaluation?
 No.
10. Can experience be measured?
 No.
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CURRICULUM DEVELOPMENT

1. With William Harris, he is a firm believer of the subject centered curriculum

design.
 Henry Morrison.

2. He proposed the theory of self-actualization which influence the humanistic

curriculum design.
 Abraham Maslow

3. “One learns by doing” This is his popular belief.

 John Dewey

4. His writings became the basis of life situation design, where learning activities
include those which sustain and enhance life, and maintain social and political
relations.
 Friedrich Froebel

5. He believed that the person can enhance self-directed learning or how to learn
by improving self-understanding
 Carl Rogers
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1. Activities are chosen based on the developmental growth of the learners.

 Child or Learner-centered approach

2. The teacher’s focus is that all children gets perfect in the test.
 Subject-centered approach

3. Teacher excuse the learners from the test because a typhoon hit there area.
 Problem-centered and human relation-centered approach.

4. The teacher extends class up to 1:00 o’clock in the afternoon because they have not
understand the lesson yet.
 Problem-centered and human relation-centered approach

5. Children allowed to do activities that they like most during their vacant period.
 Child or Learner-centered approach

6. Lesson ends up with concept application to solve a problem.

 Subject-centered approach

7. No child is left behind in reading, writing and arithmetic.

 Child or Learner-centered approach

8. School means “ survival of the fittest”

 Problem-centered and human relation-centered approach

9. Learning is measured in terms of learner’s ability to solve dilemma.
 Problem-centered and human relation-centered approach

10. Only the best can succeed.

 Subject-centered approach
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RECOMMENDATION

If I were a principal I will call for a meeting with the stakeholder to resolve this
problem. Because I believe that keeping a continuous line of communication with
the parents is crucial. Many parents avoid contact with a teacher until major
problems occur because they are unfamiliar with the process. I think it is quite
uncomfortable for parents to bridge the gap of communication problems.
Basically, both parents and teachers want and need to have better communication
in order to work as a team in the child’s education. I think parents and teachers
could create a team to solve this problem and actively pursue a mutually satisfying
result. Getting input from the students would be very informative.
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Column A- Statements Column B- Answer
1. A voluntary review of the curricular
programs to determine its status in
terms of several areas that include
curriculum and instruction.
2. A formative evaluation of the Curriculum Monitoring
curriculum its implementation, to
determine if there are things to be
modified or corrected.
3. Putting into action the curriculum
which has been written to find out if
it works. There is a need for the
students to use the curriculum
materials.
4. The method of tryout that fallows Pilot Testing or Field Try-Out
research design to collect empirical
data
5. Curricular evaluation is initiated and Administrative Support for Effective
directed by the school principal with Instruction
the teachers in the school itself doing
the evaluation.
6. The nationwide implementation of Pilot year of implementation
the Basic Education Curriculum or
the BEC for a years is an example.
7. In accreditation, the complete list of Curriculum and Program of Studies
subjects or courses to be taken.
8. The initial step in the implementation
of any proposed curriculum which
requires the use of students or
learners because they will eventually
become the user.
9. For the elementary level, the subjects Curriculum and Program of Studies
include English, Mathematics,
Science, Filipino and Makabayan
10. The best indicator of curricular Based on the evaluation
success
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1. Children are going to a field trip in a zoo.
 Implemented Curriculum

2. Determining the level of performance in a 50 item unit test.

 Achieved Curriculum

3. To construct models that will represent the molecules of sugar

 Intended Curriculum

4. Acting out in a role play the responsibilities of barangay officials.

 Implemented Curriculum

5. Accomplished checklist in judging the project made.

 Achieved Curriculum

6. To identify the chartered cities in the Philippines.

 Intended Curriculum

7. The scores in the test show that majority of the students got 80% correct answers.
 Achieved Curriculum

8. Reading aloud the poem to pronounce correctly the vowel sound.

 Implemented Curriculum

9. To solve word problems that requires the four fundamental operations

 Intended Curriculum

10. Collecting sample of rocks for closer identification and classification.

 Implemented Curriculum
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CURRICULUM DEVELOPMENT

1. What are the criteria for writing effective goals and objectives? Give the
guidelines for each criterion. Cite examples.
 Are the objectives syntactically correct? - Syntactic Correctness.
 See if it has all its part
 Teachers need to include logically the elements: content, behavior, criteria
and conditions.
 Do the objectives comply with the legal requirements of the course of subjects? –
Compliance with legal
There should be a direct relationship between the annual goals and the student’s
present levels of educational performance.
 Do the objectives pass the stranger test? – The “ Stranger test”
Goals and instructional objectives must be measureable so that their status can be
mentioned.
 Do the objectives both knowledge and behavior? – Both knowledge and behavior
are addressed.
The confusion between the knowledge and behavior it is a knowledge that we are
most often trying to transmit, we need to see behavior to know if we have succeed.
 Do the pass the “So-What” test? – The “So-What” Test
Because the purpose of education is to prepare people to be socially competent,
the So-What Test asks whether the goals and instructional objects are important.
 Are the objectives aligned? – Individualization
 Do they make common sense? – Common Sense.
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2. Why are goals and objectives formulated?

 The goals and objectives provide a map of what I need to asses. And it also
provide guidelines and should be flexible to change, if they are not appropriate.

3. What should be included when formulating goals and objectives?

 Consider lesson content and context, student’s needs, list of all possible goals,
classify goals according to the chosen framework.
 Belief: institution and yours,

4. When do you say goals and objectives are good?

 Yes

5. What do you mean by instruction? What about curriculum criteria?

 Instruction is refers to the implementation of the objectives. It is concerned with
the methodologies and strategies of teaching. The Criteria is guidelines on
standards for curriculum decision making.

6. Explain the criteria used in selecting learning experiences and in evaluating

learning achievements?
 Learning experiences are developed so that pupils see purpose, meaning and
significance in each activity.
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7. How do you perceive a good curriculum? Do you think your curriculum is

good? Why? Or Why not?
 Key indicators of curriculum success include the quality of the learning achieved
by students, and how effectively students use that learning for their personal,
social, physical, cognitive, moral, psychological and emotional development.

8. What parameters are used when evaluating a curriculum?

 The formative evaluation and summative evaluation.

9. How do you defined evaluation? Explain the views of the different authors.
Are there similarities and differences?
 Evaluation is the process of determining the value of something or the extent to
which goals are being achieved.
 Evaluation is the judgement we make about the assessment of student learning
based on established criteria.

10. What is the difference between summative and formative evaluation? Cite
example for each
 Summative evaluation is evaluation that takes place at the end of a unit or
section of instruction. Examples are exams, graded projects, unit quiz, and
analyzation without specific answer.
 Formative evaluation takes place during the lesson during the lesson or projects
and tells the evaluator what is happening. The formative assessment process
guides teachers in making decisions about future instruction. Example are
everyday quizzes, and yes or no questioned, multiple choice, and having a
specific answer.
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CURRICULUM DEVELOPMENT

1. What is your definition and description of assessment strategies and tools

in assessing curriculum?
 According to Lucas and Corpus (2007), assessment as a process of gathering
information about the students’ learning and then analyzing and interpreting
them for the purpose of making decisions.

2. What do you mean by your own definition and description?

 Assessment strategies are the structure through which students’ skills and
knowledge are assessed.

3. How do you arrive at your definitions and descriptions?

 We arrive to this definitions and descriptions by depending on the general facts
or primary information about curriculum assessment. And also we depend in
our knowledge that we gain from the other subjected areas and other sources.

4. What does your description imply in terms of your belief and values?
 Our definitions and descriptions implies that in assessing the curriculum, you
should not only on the cognitive-based assessment but also to affective-based
assessment.
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5. How do you definitions and description differ from the rest of the group?
 Our definitions and descriptions of assessment strategies and tools are not very
different to the other group. We have some similarities, because, we all depend
on fixed information, general facts and truths about the curriculum
development through our experiences, observations, and also because of
different resources.

6. How else can you describe the different assessment strategies and tools?
 I think that this is the only way that can describe the different assessment
strategies and tools because it’s already very common to us especially to the
teacher’s side.
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1. At the beginning of the lesson, the teacher set an objectives to identify the
different animals in the garden. One the day, the lesson was taught, the teacher
brought all the children to the school garden to observe and list down all the
animals that they saw. In this situation, did the objectives fit the activity?
 Yes.
2. At the end of the year, an achievement test was given. It covered all the
knowledge, content, and skill in the list of competencies for the particular grade
level. Did the assessment fit the objectives?
 Yes.

3. The curriculum provided most activities that require outdoors or fieldwork. When
the achievement test was given, a practical test was given. Did the assessment
method match with the activities or instruction?
 Yes.

4. The teacher wanted to accomplish a learning objectives that would enable the
students to write a simple letter or excuse letter. After the lesson, each student was
made to submit a letter or excuse and a rubric was used to rate each. Was the
assessment appropriate for the objectives?
 Yes.
5. I taught a lesson on the advantages of using organic fertilizer on the plants. When I
gave the test, the items asked were all about organic fertilizers. Was there a fit
between the content and assessment?
 No.