Prof Ed 9 2

The Teacher and the School Curriculum │ Module 3 &4 The Teacher as a Curriculum Designer & The Teacher as a
Curriculum Implementor and Manager │ Page 1 of 39
The Teacher and the School Curriculum

MODULE 3 and 4
OVERVIEW
A curriculum as a planned sequence of learning experiences should be at the heart and mind of every
teacher. Every teacher as a curricularist should be involved in designing a curriculum. In fact, it is one of
the teacher’s roles as a curricularist. As such, you will be a part of the intellectual journey of your learners.
You will be providing them the necessary experiences that will enable the learner what you intend them to
learn.
As a curriculum designer this task was not given much attention in the past. Every single day, a teacher
designs a lesson or utilizes a curriculum that has been made and was previously written. Designing a
curriculum is a very challenging task. It is here where the style and creativity of the teacher come in. thus,
this module will provide the necessary concepts and activities that you as a teacher can refer to as prepare
yourself to be a curriculum designer.
The next step after a curriculum planning and designing is implementing it. As a teacher, this is one of the
major roles that you do in the school. Many of the curricula that you use may have been recommended and
written down. Your task is to implement such. Daily your plan should be ready for implementation. The
success of learning depends on your implementation effort.
There is a miniscule curriculum like your lesson plan, or a big one like the K to 12 curriculum. You will
both be an implementor and a manager of these curricula. You will put into action to what has been
planned and designed. It is you, the teacher, who will add more meaning to the various activities in the
classroom. This is what we call teaching styles. You have to make the day of the learners interesting,
engaging and unforgettable. No curriculum should stop at planning or designing phase. It has to be
implemented.
LEARNING OUTCOMES
At the end of these weeks, the students should be able to:

1. Identify the fundamentals of curriculum designing
2. Appreciate the task of designing a curriculum
3. Identify some familiar curriculum designs and approaches to the design
4. Analyze the approaches in the light of how these are applied in the school setting
5. Define curriculum mapping and curriculum quality audit
6. Explain the benefits of curriculum mapping and curriculum quality audit
7. Familiarize oneself of some examples of curriculum maps
8. Define curriculum implementation
9. Analyze what is a change process in curriculum implementation
10. Explain the process of curriculum implementation
11. Review the components of a daily plan for teaching
12. Identify intended learning outcomes
13. Match learning outcomes with appropriate teaching methods
14. Discuss the roles of technology in curriculum delivery
15. Identify the factors in technology selection including the use of visual aids
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Curriculum Implementor and Manager │Page 2 of 39
16. Identify stakeholders of the curriculum

17. Enumerate the role of each stakeholder
LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)
Module 3: The Teacher as a Curriculum Designer

Building on Peter ()liva's 10 Axioms for Curriculum Designers
As we begin to discuss about curriculum designing, all teachers need to know the different axioms or
theorems regarding curriculum as presented by Gordon, W., Taylor R., and Oliva, P. in 2019. These
axioms will be used to guide curricularist in designing a curriculum. Axioms are principles that
practitioners as curriculum designer can use as guidelines or a frame of reference.
Ten Axioms about Curriculum That Teachers Need as Reminders

1. Curriculum change is inevitable, necessary, and desirable. Earlier it was stated that one of the
characteristics of curriculum is its being dynamic. Because of this, teachers should respond to the
changes 'that occur in schools and in their context. Societal development and knowledge revolution
come so fast that the need to address the changing condition requires new curriculum designs.
2. Curriculum is a product of its time. A relevant curriculum should respond to changes brought about
by current social forces, philosophical positions, psychological principles, new knowledge, and
educational reforms. This is also called timeliness.
3. Curriculum changes made earlier can exist concurrently with newer curriculum changes. A
revision in a curriculum starts and ends slowly. More often, curriculum is gradually phased in and
phased out, thus the changes that occur can coexist and oftentimes overlap for long periods of time.
4. Curriculum change depends on people who will implement the change. Teachers who will
implement the curriculum should be involved in its development, hence should know how to design
a curriculum. Because the teachers are the implementers of the curriculum, it is best that they should
design and own the changes. This will ensure an effective and long lasting change.
5. Curriculum development is a cooperative group activity. Group decisions in some aspects of
curriculum development are suggested. Consultations with stakeholders when possible will add to a
sense of ownership. Even learners should participate in some aspect of curriculum designing. Any
significant change in the curriculum should involve a broad range of stakeholders to gain their
understanding, support, and input.
6. Curriculum development is a decision-making process made from choices of alternatives. A
curriculum developer or designer must decide what contents to teach, philosophy or point of view to
support, how to provide for multicultural groups, what methods or strategies, and what type of
evaluation to use.
7. Curriculum development is an ongoing process. Continuous monitoring, examination, evaluation,
and improvement of curricula are to be considered in the design of the curriculum. As the needs of
learners change, as society changes, and as new knowledge and technology appear, the curriculum
must change.
8. Curriculum development is more effective if it is a Comprehensive process, rather than a
"piecemeal". A curriculum design should be based on a careful plan, should clearly establish
intended outcomes, support resources and needed time available and should equip teaching staff
pedagogically.
9. Curriculum development is more effective when it follows a systematic process. A curriculum
design is composed of desired outcomes, subject matter content complemented with references, set
of procedures, needed materials and resources and evaluation procedure which can be placed in a
matrix.
10. Curriculum development starts from where the curriculum is. Curriculum planners and
designers should begin with existing curriculum. An existing design is a good starting point for any
teacher who plans to enhance and enrich a curriculum.
Building upon the ideas of Oliva, let us continue learning how to design a curriculum by identifying its
components. For most curricula the major components or elements are answers to the following questions:
1. What learning outcomes need to be achieved? (Intended Learning Outcomes)
2. What content should be included to achieve the learning outcomes? (Subject Matter)
3. What learning experiences and resources should be employed? (Teaching-Learning Methods)
4. How will the achieved learning outcomes be measured? (Assessment of Achieved Learning
Outcomes)
Elements or Components of a Curriculum Design
There are many labels or names for curriculum design. Some would call it a syllabus or a lesson plan.
Some would call it a unit plan or a course design. Whatever is the name of the design, the common
components for all of them are almost the same. However some schools, institutions or departments
may add other minor parts or trimmings to the design.
Let us take the Lesson Plan as a miniscule curriculum. A lesson plan or teaching guide includes (l)
Intended Learning Outcomes (ILO) or the Desired Learning Outcome (DLO) formerly labelled as
behavioural objectives, (2) Subject Matter or Content, (3) Teaching and Learning Methods and (4)
Assessment Evaluation. Each of these components or elements is described below.
I. Behavioral Objectives or Intended Learning Outcomes.
Begin with the end in view. The objectives or intended learning outcomes are the reasons
for undertaking the learning lesson from the student's point of view; it is desired learning outcome
that is to be accomplished in a particular learning episode, engaged in by the learners under the
guidance of the teacher. As a curriculum designer, the beginning of the learning journey is the
learning outcomes to be achieved. In this way, both the learner and the teacher are guided by what
to accomplish.
The behavioral objectives, intended learning outcomes or desired learning outcomes are
expressed in action words found in the revised Bloom's Taxonomy of Objectives (Andersen and
Krathwohl, 2003) for the development of the cognitive skills. For the affective skills, refer to the
taxonomy made by-Krathwohl and for the psychomotor domain by Simpson.
The statement should be SMART: Specific, Measurable, Attainable, Result-oriented and
Time-bound. For a beginner, it would help if you provide the Condition, Performance and Extent
or Level of Performance in the statement of the intended earning outcomes.
For example, if a lesson intends the students to identify the parts of a simple flower as
stated in the desired learning outcomes, then students should have identified the parts of a simple
flower, at the end of the lesson.
Sometimes the phrase intended learning outcomes is used to refer to the anticipated results
after completing the planned activity or lesson. In framing learning outcomes, it is good practice
to:
 Express each outcome in terms of' what successful students will be able to do. For
example, rather than stating Student will be able to explain the reason why... it should be:
'Students must have explained the reasons why...' This helps students to focus on what
they have to achieve as learning. It will also help curricularists devise appropriate
assessment tasks.
 Include different kinds of outcomes. The most common are cognitive objectives (learning
facts, theories, formulae, principles etc.) and performance outcomes (learning how to carry
out procedures, calculations and processes, which typically include gathering information
and communicating results). In some contexts, affective outcomes are important too (for
developing attitudes or values, e.g. those required as a person and for a particular
profession).
II. Content/Subject Matter
The content of the lesson or unit is the topic or subject matter that will be covered. In
selecting content, you should bear in mind the following principles in addition to those mentioned
about the content in previous lessons:
 Subject matter should be relevant to the outcomes of the curriculum. An effective
curriculum is purposive and clearly focused on the planned learning outcomes.
 Subject matter should be appropriate to the level of the lesson or unit. An effective
curriculum is progressive, leading students towards building on previous lessons. Contents
which are too basic or too advanced for the development levels of learners make students
either bored or baffled and affect their motivation to learn.
 Subject matter should be up-to-date and, if possible, reflect current knowledge and concepts.
 Subject matter should follow the principle of B A S I C S.
III. References
The reference follows the content. It tells where the content of subject matter has been
taken. The reference may be a book, a module, or any publication. It must bear the author
of the' material and if possible, the publications. Some examples are given below.
1. Project Wild (1992) K to 12 Activity Guide, An Interdisciplinary, Supplementary
Conservation and Environmental Education Program. Council of Environmental
Education, Bethesda, MD
2. Shipman, James and Jerry Wilson, et al (2009). _An Introduction to Physical Science.
Houghton Miffin Co. Boston MA
3. Romo, Salvador B. (2013). Horticulture an Exploratory Course Lorimar Publishing Inc.
Quezon City
4. Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The Teaching Profession 2nd Ed
Lorimar Publishing Inc. Quezon City
IV. Teaching and Learning Methods
These are the activities where the learners derive experiences. It is always good to keep in
mind the teaching strategies that students will experience (lectures, laboratory classes,
fieldwork etc.) and make them learn. The teaching-learning methods should allow
cooperation, competition as well as individualism or independent learning among the
students. For example:
 Cooperative learning activities allow students to work together. Students are guided to
learn on their own to find solutions to their problems. The role of the teachers is to
guide the learners. Democratic process is encouraged, and each one contributes to the
success of learning. Students learn from each other in ways. Group projects and activities
considerably enhance the curriculum.
 Independent learning activities allow learners to develop personal responsibility. The
degree of independence to learn how to learn is enhanced. This strategy is more
appropriate for fast learners.
 Competitive activities, where students will test their competencies against another in a
healthy manner allow learners to perform to their maximum. Most successful individuals in
their adult life are competitive, even in early schooling. They mostly become the survivors
in a very competitive world.
 The use of various delivery modes to provide learning experiences is recommended. Online
learning and similar modes are increasingly important in many curricula, but these need to
be planned carefully to be effective.
There are some examples of very simple teaching-learning methods with detailed steps that you can start
using as you begin teaching.
Some Behaviorist Teaching Learning Methods
A. Direct Instruction: Barak Rosenshine Model (in Ornstien & Hunkins, 2018)
Detailed Steps:
1. State Learning Objectives/ Outcomes: Begin lesson with a short statement of objective or
desired lesson learning outcomes.
2. Review: Introduce short review of previous or prerequisite learning.
3. Present new materials: Present materials in small, sequenced manner.
4. Explain: Give clear and detailed instructions and explanations.
5. Practice: Provide active practice for all students.
6. Guide. Guide students during initial practice; or provide seatwork activities.
7. Check for understanding. Ask several questions, assess student’s comprehension.
8. Provide Feedback. Provide systematic feedback and corrections.
9. Assess performance. Obtain student success rate of 80 percent or more during practice session.
10. Review and test. Provide for spaced review and testing.
B. Guided Instruction: Madeline Hunter Model (in Ornstein & Hunkins, 2018)
1. Review. Focus on previous lesson, ask students to summarize main points.
2. Anticipatory set. Focus student's attention on new lesson. Stimulate interest in the new materials.
3. Objective. State explicitly what is to be learned; state rationale or how it will be useful
4. Input. Identify needed knowledge and skills for learning new Lesson; present materials in
sequenced steps.
5. Modeling. Provide several examples or demonstrations throughout the lesson.
6. Check for understanding. Monitor students' work before they become involved in lesson
activities, check to see they understand directions or tasks.
7. Guided practice. Periodically ask students questions and check their answers. Again monitor
understanding.
8. Independent practice. Assign independent work or practice when it is reasonably sure that
students can work on their own with understanding and minimal frustration.
C. Mastery Learning; JH Block and Lorin Anderson Model (in Ornstein & Hunkins, 2018)
1. Clarify. Explain to students what they are expected to learn.
2. Inform. Teach the lesson, relying on the whole group instruction.
3. Pretest. Give a formative quiz on a no fault-basis, students can check their own paper.
4. Group. Based on results, divide the class into mastery and non- mastery groups (80% is
considered mastery)
5. Enrich and correct. Give enrichment instruction to mastery group. Give corrective
(practice/drill) to non-mastery group.
6. Monitor. Monitor student progress; vary amount of teacher time and support for each group
based on group size and performance.
7. Posttest. Give a summary test for non-mastery group.
8. Assess performance. At least 75% of the students should achieve mastery by the summative test.
9. Reteach. If not, repeat procedures; starting with corrective instructions (small study groups,
individual tutoring, alternative instructional materials, extra homework, reading materials practice
and drill))
D. Systematic Instruction: Thomas Good and Ornstein and Hunkins, 2018)
1. Review. Review concepts and skills related to homework, provide review exercises.
2. Development. Promote students understanding, provide controlled practice.
3. Assess comprehension. Ask questions, provide controlled practice.
4. Seatwork. Provide uninterrupted seatwork; get everyone involved, sustain momentum.
5. Accountability. Check the students work.
6. Homework. Assign homework regularly; provide review problems.
7. Special reviews. Provide weekly reviews to check and further maintain and enhance learning.
Teaching- Learning Environment
In the choice of learning methods, equally important is the teaching learning environment. Brian
Castaldi in 1987 suggested four criteria in the provision of the environment or learning spaces in designing
a curriculum. These criteria include (1) adequacy (2) suitability (3) efficiency and (4) economy.
1. Adequacy- This refers to the actual learning space or classrooms. Is the classroom large enough
for student's mobility for class interaction and collaborative work. Is there enough light and
ventilation so that the learning space is conducive, and safe for learning? To provide learning
condition that will provide opportunities that will develop the 21st century skills, there must be a
provision for the utilization of technology for teaching and learning and the use of the cyberspace.
2. Suitability- This relates to planned activities. Suitability should consider chronological and
developmental ages of learners. Also to be considered will be the socio-cultural, economic even
religious background of the learners.
3. Efficiency- This refers to operational and instructional effectiveness.
4. Economy- This refers to cost effectiveness. How much is needed to provide instructional
materials'?
V. Assessment/Evaluation
Learning occurs most effectively when students receive feedback, i.e. when they receive information
on what they have already (and have not) learned. The process by which this information is generated is
assessment. It has three main forms:
 Self-assessment, through which students learn to monitor and evaluate their own learning. This
should be a significant element in the curriculum because we aim to produce graduates who are
appropriately reflective and self-critical.
 Peer assessment, in which students provide feedback on each other's learning. This can be viewed
as an extension of self- assessment and presupposes trust and mutual respect. Research suggests
that students can learn to judge each other's work as reliably as staff.
 Teacher assessment, in which the teacher prepares and administers tests and gives feedback on the
student's performance.
Assessment may be formative (providing feedback to help the student learn more) or summative
(expressing a judgment on the student's achievement by reference to stated criteria). Many assessment
tasks involve an element of both, e.g. an assignment that is marked and returned to the student with
detailed comments.
Summative assessment usually involves the allocation of marks or grades. This helps the teacher
make decisions about the progress or performance of the students.
Students usually learn more by understanding the strengths and weaknesses of their work than by
knowing the mark or grade given to it. For this reason, summative assessment tasks (including unseen
examinations) should include an element of formative feedback, if possible.
Application of the Fundamental Components to Other Curriculum Designs

While our example refers only to designing a plan which is a mini curriculum, similar components
will also be used in making a syllabus for teaching in higher education courses or other curricular t
projects, Based on the curriculum models we have learned, the fundamental components include the
following:
Major components of a Course Design or Syllabus
1. Intended Outcomes (or Objectives)
2. Content/Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment)
Simply put, curriculum design is the organization of curriculum components. All other additional
components are trimmings that each designer may add. This may be institutional template or suggested by
other curriculum experts or required by educational agencies like the Department of Education,
Commission on Higher Education, Accrediting Agencies, and Professional Regulation Commission to
achieve a specific purpose of such agency.
Lesson 3.2 Module 1

Approaches to Curriculum Designing
You have been familiarized with the preliminaries of making a simple design through lesson plan
components. You will further enrich your knowledge by looking into how other curricularists approach the
curriculum design. In this lesson, we will see how several examples of curriculum designs are used in the
schools and classrooms.
Types of Curriculum Design Models

There are many ways of looking at curriculum and designing one. For our own purposes, let us
focus on the most widely used examples.
I. Subject-Centered Design
This is a curriculum design that focuses on the content of the curriculum. The subject centered
designs corresponds mostly to the textbook because textbooks are usually written based on the specific
subject or course. Henry Morrison and William Harris are the few curricularists who firmly believed in
this design. As practiced, school hours are allocated to different school subjects such as Science,
Mathematics, Language, Social Studies, Physical Education, and others. This is also practised in the
Philippines, because
a school is divided into class, period, a school year into quarters or semesters. Most of the school using
this kind of structure and curriculum design aim for excellence in the specific discipline content.
Subject-centered curriculum design has also some variations which are focused on the individual
subject, specific discipline and a combination of subjects or disciplines which are a broad field or
interdisciplinary.
1.1 Subject design. What subject are you teaching? What subject are you taking? These are two
simple questions that the teacher and the learner can easily answer. It is because they are familiar
with the subject design curriculum.
Subject design curriculum is the oldest and so far the most familiar design for teachers, parents
and other laymen. According to the advocates, subject design has an advantage because it is easy
to deliver. Textbooks are written and support instructional materials are commercially available.
Teachers are familiar with the format, because they were educated using also the design. In the
Philippine educational system, the number of subjects in the elementary education is fewer than
in the secondary level. In college, the number of subjects also differs according to the degree
programs being pursued. For each subject, a curriculum is being designed.
However, the drawback of this design is that sometimes, learning is so compartmentalized. It
stresses so much the content and forgets about students' natural tendencies, interests and
experiences. The teacher becomes the dispenser of knowledge and the learners are the simply the
empty vessel to receive the information or content from the teacher. This is a traditional approach
to teaching and learning.
1.2 Discipline design. This curriculum design model is related to the subject design. However, while
subject design centers only on the cluster of content, discipline design focuses on academic
disciplines. Discipline refers to specific knowledge learned through a method which the scholars
use to study a specific content of their fields. Students in history should learn the subject matter
like historians, students in biology should learn how the biologists learn, and so with students in
mathematics, who should learn how mathematicians learn. In the same manner, teachers should
teach how the scholars in the discipline will convey the particular knowledge.
Discipline design model of curriculum is often used in college, but not in the elementary or
secondary levels. So from the subject-centered curriculum, curriculum moves higher to a
discipline when the students are more mature and are already moving towards their career path or
disciplines as science, mathematics, psychology, humanities, history and others.
1.3 Correlation design. Coming from a core, correlated curriculum design links separate subject
designs in order to reduce fragmentation. Subjects are related to one another and still maintain
their identity. For example, English literature and social studies correlate well in the elementary
level. In the two subjects, while history is being studied, different literary pieces during the
historical period are also being studied. The same is true when science becomes the core,
mathematics is related to it, as they are taken in chemistry, physics and biology. Another example
is literature as the core with art, music, history, geography related to it. To use correlated design,
teachers should come together and plan their lessons cooperatively.
1.4 Broad field design/interdisciplinary. Broad field design or interdisciplinary is a variation of the
subject-centered design. This design was made to cure the compartmentalization of the separate
subjects and integrate the contents that are related to one another. Thus subjects such as
geography, economics, political science, anthropology, sociology and history are fused into one
subject called social studies. Language arts will include grammar, literature, linguistics,
spelling, and composition.
Sometimes called holistic curriculum, broad fields draw around themes and integration.
Interdisciplinary design is similar to thematic design, where a specific theme is identified, and all
other subject areas revolve around the theme.
1. Learner-Centered Design
Among progressive educational psychologists, the learner is the center of educative process. This
emphasis is very strong in the elementary level, however, more concern has been placed on the
secondary and even the tertiary levels. Although in high school, the subject or content has become the
focus and in the college level, the discipline is the center, both levels still recognize the importance of
the learner in the curriculum.
Here are some examples of curriculum designs which are learner-centered.
1.1 Child-centered design. This design is often attributed to the influence of John Rouseau, Pestallozi and
Froebel. This curriculum design is anchored on the needs and interests of the child. The learner is not
considered a passive individual but one engages his/her environment. One learns by doing. Leamers
actively create, construct meanings and understanding as by the constructivists. In the child-centered
design, learners interact with the teachers and the environment, thus there is a collaborative effort on
both sides to plan lessons, select content and do activities together. Learning is a product of the child's
interaction with the environment.
1.2 Experience-centered design. This design is similar to the child- centered design. Although the focus
remains to be the child, experience-centered design believes that the interests and needs of learners
cannot be pre-planned. Instead, experiences of the learners become the starting point of the
curriculum, thus the school environment is left open and free, Learners are made to choose from
various activities that the teacher provides. The learners are empowered to shape their own learning
from the different opportunities given by the teacher. In a school where experience-centered
curriculum is provided, different learning centers are found, time is flexible and children are free to
make options. Activities revolve around different emphasis such as touching, feeling, imagining,
constructing, relating and others. The emergence of multiple intelligence theory blends well with
experience-centered design curriculum.
1.3 Humanistic design. The key influence in this curriculum design is Abraham Maslow and Carl Rogers.
Maslow's theory of self- actualization explains that a person who achieves this level is accepting of
self, others and nature; is simple, spontaneous and natural: is open to different experiences;
possesses empathy and sympathy towards the less fortunate among the many others. The person can
achieve this state of self-actualization later in life but has to start the process while still in school.
Carl Rogers, on the other hand, believed that a person can enhance self-directed learning by self-
understanding, the basic attitude to guide behavior.
In a humanistic curriculum design, the development of self is the ultimate objective of learning. It
stresses the whole person and the integration of thinking, feeling and doing. It considers the cognitive,
affective and psychomotor domains to be interconnected and must be addressed in the curriculum. It
stresses the development of positive self-concept and interpersonal skills.
2. Problem-Centered Design
Generally, problem-centered design draws on social problems, needs, interest and abilities of the
learners. Various problems are given emphasise There are those that center on life situations,
contemporary life problems, areas of living and many others. In this curriculum, content cuts across
subject boundaries and must be based on the needs, concerns and abilities of the students. Two
examples are given for the problem- centered design curriculum.
2.1 Life-situations design. What makes the design unique is that the contents are organized in ways that
allow students to clearly view problem areas. It uses the past and the present experiences of learners as
a means to analyze the basic areas of living. As a starting point, the pressing immediate problems of
the society and the students' existing concerns are utilized. Based on Herbert Spencer's curriculum
writing, his emphases were activities that sustain life, enhance life, aid in rearing children, maintain
the individual's social and political relations and enhance leisure, tasks and feelings. The
connection of subject matter to real situations increases the relevance of the curriculum.
2.2 Core problem design. Another example of problem-centered design is core design. It centers on
general education and the problems are based on the common human activities. The central focus of
the core design includes common needs, f problems, and concerns of the learners. Popularized by
Faunce and Bossing in 1959, it presented ways on how to proceed using core design of a curriculum.
These are the steps.
Step l. Make group consensus on important problems.
Step 2. Develop criteria for selection of important problem.
Step 3. State and define the problem.
Step 4. Decide on areas of study, including class grouping.
Step 5. List the needed information for resources.
Step 6. Obtain and organize information.
Step 7. Analyse and interpret the information.
Step 8. State the tentative conclusions.
Step 9. Present a report to the class individually or by grouped
Step 10. Evaluate the conclusions.
Step 11. Explore other avenues for further problem solving.
These are some examples of curriculum designs. There are more which are emerging and those that have
evolved in the past. The example given may be limited, however, for our purposes, they can well represent
curriculum designs.
Table 1. Overview of the Major Curriculum Designs (Ornstein A & Hunkins, F, 2018)
Design Emphasis Underlying Source/Focus Spokesperson

Philosophy /Champion
Subject-Centered
Subject Design Separate Essentialism Science, Knowledge Harris,
Subject Perrenialism Hutchins
Broad Field Interdisciplinary Essentialism Science, Knowledge Broudy,
Designs subjects, Progressivism Dewey
scholarly
discipline
Correlation Separate Progressivism Knowledge Alberty,
Design subject, Essentialism Alberty
disciplines
linked but
identities
maintained
Learner-Centered
Child centered Child’s needs Progressivism Child Dewey,
design and interest Kilpatrick,
Parker
Experience Child’s Progressivism Child Dewey, Rugg,

centered design Experiences and Shumaker
needs
Humanistic Experiences, Reconstructionism Psychology, child, Combs,
design interest, needs Existentialism society Abraham
of a person and Maslow, Carl
group Rogers
Problem Centered Design
Life situation Life (social) Reconstructionism Society Spencer
design problem
Transformatory Child, focus on Open system Society Slattery
(or becoming society and the Post modernism
change) world, all reals
of culture
Reconstructioni Child, the Open system Post modernism Roth
st design teacher, the
world
Approaches to Curriculum Design Models

How a particular design be approached by the teacher? After a curriculum based on the specific
design, let us see how a teacher approach this. We find out the utilization of the example design.
Child or Learner-Centered Approach. This approach to curriculum design is based on the
underlying philosophy that the child or the learner is the center of the educational process. It means that
the curriculum is constructed based on the needs, interest, purposes and abilities of the learners. The
curriculum is also built upon the learners' knowledge, skills, previous learnings and potentials.
From its design, how should a child-centered curriculum be approached? Let us consider these
principles.
Principles of Child-Centered Curriculum Approach
1. Acknowledge and respect the fundamental rights of the child.
2. Slake all activities revolve around the overall development of the learner.
3. Consider the uniqueness of every learner in a multicultural classroom.
4. Consider using differentiated instruction or teaching.
5. Provide a motivating supportive learning environment for all the learners.
The child-centered approach is illustrated in the example below:
School X is anchored on the theory of multiple intelligences in all its! Curricular and co-curricular
activities. Every classroom provides activity centers where children can learn on their own with the
different learning resource materials. Learners can just choose which learning center to engage in with
different resources. This arrangement allows for the capacity of every learner to be honed. It also allows
learning how to learn, hence will develop independence. The teacher acts as guide for every learner. The
learner sets the goal that can be done within the frame of time.
Subject-Centered Approach. This is anchored on a curriculum design which prescribes separate distinct
subjects for every educational level: basic education, higher education or vocational-technical education.
This approach considers the following principles:
1. The primary focus is the subject matter.
2. The emphasis is on bits and information which may be detached from life
3. The subject matter serves as a means of identifying problems of living
4. Learning means accumulation of content, or knowledge
5. Teacher’s role is to dispense the content.
Example of subject-centered approach is given below.
In another setting, School Y aims to produce the best graduates in the school district. Every
learner must excel in all academic subjects to be on top Of every academic competition. The higher the
level of cognitive intelligence, the better the learner. Hence the focus of learning is mastery of the subject
matter in terms of content. Every student is expected to be always on top in terms of mastery of
discipline. Memorization and drill are important learning skills. The school gives emphasis to
intellectual development, and sets aside emotional, and even value development. Success means mastery
of the content.
Problem-Centered Approach. This approach is based on a design which assumes that in the process of
living, children experience problems. Thus, problem solving enables the learners to become increasingly
able to achieve complete or total development as individuals.
This approach is characterized by the following views and beliefs:
1. The learners are capable of directing and guiding themselves in resolving problems, thus
developing every learner to be independent.
2. The learners are prepared to assume their civic responsibilities through direct participation in
different activities.
3. The curriculum leads the learners in the recognition of concerns and problems in seeking
solutions. Learners are problem solvers themselves.
An example of the problem-centered approach is presented below.
School Z believes that a learner should be trained to solve real life problems that come about
because of the needs, interests and abilities of the learners. Problems persistent in life and society that
affect daily living are also considered. Most of the school activities revolve around finding solutions to
problems like poverty, drug problems, climate change, natural calamities and many more. Since the
school is using a problem-based design, the same approach is used. Case study and practical work are the
teaching strategies that are utilized. Problem-centered approach has become popular in many schools.
We have given examples of curriculum design and the Corresponding approaches. Again, the choice of the
design is influenced by philosophical and psychological beliefs of the designer. It is very important that as
a curricularist, you will be able to understand the different design models and how to approach each one.
Lesson 3.3 Curriculum Mapping and Curriculum Quality Audit
A curriculum design is reflected in a written curriculum either as a lesson plan, syllabus, unit plan
or a bigger curriculum like K to 12. Before a teacher shall put this plan or design into action, he/she must
need to do a curriculum map.
Have you ever wondered how to pace your lesson, so that it will cover a period of time like hours,
weeks, quarters, semester or the whole year?
This lesson will teach us, curricularists, the importance of curriculum mapping and curriculum
quality audit as processes in curriculum development.
Curriculum Mapping
Curriculum mapping is a model for designing, refining, upgrading and reviewing the curriculum
resulting in a framework that provides form, focus and function (Hale and Dunlap, 2010). It is a reflective
process that helps teachers understand what has been taught in class., how it has been taught and how
learning outcomes are assessed. This process was introduced by Heidi Hayes Jacobs in 2004 in her book
getting results with Curriculum Mapping (ASCD, 2004). This approach is an ongoing process or "work-in-
progress". It is not a onetime initiative but a continuing action, which involves the teacher and other
stakeholders, who have common concerns. Curriculum mapping can be done by teachers alone, a group of
teachers teaching the same subject, the department, the whole school or district or the whole educational
system.
Some curricularists would describe curriculum mapping as making a map to success. There are
common questions that are asked by different stakeholders, like teachers, colleagues, parents, school
officials and the community as well. These questions may include:
1. What do my students learn?
2. What do they study in the first quarter?
3. What are they studying in the school throughout the year?
4. Do my co-teachers who handle the same subject, cover the same content? Achieve the same
outcomes? Use similar
5. How do I help my students understand the connections between my subjects and other subjects
within the year?
Curriculum mapping, may be able to answer these questions above. Furthermore, mapping will produce a
curriculum which is a very functional tool in curriculum development.
Benefits of Curriculum Mapping

1. Curriculum mapping ensures alignment of the desired learning outcomes, learning activities and
assessment of learning.
2. Curriculum mapping addresses the gaps or repetitions in the curriculum. It reveals if certain
program goals or learning outcomes are not adequately covered or overly emphasized in the
current curriculum.
3. Curriculum mapping verifies, clarifies and establishes alignment between what students do in their
courses and what is taught in the classrooms and assessed as their learning.
4. The curriculum maps visually show important elements of the curriculum and how they contribute
to student learning.
5. Curriculum mapping connects all initiatives from instruction' pedagogies, assessment and
professional development. It facilitates the integration of cross-curricular skills.
Curriculum Mapping Process

There are many ways of doing things, according to what outcome one needs to produce. This is
also true with curriculum mapping; However, whatever outcome (map) will be made, there are suggest
steps to follow.
Example A
1. Make a matrix or a spread sheet.
2. Place a timeline that you need to cover. (one quarter, one semester, one year) This should be
dependent on time frame of a particular curriculum that was written.
3. Enter the intended learning outcomes, skills needed to be taught or achieved at the end of the
teaching.
4. Enter in the same matrix the content areas/subject areas to be covered.
5. Align and name each resource available such as textbooks, workbooks, module next to subject
areas.
6. Enter the teaching-learning methods to be used to achieve the outcomes.
7. Align and enter the assessment procedure and tools to the intended learning outcomes, content
areas, and resources.
8. Circulate the map among all involved personnel for their inputs.
9. Revise and refine map based on suggestions and distribute to all concerned.
You will find Example A as a component of an OBE-Inspired syllabus for the higher education. However,
this can be modified for basic education to serve the specific purpose as you will see in some maps.
Example B (For a degree program in college) *
1. Make a matrix or a spreadsheet.
2. Identify the degree or program outcomes (ex. BEEd, or BSED)
3. Identify the subjects or courses under the degree (GenEd, Prof. Ed, and Major for BSEd)
4. List the subjects along the vertical cells of the matrix in a logical or chronological order.
5. List the degree program outcomes along the horizontal cell (use code as POI, P02...if outcomes are
too long to fit in the cell) PO means Program Outcomes
6. Cross the Subject and the Outcome, and determine if such subject accomplishes the outcomes as
either Learned (L), Performed (P) or given Opportunity (O). Place the code in the corresponding
cell.
7. Fill up all cells.
8. After accomplishing the map, use it as a guide for all teachers teaching the course for students to
complete the degree in four years.
The Curriculum Map
Curriculum maps are visual timelines that outline desired learning outcomes to be achieved,
contents, skills and values taught, instructional time, assessment to be used, and the overall student
movement towards the attainment of the intended outcomes. Curricular maps may be simple or elaborate
that can be used by an individual teacher, a department, the whole school or educational system. A map is
geared to a school calendar.
Curriculum maps provide quality control of what are taught in schools to maintain excellence,
efficiency and effectiveness. It is intended to improve instruction and maintain quality of education that all
stakeholders need to be assured of.
Sometimes, parents and teachers would ask questions like: "Why is my friend's son studying
decimals in Mr. Bernardo's class and my own son is not studying the same in Miss Jullia's class when
they are of the same grade level?" or "Why do some of my students recognize the parts of speech while
others are totally lost?"
Parents, teachers and the whole educational community can look at the curriculum map to see that
intended outcomes and content are covered. A map can reassure stakeholders’ specific information for
pacing, and alignment of the subject horizontally or vertically. It will also avoid redundancy,
inconsistencies and misalignment. Courses that are not correctly aligned will allow teachers to quickly
assess the mastery of the skills in the previous grade, to avoid unnecessary re-teaching.
Horizontal alignment, called sometimes as "pacing guide", will make all teachers, teaching the
same subject in a grade level follow the same timeline and accomplishing the same learning outcomes.
This is necessary for state-mandated, standard-based assessment that we have in schools. Vertical
alignment, will see to it that concept development which may be in hierarchy or in spiral form does not
overlap but building from a simple to more complicated concepts and skills. Alignment, either vertical
or horizontal, will also develop interdisciplinary connections among teachers and students, between and
among courses.
Teachers can verify that skills and content are addressed in other courses or to higher levels, thus making
learning more relevant.
A curriculum map is always a work in progress that enables the teacher or the curriculum review
team to create and recreate the curriculum. It provides a good information for modification of curriculum,
changing of standards and competencies in order to find ways to build connections in the elements of the
curricula.
Example of a Curriculum Map

Here are two examples of a curriculum map. Sample A is for Basic Education and Sample B is
for a College Level.
Example A: Excerpt from DepEd Curriculum Guide for Science 3 shows a sample of a map for
Quarter 1 and 2. A column for Code was not included.
ELEMENTARY SCIENCE GRADE 3
NOTE: For Quarter 2, there are still major content which are 3. Living Things 3.1 Plants and 4.
Hereditary: Inheritance and Variation.
Content Content Performance Learning Learning

Standards Standards Competency Materials
Grade 3- Matter
FIRST QUARTER/ FIRST GRADING PERIOD
1. PROPERTIES The learners The learners The learners Learning Guide
1.1 Characteristics demonstrate should be able to should be able to in Science and
of solids, liquids, an … … Describe the Health:
gases understanding Group common different objects Mixtures
of …. objects found at based on their
Ways of sorting home and in school characteristics (e.g., BEAM- Grade 3
materials and according to solids, shape, weight, Unit 4 Materials
describing them liquids and gas volume, ease of LG- Science 3
as solid, liquid flow) Materials
or gas based on Module 1
observable Classify objects and
properties materials as solid,
liquid, and gas
based on some
observable
characteristics
Describe ways on
the proper use and
handling solid,
liquid and gas found
at home in school
Changes that Effects of Investigate the Describe changes in BEAM- G3 Unit
materials undergo temperature on different changes in materials based on 3 Materials-
materials materials as affected the effect of Distance
by temperature temperature: Learning
4.1 Solid to Liquid Module
4.2 Liquid to solid BEAM G3 Unit
4.3 Liquid to gas 3 Materials
4.4 Solid to gas Module 44-49
Content Content Performance Learning Learning
Standards Standards Competency Materials
Grade 3- Living Things and Their Environment
SECOND QUARTER/ SECOND GRADING PERIOD
1. Living The learners The learners should The learners BEAM- Grade
things demonstrate be able to … should be able to 3- Unit 2
1.1 Humans an Practice healthful … Animals DLP
1.2 A Sense understanding habits in taking care 1. Describe the 19
Organs of …. of the sense organs parts and Beam- Grade 3-
Parts and functions of the Unit 2 Animals
functions of the sense organs of DLP Science 3
sense organs of 2. the human body
Enumerate 31-32
the human body healthful habits Learning Guide
to protect the in Science and
sense organs Health: The
2. living Things Parts and Enumerate ways of 3. Describe the Body Guards
2.1 Animals functions of grouping animals animals in their
animals and based on their immediate
importance to structure and surroundings
humans importance 4. Identify the
parts and
functions of
animals
5. Classify animal
according to
arts and use;
body
6. State the
importance of
animals to
humans
7. Describe ways
of proper
handling of
animals
Sample A1- Science Curriculum Map Showing the Sequence of Domain for the Year per Quarter
Qtr G3 G4 G5 G6 G7 G8 G9 G10
1. Matter Matter Matter Matter Matter Force, Living Earth
Motio Things and
n, and their Space
Energ Environ
y ment
2. Living Living Living Living Living Earth Matter Force,
Things Things and Things and Things and Things and and Motion,
and Their Their Their Their Their Space Energy
Environm Environme Environme Environme Environme
ent nt nt nt nt
3. Force, Force, Force, Force, Force, Matter Earth Living
Motion, Motion, Motion, Motion, Motion, and Things
Energy Energy Energy Energy Energy Space and
Their
Environ
ment
4. Earth and Earth and Earth and Earth and Earth and Living Force, Matter
Space Space Space Space Space Thing Motion,
s and Energy
Their
Enviro
nment
Sample B- Curriculum Map for Bachelor of Elementary Education (Professional Education

Courses)
Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
Sample Subjects
Child Dev P L L O L O O O
Facilitating
Human P P L O L O L O
Learning
Social
P L L O L O L O
Dimensions
Teaching
P P P P P O P P
Profession
Principles of
P P P P L O P O
Teaching
Assessment of
P P P P L O P O
Learning
Educational
P P P P L O P O
Technology
Curriculum
P P P P O O P P
Development
Developmental
P P P P O O P O
Reading
Field Study P P O P O P P P
Practice
P P P P P P P P
Teaching
Legend:
L- Learned outcomes (knowledge, skills, values) outcomes achieved in the subject
P- Practiced the learned outcomes (knowledge, skills, values)
O- Opportunity to learn and practise (opportunities to learn and practise knowledge, skills and values but
not taught formally)
Note:
1. Not all professional subjects are entered in the matrix
2. Desired outcomes for the professional courses are:
PO1- Applied basic and higher 21st century skills
PO2- Acquired deep understanding of the learning process
PO3- Comprehended knowledge of the content they will teach.
PO4- Applied teaching process skills (curriculum designing, materials development, educational
assessment, teaching approaches)
PO5- Facilitated learning of different types of learners in diverse learning environments
PO6- Directed experiences in the field and classrooms (observation, teaching, assistance, practice
teaching)
PO7- Demonstrated professional and ethical standards of the profession
PO8- Demonstrated creative and innovative thinking and practice of alternative teaching approaches
Chapter 3: Implementing the Curriculum

Module 4
The Teacher as a Curriculum Implementor and a Manager
We hear teachers say: “Here goes again, another curricular change! We are already overloaded!
Why do we have to do this?”
This is a common voice that we hear from teachers and curriculum implementors. But as we
mentioned earlier, change is inevitable in curriculum development. To be relevant, we need to change – a
change for the better and it can be obviously seen through implementation.
Curriculum Implementation Defined

Following the curriculum models of Tyler, Taba, Saylor and Alexander or Lewis, is the next step
to curriculum designing which curriculum is implementing. This is the phase where teacher action takes
place. It is one of the most crucial process in curriculum development although many education planners
would say: "A good plan is work half done." If this is so, then the other half of the success of curriculum
development rests in the hands of the implementor who is the teacher.
Curriculum implementation means putting into practice the written curriculum that has been
designed in 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 enabling the same
learners to function effectively in society. (SADC MoE Africa, 2000)
Ornstein and Hunkins in (1998) defined curriculum implementation as the interaction between the
curriculum that has been written and planned and the persons (teachers) who are in charge to deliver it. To
them, curriculum implementation implies the following:
 Shift from what is current to a new or enhanced curriculum;
 Change in knowledge, actions, and attitudes of the persons involved;
 Change in behaviour using new strategies and resources; and
 Change which requires efforts hence goals should be achievable.
Loucks and Lieberman (1983) define curriculum implementation as the trying out of a new practice
and what it looks like when actually used in a school system. It simply means that implementation should
bring the desired change and improvement.
In the classroom context, curriculum implementation means "teaching" what has been written in the
lesson plan. Implementing means using the plan as a guide to engage with the learners in the teaching-
learning process with the end in view that learning has occurred and learning outcomes have been
achieved. It involves the different strategies of teaching with the support instructional materials to go with
the strategy. In a larger scale, curriculum implementation means putting the curriculum into operation
with the different implementing agents. Curriculum implementation takes place class, a school, a district,
a division, or the whole educational system. In higher education, curriculum implementation happens for
the course, a degree program, the institution, or the whole higher education system. It requires time,
money, personal
interaction, personal contacts, and support.
Curriculum Implementation as a Change Process
Kurt Lewin's Force Field Theory and Curriculum Change
Kurt Lewin (1951), the father of social psychology explains the process of change. The model can
be used to explain curriculum change and implementation.
In the education landscape, there are always two forces that oppose each other These are the
driving force and the restraining force. When these two forces are equal, the state is equilibrium, or
balance. There will be a status quo, hence there will be no change. The situation or condition will stay the
same. However, when the driving force overpowers the restraining force, then change will occur. If the
opposite happens that is when the restraining force is stronger than the driving force, change is prevented.
This is the idea of Kurt Lewin in his Force Field Theory.
We shall use this theory to explain curriculum change. The illustration below shows that there are
driving forces on the left and the resisting forces on the right. If you look at the illustration there is
equilibrium. If the driving force is equal to the restraining force, will change happen? Do you think, there
will be curriculum change in this situation? Why?
Driving Force E Restraining Force
Government Intervention Q Fear of the Unknown
U
Society’s Values I Negative Attitude to Change
L
Technological Changes I Tradition Values
B
Knowledge Explosion R Limited Resources
I
Administrative Support Obsolete Equipment
U
m
Based on Lewin’s Force Field Theory
According to Lewin, change will be better if the restraining forces shall be decreased, rather than
increasing the driving force. As a curricularist, how would you do this?
Let us look first at the different changes that occur in the curriculum. It is important to identify
these as part of our understanding of curriculum implementation.
Categories of Curriculum Change

McNeil in 2000 categorized curriculum change as follows:
1. Substitution. The current curriculum will be replaced or substituted by a new one: Sometimes, we call
this a complete overhaul. Example, changing an old book to entirely new one, not merely a revision.
2. Alteration. In alteration, there is a minor change to the current or existing curriculum. For example,
instead Of using a graphing paper for mathematics teaching, this can be altered using a graphic
calculator.
3. Restructuring. Building a new structure would mean major change or modification in the school
system, degree program or educational system. Using an integrated curriculum for the whole school
for K to 12 requires the primary and secondary levels to work as a team. Another example is a
curriculum that will be restructured when there is a significant involvement of parents in the
child's instead of leaving everything to the teacher. Using the "In-school Off-school" or a blended
curriculum is an example of restructuring.
4. Perturbations. These are changes that are disruptive, but teachers have to adjust to then1 within a
fairly short time. For example, if the principal changes the time schedule because there is a need to
catch up with the national testing time or the dean, the teacher has to shorten schedule to
accommodate unplanned extra-curricular activities.
5. Value orientation. To McNeil, this is a type of curriculum change. Perhaps this classification will
respond to shift in the emphasis that the teacher provides which are not within the mission or vision of
the school or vice versa. For example, when new teachers who are recruited in religious schools give
emphasis on academics and forget the formation of values or faith, they need a curriculum value
orientation. Likewise, all teachers in the public schools, undergo teacher induction program which is a
special curriculum for newly hired teachers.
Regardless of the kind of change in curriculum and implementation, the process of change may contain
three important elements. As a process, curriculum implementation should be developmental,
participatory and supportive.
It should be developmental in the sense that it should develop multiple perspectives, increase
integration and make learning autonomous, create a climate of openness and trust, and appreciate and
affirm strengths of the teacher. There should be teacher support in trying new tasks, reflection on
the new experiences and challenge.
There are simple stages in the developmental change process for the teachers. First, is orientation
and preparation. The initial use is very mechanical or routinary. However, as the skills are honed and
mastery of the routine is established, refinement follows. This means adjustments are made to better meet
the needs of the learners and achieve the learning outcomes. In this step, there will be continuous
reflection, feedback and refinement.
Participatory. For curriculum implementation to succeed, it should be participatory, especially
because other stakeholders like peers, school leaders, parents and curriculum specialists are necessary.
Characteristics of teacher styles, commitment, and willingness to change, skills, and readiness are critical
to implementation. This should be coupled with organizational structure, principal style, student
Population characteristics and other factors. Trust among key players should also be sought as this is a
positive starting point. Involvement and participation encourage sense of ownership and accountability.
Participation builds a learning community which is very necessary in curriculum implementation.
Supportive curriculum implementation is required in the process of change. Material support like
supplies, equipment and conductive learning environment like classrooms and laboratory should be made
available. Likewise, human support is very much needed. The school leader or head should provide full
school or institutional support to the implementation of the new curriculum. They too have to train to
understand how to address curriculum change as part of their instructional as well as management
functions. Time is an important commodity for a successful change process. For any innovation to be
fully implemented, period of three to five Years to institutionalize a curriculum is suggested. Time is
needed by the teachers to plan, adapt, train or practise, provide the necessary requirements and get
support. Time is also needed to determine when the implementation starts and when it will conclude,
since curriculum
implementation is time bound.
Support from peers, principals, external stakeholders will add to the Success of implementation.
When teachers share ideas, work together, solve problems, create new materials, and celebrate success,
more likely that curriculum implementation will be welcomed.
Lesson 4.2
Implementing a Curriculum Daily in the Classrooms
A teaching activity is like implementing a miniscule curriculum. A daily lesson is based on a planned or
written curriculum, which will be put into action by the teacher in the classroom. Before the lesson end
the teacher must find out if the students have truly learned. Let us see how this process will be shown.
DepED Order No. 70 s. 2012 Teachers of all public elementary and secondary schools will not be
required to prepare detailed lesson plans. They may adopt daily lesson logs which contain the needed
information and guide from the Teacher Guide (T G) and Teacher Manual (T M) reference material
with page number, interventions given to the students and remarks to indicate how many students have
mastered the lesson or are needing However, teachers with less than 2 years of teaching experience
remediation.
However teachers with less than 2 years of teaching experience shall be required to prepare Daily
Lesson Plans which shall include
the following:
I. Objectives
II. Subject matter
III. Procedure
IV. Assessment
V. Assignment
So, as prospective teachers, you should prepare lesson plans that will comply with the necessary
components asked by the Department of Education. Those who will be employed in the private schools,
may have a different lesson plan format, but the fundamental parts will be the same.
 Starting the Class Right: Laying Down the Curriculum Plan
Before the class begins every day, a teacher must have written a lesson plan. The main parts of a
lesson plan are (l) Objectives or Intended learning outcomes (ILO), (2) Subject Matter (SM), (3)
Procedure or Strategies of Teaching, (4) Assessment of learning outcomes (ALO) and (5) Assignment or
Agreement
I. Intended Learning Outcomes (ILO). These are the desired learning that will be the focus of the
lesson. Learning outcomes are based on Taxonomy of Objectives presented to us as cognitive,
affective and psychomotor. Bloom's Taxonomy has been revisited by his own student, Lorin
Anderson, and David Krathwohl. Let us study both in the comparison below.
Blooms Taxonomy (1956) Revised Bloom’s by Anderson (2001)

EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING
Somehow the two are similar, however the highest level of cognition in the revised version, is
creating. Take note that the original version is stated as nouns while the revised version is stated as verbs
which implies more active form of thinking.
Revised Bloom's Taxonomy: A Quick Look
There are three major changes in the revised taxonomy. These are:
a. Changing the names in the six categories from nouns to verbs.
b. Rearranging these categories.
c. Establishing the levels of the knowledge level in the original version.
Let us study the cognitive categories with the example key words (verbs) for each in the new version of
Bloom’s Taxonomy that follow.
Categories Example Key Words
Remembering. Recall or retrieve previous learned Defines, describes, identifies, labels, lists, outlines,
information. selects, states
Understanding. Comprehend meaning, transition, Comprehends, explains, distinguishes, estimates,
state problem in own words, making meaning. gives examples, interprets, predicts, rewrites,
summarizes
Applying. Use concept in new situation, applies Applies, changes, computes, operates, constructs,
what has been learned in new situation. modifies, uses, manipulates, prepares, shows,
solves
Analyzing. Separate materials or concepts into Breaks down, compares, contrasts, diagrams,
component parts so that the organization is clear. differentiates, discriminates, identifies, infers,
Distinguishes between facts and inferences outlines, relates, selects, separates
Evaluating. Make judgments about the value of Appraises, compares, criticizes, defends,
ideas or materials describes, discriminates, evaluates, interprets,
justifies, summarizes
Creating. Build a structure or pattern from various Composes, compiles, designs, generates, modifies,
elements. Put parts together to create a whole, to organizes, rearranges, reorganizes, revises,
make new meaning and structure rewrites, summarizes, creates
In writing objectives or intended learning outcomes, it is always recommended that more of the
higher order thinking skills (HOTS) should be developed and less of the low level thinking skills (LOTS)
for learners. The low level categories will develop LOTS and thinking skills progress as the categories
move higher.
Higher-Order Thinking Skills HOTS

Creating Evaluating
doing
Active
Analysing Receiving and Participating
Applying Visual Receiving
Understanding Passive
Remembering Verbal Receiving

LOTS
Lower Order Thinking Skills
Another revision is the expansion of the concept of Knowledge which was not given emphasis nor
discussed thoroughly before.
Levels of Knowledge
1. Factual Knowledge- ideas, specific data or information.
2. Conceptual knowledge- words or ideas known by common name, common features
multiple specific examples which may either be concrete or abstract. Concepts are facts
that interrelate with each other to function together.
3. Procedural knowledge- how things work, step-by-step actions, methods of inquiry.
4. Metacognitive knowledge- knowledge of cognition in general, of knowledge of one's own
cognition, thinking about thinking.
Intended learning outcomes (ILO) should be written in a SMART way Specific, Measurable, Attainable,
Result Oriented (Outcomes) and Time-Bound
I. Subject Matter or Content. (SM) comes from a body of knowledge (facts, concepts, procedure
and metacognition) that will be learned through the guidance of the teacher. Subject matter is the
WHAT in teaching. In a plan, this is followed by the references.
II. Procedure or Methods and Strategies. This is the crux of curriculum implementation. How a
teacher will put life to the intended outcomes and the subject matter to be used depends on this
component.
Let’s take a closer view. How will you as a teacher arrange a teaching- learning situation which will engage
students to learn? Here are some points to remember.
 There are many ways of teaching for the different kinds of learners. Corpus and Salandanan,
(2013) enumerated the following approaches and methods, which may be useful for the
different kinds of learners. Some are time tested methods, while other are non-conventional
constructivist methods.
1. Direct Demonstration Methods: Guided Exploratory/ Discovery Approach, Inquiry
Method, Problem-based Learning (PBL), project method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells, Think-Pair
Share.
3. Deductive or Inductive Approaches: Project method, Inquiry Based Learning
4. Other Approaches: Blended Learning, Reflective Teaching, Integrated Learning,
Outcome Based Approach
Teachers have to take into consideration that the different strategies should match with the learning
styles of the students.
ultiple Intelligence Theory of Howard Garner implies several learning styles, but for our lesson, we will just focus on the three learning style
Common Characteristics Tips for Teachers about Learners

Visual-uses graphs, charts, pictures; tends to Turn notes into pictures, diagrams, maps.
remember things that are written in form Learn the big picture first than details. Make
mind maps and concept maps.
Auditory-recalls information through hearing Record lectures and listen to these. Repeat
and speaking; prefers to be told how to do materials out loud “parrots” Read aloud.
things orally; learns aloud.
Kinesthetic- prefers hands-on approach; Learn something while doing another thing
demonstrates how to do, rather than explain; (eats while studying). Work while standing.
likes group work with hands on minds on. Like fieldwork. Do many things at one time.
 Teaching and learning must be supported by instructional materials (IMs)

Considering the teaching methodologies and the learning styles, the different support materials
should be varied. This will ensure that the individual differences will be considered.
Instructional materials should complement Visual, Auditory and Tactile or a combination of the
three. However, following Dale's Cone of Learning which is a visual device, can help teachers to
make decision on what resources and materials will maximize learning.
Cone of Learning
After 2 weeks we tend to

Nature of Involvement
remember
10% of what we READ
Reading Verbal Receiving
20% of what we HEAR Hearing words
PA
30% of what we SEE SS
Looking at Pictures
IV
Watching a Movie E
50% of what we HEAR AND SEE Looking at an Exhibit Visual Receiving
Watching a Demonstration
Seeing it done in a location
70% of what we SAY Participating in a
Discussion giving a talk Receiving/Participating A
CT
90% of what we SAY AND IV
Doing a Dramatic Presentation Simulating
DO Doing
the Real Experience Doing the Real Things
Source: Edgar Dale, Audio-Visual Methods in Teaching (3rd Ed0, Holt, Rinehart and Winston (1969)
So what instructional support materials will the teachers use, according to the learning styles and
the outcomes to be achieved? Here are some guidelines.
1. Use of direct purposeful experience through learning by doing retains almost all of the learning
outcomes. Ninety percent of learning is retained. Examples are filed trip, field study, community
immersion, practice teaching.
2. Participation in class activities, discussion, reporting and similar activities where learners have the
opportunity to talk and write. Seventy percent of learning is remembered. Examples are small group
discussion, buzz session, individual reporting, role play, and panel.
3. Passive participation as in watching a movie, viewing exhibit, demonstration will retain around
50% of what has been communicated.
4. By just looking at still pictures, paintings, illustrations and drawings, will allow the retention of
around 30% of the material content.
5. By hearing as in lecture, sermon, monologues, only 20% is remembered.
6. Reading, will ensure 10% remembering of the material.
Regardless of the amount of remembering from the concrete to abstract, each layer contributes to
learning and requires instruction support materials.
Visual: Concrete (flat, 3-dimensional, realias, models, etc.) or abstract (verbal symbols, words)
Audio: recordings of sounds, natural or artificial
Audio-Visual: Combinati0'i of what can be seen and heard
Kinesthetic: Manipulative materials like modelling clay, rings, dumb bells, equipment, others
Experiential: utilize all modalities
Methods and materials must implement the plan: Taking action
Example No.1: Lesson using basic steps and parts as prescribed by DepEd Order 70 s, 2012 for
teachers, two years and less in service.
This lesson plan will show the basic component of any plan. This can be applied to any subject
that follows a generic format.
Lesson Plan in Science
I. Objectives/Intended Learning Outcomes
1. Tell that force is applied to move objects
2. Describe that pushing or pulling with a force moves objects
3. State that if force moves the object away from the person it is a push
4. State that if the force move the object towards the person, it is a pull
I. Subject Matter
A. Topic: Pushing or Pulling Moves Objects
B. Reference: Bilbao, (2020) Exploring Science with Fun
C. Science Concepts:
1. Objects move when force is applied to exit
2. A push is a force that moves objects away.
3. A pull is a force that moves the object near.
D. Science Processes: Observing, Inferring, Making
Operational Definition
E. Materials: Real objects like chairs, tables, books, stones, big boxes and pictures
III. Procedure
A. Preparatory Activity
1. Review of Prior Learning/ Past Lesson
B. Lesson Proper
1. Motivation
1.1 Bring children to observe outside the classroom to identify things or objects that are
moving.
1.2 Ask the children to report their observation in the class.
2. Pre-laboratory Activities
2.1 Let the learners recall the standards during a laboratory activity.
2.2 Present all the materials needed.
2.3 Distribute activity sheet to each group.
3. Laboratory Activity
3.1 Using the activity as a guide, each group work cooperatively.
3.2 Activity l: Force: Can it Push or Pull?
3.3 Each group records observation for exhibit and reporting.
4. Post-Laboratory Activity
4.1 After the report, display the work in front of the classroom.
4.2 Analyze each group result with the whole class.
4.3 Make agreements on the results that lead to conceptualization
II. Conceptualization
4.4 Throw the following questions to the class to elicit their formed concepts.
a. What is needed to move the object from one place to another? (Force is needed to
move the object.)
b. How will you move with a force if you want the object to go far from you? (Push
the object way.)
c. How will you move with a force, if you want the object to move near you? (Pull the
object near.)
5. Application
5.1 Do you have enough force to push the wall? Try it.
5.2 Do you have enough force to pull a box? Try it.
5.3 Do you have enough force to push a chair? Try it
IV. Assessment of Learning Outcomes
Circle the letter of the correct answer.
1. If you throw a ball to a classmate, what force will you apply?
A. Slide B. Pull C. Push
2. You want the chair to be nearer you, so your best friend can sit, what will you do?
A. Pull the chair B. Push the chairC. Carry the chair
3. A table is blocking the way. You wanted to remove it farther to provide a passage. What will
you do?
A. Break the table B. Push the table to the side C. Pull the table
4. What do you need in order to move an object away or near you?
A. Force B. Food C. Water
5. Can your force move everything?
A. Yes B. No C. Not sure
V. Assignment
At home, list four objects that you can push or pull. What did you use to pull or push the objects?
 Finding out what has been achieved. Assessing achieved outcomes

Finding out what has been achieved: Assessing achieved outcomes. At the end of the activity, the
teacher will find out if the intended learning outcomes (ILO) have been converted into achieved learning
outcomes (ALO).
Tests and other tools are utilized at the end of the lesson to identify this. What Knowledge, Process
Understanding and Performance (KPUP) are demonstrated by the learners? The rule of thumb is what has
been taught should be measured, to find out if the intended outcomes set at the beginning has been
achieved. More detailed discussion will be found in the Module on Evaluation of the curriculum.
Different Learning Styles

Visual Musical/ Auditory
 Create Visual Diagram  Write a song or rap
 Graph Results of a Survey  Create a Dance
 Create a Comic Strip  Write a jingle
 Create a poster  Create a rhyme
 Draw a map  Use an Instrument to Create
 Create a PowerPoint Verbal
 Create a Webcast or Video  Teach concept
 Write instructions Physical/Kinesthetic

 Create ads  Create a Game
 Write a poem  Do an Experiment
 Keep a Journal  Construct a Model
 Retell in your own words  Build a Representation
 Teach Concept Mapping  Create a Sport
 Write a Story We all learn in different ways! Pick your way
Learning Styles Choice Board to discover, think, create, and learn concepts in
all areas; math reading, science, history, writing
etc…
Logical st ideas
/Mathe  Create an
matical outline
 C  Design a
r map
e  Show a
a pattern
t
 Teach
e
concept
a
mapping
C
S
o
o
d
c
e
i
 M a
a l
k
 Tell stories
e
or poems
a
T  Survey
i others
m  Interview
e someone
L  Teach a
i cooperative
n game
e  Role play
 C  Hold a
o discussion
m S
p o
a l
r i
e t
/ a
C r
o y
n
tr
a
 R P a eas
es o t  Discover
ea i e or
rc n ri Experiment
h t a  Take a
an  R l Field Trip
A e o  Adapt
re a r Materials
a d i
 Label and
 K d
Classify
ee a
p
Lesson 4.3
a B
jo o The Role of Technology in Delivering the
ur o Curriculum
na k After learning fundamental concepts
l about the curriculum, it's nature and
 W o development; comes the practical phase of
rit n curriculum implementation. Appropriately, the
e … significance of technology in curriculum
ab development deserves discussion.
ou The role of technology in the curriculum
t springs from the very vision of the e-Philippine
pe Natur plan (e stands for electronic). Thus it is stated:
rs alist "an electronically enabled society where all
on  C citizens live in an environment that provides
al o quality education, efficient government services,
ex l greater sources of livelihood and ultimately a
pe l better way of life through enhanced access to
ri e appropriate technologies." (International
en c
ce workshop on emerging technologies, Thailand,
t
 T December 14-16, 2005). This points to the need
a
hi for an e- curriculum, or a curriculum which
n
nk d delivers learning consonant with the
ab Information Technology and Communications
ou c Technology (ICT) revolution. This framework
t a presupposes that curriculum delivery adopts
… t ICT as an important tool in education while
an e users implement teaching-learning strategies
d g that conform to the digital environment.
pl o Following a prototype outcomes- based syllabus,
an r this same concept is brought about through a
… i vision for teachers to be providers of relevant,
 Cr z dynamic and excellent education programs in a
ea e
post-industrial and technological Philippine
te  D society. Thus among the educational goals
a a
P desired for achievement is the honing of
t
o a competencies and skills of a new breed of
w , students, now better referred to as a generation
er m competent in literacies to the 3 Rs (or
reading, 'riting and
'rithmetic) but
influences, more particularly: problem-solving fluency, information access and retrieval Of
texts/images/sound/video fluency, social networking fluency, medica fluence, and digital creativity
fluency.
Instructional media may also be referred to as media technology or learning technology, or simply
technology. Technology plays a crucial role in delivering instruction to learners.
Technology offers various tools of learning and these range from non-projected and projected
media from which the teacher can choose, depending on what he/she sees fit with the intended
instructional setting. For example, will a chalkboard presentation be sufficient in illustrating a
mathematical procedure; will a video clip be needed for motivating leaners.
In the process, what ensues is objective-matching where the teacher decides on what media or technology
to use to help achieve the set learning objectives.
Non-projected Media Projected Media
Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrip
Printed materials (books, worksheets) s Films
Visuals (drawings, photographs, graphs, Video, VCD, DVD
charts, posters) Computer/Multimedia Presentations
Visual boards (chalkboard, whiteboard,
flannel board. etc)
Audio materials
Table 2 – Types of Instructional Media/ Technology
Factors in Technology Selection

In deciding on which technology to use from a wide range of media available, the factors on which to
base selection are:
1. Practicality. Is the equipment (hardware) or already prepared lesson material (software)
available? If not, what would be the cost in acquiring the equipment or producing the lesson in
audial or visual form?
2. Appropriateness in relation to the learners. Is the medium suitable to the learners' ability to
comprehend? Will the medium be a source of plain amusement or entertainment, but not
learning?
3. Activity/suitability. Will the chosen media fit the set instructional event, resulting in either
information, motivation, or psychomotor display?
4. Objective-matching. Overall, does the medium help in achieving the learning objective(s)?
The Role of Technology in Curriculum Delivery

It can easily be observed that technological innovation in the multifarious fields of commerce,
science and education, is fast developing such that it is difficult to foresee the technological revolution in
the millennium, inclusive of educational changes. Technological changes in education will make its impact
on the delivery of more effective, efficient and humanizing teaching-and-learning.
But presently, we can identify three current trends that could carry on to the nature of education in
the future. The first trend is the paradigm shift from teacher-centered to student-centered approach to
learning. The second is the broadening realization that education is not simply a delivery of facts and
information, but an educative process of cultivating the cognitive, affective, psychomotor, and much more
the contemplative intelligence of the learners of a new age. But the third and possibly the more explosive
trend is the increase in the use of new information and communication technology or ICT.
Already at the turn of the past century, ICT, in its various forms and manifestations has made its
increasing influence on education and the trend is expected to speed up even more rapidly. Propelling this
brisk development is the spread of the use of the computer and the availability of desktop micro-computers
affordable not only to cottage industries, businesses, and homes but also to schools.
For now, the primary roles of educational technology in delivering the school curriculum's
instructional program have been identified:
 upgrading the quality of teaching-and-learning in schools;
 increasing the capability of the teacher to effectively inculcate learning, and for students to gain
mastery of lessons and courses;
 broadening the delivery of education outside schools through non-traditional approaches to formal
and informal learning, such as Open Universities and lifelong learning to adult learners and
 Revolutionizing the use of technology to boost educational paradigm shift that give importance to
student-centered and holistic learning.
These primary roles are based on the framework of Technology- Driven Teaching and Learning called
T PACK ((l) Technological Knowledge, (2) Pedagogical Knowledge and (3) Content Knowledge).
TPACK shows that there is a direct interconnectedness of the three components, thus in teaching-learning
process, a teacher should always ask and find the correct answer to the following questions for every
lesson.
1. What shall I teach? (Content knowledge)
2. How shall I teach the content? (Pedagogical knowledge)
3. What technology will I use in how the teach the content? (Technological knowledge)
Below is the diagram of the T PACK as a' Framework in the Teaching and Learning. Detailed explanation
and discussion is covered in the course Technology for Teaching and Learning I.
Figure 1- TPACK Framework (Koehler, 2006)

Criteria for the Use of Visual Aids
Learners say, we learn 83% through the use of sight, compared with less effective ways to learn:
hearing (10%), smell (4%), touch (2%) and taste (1%). In the use of visuals for a wide range of materials
(visual boards, charts, overhead transparencies, slides, computer-generate presentations), there are basic
principles of basic design.
Assess a visual material or presentation (a transparency or slide) using the following criteria:
 Visual elements (pictures, illustrations, graphics):
1. Lettering style or font—consistency and harmony
2. Number of lettering style—no more than 2 in a static display (chart, bulletin board)
3. Use of capitals—short titles or headlines should be no more than 6 words
4. Lettering colors—-easy to see and read. Use of contrast is good for emphasis
5. Lettering size—good visibility even for students at the back of the classroom
6. Spacing between letters—equal and even spacing
7. Spacing between lines—not too close as to blur at a distance
8. Number of lines—No more than 8 lines of text in each transparency/slide
9. Appeal—unusual/catchy, two-dimensional, interactive (use of overlays or movable flaps)
10. Use of directional—devices (arrows, bold letters, bullets, contrasting color and size, special
placement of an item.
Lesson 4.4
Stakeholders in Curriculum Implementation
Who are involved in curriculum and curriculum development? These are the persons who we call
the stakeholders, Stakeholders are individuals or institutions that are interested in the curriculum. They get
involved in many different ways. You must be one of them. Together with the teachers, school managers,
parents and even the whole community have interest in the curriculum. We will all meet them in this
lesson.
Curriculum Stakeholders
1. Learners are at the core of the curriculum.
To what extent are the students involved in curriculum development? The old view that
students are mere recipients of the curriculum, is now changing. Learners have more dynamic
participation from the planning, designing, implementing and evaluating. However, the degree of
their involvement is dependent on their maturity. The older they are in high school or college, the
more they participate. From another angle, whether learners are in the elementary or college level,
they can make or break curriculum implementation by their active or non-involvement. After all,
learners together with the teachers, put action to the curriculum.
At the end of the curriculum development process, the fundamental question asked is:
Have the students learned?
When some college students were asked about their role in Curriculum development, here
are their answers.
Student l: I never realize that as a student, I have a participation in curriculum development. It
is true that as students, our learning is the basis of the success or failure of the curriculum. For
example, if all of us pass the board examination, it means that the teacher education curriculum
is a success.
Student 2: In high school our teachers should always look into what we are learning. 'The
whole year round, we have varied curricular and co-curricular activities inside the class. I
think, we as students, should be considered in writing the curriculum.
Student 3: When we were in the elementary level, our lessons were very simple. But now that
we are in college, the content we learn has become complicated. I learned that actually, our
curriculum is spiral, and that the difficulty of the subject matter is also adjusted to our maturity
level.
Why do curricularists place of lot of premium on the students? It is because, the learners make the
curriculum alive. A written curriculum not consider the students, will have a little chance to succeed.
1. Teachers are curricularists.

Teachers are stakeholders who plan, design, teach, implement and evaluate the curriculum. No doubt,
the most important person in curriculum implementation is the teacher. Teachers' influence upon learners
cannot be measured. Better teachers foster better learnings. But teachers need to continue with their
professional development to contribute to the success of curriculum implementation. Teachers should have
full knowledge of the program philosophy, content and components of curriculum and ways of teaching.
A teacher designs, enriches and modifies the curriculum to suit the learners' characteristics. As
curriculum developers, teachers are part of textbook committees, teacher selection, school evaluation
committee or textbooks and module writers themselves.
When a curriculum has already been written, the teacher's role is to implement it like a technician,
however, teachers are reflective persons. They put their hearts into what they do. They are very mindful
that in the center of everything they do, is the learner.
Some of the roles that the teachers do in curriculum implementation are:
1. guiding, facilitating and directing the activities of the learners;
2. choosing the activities and the methods to be utilized;
3. choosing the materials that are necessary for the activity;
4. Evaluating the whole implementation process and
5. Making a decision whether to continue, modify or terminate the curriculum.
All these roles are very crucial to achieve success in the implementation. Unsuccessful implementation
may even lead to educational failure.
Let us read how the teachers are viewed as curriculum implementer.
Student: If believe my teachers know very well our curriculum. She knows what to teach and how to teach it well. I d
Teacher: As a classroom teacher, it is my responsibility to make my students learn. I have to give action to the written cu
Truly, the teacher has a great stake in the curriculum. Curriculum planning, designing and
implementing are in the hands of a good
2. School leaders are curriculum managers.

Principals and school heads, too, have important roles in curriculum implementation process in schools.
They should understand fully the need for change and the implementation process. They should be ready
to assist the teachers and the students in the implementation. Communication line should be open to all
concerned should the school leaders lead in curriculum teamwork.
Convincing the parents on the merits of the new curriculum is the job of the school heads. They
should be committed to change and should employ strategies to meet the needs of the teachers and learners
like buildings, books, library and other needed resources.
Principal: I am a principal of a big central elementary school. It is part of my function to lead my school in any curriculu
by the K to 12 curriculum.
1. Parents
Parents are significant school partners. Besides the students, teachers and school administrators, play
an important role in curriculum implementation. When children bring home a homework from school,
some parents are unable to help. Schools need to listen to parents' concerns about school
curriculum like textbooks, school activities, grading systems and others. Schools have one way of
engaging parents' cooperation through Brigada Eskwela. In this event, parents will be able to know the
situation in the school. Most often parents volunteer to help. They can also be tapped in various co-
curricular activities as chaperones to children in Boy and Girl Scouting, Science Camping and the like.
Parents may not directly be involved in curriculum implementation, but they are formidable partners
for the success of any curriculum development endeavour.
Here are two examples of how parents think of their stake in curriculum development.
Parent: I am proud that my child goes to this school. The teachers are hardworking and the school head is very supportiv
Guardian: I am a guardian. I stand as a second parent of my nieces and nephew. I know that as a apparent, I should
How do parents help shape the curriculum in schools? Here are some observations.
 The school composed of parents who are positively involved in school activities have better
achievement than schools with uninvolved parents. Disciplinary problems are minimal, and students
are highly motivated. When parents take interest in their child's learning, they become closer to the
school.
 The home is the extended school environment. In lifelong learning, the achieved learning in schools
are transferred at home. Thus, the home becomes the laboratory of learning. Parents see to it that what
children learn in school are practiced at home. They follow up lessons, they make available materials
for learning and they give permission for the participation of their children.
 In most schools, parent associations are organized. This is being encouraged in School Based
Management. In some cases, this organization also includes teachers to expand the school learning
community. Many school projects and activities are supported by this organization. This is considered
as the best practice in most performing schools.
2. Community as Curriculum Resources and Learning Environment
"It takes the whole village to educate the child, “African proverb as mentioned by former U.S first
lady Hillary Clinton. What do you understand about this statement? Yes, it is true that the school is
in the community. Hence the community is the extended school ground, a learning environment. All
barangay leaders, the elders, others citizens and residents of the community have a stake in the
curriculum. It is the bigger school community that becomes the venue of learning. The rich natural and
human resources of the community can assist in educating the children. The community is the reflection
of the school’s influence and the school is a reflection of the community support.
I. Other Stakeholders in Curriculum Implementation and Development

Some stakeholders may not have direct influence on the school curriculum. These are agencies and
organizations that are involved in the planning, design, implementation and evaluation of the school
curriculum. To name a few, the list follows.
1.1 Government Agencies
- DepEd, TESDA; CHED- trifocal zed agencies that have regulatory and mandatory authorities
over the implementation of the curricula.
- Professional Regulation Commission (PRC) and Civil Service Commission (CSC)- the agency
that certifies and issues teacher licenses to qualify one to teach and affirms and confirms the
appointment of teachers in the public schools.
- Local Government Units (LGU) include the municipal government officials and the barangay
officials. Some of the teachers are paid through the budget of the LGUs. They also construct
school buildings, provide equipment, support the professional development teachers and provide
school supplies and books. They are the big supporters in the implementation of a school
curriculum.
1.2 Non- Government Agencies and Professional Organizations
Non-government agencies are organizations and foundations that have the main function to support
education. To name a few, this includes the following:
- Gawad Kalinga (GK) — to build communities means to include education. The full support of
GK in early childhood education is very significant. In each village, a school for pre-school
children and out-of-school youth have been established.
- Synergia an organization/foundation that supports basic education to elevate education
through Reading, Science, Mathematics and English.
- Metrobank Foundation supports continuing teacher development programs.
- Professional Organizations like Philippine Association of Teachers and Educators (PAFTE),
State Universities and Colleges Teacher Educators Associations (SUCTEA), National
Organization of Science Teachers and Educators (NOSTE), Mathematics Teachers
Association of the Philippines (MTAP) and many more.
A school curriculum, whether big or small is influence by many stakeholders. Each one has a contribution
and influence in what should replace, modify and substitute the current curriculum. Each one has a
significant mark in specific development and change process of curriculum development.
SELF-ASSESSMENT ACTIVITIES (SAA) SHEET
Take Action:
Activity 1- With a Partner
Instructions:
1. Secure a copy of a Sample Lesson Plan.
2. Using the matrix given below, analyze the sample you secured and give your suggestions based on
the principles and concepts you learned in this module.
Components Copy form the Sample Your comment/ suggestion
Title of the Lesson Plan
Intended Learning Outcomes/
Objectives
Content/ Subject Matter
Methods/ Strategies
Evaluation/ Assessment
Activity 2- Self Check

Which of the following concepts do you clearly understand? Answer Yes or No to the questions
that follow.
Questions Answer
As a curricularists and curriculum designer Yes or No
1. Do you think curriculum change is inevitable?
2. Does curriculum change not consider the
existing one?
3. Should curriculum be designed only by one
person?
4. Should any change in curriculum include an
evaluation process?
5. Does curriculum change mean total overhaul?
6. Should learning outcomes be considered first
before the content?
7. Should teaching methods consider only the
expertise of the teacher?
8. Are time tested methods like inductive and
lecture no longer useful?
9. Should contents be updated and relevant?
10. Is there only one design that a teacher should
know?
Activity 3- Self Check

Provide the answer to what is asked in each item.
1. What is the first level of knowledge in Bloom’s taxonomy?
2. What is the highest level of cognition in the Revised Bloom’s taxonomy?
3. What DepEd Order requires a newly hired teacher to write a lesson plan?
4. What is referred to as a miniscule curriculum that the teacher implements every day?
5. What is the learning style of a learner, who likes to tinker with many things?
6. What component of a lesson plan requires an active action for a curriculum to be implemented?
7. Who provided a visual model to show what instructional support can best enhance learning?
8. Who was Bloom’s student who revised his taxonomy of objectives?
9. Who is the frontline curriculum implementor?
10. Who provided the original taxonomy for the cognitive domain?
KEY POINTS
 Curriculum change is inevitable, necessary, and desirable.
 Curriculum is a product of its time.
 Curriculum changes made earlier can exist concurrently with newer curriculum changes.
 Curriculum change depends on people who will implement the change.
 Curriculum development is a cooperative group activity.
 Curriculum development is a decision making process made from choices of alternatives.
 There are 2 types of design in curriculum; subject centered design and problem centered design,
 There are approaches to curriculum design models; child or learner centered approach, subject
centered approach and problem centered approach.
END OF MODULE ASSESSMENT
Now that you have finished the review of the various concepts outlined above, it is now time for an
assessment to see how far you have improved. On every module’s “End of Module Assessment” (this
part), write your answers on separate sheet/s provided. (See separate sheets for the questions)
LOOKING AHEAD
Congratulations. You did well. You were able to finish until the end of the module. If you fail on some
activities, it’s okay. You can do better next time. Remember our mistakes is our greatest lesson. Our next
lesson will be about Curriculum Evaluation and the Teacher and Gearing Up for the Future Curriculum
Reforms.
SELF AND MODULE EVALUATION
Please don’t forget to answer this part of the module. Your honesty in answering will help you and me in
improving the teaching-learning process.
Ex.
Rate the module using the following:
1- Strongly disagree
2- Disagree
3- Agree
4- Strongly agree
The learning module: 1 2 3 4
Please check appropriate column

was engaging
allowed for self-checking (SAAs)
developed in gradual, manageable steps
provided independent, self-paced learning
contained relevant information I needed
SELF-EVALUATION
Rate the extent of your learning in this module using the scale below. Check the column
corresponding to your rating in the space provided. Do not hesitate to contact me if you need
further assistance.
4- I’m an expert. I understand and can teach a friend about it.
3-I’m a Practioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
1- I’m a novice. I do not understand the topic.
My 1 2 3 4
learning: I
can now
(substitute your learning outcomes) Please check appropriate column
1. Identify the fundamentals of curriculum designing
2. Appreciate the task of designing a curriculum
3. Identify some familiar curriculum designs and approaches to the design
4. Analyze the approaches in the light of how these are applied in the school setting
5. Define curriculum mapping and curriculum quality audit
6. Explain the benefits of curriculum mapping and curriculum quality audit
7. Familiarize oneself of some examples of curriculum maps
8. Define curriculum implementation
9. Analyze what is a change process in curriculum implementation
10. Explain the process of curriculum implementation
11. Review the components of a daily plan for teaching
12. Identify intended learning outcomes
13. Match learning outcomes with appropriate teaching methods
14. Discuss the roles of technology in curriculum delivery
15. Identify the factors in technology selection including the use of visual aids
16. Identify stakeholders of the curriculum
17. Enumerate the role of each stakeholder
REFERENCES
The Teacher and the School Curriculum; Purita P. Bilanao, EdD, Filomena T. Dayagbil, EdD, Brenda B.
Corpuz, PhD; OBE-&PPST-Based, Lorimar Publishing
For Images: Http://www.google.com
END OF MODULE ASSESSMENT
Writing a Detailed Lesson Plan.

- Your lesson plan can be handwritten or printed.
- You have a freedom to choose your own subject matter and grade level.
- The format given below should be followed.
 For printed
 Times New Roman
 12
 No Spacing
 Narrow (margin)
 Long Bond Paper
 For Handwritten
 Handwriting should be clear and readable.
 Avoid using correction tapes.
 Only use BLACK ball pen
 Long Bond Paper
In submitting your output. Please remember.

 For Soft Copy (Either a CLEAR AND READABLE Picture of the Output or
Downloadable file)
 Send it to my messenger account following the format below.
- Dela Cruz, Juan Z.
- Section 2196
 For Hardcopy (Either Handwritten or Printed)

 Place your output in a White Long Folder with a jacket (Do not write anything on the
folder)
 Attach a ¼ size of paper in your output following the format below.
- Dela Cruz, Juan Z.
- Section 2196
DETAILED LESSON PLAN IN
May , 2021
1 Hour
I. Objective:
At the end of the lesson the students must be able to…
 Identify ….
II. Content:
A. Topic:
B. Resources:
C. Materials:
D. Values Integration:
III. Procedure:
Teachers Activity Students Activity

A. Preliminary activities
1. Prayer
2. Checking Of Attendance
3. Greetings
4. Review
B. Motivation
C. Presentation of the Lesson
D. Discussion
E. Application
F. Generalization
IV. Evaluation:
V. Assignment:
Prepared By:
Ms./Mr.
TLE Teacher
College of Teacher Education, Professional Education

Academic Year: 2020-2021, 2nd Semester
THE TEACHER AND THE

SCHOOL CURRICULUM
PROF ED 9
DYNA M. PADILLA, LPT, MAED (CAR)
OSMEÑA COLLEGES College of Teacher Education

Aspire…Achieve…Advance!

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The Teacher and the School Curriculum │ Module 3 &4 The Teacher as a Curriculum Designer & The Teacher as a

Curriculum Implementor and Manager │ Page 1 of 39

The Teacher and the School Curriculum

At the end of these weeks, the students should be able to:

16. Identify stakeholders of the curriculum

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)

Module 3: The Teacher as a Curriculum Designer

Ten Axioms about Curriculum That Teachers Need as Reminders

Application of the Fundamental Components to Other Curriculum Designs

Lesson 3.2 Module 1

Types of Curriculum Design Models

Design Emphasis Underlying Source/Focus Spokesperson

Experience Child’s Progressivism Child Dewey, Rugg,

Approaches to Curriculum Design Models

Example of subject-centered approach is given below.

An example of the problem-centered approach is presented below.

Lesson 3.3 Curriculum Mapping and Curriculum Quality Audit

Benefits of Curriculum Mapping

Curriculum Mapping Process

Example of a Curriculum Map

Content Content Performance Learning Learning

Sample B- Curriculum Map for Bachelor of Elementary Education (Professional Education

Chapter 3: Implementing the Curriculum

Curriculum Implementation Defined

Categories of Curriculum Change

Blooms Taxonomy (1956) Revised Bloom’s by Anderson (2001)

Higher-Order Thinking Skills HOTS

Analysing Receiving and Participating

Applying Visual Receiving

Remembering Verbal Receiving

Lower Order Thinking Skills

Common Characteristics Tips for Teachers about Learners

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

After 2 weeks we tend to

Methods and materials must implement the plan: Taking action

 Finding out what has been achieved. Assessing achieved outcomes

Different Learning Styles

 Write instructions Physical/Kinesthetic

Factors in Technology Selection

The Role of Technology in Curriculum Delivery

Figure 1- TPACK Framework (Koehler, 2006)

1. Teachers are curricularists.

Let us read how the teachers are viewed as curriculum implementer.

2. School leaders are curriculum managers.

I. Other Stakeholders in Curriculum Implementation and Development

Activity 2- Self Check

Activity 3- Self Check

END OF MODULE ASSESSMENT

SELF AND MODULE EVALUATION

Please check appropriate column

END OF MODULE ASSESSMENT

Writing a Detailed Lesson Plan.

In submitting your output. Please remember.

 For Hardcopy (Either Handwritten or Printed)

Teachers Activity Students Activity

C. Presentation of the Lesson

College of Teacher Education, Professional Education

THE TEACHER AND THE

DYNA M. PADILLA, LPT, MAED (CAR)