Curriculum Model

MARIANO MARCOS STATE UNIVERSITY
EDUC 157: The Teacher and School Curriculum
Curriculum Planning Process
Names: ALEGRE, MAYLYN ANGEL Course/Year: BSEd MATH 3A

GAPUZAN, LENNY JOYCE CHINAH Date of Submission: March 27, 2023
VILORIA, CATHERINE
JOSE, JENNY ROSE
BARENG, TRISHIA DIANA JOY
A. FRAMEWORK OF THE PLANNING PROCESS

B. EXPLANATION OF THE PROCESS
A curriculum is a systematic approach that guides educators, and a cycle that helps
ensure effective teaching and learning. We believe that the process of developing the curriculum
is a cycle as it is a continuous process and is composed of four phases: creating goals, objectives,
and focus; planning; implementation; and evaluation. Each phase of the curriculum is
interconnected and builds upon the previous one.
During the phase of creating goals, objectives, and focus of the curriculum cycle,
educators work collaboratively to establish what they want their students to learn, how they
intend to teach it, and the desired outcomes of their educational program. They carefully
consider their aims and objectives, bearing in mind factors such as student needs, learning styles,
developmental stages, and cultural diversity. They also take into account standards and
guidelines, legislation, and policy, as well as feedback from stakeholders, including students and
their families.
During the planning phase, educators use the goals, objectives, and focus established
in the previous phase to plan their educational program. This involves selecting appropriate
content, designing effective assessment strategies, and determining the most effective methods
of delivery. The educators also decide on the resources required and allocate staffing for their
program.
During the implementation phase, educators put their plans into action, executing
the strategies they laid out in the planning phase. They also closely monitor their program,
assessing student progress and engagement in order to make any necessary adjustments or
modifications.
Additionally, during the evaluation phase of the curriculum cycle, educators critically
evaluate their educational program. They do this by assessing the effectiveness of their program
and determining if it met the goals and objectives established during the first phase. This
evaluation serves as a critical feedback mechanism, enabling educators to make necessary
improvements and modifications to their program in preparation for the next curriculum cycle. It
requires the educators to reflect.
In conclusion, we came up with this model because it shows how developers decide
what to include through creating, planning, implementing, and evaluating. It provides educators
with a structured framework to ensure that their educational programs remain relevant and
effective, meeting the evolving needs of their students and stakeholders.
OTHER MODEL:
EXPLANATION:
Curriculum planning is the process of designing and organizing a course of study. It involves
several steps that guide the teaching and learning process, including assessment, goals and
objectives, content selection, lesson planning, instructional strategies, and assessment and
evaluation. Assessment is the first step in curriculum planning. It involves evaluating the learning
outcomes and standards set by the institution as well as the interests, needs, and abilities of the
students. Through assessment, educators can gather information on what students already know
and what they need to learn to inform the development of appropriate learning goals and
objectives. Goals and objectives are established based on the needs and goals identified through
the assessment process. They should be aligned with the institution's standards and be specific,
measurable, achievable, relevant, and time-bound. The goals and objectives provide a clear
direction for the course and help educators determine the appropriate content and materials to
support learning. Content selection involves selecting textbooks, readings, multimedia resources,
and other teaching aids to support the established learning goals and objectives. The content
should be relevant, engaging, and challenging to ensure that students remain interested and
motivated throughout the course. Lesson planning involves developing lesson plans that align
with the established learning goals and objectives. Lesson plans should include specific learning
activities, assessments, and evaluations that provide students with opportunities to demonstrate
their knowledge and skills. They should be designed to keep students engaged and motivated,
with a focus on active learning and hands-on activities. Instructional strategies involve selecting
appropriate teaching strategies that support the learning goals and objectives. This may include
lectures, discussions, group work, individual projects, and hands-on activities. Effective
instructional strategies are designed to engage students and support active learning, with a focus
on meeting the diverse needs and abilities of all students. Assessment and evaluation are critical
to the curriculum planning process. They involve developing appropriate assessments and
evaluations that measure student learning and progress towards the established goals and
objectives. This includes formative assessments throughout the course as well as summative
assessments at the end of the course. Effective assessments and evaluations help educators
identify areas of strength and weakness in the curriculum and guide ongoing improvements to
the course.
In summary, curriculum planning involves a series of steps that guide the teaching and learning
process. Through assessment, educators can identify the needs and goals of the students and the
institution. Goals and objectives are established to provide a clear direction for the course, with
appropriate content selected to support learning. Lesson plans and instructional strategies are
developed to engage students and support active learning, with ongoing assessment and
evaluation to measure student progress and guide ongoing improvements to the course.

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MARIANO MARCOS STATE UNIVERSITY

EDUC 157: The Teacher and School Curriculum

Curriculum Planning Process

Names: ALEGRE, MAYLYN ANGEL Course/Year: BSEd MATH 3A

A. FRAMEWORK OF THE PLANNING PROCESS

B. EXPLANATION OF THE PROCESS

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