EDUC 205 FINALS 7.

Impact Evaluation - Assesses program

effectiveness in achieving its ultimate
CURRICULUM EVALUATION goals
 Curriculum evaluation is an essential 8. Performance Evaluation - It evaluates
phase of curriculum development. the performance of individuals or teams
Through evaluation a faculty discovers involved in the program, and assesses
whether a curriculum is fulfilling its their ability to carry out specific tasks
purpose and whether students are
actually learning. What is the importance of evaluation models in
REASON WHY WE EVALUATE education?
1. Teaching effectiveness - refers to both Evaluation models generally measure whether the
the quality of teaching and the capability objectives set by policy, program or project can be
of teachers. It requires teachers to achieved or not. This evaluation model focuses on
continually enhance practice by gathering information that aims to measure the
adopting an evaluative mind-set. achievement of system, program objectives and plan for
2. To upgrade instructional materials- accountability and decision making.
instructional strategies can be modified
to ensure that students have the The Tyler Model – A curriculum evaluation model that
necessary foundation for learning. For takes into account information from the active learner
example, before encountering new and pays close attention to how well the goals and
concepts or vocabulary, students can be objectives of the curriculum are supported by the
immersed in discussion and examples to experiences and activities provided, was named after its
build a necessary referential base for creator, Ralph Tyler, and focuses on four main A areas:
deeper learning. Objectives, selecting learning learning experiences and
3. Feedback for improvement - Feedback lastly, Evaluation of students performance.
is a means of improvement it helps The Taba Model – A curriculum evaluation model
individuals shape their actions to better emphasizing inductive reasoning, was created by Hilda
meet the needs of an employer or team Taba who believed that true curriculum should be
leader . Feedback is just one of the developed by the teacher, rather than decided upon by
required tasks of a supervisor or administration or another authority. The Taba model,
manager and is meant to encourage their also called the ''Inductive Approach,'' uses a series of
team to meet goals and follow company stages or steps, which can be applied in both the
guidelines. development and evaluation of curriculum.
4. Continuous improvement- sometimes Stake’s Responsive Model - The congruence-
called continual improvement, is the contingency model of curriculum evaluation is a
ongoing improvement of products, qualitative approach to evaluation that was developed by
services or processes through Robert Stake in 1975. The model is based on the
incremental and breakthrough assumption that curriculum evaluation should be focused
improvements. These efforts can seek on determining the extent to which the curriculum is
"incremental" improvement over time or congruent with the needs of the students and the context
"breakthrough" improvement all at once. in which it is being implemented.
What is Evaluation? - Ralph W. Tyler, an American Overall, the congruence-contingency model is a valuable
educator has believed to coined the term evaluation in tool for educators who want to ensure that their
the context of learning and teaching. He has defined curriculum is meeting the needs of their students. It is a
evaluation as follows, Evaluation is "a systematic comprehensive and flexible approach that can be used to
process of determining the extent to which educational evaluate all aspects of the curriculum.
objectives are achieved by pupils"
Types of Evaluation Levels of Curriculum Improvement
1. Placement Evaluation - Also referred  Curriculum Improvement is the
to as pre-assessment or initial process of constantly improving
assessment, is conducted prior to instruction based on the needs of
instruction or intervention to establish a students. It enhances teaching and
baseline from which individual student learning.
growth can be measured  Departmentalized - This approach is
2. Diagnostic Evaluation - Means to the traditional model of separate and
diagnose or discover the students' distinct disciplines taught in isolation
difficulties while learning and assess the from each other.
problem accurately  Reinforcement - this level of
3. Formative Evaluation - It is used to curriculum improvement is that, the skill
monitor the learning process of students instruction, concept, or activities are
during the period of intruction rearrange and resequence to reinforce a
4. Summative Evaluation - It is a type of similar or concept across two or more
evaluation that occurs at the end of a disciplines.
learning period or program  Complementary - this level of
5. Process Evaluation/ Implementation curriculum improvement on the original
Evaluation - Determines whether synthesized continuum was referred to
program activities have been as "complementary/ shared units of the
implemented as intended. It evaluates study."
the implementation process of the  Webbed - connections and webs are
program made between curriculum contents and
6. Outcome Evaluation/Effectiveness disciplines relative to a productive team,
Evaluation - It measures the results or subject use the theme, to sift out
outcomes of the program
 appropriate concept, topics, and ideas -
sometimes called interdisciplinary units.
 Integrated learning - this level of 4. The learners are the prime consideration. It
curriculum integration on the original considers the whole child and believes that in
synthesized continuum was referred to the curriculum the total development of the
as "integrated theme individual is the prime consideration.
a. System Approach
APPROACHES TO CURRICULUM b. Humanist Approach
What is an APPROACH? - A way of dealing with c. Managerial Approach
something, a way of doing or thinking about something. d. Behavioral Approach
What is CURRICULUM APPROACH? - A way of 5. This level of curriculum improvement is that the
dealing with a curriculum, a way of doing, creating, skill instruction, concept, or activities are
designing, thinking about a curriculum. rearrange and resequence to reinforce a similar
or concept across two or more disciplines.
According to Ornstein and Hunkins (1993) the main a. Reinforcement
curriculum approaches are: b. Complementary
1. Behavioral Approach - concerned with c. Departmentalized
observable and measurable aspects of d. Integrated learning
human behavior. Everything the 6. A way of dealing with a curriculum, a way of
students do must be observable as this is doing, creating, designing, thinking about a
the evidence that the student has curriculum.
achieved the goals and objectives, which a. Curriculum Guide
are also based on observable behaviors. b. Curriculum Approach
c. Curriculum Evaluation
d. Curriculum Improvement
2. Managerial Approach - Concerned on
7. Selection of objectives, selection of learning
organization and restructures the experiences, organization of learning
schools. experiences and evaluation.
 General Leader a. The Four-step Approach
 Curriculum Leader b. The Five-step Approach
3. Systems Approach - Basically a c. The Seven-step Approach
process of problem solving. Represents d. None of the above
the way, how decisions are made. 8. According to ________ (1993) the main
4. Humanist Approach – The learners are curriculum approaches are System Approach
the prime consideration. It considers the Humanist Approach, Managerial Approach and
whole child and believes that in the Behavioral Approach
curriculum the total development of the a. Tyler and Taba
individual is the prime consideration. b. Orntein and David
c. Hunkins and Robert
Other approaches are: d. Ornstein and Hunkins
9. This approach is the traditional model of
1. The Four-step Approach – Selection
separate and distinct disciplines taught in
of objectives, selection of learning
isolation from each other.
experiences, organization of learning a. Webbed
experiences and evaluation. b. Reinforcement
2. The Five-step Approach - Additional c. Complementary
step to emphasize situational analysis. d. Departmentalized
3. The Seven-step Approach – Proposed 10. Generally, measure whether the objectives set by
by Hilda Taba. policy, program or project can be achieved or
not.
REVIEW MO ‘TO TE MALAY MO LUMABAS SA a. Evaluation Models
EXAM b. Curriculum Evaluation
1. Through _________a faculty discovers whether c. Curriculum Adjustment
a curriculum is fulfilling its purpose and whether d. None of the above
students are actually learning.
a. Evaluation 11-13 Give 3 Evaluation Models
b. Assessment 1. Tyler Model
c. Curriculum Evaluation 2. Taba Model
d. Curriculum Improvement 3. Stake’s Responsive Model
2. A process of problem solving. Represents the
way, how decisions are made. 14-20. Give 7 Types of Evaluation
a. System Approach 1. Formative
b. Humanist Approach 2. Summative
c. Managerial Approach 3. Diagnostic
d. Behavioral Approach 4. Process
3. The process of constantly improving instruction 5. Placement
based on the needs of students. It enhances 6. Outcome
teaching and learning. 7. Impact
a. Curriculum Evaluation
b. Curriculum Assessment
c. Curriculum Development
d. Curriculum Improvement
 Contextualizing curriculum means
placing the material being taught in a
TRENDS AND ISSUES ON CURRICULUM specific context.
DEVELOPMENT

RESEARCH ON CURRICULUM DEVELOPMENT CURRICULUM INDIGENIZATION

(LOCAL) The Indigenous People curriculum is focused
on their daily lives.
Curriculum Development
For example: family life, health, nutrition,
Curriculum development is defined as
sanitation, hygiene, health and food. It discusses
the process of selecting. organizing,
how Indigenous people take care of themselves
executing, and evaluating learning
and various sicknesses and diseases, as well as
experiences based on the needs,
their rights to ancestral lands, economics and
abilities, and interests of learners and the
income.
nature of the society or community.
 Indigenous is an adjective use of a person,
Basic Education Curriculum 2002
language, culture, or all aspects of culture.
The Department of Education envisions
every learner to be functionally literate,  360 million indigenous people around the
equipped with life skills, appreciative of world for over 90 countries.
arts and sports and imbued with the  The Philippines has 110 ethnolinguistic
desirable values of a person who is groups comprising the Philippines'
makabayan, makatao, makakalikasan at indigenous peoples; as of 2010.
maka Diyos.  These groups numbered around 14–17
million people.
DEMANDS OF LEARNING ENVIRONMENT DepEd Order No. 62, s. 2011
Obectives
 entitled Adopting the National Indigenous
The objectives are expressed in terms of
Peoples Education (IPEd) Policy
competencies in knowledge, skills, and
attitudes. Framework
Content  the Department of Education (DepEd) is
Deliver using a variety of media and adopting the enclosed Indigenous Peoples
resources. Education Curriculum Framework.
Materials  Recognizing the right of indigenous peoples
The use of multi-sensory materials is to basic education that is culturally rooted
encouraged in teaching. and responsive.
Teaching-Learning Process  Curriculum Framework seeks to provide
Consider the learners as active partners guidance to schools and other education
rather than objects of teaching.
programs, both public and private, as they
K TO 12 BASIC EDUCATION CURRICULUM engage with indigenous communities in
Republic Act 10533 also known as localizing, indigenizing, and enhancing the
Enhanced Basic Education Act of K to 12 Curriculum based on their respective
2013. educational and social contexts.
K-12 basic education curriculum is PURPOSE OF INDIGENOUS CURRICULUM
designed to shape up the children for Indigenous education is needed to
their better future life, as best human ensure the survival and transmission of
beings. This includes learning knowledges and worldviews that uphold
languages, taking knowledge about spirituality, abundance, balance,
history geography, etc., mathematics, resilience, adaptability, sustainability,
understanding science, etc. living within the carrying capacity, and
Salient features of K to 12 Curriculum
making collective decisions for the
 Strengthening Early Childhood
benefit of all.
Education (Universal Kindergarten).
CURRICULUM LOCALIZATION
 Making the Curriculum Relevant to
refers to the process of adjusting and
Learners (Contextualization and
Enhancements). adapting curricular content, materials,
 Building Proficiency (Mother Tongue- and pedagogical approaches to make
Based Multilingual Education). them more relevant and meaningful to
 Gearing Up for the Future the local context and culture. This
 Strengthening TVET Integration in SHS principle recognizes the diversity and
 Nurturing the Holistically Developed uniqueness of various communities and
Filipino (College and Livelihood aims to ensure that the curriculum is
Readiness, 21st Century Skills) or TLE responsive to the specific needs,
teachers interests, and perspectives of the
CONTEXTUALIZATION OF THE CURRICULUM learners within those communities. It is
a fundamental aspect of education that
Contextualize curriculum for improved
academic achievement. seeks to promote inclusivity,
Most people think of intelligence in engagement, and equity in the teaching
terms of IQ scores and grades. But and learning process.
there’s a lot more to intelligence than
just book smarts.
Contextualization Curriculum
 Competent staff are essential for successful
curriculum localization as they are responsible for
identifying and integrating relevant local content,
language, and cultural elements into the curriculum. This
requires a deep understanding of the local context, as
IMPORTANCE OF LOCALIZATION IN well as effective collaboration with local communities,
CURRICULUM experts, and educators. The challenge of lack of
1. Cultural Relevance: Localizing the curriculum competent staff in curriculum localization is critical for
ensures that educational content reflects the cultural ensuring that the curriculum is relevant and meaningful
heritage, traditions, and experiences of the local to the students. By investing in professional
community. It recognizes the unique cultural identity of development, training, and support for educators,
the learners and provides opportunities for them to see education systems can build the capacity needed to
themselves and their community represented in the effectively implement localized curricula and provide all
curriculum. This enhances their sense of pride, students with a high-quality education that reflects their
belonging, and engagement in the learning process. unique needs and interests.
2. Contextualized Learning: Localizing the curriculum Teachers’ attitudes and potential resistance
enables educators to connect the curriculum content to The main challenges in curriculum
the local context, making it more meaningful and localization is the attitudes and potential resistance of
applicable to the lives of the learners. By incorporating teachers. Many educators are accustomed to using
local examples, case studies, and real-life situations, standardized curriculum and teaching materials, and the
educators can help students understand and apply prospect of adapting these materials to suit local contexts
concepts in their own context, fostering deeper learning can be daunting. Some teachers may be resistant to
and practical skills development. change, feeling that localization efforts will require
3. Community Engagement: Curriculum localization additional work and training, or that it may compromise
encourages active involvement of local communities, the quality or rigor of the curriculum, while curriculum
parents, and stakeholders in the educational process. By localization presents several challenges, particularly in
engaging community members, educators can gain the area of teachers’ attitudes and potential resistance, it
insights into the local needs, aspirations, and challenges, is also a valuable and necessary process to ensure that
which can inform curriculum development and education is inclusive and relevant to the needs and
implementation. Community involvement also promotes context of diverse communities. By addressing these
a sense of ownership and partnership in education. challenges through training, support, and fostering a
4. Preservation of Local Knowledge: Localizing the culture of openness and innovation, educational
curriculum recognizes and values the wealth of local institutions can successfully navigate the localization
knowledge and indigenous wisdom that exists within a process and create more meaningful and impactful
community. It provides opportunities to preserve and learning experiences for students.
transmit traditional knowledge, local languages, cultural
practices, and indigenous ways of knowing. This helps in Fear of the unknown
preserving cultural diversity and ensures the The fear of the unknown in curriculum
intergenerational transmission of valuable knowledge localization is the uncertainty surrounding the
and skills. effectiveness of the localized curriculum. Educators and
5. Improved Learning Outcomes: When the administrators may worry that the changes made to the
curriculum is localized, learners can better relate to the curriculum will not achieve the desired outcomes and
content, leading to increased motivation and may even result in subpar education for students. This
engagement. When learners see the relevance of what fear can lead to resistance to change and a reluctance to
they are learning to their own lives, they are more likely embrace localization initiatives, addressing the fear of
to develop a deeper understanding and mastery of the the unknown in curriculum localization requires a shift
subject matter. This, in turn, can lead to improved in mindset and a willingness to embrace change and
learning outcomes and academic achievement. innovation in education. It is essential to recognize and
6. Enhanced Social and Civic Awareness: Curriculum acknowledge the fears that may arise during the
localization can foster a sense of social and civic localization process and to provide the necessary support
responsibility among learners. By incorporating local and guidance to overcome them. By doing so,
issues, histories, and perspectives, the curriculum can curriculum localization efforts can be better positioned
raise awareness about local challenges, promote social for success, ultimately benefiting students and the
justice, and encourage active citizenship. It helps broader educational community.
learners develop a sense of empathy, critical thinking,
and problem-solving skills, empowering them to Lack of resources
contribute to the betterment of their communities. The lack of resources can manifest in various
7. Cultural Sustainability: Curriculum localization ways, including limited funding for materials and
plays a vital role in preserving and promoting local training, inadequate access to technology and
cultures and traditions. By embedding cultural elements information, and a shortage of qualified teachers and
into the curriculum, it helps to safeguard and revitalize staff. These constraints can make it difficult for
local languages, arts, customs, and practices. This educators to engage in the necessary research and
ensures the continuity and sustainability of cultural development to adapt the curriculum, and they may
heritage for future generations. struggle to implement the changes effectively without
the appropriate support. The lack of resources presents a
CHALLENGES AND OPPORTUNITIES significant challenge to curriculum localization. Without
Lack of competent staff access to relevant materials, training, and qualified
personnel, educators may struggle to effectively adapt a
standardized curriculum to their specific context. This a. Community engagement
can hinder the quality of education and limit the b. Cultural Relevance
potential impact of curriculum localization in promoting c. Enhanced social and civic
meaningful and relevant learning experiences for d. Improved learning outcomes
students. Therefore, it is crucial for governments and
educational institutions to prioritize the allocation of
resources to support curriculum localization efforts, and
to provide the necessary support and training for
9. Desirable values of a person EXCEPT
educators to effectively implement these changes. Only a. Maka-Diyos
then can curriculum localization truly be successful in b. Makatao
meeting the needs of diverse communities and c. Makakalikasan
promoting a more inclusive and relevant education for d. Makasaril
all. 10. It means placing the material being taught in a
specific context.
1. It is defined as the process of selecting, organizing, a. Cultural Relevance
executing, and evaluating learning experiences based on b. Contextualizing Curriculum
the needs, abilities, and interests of learners and the c. Contextualized learning
nature of the society or community. d. Curriculum Development
a. Curriculum Development
b. Curriculum Localization 11. Curriculum localization encourages active
c. K to 12 Basic Education involvement of local communities, parents, and
d. Contextualization of the curriculum stakeholders in the educational process.
a. Community Engagement
2. The following are the Salient features of K to 12 b. Preservation of Local Knowledge
Curriculum EXCEPT c. Cultural Relevance
a. Making the curriculum relevant to learners d. Enhanced Social and Civic Awareness
b. Building proficiency
c. Strengthening secondary education. 12. Curriculum localization encourages active
d. None of the above involvement of local communities, parents, and
stakeholders in the educational process.
3. This includes learning languages, taking knowledge b. Cultural Relevance
about history geography, etc., mathematics, c.Preservation of Local Knowledge
understanding science, etc. d. Community Engagement
a. Curriculum Development
b. K to 12 basic education 13. Curriculum localization can foster a sense of social
c. Contextualization of the curriculum and civic responsibility among learners.
d. Curriculum localization a. Preservation of Local Knowledge
b. Cultural Relevance
4. Also known as Enhanced Basic Education Act of c. Community Engagement
2013. d. Enhanced Social and Civic Awareness
a. Republic Act 10533
b. Republic Act 10355 14. Curriculum localization plays a vital role in
c. Republic Act 10535 preserving and
d. Republic Act 10553 promoting local cultures and traditions
a.Cultural Sustainability
5. It is the demands of learning environment that b. Community Engagement
consider the learned as active partners rather than objects c. Preservation of Local Knowledge
of teaching. d. Cultural Relevance
a. Objectives
b. Content 15. When the curriculum is localized, learners can better
c. Materials relate to the content, leading to increased
d. Teaching-learning process motivation and engagement.
a. Improved Learning Outcomes
6. It is the process of relating learning content specified b. Community Engagement
in the curriculum to local information and materials from c. Preservation of Local Knowledge
the learner’s community. d. Cultural Relevance
a. Contextualization Challenges and Opportunities in Curriculum
b. Curriculum Development
Localization
c. Basic Education
d. Curriculum Localization 16. Lack of competent staff
17.Teachers attitudes and potential resistance
7. It is importance of localization in curriculum which 18. Fear of the unknown
Localizing the curriculum ensures that educational 19. Lack of resources
content reflects the cultural heritage, traditions, and Importance of Curriculum in Localization
experiences of the local community. 20. Cultural Relevance
a. Cultural Relevance 21. Contextualized Learning
b. Contextualized learning 22. Community Engagement
c. Community engagement 23. Preservation of Local Knowledge
d. None of the above 24. Improved Learning Outcomes
25. Enhanced Social and Civic Awareness
8. Importance of localization in curriculum where in
Curriculum localization can foster a sense of social and -Cultural Sustainability
civic responsibility among learners.
MAJOR ELEMENTS OF CURRICULUM 2. Alteration
1. BEHAVIORAL OBJECTIVES/DESIRED 3. Restructuring
LEARNING COMPETENCIES 4. Perturbations
2. SUBJECT MATTER/CONTENT 5. Value orientation
3. LEARNING EXPERIENCES
4. EVALUATION
SUBSTITUTION- as a category of curriculum change
CHAPTER 5 AND 6
means that the curriculum will be replaced or substituted
Lesson 1: Implementing the Designed Curriculum as a
by a new one. Example is changing a book with a new
Change Process
one.
CURRICULUM CHANGE AS LEARNING: IN
ALTERATION-means there will be minor changes in
SEARCH OF BETTER IMPLEMENTATION
the existing curriculum
RESTRUCTURING- or building new structure means
Curriculum change is a learning process for teachers
making major changes or modifications in the school
and for their schools. Good understanding of change and
system
clear conception of curriculum are necessary conditions
PERTURBATIONS- is considered as a disruptive
for im‐ proved implementation of new curriculum into
change however, teachers are expected to adapt to it
practice. The key message of this presentation can be
within a fairly short period of time
crystallized into three conclusions.
VALUE ORIENTATION- This classification will
respond to shift in the emphasis that the teacher provides
1. Successful curriculum development requires better
which are not within the mission or vision of the school
use of ‘change knowledge’ ‐ failure is often a result of
or vise versa.
neglecting it. Policy‐makers, education leaders and
teachers need to know more about the drivers of
Lesson 2: Implementing a Curriculum Daily in the
successful curriculum change in schools. There‐fore,
Classroom
learning about educational change and its key features
should become integral elements of any serious
DO 70, S. 2012 – GUIDELINES ON THE
curriculum reform process.
PREPARATION OF DAILY LESSONS
2. Re‐conceptualizing curriculum. Many curriculum
reforms are based on how the curriculum has
1. Beginning School Year (SY) 2012-2013, teachers of
traditionally been organized. As a consequence, many
all public elementary and secondary schools will have
curricula have become overloaded, confusing and
more time for the preparation of necessary support
inappropriate for teachers and students. Therefore,
instructional materials and studentcentered activities as
curriculum orientation should shift from a curriculum as
the Department of Education (DepEd) adopts flexibility
product model to a curriculum as process model. This
in the preparation of daily lessons.
would also transform the role of the curriculum from a
2. Teachers’ Guides (TGs) have been prepared for
purely technical document into a more comprehensive
teachers of Grades 1 and 7 in the K to 12 Curriculum
idea that also serves as guideline for school
and the same will be done for succeeding grades.
improvement.
Likewise, there are available Teachers’ Manuals (TMs),
3. Changing the way teachers teach and students
textbooks and supplementary materials for use by
learn requires specific approaches. In‐service training
teachers in the different year levels.
of teachers is not enough. If curriculum reform aims at
3. To enable the teachers to do other meaningful
changing the ways students learn and teachers teach,
teaching-related tasks, which include, but not limited to
more sophisticated implementation strategies are
preparing instructional aids, assessing learners’
required. Therefore, helping teachers to create
portfolios and conducting learning interventions, the
professional learning communities and schools to learn
following Guidelines on the Preparation of Daily
from each other are recommended approaches.
Lessons (DLs) are issued
KURT LEVIN’S FORCE FIELD THEORY AND
a. Teachers who have been in the service for more than
CURRCULUM CHANGE
two (2) years, private school experience
Force Field Analysis was created by Kurt Lewin in the
included, shall not be required to prepare detailed lesson
1940s. Lewin originally used it in his work as a social
plans (DLPs). They may adopt the Daily
psychologist. Today, however, it is also used in business,
Lesson Logs (DLLs) which contain the following
for making and communicating go/no-go decisions.
entries:
 Lesson as cited in the TG/TM reference
materials with the page/s number;
 Learners’ Material used such as Activity Sheets,
Modules, other materials with the page number
reference;
 Remarks indicating number of learners within
mastery level; number of learners needing
enrichment/refinement lessons; and
The tool is useful for making decisions by analyzing the  Other activities include the interventions given
forces for and against a change, and for communicating to the pupils/ students who did not master the
the reasoning behind your decision. lesson(s) in the previous day

CATEGORIES OF CURRICULUM CHANGE b. Teachers with less than two (2) years teaching
Mc Neii in 1990 categorized curriculum change as experience shall be required to prepare DLPs which shall
follows:There are five categories of curriculum change. include the following:
The five categories of curriculum change are the  Objectives;
following:  Subject Matter;
1. Substitution  Procedure;
  Assessment; and
 Assignment. The cognitive process dimension represents a
c. Teachers may make modification of/or deviation from continuum of increasing cognitive complexity—from
the TGs/TMs whenever necessary to suit the learners’ remember to create. Anderson and Krathwohl identify 19
ability provided that the learning standards and specific cognitive processes that further clarify the
competencies are met. They are encouraged to enhance bounds of the six categories.
the TGs to provide activities that will develop higher
thinking skills.
d. DLPs/DLLs shall be written in the language of the
TGs/TMs. Grade 1 teachers need not translate them to REMEMBER
the Mother Tongue (MT). However, the use of MT as  recognizing (identifying)
medium of instruction must be strictly followed.  recalling (retrieving)
UNDERSTAND
STARTING THE CLASS RIGHT: LAYING DOWN  interpreting (clarifying, paraphrasing,
THE CURRICULUM PLAN representing, translating)
First, it’s best to view your lesson objectives as goals for  exemplifying (illustrating, instantiating)
your class and students. One of the most popular goal-  classifying (categorizing, subsuming)
setting strategies is the ―SMART‖ criteria, which  summarizing (abstracting, generalizing)
ensures goals are focused. In the context of lesson  inferring (concluding, extrapolating,
planning, you can use the SMART criteria to determine interpolating, predicting)
your lesson objectives.  comparing (contrasting, mapping, matching)
 Is the objective specific?  explaining (constructing models)
 Is the objective measurable? APPLY
 Is the objective attainable by all students?  executing (carrying out)
 Is the objective relevant to your class and  implementing (using)
students? ANALYZE
 Is the objective time-based to align with your  differentiating (discriminating, distinguishing,
syllabus? focusing, selecting)
 organizing (finding, coherence, integrating,
THE MAIN PARTS OF A LESSON PLAN outlining, parsing, structuring)
1. Intended Learning Objectives
 attributing (deconstructing)
2. Subject Matter
EVALUATE
3. Procedure or Strategies of Teaching
 checking (coordinating, detecting, monitoring,
4. Assessment of Learning Outcomes
testing)
5. Assignment or Agreement
 critiquing (judging)
1. Learning outcomes can be defined as the particular CREATE
knowledge, skills, and abilities that an instructor intends  generating (hypothesizing)
for students to learn or develop. Outcomes are more  planning (designing)
specific than learning goals, which take a 10,000-foot  producing (construct)
view of what an instructor desires for students to gain
from a course. Bloom’s Taxonomy has revisited by his In writing objectives or intended learning outcomes, it is
own student Lorin Anderson and David Krathwohl. 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.

Revised Bloom’s Taxonomy

A group of cognitive psychologists, curriculum theorists
and instructional researchers, and testing and assessment LEVELS OF KNOWLEDGE
specialists published in 2001 a revision of Bloom’s
Taxonomy with the title A Taxonomy for Teaching, • FACTUAL KNOWLEDGE – The basic elements
Learning, and Assessment. This title draws attention students must know to be acquainted with a discipline or
away from the somewhat static notion of ―educational solve problems.
objectives‖ (in Bloom’s original title) and points to a • CONCEPTUAL KNOWLEDGE – The
more dynamic conception of classification. The authors interrelationships among the basic elements within a
of the revised taxonomy underscore this dynamism, larger structure that enable them to function together.
using verbs and gerunds to label their categories and • PROCEDURAL KNOWLEDGE – How to do
subcategories (rather than the nouns of the original something, methods of inquiry, and criteria for using
taxonomy). These ―action words describe the cognitive skills, algorithms, techniques, and methods.
processes by which thinkers encounter and work with • METACOGNITIVE KNOWLEDGE – Knowledge
knowledge. of cognition in general, as well as awareness and
A statement of a learning objective contains a verb (an knowledge of one’s own cognition.
action) and an object (usually a noun).
 The verb generally refers to [actions associated
with] the intended cognitive process. WAYS OF LEARNING: A CLOSER LOOK AT 4
 The object generally describes the knowledge LEARNING STYLES
students are expected to acquire or construct. 1. VISUAL LEARNERS
(Anderson and Krathwohl, 2001, pp. 4–5)
How to recognize visual learners in your class:
Someone with a preference for visual learning is partial
to seeing and observing things, including pictures,
diagrams, written directions and more. This is also
referred to as the ―spatial‖ learning style. Students who
learn through sight understand information better when
it’s presented in a visual way. These are your doodling
students, your list makers and your students who take
notes.
How to cater to visual learners: The whiteboard or
smartboard is your best friend when teaching these types
of learners. Give students opportunities to draw pictures Dale’s Cone of Experience is a model that
and diagrams on the board, or ask students to doodle incorporates several theories related to instructional
examples based on the topic they’re learning. Teachers design and learning processes. During the 1960s,
catering to visual learners should regularly make Edgar Dale theorized that learners retain more
handouts and use presentations. Visual learners may also information by what they do as opposed to what is heard
need more time to process material, as they observe the read or observed. His research led to the development of
visual cues before them. So be sure to give students a the Cone of Experience. Today, this learning by doing‖
little time and space to absorb the information. has become known as experiential learning‖ or action
2. AUDITORY LEARNERS learning. The cone is diagramed and explained in the
How to recognize auditory learners in your class: next sections.
Auditory learners tend to learn better when the subject
matter is reinforced by sound. These students would How Can Instructors Use the Cone of Experience?
much rather listen to a lecture than read written notes, According to Dale’s research, the least effective method
and they often use their own voices to reinforce new at the top, involves learning from information presented
concepts and ideas. These types of learners prefer through verbal symbols, i.e., listening to spoken words.
reading out loud to themselves. They aren’t afraid to The most effective methods at the bottom, involves
speak up in class and are great at verbally explaining direct, purposeful learning experiences, such as hands-on
things. Additionally, they may be slower at reading and or field experience. Direct purposeful experiences
may often repeat things a teacher tells them. represents reality or the closet things to real, everyday
How to cater to auditory learners: Since these students life. The cone charts the average retention rate for
generally find it hard to stay quiet for long periods of various methods of teaching. The further you
time, get your auditory learners involved in the lecture progress down the cone, the greater the learning and the
by asking them to repeat new concepts back to you. Ask more information is likely to be retained. It also suggests
questions and let them answer. Invoke group discussions that when choosing an instructional method it is
so your auditory and verbal processors can properly take important to remember that involving students in the
in and understand the information they’re being process strengthens knowledge retention. It reveals that
presented with. Watching videos and using music or action-learning‖ techniques result in up to 90% retention.
audiotapes are also helpful ways of People learn best when
learning for this group. they use perceptual learning styles. Perceptual learning
styles are sensory based. The more sensory channels
3. KINESTHETIC LEARNERS possible in interacting with a resource, the better chance
How to recognize kinesthetic learners in your class: that many students can learn from it. According to Dale,
Kinesthetic learners, sometimes called tactile learners, instructors should design instructional activities that
learn through experiencing or doing things. They like to build upon more real-life experiences. Dales’ cone of
get involved by acting out events or using their hands to experience is a tool to help instructors make decisions
touch and handle in order to understand concepts. These about resources and activities.
types of learners might struggle to sit still and often
excel at sports or like to dance. They may need to take According to Dale, instructors should design
more frequent breaks when studying. instructional activities that build upon more real-life
How to cater to kinesthetic learners: The best way experiences. Dales’ cone of experience is a tool to help
teachers can help these students learn is by getting them instructors make decisions about resources and
moving. Instruct students to act out a certain scene from activities.
a book or a lesson you’re teaching. Also try encouraging The instructor can ask the following:
these students by incorporating movement into lessons: • Where will the student’s experience with this
pacing to help memorize, learning games that involve instructional resource fit on the cone? How far is it
moving around the classroom or having students write removed from real-life?
on the whiteboard as part of an activity. • What kind of learning experience do you want to
Once kinesthetic learners can physically sense what provide in the classroom?
they’re studying, abstract ideas and difficult concepts • How does this instructional resource augment the
become easier to understand. information supplied by the textbook?
4. READING/WRITING LEARNERS • What and how many senses can students use to learn
How to recognize reading/writing learners in your this instructional material?
class: According to the VARK Modalities theory • Does the instructional material enhance learning
developed by Fleming and Mills in 1992,
reading/writing learners prefer to learn through written Lesson 3: THE ROLE OF TEACHNOLOGY IN
words. While there is some overlap with visual learning, DELIVERING THE CURRICULUM
these types of learners are drawn to expression through The Role of Technology in Delivering Curriculum:
writing, reading articles or books, writing in diaries,  in delivering curriculum the role of technology
looking up words in the dictionary and searching the is very important -right at the planning phase of
internet for just about everything. any
instruction, aside from formulating the objectives and
among other considerations, there is a need to
identify what instructional media are to be utilized in the  For a particular curriculum design mentioned
implementation. earlier, the learner is placed at the center. The
 in delivering curriculum the role of technology learners are the very reason a curriculum is
is very important -right at the planning phase of developed. They are the ones who are directly
any influenced by it. Learners in all levels make or
instruction, aside from formulating the objectives and unmake the curriculum by their active and direct
among other considerations, there is a need to involvement. How each individual learner
identify what instructional media are to be utilized in the contributes to the realization of a planned
implementation. curriculum would depend on the interactions and
Instructional Media-should not be confused with the internalization of the different learning
terms media technology or learning technology. experiences provided.
Instructional media also referred as media technology or 2.TEACHERS ARE CURRICULARISTS
learning technology, or simply TECHNOLOGY.  In the teaching and learning process, the other
Instructional Media side of the coin is the teacher. Most curricula
start to gain life from the time it is conceived
TYPES OF INSTRUCTIONAL MEDIA: and written. Planning and writing the curriculum
Non-projected media include: Real objects, models, are the primary roles of the teacher. A teacher is
realia , diorama, fieldtrips, kits, printed materials such as a curriculum maker. He/ she writes a curriculum
books, magazines, worksheets; visual materials like daily through a lesson plan, a unit plan or a
drawings, pictures, graphs, charts; visual boards as yearly plan. The teacher designs, enriches, and
chalkboard, whiteboard, flannel board; and audio modifies the curriculum to suit the learner’s
materials. Projected media cover overhead characteristics. Teachers are empowered to
transparencies, opaque projection, slides, filmstrips, develop their own curricula taking into
films, video, VCD, DVD, and computer or multimedia consideration their own expertise, the context of
presentations. the school and the abilities of the learners. By so
doing, teachers become architects of school
OTHER TECHNOLOGY APPLICATIONS: curriculum.

INTERACTIVE WHITEBOARDS - SMART 3.SCHOOL LEADERS ARE CURRICULUM

BOARDS and MIMEO BOARDS are interactive MANAGERS
whiteboards which can be used by teachers and learners  In school organization, there is always a
in manipulating texts, objects and in visiting websites for curriculum manager or school administrator. In
content review. fact, for school principals, one of their functions
WEBSITES AND BLOGS Teachers can create is being a curriculum manager. They supervise
websites and blogs to post lectures, assignments, curriculum implementation, select and recruit
communications, communications, and other learning new teachers, admit students, procure equipment
materials. They also offer multiple representations of and materials needed for effective learning.
knowledge in the form of video, audio, text, image and They also plan for the improvement of school
data. facilities and physical plants.The role of the
SOCIAL NETWORKS Social networking sites like administrators can never be ignored. The
Facebook, Twitter, Gmail, Instagram have academic principle of command responsibility and
benefits if used for the purposes of assignments and class institutional leadership rests on the shoulders of
projects. the school administrators. The final decision
TABLETS AND MOBILE DEVICES Access to making in terms of the school’s purpose rests on
websites and other educational programs can be done the shoulders of school administrators. In the
through academic institution, school administrators have
tablets and mobile phones, which are very much handy. a great stake or concern about what kind of
curriculum their schools offer and how these are
implemented.
The following are the roles of educational technology 4.PARENTS
in delivering the instructional program of the  It simply means that the parents are the best
curriculum of school: supporters of the school, especially because they
1. Catering to personalized and differentiated instruction are the ones paying for the child’s education. It
adapted to different levels of learners using technology is a general fact that even in college the parents
aided instruction. are responsible for their child’s education. The
2. Upgrading the quality of teaching and learning in power of parent’s to influence curricula to
schools by using technology as avenue for extended include instructional materials and school
teaching and learning. activities is great, such that success of curricula
3. Increasing capability of teacher to inculcate learning would somehow depend on their support.
effectively and for learners to gain mastery of the Parents influence the implementation of the
lessons. Broadening of delivery of education outside curriculum by playing a vital role in monitoring
schools through modern approaches to formal and the lessons taught at schools, filling the gap
informal learning. between their children and the school
5. Revolutionizing the used of technology to boost administration by providing various resources
educational paradigm shifts that give importance to which are not available in school. Teachers often
students centered learning. take help of parents for monitoring the social
and behavioral development of a child,
Lesson 4: STAKEHOLDERS IN CURRICULUM especially for special educational needs.
IMPLEMENTATION 5.COMMUNITY AS THE CURRICULUM
RESOURCES AND A LEARNING
1.LEARNERS ARE AT THE CORE OF ENVIRONMENT
CURRICULUM  Community Members as curriculum resources.
The success in the implementation of the
 curriculum requires resources. However, most 6) collect student performance data; and 7) compare data
often teachers complain that resources are very with behaviourally stated objectives. Thus, the
scarce. There are no books, materials nor effectiveness of the approach depends on the
facilities available. These are usual complaints establishment, classification and definition of objectives
of teachers. The community members and which becomes the basis of data collection and analysis.
materials in the existing local community can The model suggests a dynamic, cyclic process where the
very well substitute for what are needed to data and information provide the necessary feedback to
implement the curriculum. Respected the evaluator on the need to refine or reformulate
community members may be included in school objectives. Modifications and adjustments of the
boards as in some schools objectives enable the system to function optimally.

6.OTHER STAKEHOLDERS IN CURRICULUM

IMPLEMENTATION AND DEVELOPMENT
 Other stakeholders in curriculum
implementation. There are other important
stakeholders in curriculum implementation.
Professional organizations have shown great
influence in school curriculum. They are being
asked by curriculum specialists to contribute in
curriculum review because they have a voice in
licensure examinations, curriculum enhancement WHAT IS CURRICULUM EVALUATION?
and many more. Curriculum evaluation is the process of obtaining
GOVERNMENT AGENCIES: information for judging the worth of an educational
1. DEPED, TESDA, CHED – agencies that have program, product, procedure, educational objectives, or
regulatory and mandatory over the implementation of the the potential utility of alternative approaches designed to
curricula. attain specified objectives.
2. Professional Regulation Commission (PRC) and Civil Curriculum evaluation focuses on determining whether
Service Commission (CSC) – the agency that certifies the curriculum as recorded in the matter plan has been
and issues teacher licenses to qualify one to teach and carried out in the classroom. In evaluating a curriculum,
affirms and confirms the appointment of teachers in the the following key questions are usually asked:
public schools.  Are the objectives being addressed?
3. Local Government Units (LGU) include the municipal  Are the contents presented in recommended
government officials and the barangay officials. They are sequence?
big supporters in implementation of a school curriculum.
 Are students being involved in the suggested
instructional experiences?
NON-GOVERNMENT AGENCIES:
 Are students reacting to the contents
1. GAWAD KALINGA (GK)- to build communities
means to include education.
LESSON 2. CURRICULUM EVALUATION
2. SYNERGIA- An organization/foundation that
THROUGH LEARNING ASSESSMENT
supports basic education through Reading, Science,
EVALUATION OF LEARNING VS. PROGRAM
Mathematics and English.
EDUCATION
3. METROBANK FOUNDATION – supports
 At the classroom level, it is necessary to
continuing teacher development programs
determine whether learning has taken place or is
taking place according to plan in order to find
out the effectiveness of instruction. On a more
comprehensive scale, it is important to
CURRICULUM EVALUATION AND THE
determine whether the interaction of the various
TEACHER
components of the system (inputs, processes,
outputs) is producing or has produced the
desired results in order to find out the
WHAT IS EVALUATION?
effectiveness.
Curriculum Development models include evaluation as
LEARNING EVALUATION.
one of the fundamental elements of the process along
 In recognition of the importance of evaluation in
with planning and implementing the design. Certainly,
teacher-learning process, preservice teacher-
the crucial role of evaluation in the success of any
training programs include one or two courses on
curriculum reform effort is axiomatic and indisputable.
the development of skills in evaluation
EVALUATION is the process of determining the value
classroom learning. Undoubtedly, the ability to
of something of the extent to which goals are being
evaluate learning is an important skill of all
achieved. It is a process of making a decision or reading
teachers. Such courses as Tests and
a conclusion. It involves decision making about student
Measurements and Methods of Evaluation
performance based on information obtained from an
provide the necessary training in evaluating
assessment process. Assessment is the process of
learning that is taking place or has taken place as
collecting information by reviewing the products of
a result of instruction. Despite the extensive
student work, interviewing, observing, or testing.
training presumably given to future teachers
during the pre-service period, classroom
THE TYLER EVALUATION MODEL
evaluation is still an area that is widely
Tyler proposed the following sequential steps in
criticized.
conducting evaluation (in Ornstein & Hunkins, 1988, p.
 The widespread criticism points to the difficulty
256): 1) establish broad goals or objectives; 2) classify
of the process. Many educators agree that it is a
objectives; 3) define objectives in behavioural terms; 4)
skill that is not easy to develop. Intuitively, the
find situations in which achievement of objectives can
reason for the problem may be attributed to the
be shown; 5) develop or select measurement techniques;
fact that evaluation requires value judgement.
 The disagreement on what is worthwhile and the correcting certain areas of the curriculum design
method to determine what is of value creates that seem to be problematic and producing the
controversies that have remained unsolved for unwanted results.
years. SUMMATIVE EVALUATION.
 Many Teachers rely on the results of the test to  At the classroom level, the purpose of
determine whether learning is taking place or summative evaluation is to “sum up” all
has already place. There is a school of thought information regarding performance of individual
that criticizes the inordinate focus by many learners to serve as basis for promotion. Final
teachers on quantitative data to measure ratings at the end of the school year are
learning. quantitative expressions of summative
PROGRAM EVALUATION. evaluation efforts conducted be teachers to
 This process entails the assessment of the assess the overall performance of every learner
effectiveness of entire curricular programs as during the year. A grade of 85 denotes that a
implemented. This type of evaluation requires student has more than satisfactorily compiled
analysis of the different components of the with all requirements and has met prescribed
educational system i.e., inputs, processes, standards for that particular rating. It is a
outputs that impact on curriculum composite grade that provides a total picture of
implementation. Such inputs as student and the performance of the student during the entire
teachers profiles and physical resources year.
inventories need to be analyzed to determine  In terms of curriculum, the focus of summative
their contributions, slightly or in combination, to evaluation is the effectiveness of the curriculum
the realization of the objectives of the design as implemented on a wide scale. The
curriculum. purpose of the process is to enable the decision-
 The instructional processes such as teaching makers to make conclusions on how well or how
methods and strategies as well as management badly the curriculum has worked. The analysis
processes such as leadership and communication yields information on the effectiveness of the
either constrain or promote the implementation interaction of the various components of the
of the curriculum. There is a common agreement curriculum.
among evaluators that the quality of the  Sometimes, summative evaluation studies are
interaction between the inputs and the processes conducted several years after the wide-scale
to produce the desired results or outcomes. implementation of the curriculum. The purpose
 Cost-effectiveness analysis is an educational tool of such evaluation is to determine the impact of
which can provide educational managers a much the implemented curriculum on the educational
clearer view of the various options and trade- system as well as on the larger community.
offs available to them when making decisions.  Summative and formative evaluation can be
The analysis provides managers the needed contracted like this: summative evaluation takes
information to assess the merits and feasibility place at the end of a lesson or project and tells
of each option and make a decision accordingly. the evaluator what has happened. Formative
FORMATIVE EVALUATION VS. SUMMATIVE evaluation takes place during the lesson or
EVALUATION project and tells the evaluator what is happening.
Evaluation may be classified as formative or summative Summative evaluation “sums up” the learning. It
depending on the identified objectives. The underlying is after-the-fact, like end-of-the-year testing.
objective of formative evaluation is the improvement of Formative evaluation is on-going and yields
the delivery of instruction in the classroom as well as the information that can be used to modify the
curriculum design before the wide-scale implementation. program prior to termination. (Howell and
Nolet, 2000)
FORMATIVE EVALUATION.
 This type of evaluation is commonly employed Lesson 3. PLANNING, IMPLEMENTING and
not only by curriculum developers but by EVALUATING: UNDERSTANDING THE
classroom teachers as well. A teacher conducts CONNECTION
formative evaluation during the lesson Intended vs. Implemented vs. Achieved Curriculum
implementation in order to determine whether by Purita P. Bilbao, Ed.D. and Tomasa C.
the plan for the day is succeeding or not. The Iringan,PhD.
formative evaluation is usually conducted
informally by asking questions, by giving a short PURPOSE OF CURRICULUM ASSESSMENT
quiz, or by requiring students to give a summary Curriculum assessment is the process of collecting
of important points discussed on the lesson. information for use in evaluation. It is an important part
Based on the information gathered, the teacher of the systems approaches to curriculum development.
can make certain adjustments and modification Any information, data collected or obtained through
in the plan to improve the teaching learning various processes will be analyzed for important
process during the rest of the session. In extreme decision making processes.
cases, the results of the formative evaluation
becomes the basis for reteaching a particular CURRICULUM ASSESSMENT MAY ACHIEVE
lesson. THE FOLLOWING PURPOSES:
 Formative evaluation is a fine-tuning effort. That 1. Highlight curriculum expectations
is why it is necessary to conduct this type of 2. Gather information about what students know and can
analysis at various stages of the implementation do
phase to gather information not only on the 3. Motivate students to learn better.
whether the intended outcomes are being 4. Motivate and encourage teachers to meet the
achieved unwittingly. To this extent it is an identified needs of students.
important aspect of the monitoring process. The 5. Provide evidence to tell how well the students have
information gathered during the monitoring learned.
provides the curriculum developers the basis for
6. Obtain feedback that helps teachers, students and 2. Are the learning outcomes achieved higher or lower
parents make good decision to guide instruction than the objectives set?
3. Do the achieved learning outcomes reflect the
INTENDED CURRICULUM- refers to a set of knowledge, skills, attitudes and skills intended to be
objectives set at the beginning of any curricular plan. It developed?
establishes the goal, the specific purposes, and the 4. How many percent of the leaners in the same class
immediate objectives to be accomplished. The intended perform higher than the level set at the beginning?
curriculum answers what the curriculum maker wants to 5. Do the curriculum outcomes reflects the goals and the
do. aspirations of the community where the curriculum was
There are certain indicators to measure intended implemented.
curriculum. Among the indicators are stated Each type of curriculum can be assessed independently
questions which can be answered. and in comparison with other three
1. Are the objectives achievable within the learners’ components.
developmental level?
2. Can the objectives be accomplished within the time
frame?
3. Are the resources adequate to accomplish the
objectives?
4. Are the objectives specific and clear?
5. Are the ways of measuring the outcomes of the
objectives
6. Are the objectives observable?
7. Are the objectives relevant?
8. Overall, are the objectives SMART?

IMPLEMENTED CURRICULUM- refers to the

various learning activities or experiences of the students
in order to achieve the intended curriculum outcomes.
Many times in our cuuriculum, lots of activities are done
but these do not accomplish the stated objectives.
Sometimes, there are extra activities done but are not
specified in the objectives. To assess the implemented
curriculum the following questions can be addressed:
1. Are the learning activities congruent with the stated
objective?
2. Are the materials and methods appropriate for the
objectives set?
3. Does the teacher have the skill to implement the
activities or use the strategy?
4. Does the teacher utilize the various ways of doing to
complement the learning styles of the
students?
5. Are there alternative activities for the learners to do to
accomplish the same objectives?
6. Are there activities provided to address individual
differences?
7. Do the activities provide maximum learning
experiences?
8. Do the activities motivate the learners to do more and
harness their potentials?
9. Do the activities utilize multiple sensory abilities of
the learners?
10. Do the activities address multiple intelligences of the
learners?
ACHIEVED CURRICULUM- refers to the
curriculum outcomes based on the first two types of
curriculum, the intended and the implemented. The
achieved curriculum is now considered the product. It
can be the learning outcomes, or a material product
itself, like a book, module or instructional material. Any
achieved curriculum must fit with the objectives and the
activities that were conducted. Achieved curriculum
indicates the performance vis a vis the objectives and the
various activities. Achieved curriculum is usually
described by test scores or other performance indicators
measured by evaluation tools.
To measure achieved curriculum the following
questions should be addressed:
1. Do the learning outcomes achieved by the learners
approximately the level performance set at the beginning
of the curriculum?