Sim - Educ 106 - Full

UNIVERSITY OF MINDANAO
College of Teacher Education

Program: BSED/BEED
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning

(SDL)
Course/Subject: EDUC 106 – The Teacher and the School Curriculum
Course Developers: Dr. Pedrito M. Castillo II

Prof. Giovanni Pelobillo, MAEd
Subject Teacher: Prof. Joey C. Oliveros
WEEKS 1 to 9
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS
INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF
THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
ii
University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged” TABLE OF
CONTENTS
Page
Course Outline.................................................................................................... 1
Course Outline Policy......................................................................................... 1
Big Picture: Week 1-3 ULOs

ULOa: Explain the inter-relationship among essential terms of the curriculum
Metalanguage ........................................................................................... 6
Essential Knowledge................................................................................. 6 Self-
Help ................................................................................................... 14 Let’s Check
............................................................................................... 14 Let’s
Analyze............................................................................................. 15 In a
Nutshell.............................................................................................. 18 Q&A
Lists.................................................................................................. 20 Keywords
Index ........................................................................................ 20
ULOb: Rationalize the foundations of curriculum
Metalanguage ........................................................................................... 21
Essential Knowledge................................................................................. 21 Let’s
Check ............................................................................................... 22 Self-Help
................................................................................................... 28 Let’s
Analyze............................................................................................. 29 In a
Nutshell.............................................................................................. 31 Q&A
Lists.................................................................................................. 32 Keywords
Index ........................................................................................ 33
ULOc: Analyze the pioneering works of curriculum development Metalanguage

........................................................................................... 34 Essential
Knowledge................................................................................. 34 Self-Help
................................................................................................... 36 Let’s Check
............................................................................................... 39 Let’s
Analyze............................................................................................. 42 In a
Nutshell.............................................................................................. 55 Q&A
Lists.................................................................................................. 57 Keywords
Index ........................................................................................ 57
ULOd: Examine the different curriculum models

Metalanguage ........................................................................................... 58
Help ................................................................................................... 61 Let’s Check
............................................................................................... 61 Let’s
Analyze............................................................................................. 62 In a
Nutshell.............................................................................................. 64 Q&A
Lists.................................................................................................. 66 Keywords
Index ........................................................................................ 66
iii
College of Teacher Education “Physically Distanced but Academically Engaged” Big Picture: Week
4-5 ULOs
ULOa: Explain the change and process in curriculum implementation

Metalanguage ........................................................................................... 67
Help ................................................................................................... 69 Let’s Check
............................................................................................... 69 Let’s
Analyze............................................................................................. 70 In a
Nutshell.............................................................................................. 72 Q&A
Lists.................................................................................................. 74 Keywords
Index ........................................................................................ 74
ULOb: Analyze intended learning outcomes in appropriate teaching methods
Metalanguage ........................................................................................... 75
Help ................................................................................................... 80 Let’s Check
............................................................................................... 80 Let’s
Analyze............................................................................................. 81 In a
Nutshell.............................................................................................. 82 Q&A
Lists.................................................................................................. 83 Keywords
Index ........................................................................................ 83
ULOc: Examine the significance of technology in delivering curriculum

Metalanguage ........................................................................................... 84
Help ................................................................................................... 87 Let’s Check
............................................................................................... 87 Let’s
Analyze............................................................................................. 88 In a
Nutshell.............................................................................................. 92 Q&A
Lists.................................................................................................. 93 Keywords
Index ........................................................................................ 93
ULOd: Identify the role of curriculum stakeholders

Metalanguage ........................................................................................... 94
Essential Knowledge................................................................................. 94 Self-Help
................................................................................................... 96 Let’s Check
............................................................................................... 96 Let’s
Analyze............................................................................................. 97 In a
Nutshell.............................................................................................. 102
Q&A Lists.................................................................................................. 104
Keywords Index ........................................................................................ 104
ULOa: Rationalize how the school curricula can be implemented Metalanguage

........................................................................................... 105 Essential
Knowledge................................................................................. 105
iv
College of Teacher Education “Physically Distanced but Academically Engaged”
Self-Help ................................................................................................... 113 Let’s
Check ............................................................................................... 113 Let’s
Analyze............................................................................................. 114 In a
Nutshell.............................................................................................. 117 Q&A
Lists.................................................................................................. 118 Keywords
Index ........................................................................................ 118
ULOb: Explain the curriculum evaluation through learning assessment
Metalanguage ........................................................................................... 119
Help ................................................................................................... 131 Let’s Check
............................................................................................... 131 Let’s
Analyze............................................................................................. 132 In a
Nutshell.............................................................................................. 135 Q&A
Lists.................................................................................................. 136 Keywords
Index ........................................................................................ 136
ULOc: Analyze the connections between planning, implementing and evaluating in

the curriculum process
Metalanguage ........................................................................................... 137
Help ................................................................................................... 141 Let’s Check
............................................................................................... 141 Let’s
Analyze............................................................................................. 142 In a
Nutshell.............................................................................................. 145 Q&A
Lists.................................................................................................. 146 Keywords
Index ........................................................................................ 146
ULOa: Examine the K12 education curriculum reforming

Metalanguage ........................................................................................... 147
Help ................................................................................................... 163 Let’s Check
............................................................................................... 163 Let’s
Analyze............................................................................................. 165 In a
Nutshell.............................................................................................. 167 Q&A
Lists.................................................................................................. 168 Keywords
Index ........................................................................................ 168
ULOb: Describe the learners’ responsibility through outcomes-based education
Metalanguage ........................................................................................... 169
Help ................................................................................................... 174 Let’s Check
............................................................................................... 174 Let’s
Analyze............................................................................................. 175 In a
Nutshell.............................................................................................. 178
v
Q&A Lists.................................................................................................. 179
Keywords Index ........................................................................................ 179
ULOc: Analyze the influence of OBE in teacher education curriculum Metalanguage

........................................................................................... 180 Essential
Knowledge................................................................................. 180 Essential
................................................................................................... 185 Let’s Check
............................................................................................... 185 Let’s
Analyze............................................................................................. 188 In a
Nutshell.............................................................................................. 192 Q&A
Lists.................................................................................................. 193 Keywords
Index ........................................................................................ 193
ULOd: Examine the curricular landscape of the 21st century skills Metalanguage
........................................................................................... 194 Essential
................................................................................................... 197 Let’s Check
............................................................................................... 197 Let’s
Analyze............................................................................................. 199 In a
Nutshell.............................................................................................. 200 Q&A
Lists.................................................................................................. 201 Keywords
Index ........................................................................................ 201
vi
1
Course Outline: EDUC 106 – The Teacher and the School Curriculum
Course Coordinator: Joey C. Oliveros
Email: [email protected] Student Consultation: By
LMS message or email Mobile: 09472573267
Effectivity Date: May 25, 2020
Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all scheduled
Virtual or face to face sessions. For
1-day on-campus/onsite review: 100%
attendance; for 1-day on-campus/onsite final
exam: 100% attendance.
Course Outline Policy

Areas of Concern Details
Contact and Non-contact Hours This 3-unit course self-instructional manual is

designed for blended learning mode of instructional
delivery with scheduled face to face or virtual
sessions. The expected number of hours will be 54
including the face to face or virtual sessions. The
face to face sessions shall include the summative
assessment tasks (exams) since this course is
crucial in the licensure examination for teachers.
Assessment Task Submission Submission of assessment tasks shall be on 3 rd, 5th,

7th and 9th week of the term. The assessment paper
shall be attached with a cover page indicating the title
of the
assessment task (if the task is performance), the
name of the course coordinator, date of submission
and name of the student. The document should be
emailed to the course coordinator. It is also expected
that you already paid your tuition and other fees
before the submission of the assessment task.
If the assessment task is done in real time through
the features in the Blackboard Learning
Management System, the schedule shall be
arranged ahead of time by the course coordinator.
Since this course is included in the licensure
examination for teachers, you will be required to
take the Multiple- Choice Question exam inside the
University. This should be scheduled ahead
2
of time by your course coordinator. This is
non negotiable for all licensure-based
program.
Turnitin Submission To ensure honesty and authenticity, all assessment

(if necessary) tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or
explain in writing addressed to the course
coordinator the reasons for the similarity. In addition,
if the paper has reached more than 30% similarity
index, the student may be called for a disciplinary
action in accordance with the University’s OPM on
Intellectual and Academic Honesty.
Please note that academic dishonesty such as

cheating and commissioning other students or people
to complete the task for you have severe
punishments (reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the
possible maximum score for that assessment item for
each day or part day that the assessment item is
late.
However, if the late submission of assessment

paper has a valid reason, a letter of explanation
should be submitted and approved by the course
coordinator. If necessary, you will also be required
to present/attach evidences.
Return of Assignments/ Assessment tasks will be returned to you two (2)

Assessments weeks after the submission. This will be returned by
email or via Blackboard portal.
For group assessment tasks, the course coordinator

will require some or few of the students for online or
virtual sessions to ask clarificatory questions to
validate the originality of the assessment task
submitted and to ensure that all the group members
are involved.
Assignment Resubmission You should request in writing addressed to the course

coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.
illness, accidents financial constraints
3
Re-marking of Assessment You should request in writing addressed to the program
Papers and Appeal coordinator your intention to appeal or contest the
score given to an assessment task. The letter should
explicitly explain the reasons/points to contest the
grade. The
program coordinator shall communicate with
the students on the approval and disapproval
of the request.
If disapproved by the course coordinator, you can

elevate your case to the program head or the dean
with the original letter of request. The final decision
will come from the dean of the college.
Grading System All culled from BlackBoard sessions and

traditional contact
Course discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
All culled from on-campus/onsite sessions

(TBA): Final exam – 40%
Submission of the final grades shall follow the

usual University system and procedures.
Preferred Referencing Style Use APA 6th Edition
Student Communication You are required to create a umindanao email

account which is a requirement to access the
BlackBoard portal. Then, the course coordinator
shall enroll the students to have access to the
materials and resources of the course. All
communication formats: chat, submission of
assessment tasks, requests etc. shall be through the
portal and other university recognized platforms.
You can also meet the course coordinator in person

through the scheduled face to face sessions to
raise your issues and concerns.
For students who have not created their student

email, please contact the course coordinator or
program head.
Contact Details of the Dean Dr. Jocelyn Bacasmot

Email: [email protected]
Phone: 082-3050647 local 102
Contact Details of the Giovanni Pelobillo

Program Head Email: [email protected]
Phone: 082-3050647 local 102
4
Students with Special Needs Students with special needs shall communicate with
the course coordinator about the nature of his or her
special needs. Depending on the nature of the need,
the course coordinator with the approval of the
program coordinator may provide alternative
assessment tasks or extension of the deadline of
submission of assessment tasks. However, the
alternative assessment tasks should still be in the
service of achieving the desired course learning
outcomes.
Online Tutorial Registration You are required to enroll in a specific tutorial time for
this course via the www.cte.edu.ph portal. Please
note that there is a deadline for enrollment to the
tutorial.
Instructional Help Desk Contact Dr. Jocelyn Bacasmot

Phone: 082-3050647 local 102
Prof. Joey C. Oliveros, MAED

Library Contact Brigida E. Bacani

Contact number: 09513766681
Well-Being Welfare Support GSTC Head: Ronadora E. Deala

Help Desk Contact Email: [email protected]
Phone: 09212122846
GSTC Facilitator: Ivy Jane Regidor
Phone: 09105681081
5
College of Teacher Education “Physically Distanced but Academically Engaged” Course
Information – see/download course syllabus in the Black Board LMS
CC’s Voice: Hello prospective teacher! Welcome to this course EDUC 106: The Teacher
and School Curriculum. By now, I am confident that you really wanted to
become a teacher and that you have visualized yourself already being in
front of the classroom teaching.
CO Before the actual teaching performance, you have to deal with one of the major jobs
of the teacher: planning, designing, assessing, evaluating and
continually improving a curriculum which is the ultimate course outcome
(CO) of this subject. When we talked about curriculum as a crucial component
of Pedagogy (science and art of teaching), assessment of learning
outcomes or competencies and teaching performance of teachers are
intimately attached. Thus, in this course you are expected to recall your
knowledge or read in advance the rudiments of assessment of learning and
instructional designs. These include assessment types and teaching
strategies.
Let us begin!
Big Picture
Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to
a. Explain the inter-relationship among essential terms of the curriculum;

b. Rationalize the foundations of curriculum;
c. Analyze the pioneering works of curriculum development; and
d. Examine the different curriculum models.
Big Picture in Focus: ULOa. Explain the inter-relationship among

essential terms of the curriculum
Metalanguage
In this section, the most essential terms relevant to the study of curriculum and to
demonstrate ULOa will be operationally defined to establish a common frame of refence
as to how the texts work in your chosen field or career. You will encounter these terms as
we go through the study of curriculum. Please refer to these definitions in case you will
encounter difficulty in the in understanding educational concepts.
Please proceed immediately to the “Essential Knowledge” part since the first
lesson is also definition of essential terms.
6
College of Teacher Education “Physically Distanced but Academically Engaged” Essential
Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
weeks of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.
1. Curriculum. In the simplest terms, ‘curriculum’ is a description of what, why,

how and how well students should learn in a systematic and intentional way.
1.1 A planned ‘course of study to an all-embracing view that includes all the
learning experiences for which the school is responsible.
1.2 A plan incorporating a structured series of intended learning outcomes and
associated learning experiences, generally organized as a related
combination or series of courses.
1.3 The curriculum is the inventory of activities implemented to design, organize
and plan an education or training action, including definition of learning
objectives,
content, methods (including assessment) and material, as well as
arrangements for training teachers and trainers.
1.4 Defines the educational foundations and contents, their sequencing in
relation to the amount of time available for the learning experiences, the
characteristics of the teaching institutions, the characteristics of the learning
experiences, in particular from the point of view of methods to be used, the
resources for learning and teaching (e.g. textbooks and new technologies),
evaluation and teachers’ profiles.”
1.5 The curriculum can also be viewed as a political and social agreement that
reflects a society’s common vision while taking into account local, national
and global needs and expectations. Thus, contemporary curriculum
development and reform processes increasingly involve public discussion
and consultation with a wide range of stakeholders.
2. Assessment. The process through which the progress and achievements of a
learner or learners is measured or judged in compliance with specific quality
criteria.
2.1 Assessment AS Learning. Assessment that actively involves learners
and encourages them to think about the way they learn. It occurs when
learners reflect on and regulate and monitor their learning progress. It
comprises learner reflection and peer and self-assessment.
2.2 Assessment OF Learning (SUMMATIVE Assessment). Assessment of
learner’s achievement the primary purpose of which is to provide
information about what has been learned at a particular point in time. This
process often involves the use of standardized tests or examinations. It is
often, though not always, used for the purpose of promotion and/or
graduation.
7
3. Formative Assessment (Assessment FOR Learning). Assessment

conducted throughout the educational process with a view to enhancing
student learning. It implies eliciting evidence about learning to close the gap
between current and desired performance (so that action can be taken to close
the gap); providing feedback to students; and involving students in the
assessment and learning process.
4. Criterion-Referenced Assessment. Assessment of a learner’s progress and
achievement against a pre-determined set of criteria.
5. Norm-Referenced Assessment. Assessment of learner’s progress and
achievement with reference to the levels of achievement of his/her peer group
and/or by reference to norms derived from a sample of a similar population.
6. Authentic Assessment. Assessment of learner performance that is as closely
related to a real-life situation as possible and is not artificial or contrived. One
way to make an assessment more authentic is to have learners choose the
particular task they will use to demonstrate what they have learned. (Source:
ASCD). Authentic assessment involves the collection of information from a rich
range of sources, including, importantly, the individual. Portfolios, checklists,
work samples, diaries, permanent products, pencil-and-paper tests,
observations and other forms of assessment may shed light on what the learner
knows or is able to demonstrate, and the direction(s) required in one’s learning
program.
7. Performance Assessment. Assessment that is designed to measure and
judge what learners know and are able to do based on how they perform
certain tasks.
8. Portfolio Assessment. Assessment based on the systematic collection of
learner work (such as written assignments, drafts, artwork, and presentations)
that represents competencies, exemplary work, or the learner's developmental
progress. In addition to examples of their work, most portfolios include reflective
statements prepared by learners. Portfolios are assessed for evidence of
learner achievement with respect to established learning outcomes and
standards.
9. Rubrics (Assessment). Scoring tools containing performance criteria and a
performance scale with all score points described and defined. Rubrics are
specific guidelines with criteria to evaluate the quality of learner work, usually
on a point scale. Learners may use rubrics to judge their own work, and to
edit and improve it.
10.Authentic Learning. Learning related to real-life or ‘authentic’ situations – the
kinds of problems faced by citizens, consumers, or professionals. Advocates
complain that what is taught in school has little relationship to anything people
do in the world outside of school; efforts to make learning more authentic are
intended to overcome that problem. Authentic learning situations require
teamwork, problem-solving skills, and the ability to organize and prioritize the
tasks needed to complete the project. Learners should know what is expected
before beginning their work. Consultation with others, including the teacher or
instructor, is encouraged. The goal is to produce a
8
College of Teacher Education “Physically Distanced but Academically Engaged” high-quality solution
to a real problem, not to see how much the learner can remember. (Adapted
from: ASCD).
11.Benchmarking. A systematic process of comparing the activities, processes
and/or performance of a program, organization, country, learner, etc. against a
theoretical, political or existing reference with the aim of identifying ways to
improve performance.
12.Bloom’s Taxonomy. The taxonomy comprises three learning domains -
cognitive, affective and psychomotor. Each domain is organized as a matrix
of increasing levels of difficulty, with examples of activities and keywords for
describing mastery of each level.
12.1The cognitive domain is described as the recall or recognition of knowledge
and the development of intellectual abilities and skills. the cognitive domain,
the classification provides a way to organize thinking skills into six levels,
from the most basic to the more complex levels of thinking (e.g. knowledge,
comprehension, application, analysis, synthesis and evaluation). In the
revised Bloom’s taxonomy the six categories and cognitive processes are:
remembering (retrieving, recognizing, and recalling relevant knowledge);
understanding (constructing meaning through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining); applying
(carrying out or using a procedure through executing, or implementing);
analyzing (breaking information into parts to explore understanding and
relationships through differentiating, organizing, and attributing); evaluating
(making judgements based on criteria and standards through checking and
critiquing); and creating (putting elements together to form a coherent or
functional whole; generating new ideas, products or ways of viewing things).
Higher-Order Thinking (HOT) refers to the cognitive processes of
analyzing, evaluating and creating.
12.2The affective domain relates to emotions, attitudes, appreciations, and
values, such as enjoying, conserving, respecting, and supporting. It is
divided into five main subcategories, namely: receiving, responding,
valuing, organization, and characterization.
12.3 The psychomotor domain refers to the motor-skills or behavioral skills that
constitute the relationship between the cognitive process and physical
movement in education.
13.Competence. Is defined as a combination of knowledge, skills and attitudes
appropriate to the context. Competence indicates the ability to apply learning
outcomes adequately in a defined context (education, work, personal or
professional development). Competence is not limited to cognitive elements
(involving the use of theory, concepts or tacit knowledge); it also encompasses
functional aspects (involving technical skills) as well as interpersonal attributes
(e.g. social or organizational skills) and ethical values. (CEDEFOP 2011).
14.Competency-Based Curriculum (CBC). A curriculum that emphasizes the
complex outcomes of a learning process (i.e. knowledge, skills and attitudes to
be applied by learners) rather than mainly focusing on what learners are
expected to learn about in terms of traditionally defined subject content. In
9
College of Teacher Education “Physically Distanced but Academically Engaged” principle such a
curriculum is learner-centered and adaptive to the changing needs of students,
teachers and society. It implies that learning activities and environments are
chosen so that learners can acquire and apply the knowledge, skills and
attitudes to situations they encounter in everyday life. Competency-based
curricula are usually designed around a set of key competences/competencies
that can be cross-curricular and/or subject
bound.
15.Constructivism. A learning theory which places the learner at the center of the
educational process on the understanding that the learner actively constructs
knowledge rather than passively receiving it. Thus, an individual’s knowledge
is a function of one’s prior experiences, mental structures, and beliefs that are
used to interpret objects and events. Largely influenced by the works of the
psychologists Jean Piaget and Lev Vygotsky.
16.Holistic Learning Approach. An approach that seeks to fully activate all
aspects of the learner’s personality (intellect, emotions, imagination, body) for
more effective and comprehensive learning.
17.Content Standards. Specifications of what all learners are expected to know
and be able to do within a particular field of study, discipline or subject at
different grade levels, ages, or other criteria. These standards should be clear,
detailed, and complete; reasonable in scope; rigorous and scientifically correct;
and they should be built around a conceptual framework that reflects sound
models of student learning. They should also describe examples of
performance expectations for learners in clear and specific terms so that all
concerned will know what is expected of them. (.
18.Performance Standards. Performance standards specify what levels of
learning are expected and assess the degree to which content standards
have been met.
19.Curriculum Aims/Goals. Broad descriptions of purposes or ends stated in
general terms without criteria of achievement or mastery. Curriculum aims or
goals relate to educational aims and philosophy. They are programmatic and
normally do not delineate the specific courses or specific items of content.
Typically, they refer to the accomplishment of groups (e.g. all learners, learners
in general, most learners) rather than the achievement of individual learners.
They are broad enough to lead to specific curriculum objectives. Examples
include: ‘students will learn to respect and get along with people of different
cultures’; ‘students will develop a sense of civic responsibility’; ‘students will
attain an appreciation for literature, art, music’.
20.Curriculum Alignment. A process aimed at ensuring coherence and
consistency between the intended outcomes as specified in the formal
curriculum and teaching methods, assessment tasks, and learning activities in
the classroom.
21.Curriculum Design. The process of meaningfully constructing and
interconnecting the components of a curriculum so as to address such
fundamental questions as what needs to be learned and how and why, the
resources required and how learning will be assessed.
22.Curriculum Scope and Sequence. Interrelated concepts that refer to the
overall organization of the curriculum in order to ensure its coherence and
10
College of Teacher Education “Physically Distanced but Academically Engaged” continuity. Scope
refers to the breadth and depth of content and skills to be covered. Sequence
refers to how these skills and content are ordered and presented to learners
over time.
23.Curriculum Development. The process of designing the national, local or
school curriculum. In order to produce a quality curriculum, this process should
be planned and systematic. It should value the input of stakeholders and also
cater for sustainability and long-term impact. In contemporary educational
practice curriculum development is seen as a comprehensive cycle of
development, implementation, evaluation and revision to ensure that the
curriculum is up-to-date and relevant.
24.Curriculum Differentiation. The process of modifying or adapting the
curriculum according to the different ability levels of the learners in the
classroom. It is a strategy that teachers can use with a view to provide
meaningful learning experiences for all learners. Differentiation takes account
of learner differences and matches curriculum content and teaching and
assessment methods to learning styles and learner needs and characteristics.
It may focus on input, task, outcome, output, response, resources or support.
25.Curriculum Evaluation. The process of measuring and judging the extent to
which the planned courses, programs, learning activities and opportunities as
expressed in the formal curriculum actually produce the expected results. If
carried out effectively, this process can enable decisions to be made about
improvements and future progress.
26.Curriculum Framework. An overarching document that fulfills some or all of
the following: places national statements of vision, economic development and
education policy in a curriculum context; sets out broad aims and objectives of
the curriculum at the various stages of schooling; explains the educational
philosophy underlying the curriculum and approaches to teaching, learning and
assessment that are fundamental to that philosophy; outlines the curriculum
structure, its subjects or learning areas and the rationale for the inclusion of
each in the curriculum; allocates time to various subjects and/or learning areas
in each grade or stage; provides guidelines to subject curricula developers,
teacher trainers and textbook writers; prescribes requirements for curriculum
implementation, monitoring and evaluation.
The term can also be used to refer to a document which specifies the general
outcomes (to be attained throughout the grades), the specific outcomes (to be
attained by the end of a given grade), and the achievement indicators (e.g. a
representative list of the depth, breadth, and expectations of the outcome) for
a particular subject or subject area. It can also be used with reference to an
educational stage or level (e.g. primary education curriculum framework).
27.Curriculum Guide. A document or set of documents usually providing
guidance for teachers and instructors on approaches and procedures for a
successful planning and implementation of the curriculum at school, local or
national level. Guidelines can focus on a specific learning area or subject (e.g.
health education curriculum guidelines), a particular educational level (e.g.
curriculum guidelines for preschool education), a specific group of learners (e.g.
learners with special educational needs, minorities, immigrants) or more
broadly on the curriculum (e.g. curriculum, instruction and
11
College of Teacher Education “Physically Distanced but Academically Engaged” assessment
guidelines). Curriculum guidelines can provide ideas, suggestions and
recommendations intended to help teachers to make informed decisions, or be more
prescriptive and detailed specifying the content, activities, tasks, and materials to be
used by teachers.
28.Curriculum Monitoring. A process of gathering information for evaluating the
effectiveness of the curriculum and ensuring that the intended, implemented
and attained curricula are aligned. This process typically focuses on such
issues as relevance, consistency, practicality, effectiveness, scaling-up and
sustainability, as well as whether learners are achieving the expected learning
outcomes. It measures the extent to which the curriculum is commensurate
with the diverse needs of all learners.
29.Differentiated Instruction. An approach to teaching that involves offering
several different learning experiences and proactively addressing students’
varied needs to maximize learning opportunities for each student in the
classroom. It requires teachers to be flexible in their approach and adjust the
curriculum and presentation of information to learners of different abilities.
30.E-Learning. All forms of electronically supported teaching and learning,
especially the web-based and computer- based acquisition of, and engagement
with, knowledge and skills. It may take place in or out of the classroom. It is
often an essential component of distant education and may involve virtual
learning environments.
31.Evaluation. A systematic process aimed at judging the effectiveness of any
teaching and learning program.
32.Formal Curriculum. The learning experiences and opportunities that are
provided to learners in the context of formal education and serve as a basis for
certification processes.
33.Instruction. The creation and implementation of purposefully developed plans
for guiding the process by which learners gain knowledge and understanding,
and develop skills, attitudes, appreciations and values. Instruction is frequently
associated with the term ‘curriculum’ and generally refers to the teaching
methods and learning activities that a teacher uses to deliver the curriculum in
the classroom. The terms ‘teaching’ and ‘instruction’ are often used
interchangeably.
34.Learning Experiences (Activities). A wide variety of experiences across
different contexts and settings which transform the perceptions of the learner,
facilitate conceptual understanding, yield emotional qualities, and nurture the
acquisition of knowledge, skills and attitudes. In educational settings learning
experiences are ideally challenging, interesting, rich, engaging, meaningful,
and appropriate to learner needs. Previous learning experiences are
considered to be key factors predicting further learning.
35.Learning Outcomes. The totality of information, knowledge, understanding,
attitudes, values, skills, competencies or behaviors a learner has mastered
upon the successful completion of an education program.
35.Lesson Plan. An outline of a topic to be addressed in a given period which can
take a variety of forms and be prepared on a daily, weekly or monthly basis. It
normally involves defining specific learning objectives aligned with the existing
curriculum, selection of subject matter, required materials and resources, the
activities that will take place as well as time and class
12
College of Teacher Education “Physically Distanced but Academically Engaged” management notes,
assessment methods, and the links between previous and following lessons.
36.Lifelong Learning. All learning activity undertaken throughout life, which
results in improving knowledge, know-how, skills, competences and/or
qualifications for personal, social and/or professional reasons.
37.Philippine/National Qualifications Framework. An instrument for the
development, classification and recognition of skills, knowledge and
competencies along a continuum of agreed levels. It is a way of structuring
existing and new qualifications, which are defined by learning outcomes, i.e.
clear statements of what the learner must know or be able to do whether
learned in a classroom, on-the-job, or less formally. The qualifications
framework indicates the comparability of different qualifications and how one
can progress from one level to another, within and across occupations or
industrial sectors (and even across vocational and academic fields if the NQF
is designed to include both vocational and academic qualifications in a single
framework).
38.Outcome-Based Education (OBE). An approach to schooling that makes
learning outcomes (intended results - what students should demonstrate or be
able to do after being taught) the key factor in planning and creating
educational experiences.
39.Pedagogy. The science and art of teaching, as a professional practice and as
a field of academic study. It encompasses not only the practical application of
teaching but also curriculum issues and the body of theory relating to how and
why learning takes place.
40.Test. An examination or assessment exercise designed to measure the
learner’s acquired knowledge and skills. Tests may be set and marked by the
teacher or by an external agency.
41.Twenty-first Century Skills. An overarching concept for the knowledge, skills
and attitudes citizens need to be able to fully participate in and contribute to
the knowledge society. This need is mostly attributed to the changes in society,
and more particularly, to the rapid development of technology and its impact
on the way people live, work and learn.
42.Validity (Assessment). Refers to what is assessed and how well this
corresponds with the behavior or construct to be assessed. In the case of ‘site
validity’ it involves assessments that intend to assess the range of skills and
knowledge that have been made available to learners in the classroom context
or site. High ‘system validity’ involves assessments that intend to assess an
often-narrower range of skills and knowledge, deemed essential by the
particular government body or system.
Self-Help: You can also refer to the sources below to help you further
understand the lesson:
*UNESCO International Bureau of Education (2013). Glossary of Curriculum Technology.

Geneva, Switzerland.
13
College of Teacher Education “Physically Distanced but Academically Engaged” *Fang, D. (2019). An
inquiry into the development and review process of the 12-year basic education curriculum
guidelines. Jiaoyu Yanjiu Yuekan = Journal of Education Research, (298), 56-78.
doi:http://dx.doi.org/10.3966/168063602019020298004.
Let’s Check
Activity 1. Now that you know the most essential terms in the study of curriculum in the
Philippine and international contexts. Let us try to check your understanding of these
terms. In the space provided, write the term/s being asked in the following statements:
_______________1. It refers to the systematic collection of learning data to monitor the

learning progress of performance of students.
_______________2. It pertains to the total learning experiences of students in a given

earning area which includes the learning competencies, assessments and learning
experiences.
_______________3. For the Department of Education, this refers to the guide of

teachers as to what content, knowledge, skills and attitudes should be contained in the
curriculum.
_______________4. This refers to the daily instructional blueprint of the teacher in

her/his classroom teaching performance.
_______________5. This kind of learning is best exemplified when the substance of the
lesson is intimately reflected in the world outside the classroom.
_______________6. This process ensures that the intended learning outcomes,

assessment and instructional experiences complement each other to achieve
curriculum goals.
_______________7. It refers to the ability of the students to demonstrate the intended

knowledge, skills and attitudes explicitly defined in a particular learning area and period
of time.
_______________8. Requires what levels of learning are expected and assess the
degree to which content standards have been met.
_______________9. It refers to the culminating assessment task which is designed to

assess and evaluate a learning competency.
______________10. This refers to the cognitive processes of analyzing, evaluating and

creating in the revised Bloom’s taxonomy.
Let’s Analyze
Activity 1. Getting acquainted with the essential terms in the study of curriculum is not
enough, what also matters is you should also be able to explain its inter-relationships. Now, I will
require you to explain thoroughly your answers.
14
1. There are two relevant schools of thought relevant to curriculum coherence or alignment, first:
the alignment should start from learning outcomes (LO), then assessment (As) and instruction
(Ins) (LO-As-Ins), second is that it should start from learning outcomes, then instruction and last
is the assessment (LO-Ins-As). If you are to choose one school of thought, which do you prefer?
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2. Explain the complementary roles of formative and summative assessments in the service of
achieving the intended learning outcomes.
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3. Why should teachers study the National/Philippine Qualifications Framework?
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17
College of Teacher Education “Physically Distanced but Academically Engaged” In a Nutshell
The study of curriculum is indeed pre-requisite to becoming a quality teacher. It is

a very complicated and highly scientific document which requires content and teaching
expertise including knowledge outside the classroom and school.
Based from the definition of the most essential terms in the study of curriculum and
the learning exercises that you have done, please feel free to write your arguments or
lessons learned below. I have indicated my arguments or lessons learned.
1. Assessment and instruction should clearly complement or be aligned to achieve

the intended learning outcomes.
2. The success of the teacher’s instructional performance should not be based on
the learning experiences conducted but on the declared intended learning
outcomes.
Your Turn
1. ______________________________________________________________________
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2. ______________________________________________________________________
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3. ______________________________________________________________________
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18
College of Teacher Education “Physically Distanced but Academically Engaged” 6.
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Do you have questions for clarification?

Questions/Issues Answers
1.
2.
3.
4.
4.
19
College of Teacher Education “Physically Distanced but Academically Engaged” KEYWORDS
INDEX
Curriculum Competence Performance Standards
Assessment Competency-Based Curriculum Alignment

Curriculum
Formative Assessment Constructivism Curriculum Development
Criterion-Referenced Holistic Learning Approach Curriculum Guide

Assessment
Authentic Assessment Content Standards Performance Standards
20
Big Picture in Focus: ULOb. Rationalize the foundations of

curriculum
Metalanguage
For you to demonstrate ULOb, you will need to have an operational understanding of
the following terms below. Please note that you will also be required to refer to the previous
definitions found in ULOa section.
1. Philosophy of Education. This refers to the framework underlying the curriculum and
approaches to teaching, learning and assessment that are fundamental to a particular
educational philosophy.
2. Traditional Philosophy of Education. This pertains to the educational beliefs and
principles which are highly characterized as subject, content and teacher centered. In
this school of thought, the teachers dominate the instruction.
3. Contemporary Philosophy of Education. The opposite of traditional philosophy of
education which highly emphasizes on student dominated instruction, the importance
of how students learn, humane treatment of students, allowing students to be actively
engaged in the teaching-learning processes and integration of social issues.
Essential Knowledge
Before we proceed further with the study of curriculum, it is highly important that we pay
tribute to the different foundations of curriculum. As a quality teacher, you should have a
commendable knowledge of these pillars in the study of curriculum.
Areas of Perennialism Essentialism Behaviorism Progressivism Existentiali Reconstructioni
Concern Idealism sm sm Pragmatism
Humanism
• Learn
Purpose
• Absorption • Make • Absorption • Helps • Build a new
of
Educati of ideas students and mastery problem students find social order,
on valuable of facts solving, meaning and schools
• Acquire members of and behaviors rational leading
purpose in
unchanging society thinking their lives • Change society
• Become a
principles and
• Pass on • Aid in the
great ideas
citizen of • Education is
intellectual search for
and social society self power • Transmit
heritage
• Provide new • Who am knowledge about
of generations
experiences I? Why am existing social
I order
• Learn to wield
power in
humanitarian ways
21
Students
• Begin with • Hold natural • Individualized • Begin with • Teacher as • Teacher as
learn best
subject and non program student, not non project director
and
matter, not productive • Teacher as subject interfering
research leader
student instincts in
mental • Teacher as sounding
Role of • Correct check
disciplinarian, challeng
board • Students
the
and critical • Develop leader/model er, • Teacher research ideas
Teacher
thinking rational • Education is
inquiry allow for • Discussion of
• Teacher thinking skills leader freedom
new
training
as • Learning is of choice
perspectives,
example active • Teachers extensive
of not provide interactions
values and passive students with experiences
ideas
• Teachers experiences • Literacy
• that help
• Experience is
provide them find
Emphasize experiences
rational meaning in
so students important, student
thinking their lives
learn by centered
• Sage on doing
the stage, • Continual
not self-analysis
guide on the
side • Teacher as
facilitator
• Great • Our culture • Facts, • Problem •What is • Open

Skills and
Knowledge
ideas from has a core of solving skills important to mindedness,
scholars, • learned
common individual ability to think
behaviors • Content
poets knowledge from multiple
determined • Individual
• Great that schools • Control of by students i
perspectives
meaning
• Problem solving
are obligated
principles as behavior
to transmit • Human •Respect for
opposed to our social and skills
specific kind, others
intellectual
knowledge freedom • Literacy
content heritage
are constantly
• Truth • Back to changing, so
prepare
• Rational basics
students for
thinking • Intellectual future with
processes and moral problem
standards solving
strategies
Let’s Check
Instructions: Please check the answer under each item that best reflects your
thinking. 1. What is the essence of education?
a. The essence of education is reason and intuition.
b. The essence of education is growth.
c. The essence of education is knowledge and skills.
d. The essence of education is choice.
2. What is the nature of the learner?

a. The learner is an experiencing organism.
b. The learner is a unique, free choosing, and responsible creature made up
of intellect and emotion.
c. The learner is a rational intuitive being.
d. The learner is a storehouse for knowledge and skills, which, once
acquired can later be applied and used.
22
3. How should education provide for the needs of man?

a. The students need a passionate encounter with the perennial problems of
life; the agony and joy of love, reality of choice, anguish of freedom,
consequences of actions and the inevitability of death.
b. Educations allows for the needs of man when it inculcates the child with
certain essential skills and knowledge which all men should possess. c.
The one distinguishing characteristic of man is intelligence. Education
should concentrate on developing the intellectual needs of students. d.
Since the needs of man are variable, education should concentrate on
developing the individual differences in students.
4. What should be the environment of education?

a. Education should possess an environment where the students adjust to
the material and social world as it really exists.
b. The environment of education should be life itself, where students can
experience living----not just prepare for it.
c. The environment of education should be one that encourages the growth
of free, creative individuality, not adjustment to group thinking or public
norms.
d. Education is not a true replica of life, rather it is an artificial environment
where the child should be developing his intellectual potentials and
preparing for the future.
5. What should be the goal of education?

a. Growth, though the reconstruction of experience, is the nature, and should
be the open-ended goal of education.
b. The only type of goal to which education should lead is to the goal of truth,
which is absolute, universal and unchanging.
c. The primary concern of education should be the development of the
uniqueness of individual students.
d. The goal of education should be to provide a framework of knowledge for
the student against which new truths can be gathered and assimilated.
6. What should be the concern of the school?

a. The school should concern itself with man’s distinguishing characteristic,
his mind, and concentrate on developing rationality.
b. The school should provide education for the “whole child”, centering its
attention on all the needs and interests of the child.
c. The school should educate the child to attain the basic knowledge
necessary to understand the real world outside.
d. The school should provide the student with assistance in his journey
toward self-realization.
23
7. What should be the atmosphere of the school?

a. The school should provide for group thinking in a democratic atmosphere
that fosters cooperation rather than competition.
b. The atmosphere of the school should be the one of authentic freedom
where a student is allowed to find his own truth and ultimate fulfillment
through non-conforming choice making.
c. The school should surround its students with “Great Books” and foster
individuality in an atmosphere of intellectualism and creative thinking. d.
The school retains an atmosphere of mental discipline, yet incorporates
innovative techniques which would introduce the student to a perceptual
examination of the realities about him.
8. How should appropriate learning occur?

a. Appropriate learning occurs as student freely engages in choosing among
alternatives while weighing personal responsibilities and the possible
consequences of his action.
b. Appropriate learning takes place through the experience of problem
solving projects by which the child is led from practical issues to
theoretical principle (concrete-to-abstract).
c. Appropriate learning takes place as certain basic readings acquaint
students with the world’s permanencies, inculcating them in theoretical
principle that they will later apply in life (abstract-to-concrete).
d. Appropriate learning occurs when hard an effort has been extended to
absorb and master the prescribed subject matter.
9. What should be the role of the teacher?

a. The teacher should discipline pupils intellectually through study of the
great works in literature where the universal concerns of man have been
best expressed.
b. The teacher should present principles and values and the reasons for
them, encouraging students to examine them in order to choose for
themselves whether or not to accept them.
c. The teacher should guide and advice students, since the children’s own
interest should determine what they learn, not authority not the subject
matter of the textbooks.
d. The teacher, the responsibility authority, should meditate between the
adult world and the world of the child since immature students cannot
comprehend the nature and demands of adulthood by themselves.
10.What should the curriculum include?

a. The curriculum should include only that which has survived the test of time
and combines the symbols and ideas of literature, history, and
mathematics with the sciences of the physical world.
b. The curriculum should concentrate on teaching students how to manage
change through problem solving activities in the social studies…empirical
sciences and vocational technology.
24
College of Teacher Education “Physically Distanced but Academically Engaged” c. The curriculum
should concentrate on intellectual subject matter and include English,
languages, history, mathematics, natural sciences, the fine arts, and also
philosophy.
d. The curriculum should concentrate on the humanities; history, literature,
philosophy, and art---where greater depth into the nature of man and his
conflict with the world are revealed.
11.What should be the preferred teaching method?

a. Projects should be the preferred method whereby the students can be
guided through problem-solving experience.
b. Lecture, readings, and discussions should be the preferred methods for
training intellect.
c. Demonstration should be the preferred method for teaching knowledge
and skills.
d. Socratic dialogue (drawing responses from a questioning conversation
should be the preferred method for finding the self.
Scoring: This activity is self-scoring. Circle the answer you selected for each of
the questions checked on the test. Total the number of circles below each column.
Progressivism Perennialism Essentialism Existentialism

1BACD
2ACDB
3DCBA
4BDAC
5ABDC
6BACD
7ACDB
8BCDA
9CADB
10 B C A D
11 A B C D
The four answers selected for each question in this multiple choice test represent
positions on educational issues being taken by hypothetical advocates of the major
educational philosophies heading each column, Progressivism, Perennialism,
Essentialism, and existentialism. If in scoring your test, you find that majority of your
choices, no matter how doubling up of answers, falls in a single column, you are
selecting a dominant educational philosophy from among the four. If you discover
yourself spread rather than among several or even all four, this scattering of answer
demonstrates an eclectic set of educational values. Indecisiveness in selecting from the
four positions could indicate other values and beliefs not contained within one of these
major educational systems.
In all formal systems of philosophy, an important measure of the system’s

validity is its consistency. Your consistency in taking this test can be measured by
25
College of Teacher Education “Physically Distanced but Academically Engaged” comparing the
answer you selected from item #1 that identifies essence with your other answers. The
more of the remaining ten responses you find in the same column where you circled
item #1, the more consistent you should be in your educational philosophy.
The fewer of the other 10 responses in the same column as item #1, the more
you should find your responses contradicting one another, a problem inherent in
eclecticism. Again, keep in mind, lack of consistency may also be due to valuing another
set of educational beliefs, consistent in themselves, but not included as one of the
possible systems selected for representation here.
Other Educational Philosophies

EDUCATION MEANING IMPLICATION TO
AL CURRICULUM AND
PHILOSOPHY TEACHING
Pragmatism Pragmatism states that if an In lesson planning, it is very

idea works it is good and if important to consider the
does not work it is not good intelligence of the students to
and meaningless. It uses the make the objectives of the
practical consequences of lesson attainable, measurable
ideas. It aims to teach and can be observed.
oneever changing society
and to develop excellent
citizens in
the democracy.
Materialism It states that material things In discussing any subject

or objects are better than matter, the use of different
concepts. This philosophy instructional materials such as
pertains to the relevance of pictures or any audio-visual
tangible things in the learning materials will be of great help
process for
the teacher and the students
as well.
Naturalism It states that anything is of In teaching issues, it is

value if it is based on truth and important to verify first whether
can be verified. It is also the information is true or false. In
same as empiricists teaching factual information
whoassert the importance of the teacher should see to it
facts rather than opinion. that the
information is correct and not
misleading
Idealism Idealism states that concept In teaching practical arts or

is better than materialism. It craftsmanship, the ideas or
is the offshoot of materialism. concept is important. This
It is a system of thought that knowledge will enable the
emphasizes the importance students to make projects.
of mind, soul or spirit. In
methods of teaching, it
encourages acquisition of
facts and skills
reflective thinking and moral
choices
26
Existentialism Asserts that reality is a matter In values clarification
of individual existence. It approach, the teacher never
states that in existence, man imposes personal values but
creates himself by the the students are free to
choices he makes. The aim choose their values based on
of education here is to serve their knowledge and
the individual with specific experience. The teacher
goals of individual merely guides the students.
awareness, opportunity for
free ethical choices,
development of
self-knowledge, sense of
responsibility and of
individual commitment
Essentialism States that there is essential In teaching any subject matter,

knowledge that all men it is important for the teacher
should know. It further to teach all the basic essential
asserts the teaching of skills and knowledge to the
important and universally students.
accepted values by the
society
Humanism Asserts the understanding of In handling disciplinary

the cause of an action before problems of the students, the
doing something else. That in teacher must be humane. It is
teaching, the teacher should also true in handling problems
be humane. affecting the parents, students
and peers
Progressivism States that concept that the The teacher acts the second
child of the learner is the parents of their students and
measure and aim of they are helping in inculcating
education here is life itself values to the students
and not a preparation for life
that is to meet the needs of
the growing
child.
Absolutism States that there are universal Teachers should be agents

values by which all cultures of preserving culture,
can be judged and these education should be
cultures must be taught and geared towards the
internalized assurance of passing culture
by the students to the next generation
Eclecticism Asserts the use of several In teaching any subject

ideas, concepts, techniques matter, the use of various
or approaches in order to approaches, strategies and
arrive at a good result. methods or techniques are
important
Perennialism The essence of education The learner is a rational

is reason and intuition. intuitive being. The learner
must therefore be given the
chance to think and reason
out.
Realism Schools should prepare the Teaching should include
learners for concrete duties complete knowledge and
and practical living. understanding of the
environment and the whole
man
27
Formal Discipline Mind has a number of distinct Teaching should stress the
and general powers of intellectual powers of
faculties such as memorizing and reasoning
observation, memory and will developed by offering the
power which should be proper kind of subject matter
strengthen by exercise could be
used in mastering other
subjects
Rationalism Advocated that reason can be Scientific and philosophical

source of knowledge and that arguments were emphasized.
truth can best be established Emphasis on philosophy,
by a process of deduction science, art, literature, social
from a priori principle refinement, formal etiquette.
independent of There is no religion
experience
*Khasawneh, O. M., Miqdadi, R. M., & Hijazi, A. Y. (2014). Implementing pragmatism and john
dewey's educational philosophy in jordanian public schools. Journal of International
Education Research, 10(1), 37. Retrieved from
https://search.proquest.com/docview/1477975177?accountid=31259.
*Deryakulu, D., & Atal-Köysüren, D. (2018). The relationship between turkish pre-service ICT
teachers’ educational philosophies and occupational anxieties. Educational Research for
Policy and Practice, 17(1), 33-52. doi:http://dx.doi.org/10.1007/s10671-017-9214-2.
*Edlin, M. L. (2013). Determining the philosophical orientation of pre-service teachers: A causal

comparative study (Order No. 3587525). Available from ProQuest Central. (1427330595).
Retrieved from https://search.proquest.com/docview/1427330595?accountid=31259.
Let’s Analyze
Activity 1. The different educational philosophies have greatly contributed as foundations

of curriculum and education in itself. These philosophies when used as a lens in
promoting quality teaching and learning will significantly affect how teachers and other
education stakeholders look at curriculum in general.
At this juncture, you will be required to ELABORATE your answers about the following
questions:
1. What are the strengths and weaknesses of the traditional and contemporary
philosophies of education?
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2. In today’s education where everything is accessible and information is easily

accessed, what philosophy/ies of education would you like to recommend?
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In a Nutshell
The importance of philosophies of education is undeniable. In this portion of the

unit, you will be required to state your arguments or synthesis relevant to the topics
presented. I will supply the first two items and you will continue the rest.
1. Educational philosophies either traditional or contemporary has its own place in the
realization of quality teaching and learning.
2. For skill-based lessons or topics, I would use the Behaviorism educational philosophy
as my overall framework.
3.____________________________________________________________________
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30
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4.____________________________________________________________________
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5.____________________________________________________________________
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6.____________________________________________________________________
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7.____________________________________________________________________
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8.____________________________________________________________________
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9.____________________________________________________________________
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10.___________________________________________________________________
31
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Do you have questions for clarification?
1.
2.
3.
4.
5.
KEYWORDS INDEX
Progressivism Materialism Humanism Realism
Perennialism Naturalism Progressivism Formal Discipline
Essentialism Idealism Absolutism Rationalism
Existentialism Existentialism Eclecticism Realism
Pragmatism Essentialism Perennialism Formal Discipline
32
Big Picture in Focus: ULOc. Analyze the pioneering works of

curriculum development
Metalanguage
Below are the essential terms that you are going to encounter in the pursuit of ULOc:
Analyze the pioneering works of curriculum designs. Again, you are advised to frequently refer
to these definitions to help you understand the succeeding topics. I would like to highly
recommend that you refresh your knowledge about ULOa and ULOb to understand further
ULOc.
1. Curriculum Model. This refers to a prominent and classic curriculum structure,

organization or design worthy of imitation or emulation.
2. Curriculum Approach. It is a way of dealing with a curriculum, a way of
doing/creating/designing/ thinking about a curriculum.
3. Curriculum goals/objectives. Broad descriptions of purposes or ends stated in general
terms without criteria of achievement or mastery. Curriculum aims or goals relate to
educational aims and philosophy. They are programmatic and normally do not delineate
the specific courses or specific items of content. Typically, they refer to the
accomplishment of groups (e.g. all learners, learners in general, most learners) rather
than the achievement of individual learners. They are broad enough to lead to specif ic
curriculum objectives. Examples include: ‘students will learn to respect and get along
with people of different cultures’; ‘students will develop a sense of civic responsibility’;
‘students will attain an appreciation for literature, art, music’.
4. Heterogenous classroom. This means that a particular classroom is composed of
students with mixed abilities. This could be in the form of intellectual capacity, social
economic status and even intellectual quotient.
5. Gifted Students. This is often defined as an intellectual ability linked to an IQ score of
130 and above. However, not all gifted children excel in an academic area. Activities
both in and outside of school may be considered, along with cognitive abilities, creativity,
and affective and behavioral habits..
6. Context. Refers to the circumstances that form the setting for an educational concept,
theory, principle or approach. This further refers to the educational statement, or idea of
which it can be fully understood and assessed.
Essential Knowledge
The educational curriculum throughout the world has apparently evolved and is
highly influenced by pioneering education researchers and curriculum experts. It is
commendable to note that until now, we pay tribute to these seminal works because they
have laid down the foundations of what accounts as quality curriculum, teaching and
learning.
33
College of Teacher Education “Physically Distanced but Academically Engaged” A. Ralph Tyler’s
Model
The Tyler’s curriculum model has been considered as the most influential despite
criticisms from education experts. Teachers and other relevant stakeholders should have
a firm understanding of how to formulate educational objectives and how to analyze and
adjust their plans so that students not just meet the objectives but demonstrate it. The
model is known for its four sections which are highly observed in the Philippine
educational curriculum:
1. Setting objectives. (What educational purposes should the school seek to attain?).
In the Tyler’s model, setting explicitly the objectives is pre-requisite to curriculum development
and design. One of the main problems with education is that educational programs "do not
have clearly defined purposes." These "purposes" as he describes them
should be translated into educational objectives. This objective-based approach to
evaluation is at the core of what Tyler proposes.
1. Establish broad goals or objectives.
2. Classify the goals or objectives.
3. Define objectives in behavior terms.
4. Find situations in which achievement if objectives can be shown.
5. Develop or select measurement techniques.
6. Collect performance data.
7. Compare performance data with behaviorally stated objectives.
2. Selecting learning experiences. (How can learning experiences be selected

which are likely to be useful in attaining these objectives?). Step two is developing
learning experiences that help the students to achieve step one. For example, if students
need to meet the objective of writing an essay. The learning experience might be a
demonstration by the teacher of writing an essay. The students than might practice writing
essays. The experience (essay demonstration and writing) is consistent with the objective
(Student will write an essay).
3. Organizing instruction. (How can learning experiences be organized for
effective instruction?). Step three is organizing the experiences. Should the teacher
demonstrate first or should the students learn by writing immediately? Either way could
work, and preference is determined by the philosophy of the teacher and the needs of
the students. The point is that the teacher needs to determine a logical order of
experiences for the students.
4. Evaluating progress. (How can the effectiveness of learning experiences be

evaluated?). Lastly, step four is evaluation of the objectives. Now the teacher assesses
the students’ ability to write an essay. There are many ways to do this. For example, the
teacher could have the students write an essay without assistance. If they can do this,
it is evidence that the students have achieved the objective of the lesson.
34
College of Teacher Education “Physically Distanced but Academically Engaged” B. Hilda Taba’s
Model
Strengths of using the Taba Model in the classroom:

• Gifted students begin thinking of a concept, then dive deeper into that concept •
Focuses on open-ended questions rather than right/wrong questions • The open-
endedness requires more abstract thinking, a benefit to our gifted students • The
questions and answers lend themselves to rich classroom discussion • Easy to assess
student learning
Limitations of using the Taba Model in the classroom:

• Can be difficult for non-gifted students to grasp
• Difficult for heterogeneous classrooms
• Works well for fiction and non-fiction, may be difficult to easily use in all subjects
Difference between Tyler and Taba’s Curriculum Model
Hilda Taba's theory of curriculum development is considered a more grassroots,

inductive approach than other traditionalist models, such as Ralph Tyler's objectives
model, or rational model, of curriculum design. Taba advocated for teachers to design the
curriculum, rather than higher authorities dictating the curriculum to the teachers. She
also believed curriculum was best designed inductively, starting with specifics and
building up to a more general design.
The Tyler's curriculum design research model is the most common model. His
model, devised in 1949, poses four questions to the curriculum developer. The answers
to these questions inform the four stages in the curriculum design process: stating
objectives, selecting learning experiences, organizing these learning experiences and
evaluation to determine whether the objectives were achieved and assess whether the
learning experiences produced the desired results.
35
College of Teacher Education “Physically Distanced but Academically Engaged” In 1962, Taba
refined Tyler's curriculum development model, adding three additional stages that
involved diagnosing the needs of the learners as a first step and added the selection
and organization of content as additional steps. Taba's curriculum design process
contained seven main steps: diagnosis of the learners' educational needs, formulating
specific objectives, selection of content based on those objectives, organization of the
content into appropriate levels and sequences, selection of learning experiences that
help the students learn the content, organization of those learning experiences and
evaluation of whether the objectives are met.
C. Spiral Curriculum
Curriculum design (Jerome Bruner) in which key concepts and topics are
repeatedly presented over time in the context of new, broader and more complex learning
experiences. It serves for consolidating pre-existent learning as well as broadening and
exploring more in-depth the different learning content.
Bruner proposed, that during a child’s cognitive development, there are three
learning modes in acquiring information. These modes were applied at specific ages of a
child’s early years of development. However, their application and recognition as a
mnemonic device are not limited to pedagogy; they are clearly evidenced in andragogy
learning environments, as a means of encoding memory.
A Cognitive Approach
Enactive (0-1 Years). This is action-based learning, where physical acts inform
and guide. Action and tactile input are converted into muscle memory. Scenario: Playing
with building blocks.
Iconic (1-6 Years). This is the recognition of images, where the learner begins to
recognize and understand their depiction of the physical. Scenario: Seeing images of
building block.
Symbolic (7+ Years). Abstract thoughts start to form through the understanding of
symbols and codes.
36
Advantages
• With each complex evolution, the student can recap, learn, analyze and then develop
their prior knowledge.
• The spiral design does allow for a logical progression in the complexity of the subject
material.
• It supports, prior knowledge and experience as being fundamental in the learner’s
cognitive development.
Disadvantages
• Based upon the complexity evolution, some learners may find the next step too easy and
become uninterested.
• The reviewing of prior learning could potentially use up valuable time that could be spent
on new material.
• The repetitious nature of the primary subject, may become uninspiring and not exciting
for the learners
*Cruickshank, V. (2018). Considering Tyler’s curriculum model in health and physical education.
Journal of Education and Educational Development, 5(1), 207-214.
doi:http://dx.doi.org/10.22555/joeed.v5i1.1443.
*Robinson, J. K. (2010). An examination of slippage between ideal and formal curriculum using
tyler's rationale (Order No. 3434506). Available from ProQuest Central. (847222964).
Retrieved from https://search.proquest.com/docview/847222964?accountid=31259.
*The evolution of the taba curriculum development project: A journal for readers, students and
teachers of history. (1994). The Social Studies, 85(4), 149. Retrieved from
*Kang, H. (2014). Bruner's narrative theory and its educational meaning. International
Information Institute (Tokyo). Information, 17(8), 3713-3718. Retrieved from
Let’s Check
Activity 1. Clearly, the works of Ralph Tyler and Hilda Taba have massively
influenced the curriculum development of the world. At this point, let us try to determine
the extent of their influence of these experts to the Philippine context. Please elaborate
your answers to the questions below:
37
College of Teacher Education “Physically Distanced but Academically Engaged” 1. Discuss
extensively the influence of Ralph Tyler’s and Hilda Taba’s curriculum principles in the
Philippine context in terms of:
a. Making of objectives
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b. Choice of teaching and learning strategies
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College of Teacher Education “Physically Distanced but Academically Engaged” c. Assessment
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_ Let’s Analyze
Activity 1. In this activity, you are required once again to elaborate your answer
to each of the questions below.
1. Enumerate and explain the strengths (3) and weaknesses (3) of Ralph Tyler’s
model. Strengths
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2. Enumerate and explain the strengths (3) and weaknesses (3) of Hilda Taba’s
model. Strengths
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3. What are the strengths and weaknesses (cite at least 2-3) of Jerome Bruner’s Spiral
Curriculum? How can the Philippine schools maximize the potential of the Spiral
curriculum?
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In a Nutshell
The three-pioneering works of curriculum mentioned above have massively

contributed to the educational systems of the world today. Apparently, today’s school
curriculum has dramatically evolved integrating technology and putting premium on
students’ culture. However, we cannot deny the fact that we still owe big time our
curriculum to the three ground-breaking works. In this activity, you will be required to draw
conclusions or perspectives from the three models taking into consideration the Philippine
context. I will supply the first item and you will continue the rest.
1. The spiral curriculum of Bruner if integrated in the Philippine school curriculum as part
of its policies will put pressure on the kindergarten and elementary teachers to strongly
lay down the foundational knowledge and skills for students to succeed in the next
succeeding education levels.
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_ Do you have questions for clarification?
1.
2.
3.
4.
5.
54
College of Teacher Education “Physically Distanced but Academically Engaged” KEYWORDS
INDEX
Ralph Tyler’s Model Hilda Taba’s Model Spiral Curriculum Curriculum Model
Curriculum Approach Curriculum Heterogeneous Gifted Students
Goals/Objectives Classroom
Context Jerome Bruner Enactive Stage Iconic Stage
Symbolic Stage andragogy philosophy curriculum expert

55
Big Picture in Focus: ULOd. Examine the different curriculum

models
Metalanguage
The most essential terms below are operationally defined for you to have a better
understanding of this section in the course.
7. Curriculum Approach. It is a way of dealing with a curriculum, a way of

doing/creating/designing/ thinking about a curriculum..
8. Stakeholders. a person with an interest or concern in something, especially a
business.
9. Standards. a level of quality or attainment. an idea or thing used as a measure, norm,
or model in comparative evaluations.
Essential Knowledge
Curriculum models are broad theoretical frameworks used to design and organize
the curriculum according to certain principles and criteria. Each of these models arguably
has its own strengths and weaknesses that are useful in guiding the schools and its
stakeholders in achieving quality teaching and learning.
a. Child-Centered Approach. Placing the child at the notional center of the

learning process in which they are active participants. Involves giving
children choices of learning activities, with the teacher acting as facilitator
of learning.
b. Cross-curricular approach. An approach to formulating curriculum that
favors the dynamic use of learning topics and themes to be covered and
skills/competencies to be developed in a number of learning areas across
the curriculum.
c. Inter-disciplinary approach. An approach to curriculum integration that
generates an understanding of themes and ideas that cut across
disciplines and of the connections between different disciplines and their
relationship to the real world. It normally emphasizes process and
meaning rather than product and
content by combining contents, theories, methodologies and perspectives
from two or more disciplines.
d. Multi-disciplinary approach. An approach to curriculum integration which
focuses primarily on the different disciplines and the diverse perspectives
they bring to illustrate a topic, theme or issue. A multidisciplinary
curriculum is one in which the same topic is studied from the viewpoint of
more than one discipline. Frequently multidisciplinary and cross
disciplinary are used as synonyms describing the aim to cross boundaries
between disciplines.
56
College of Teacher Education “Physically Distanced but Academically Engaged” e.
Transdisciplinary Approach. An approach to curriculum integration which
dissolves the boundaries between the conventional disciplines and organizes
teaching and learning around the construction of meaning in the context of
real-world problems or themes.
Types and Characteristics of Curriculum
a. Attained Curriculum. Curriculum which indicates the knowledge,

understanding, skills and attitudes that learners actually acquire as a result
of teaching and learning, assessed through different means and/or
demonstrated in practice. It may differ from the intended and the
implemented curriculum.
b. Open Curriculum. An approach based on the principle that education and
the curriculum should be active, flexible, fluid, and individualized. The
primary concern of open education is to facilitate meeting educational goals
while fulfilling the unique, individual potential of each learner. Curriculum in
open education revolves primarily around the individual learner. It
emphasizes individual interests and highlights the influence learning
materials and their arrangement within a classroom may have upon
learners. Educators in an open classroom may often follow a specific, daily
curriculum. This curriculum is supplemented and altered through interaction
to complement spontaneity. Therefore, although lessons may be taught and
learned, the manner in which they are done so is rarely repeated.
c. Implemented curriculum. The actual teaching and learning activities taking
place in schools through interaction between learners and teachers as well
as among learners, e.g. how the intended curriculum is translated into
practice and actually delivered. Also defined as the ‘curriculum in action’ or
the ‘taught curriculum’.
d. Hidden curriculum. This term has various interpretations and in general it
refers to unofficial norms, behaviors and values that teachers teach, and
students learn at school, or that are directly/indirectly transferred by the
school culture or ethos, and which are not necessarily a product of
conscious intention. The hidden curriculum acknowledges that schooling
takes place in a broad social and cultural environment that has an influence
on learning. Increasingly referred to as ‘school-related factors.
e. Intended curriculum. A set of formal documents which specify what the
relevant national education authorities and society expect that students will
learn at school in terms of knowledge, understanding, skills, values, and
attitudes to be acquired and developed, and how the outcomes of the
teaching and learning process will be assessed. It is usually embodied in
curriculum framework(s) and guides, syllabi, textbooks, teacher’s guides,
content of tests and examinations, regulations, policies and other official
documents. Also referred to as the ‘official curriculum’ and the ‘planned
curriculum’.
f. Discipline-based curriculum. A model of curriculum in which content is
divided into separate and distinct subjects or disciplines, such as
57
College of Teacher Education “Physically Distanced but Academically Engaged” language, science,
mathematics, and social studies. The term ‘discipline based’ or ‘subject-
based’ covers the full range of distinct subjects or fields of study, both the
more traditional such as mathematics or physics and the newer areas of
study, such as media education. Learners must have frequent and
recurring opportunities to practice their disciplinary skills throughout their
fields of study in a way that allows later courses to build on the work of
earlier ones. The instructional emphasis of discipline-based curriculum
tends to be on specific, current, and factual information and skills as it
emerges from the discipline experts. A discipline-based curriculum
approach characterizes teaching practice within one subject and
encourages teachers for specialization, depth of content knowledge, and
integrity to the conventions of their discipline.
g. Core Curriculum. The body of knowledge, skills and attitudes expected to
be learned by all students, generally related to a set of subjects and learning
areas that are common to all students, such as languages, mathematics,
arts, physical education, science and social studies.
h. Culturally responsive curriculum. A curriculum that respects learners’
cultures and prior experiences. It acknowledges and values the legitimacy
of different cultures, not just the dominant culture of a society, and
encourages intercultural understanding. It incorporates cultural aspects into
the curriculum, rather than adding them on as an extra or separate module
or course.
i. Elective curriculum. Courses or subjects from which learners can choose
according to their interests and needs, also referred to as ‘electives’.
Typically offered in secondary and tertiary education and complementing
the core curriculum that all learners must follow. ‘Electives’ usually refer to
subjects to be chosen within a range of options where opting for one or
more subjects is compulsory. In some cases, ‘elective’ and ‘optional’ mean
the same thing, while in other cases ‘optional’ refers to a subject that is not
compulsory.
j. Formal Curriculum. The learning experiences and opportunities that are
provided to learners in the context of formal education and serve as a basis
for certification processes.
k. Functional curriculum. A curriculum designed to teach skills deemed
essential for living and working independently to learners with cognitive
impairments.
l. Inclusive curriculum. Curriculum which takes into consideration and
caters for the diverse needs, previous experiences, interests and personal
characteristics of all learners. It attempts to ensure that all students are
part of the shared learning experiences of the classroom and that equal
opportunities are provided regardless of learner differences.
58
Matsuyama, Y., Nakaya, M., Okazaki, H., Lebowitz, A. J., Leppink, J., & Cees van, d. V. (2019).
Does changing from a teacher-centered to a learner-centered context promote self regulated
learning: A qualitative study in a japanese undergraduate setting. BMC Medical Education,
19 doi:http://dx.doi.org/10.1186/s12909-019-1550-x.
Wu, P. (2019). The textbook's design principles of competency-based integrated life curriculum.
Jiaoyu Yanjiu Yuekan = Journal of Education Research, (303), 12-24.
doi:http://dx.doi.org/10.3966/168063602019070303002.
Bai, X., & González González, O. R. (2019). A comparative study of teachers’ and students’
beliefs towards teacher- centered and learner-centered approaches in grade 12 english as a
foreign language class at one governmental senior secondary school in Shaan’xi province,
china. Scholar : Human Sciences, 11(1), 37. Retrieved from
https://search.proquest.com/docview/2384106755?accountid=31259
Let’s Check
Activity 1. Classify the following practices of Philippine education based from the
approaches, types and characteristics of curriculum mentioned in the essential
knowledge part of this unit.
e.g. Culturally Responsive curriculum 1. Integrating gender education in the
curriculum. __________________1. Catering to the needs of students with cognitive
difficulties.
__________________2. The actual teaching learning activities experienced by students

in the class.
__________________3. Students are given the freedom to choose courses.
__________________4. Students acquire the intended knowledge, skills and attitudes

after being taught.
__________________5. Students as the center of the teaching-learning process, the

object and subject of the curriculum.
__________________6. Schools have unique branding or trademarks that are not

explicitly reflected in the curriculum.
__________________7. The curriculum is contextualized based from real-world

issues, problems and demands.
__________________8. Pedagogical decisions of school administrators and

teachers themselves cater to the diverse needs of students.
59
__________________9. The conduct of intramurals and other extra-curricular activities.
__________________10. Social studies topics are linked to health and music topics to
further understand the substance of the lesson.
Let’s Analyze
Activity 1. In this part, you are once again required to elaborate thoroughly your
answer on the questions below:
1. Explain the distinct features of inter-disciplinary, multi-disciplinary and transdisciplinary

curriculum approaches. Please cite examples based from your field of expertise.
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2. Is Philippines compliant to “Open Curriculum”? Support your answer. Include in your

discussion the crafting of intended learning competencies, learning experiences and
assessment design.
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In a Nutshell
The curriculum approaches, types and characteristics have raised a lot of

perspectives, arguments and ideas that will help prospective teachers teach with quality
once hired. In this part, you will be required to draw conclusions, perspectives,
arguments and ideas from the unit lesson. I will supply the first item and you will
continue the rest.
1. The public-school education in the Philippines is without a doubt centralized. The

downside of this system is that the textbooks and other key learning materials are not
contextualized based on the needs of the locality.
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63
College of Teacher Education “Physically Distanced but Academically Engaged” Do you have
questions for clarification?
1.
2.
3.
4.
5.
KEYWORDS INDEX
Child-Centered Approach Implemented curriculum Culturally responsive
curriculum
Multi-disciplinary approach Hidden curriculum Elective curriculum
Transdisciplinary Approach Intended curriculum Formal Curriculum
Attained Curriculum Discipline-based curriculum Functional curriculum
Open Curriculum Core Curriculum Inclusive curriculum
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College of Teacher Education “Physically Distanced but Academically Engaged” Big Picture
Week 4-5: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to
a. Explain the change and process in curriculum implementation;

b. Analyze intended learning outcomes in appropriate teaching methods;
c. Examine the significance of technology in delivering curriculum; and
d. Identify the role of curriculum stakeholders.
Big Picture in Focus: ULOa. Examine the change and processes

in curriculum implementation
Metalanguage
In this section, the most essential terms relevant to the study of curriculum and to
demonstrate ULOa will be operationally defined to establish a common frame of refence
as to how the texts work in your chosen field or career. You will encounter these terms as
we go through the study of curriculum. Please refer to these definitions in case you will
encounter difficulty in the in understanding educational concepts.
Please proceed immediately to the “Essential Knowledge” part since the first lesson
is also definition of essential terms.
Essential Knowledge
This is one of the major roles in the school-implementing the curriculum. They have
been recommended and written down. A lesson plan as a miniscule curriculum aids in
implementing and managing the curriculum as a whole. You have to make the day of the
learners interesting and engaging while the curriculum should not stop at planning and
designing phase, it should be implemented.
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, attitudes
that are aimed at enabling the same learners to function effectively in the society.
On Ornstein and Hunkins' (1998) Definition. It is the interaction between

the curriculum that has been written and planned and the person who are in
charged to deliver it. To them, curriculum implementation implies the following: (1)
Shift from what is the current to a new or enhanced curriculum. (2) Change in
knowledge, actions, attitudes of the person involved. (3) Change in
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College of Teacher Education “Physically Distanced but Academically Engaged” behavior using new
strategies and resources. (4) Change which requires efforts hence goals should
be achievable.
On Loucks and Lieberman's (1983) Definition. It is the trying out of a new

practice and what it looks like when actually used in a school system. In the
classroom context, 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 the larger scale. It is putting the curriculum into operation with the
different implementing agents. Curriculum implementation takes place in a class,
a school, a district, a division, or the whole higher education system.
In higher Education. It 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 Levin’s Force Field Theory and Curriculum Change. As the father of social
psychology explains the process of change, the model can be used to explain curriculum
change and implementation.
Categories of Curriculum Change
Substitution. The current curriculum will be replaced or substituted by a new

one. Sometimes, we call this a complete overhaul.
Alteration. there is a minor change to the current or existing curriculum
Restructuring. building a new structure would mean major change or
modification in the school system, degree program or educational system
66
College of Teacher Education “Physically Distanced but Academically Engaged” Perturbations.
these are changes that are disruptive, but teachers have to adjust to them within
a fairly short time
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.
Three Elements of Curriculum Implementation
Developmental. Should develop multi perspective and make learning

autonomous. There should be teacher support in trying new task, reflection on the
new experiences and challenge
Participatory. For curriculum implementation to succeed. Because other

stakeholder like peers, school leader, parents and curriculum specialist necessary.
Supportive. Curriculum implementation is required in the process of change.

Material support like supplies, equipment, conductive learning environment like
classroom, laboratory should made available
Time is an important commodity for a successful change process. Support from

peers, principal , external stakeholder will add to the success of implementation.
* Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum
development. Philippines: Lorimar Publishing, Inc..
Let’s Check
Activity 1. Now that you know the most essential terms in the study of curriculum in the Philippine
and international contexts, let us try to check your understanding of these terms. In the space
provided, write the term/s being asked in the following statements:
_______________1. He stated that interaction between the curriculum that has been written
and planned and the person who are in charged to deliver it.
_______________2. It is a type of curriculum change that building a new structure would mean
major change or modification in the school system, degree program or educational system.
_______________3. It means that curriculum implementation is required in the process of

change
_______________4. For curriculum implementation to succeed. Because other stakeholder like

peers, school leader, parents and curriculum specialist necessary.
67
College of Teacher Education “Physically Distanced but Academically Engaged” _______________5.
For this implementation, it should develop multi perspective and make learning autonomous.
Let’s Analyze
Activity 1. Curriculum implementation is principled by change along with the defining works of
Ornstein and Hunkins, Loucks and Lieberman, and the theories of Kurt Levin. Discuss extensively
the concept of equilibrium in the lens of technological changes, administrative support, and
knowledge explosion.
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In a Nutshell
It is believed that the main concerns of the curriculum lies to the concepts of
change which is also a government effort and intervention. Enumerate your perspectives
on how we can equip teachers in the technological change by the premise of equilibrium.
1.____________________________________________________________________
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69
2.____________________________________________________________________
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71
College of Teacher Education “Physically Distanced but Academically Engaged” Do you have
question for clarification?
2
3
KEYWORDS INDEX
Curriculum Participatory
implementation
Substitution. Supportive
Alteration Participatory
Perturbations. Supportive
Value orientation Participatory
72
Big Picture in Focus: ULOb. Analyze intended learning

outcomes in appropriate teaching
methods
Metalanguage
The most essential terms below are operationally defined for you to have a
better understanding of this section in the course..
1. 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, attitudes that are aimed at enabling the same learners to function
effectively in the society.
2. On Ornstein and Hunkins' (1998) Definition. It is the interaction between the
curriculum that has been written and planned and the person who are in charged
to deliver it.
Essential Knowledge
A teaching activity is like implementing a miniscule curriculum which is put into

action. Hence, it is necessary for the teacher to find out what the students have learned
in the SMART objective. In accordance with DepEd order no. 7, 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 (TG) and Teacher Manual (TM) reference material with page
number, interventions given to the students and remarks to indicate how many students
have mastered the lesson or are needing remediation. However, teachers with less than
2 years 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
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 (1) Objectives or Intended Learning Outcomes (ILO), (2)
Subject Matter (SM), (3) Procedure or Strategies Teaching, (4) Assessment of Learning
Outcomes (ALO) and (5) Assignment or Agreement
73
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 revisited by his own student Lorin Anderson and David Krathwohl.
Let us study both in the comparison below.
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.
74
College of Teacher Education “Physically Distanced but Academically Engaged” 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.
Another revision is the expansion of the concept of Knowledge which was

not given emphasis nor thoroughly discussed before
Levels of Knowledge
▪ Factual knowledge. ideas, specific data or information.
▪ 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.
▪ Procedural knowledge. how things work, step-by-step actions,
method of inquiry.
▪ Metacognitive knowledge. knowledge of cognition in general,
awareness of knowledge of one’s own cognition, thinking about
thinking.
i. Intended Learning Outcomes (ILO) should be written in a SMART way.
Specific, Measurable, Attainable, Result Oriented (outcomes) and Time
Bound
ii. Subject Matter or Content (SM). comes from a body of knowledge (facts,
concepts, procedures and metacognition) that will be learned through the
75
College of Teacher Education “Physically Distanced but Academically Engaged” guidance of the
teacher. Subject matter is .the WHAT in teaching. In a plan, this is
followed by the references.
iii. 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 to 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
Students have different learning styles. There are many classifications of learning
styles according to the different authors. The Multiple Intelligence Theory of Howard
Garner implied several Learning Styles.
Teaching and Learning must be supported by instructional material (IMs)

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

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UNIVERSITY OF MINDANAO

College of Teacher Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning

Course/Subject: EDUC 106 – The Teacher and the School Curriculum

Course Developers: Dr. Pedrito M. Castillo II

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

Big Picture: Week 1-3 ULOs

ULOc: Analyze the pioneering works of curriculum development Metalanguage

ULOd: Examine the different curriculum models

ULOa: Explain the change and process in curriculum implementation

ULOc: Examine the significance of technology in delivering curriculum

ULOd: Identify the role of curriculum stakeholders

Big Picture: Week 6-7 ULOs

ULOa: Rationalize how the school curricula can be implemented Metalanguage

ULOc: Analyze the connections between planning, implementing and evaluating in

Big Picture: Week 8-9 ULOs

ULOa: Examine the K12 education curriculum reforming

ULOc: Analyze the influence of OBE in teacher education curriculum Metalanguage

Course Outline Policy

Contact and Non-contact Hours This 3-unit course self-instructional manual is

Assessment Task Submission Submission of assessment tasks shall be on 3 rd, 5th,

Turnitin Submission To ensure honesty and authenticity, all assessment

Please note that academic dishonesty such as

However, if the late submission of assessment

Return of Assignments/ Assessment tasks will be returned to you two (2)

For group assessment tasks, the course coordinator

Assignment Resubmission You should request in writing addressed to the course

If disapproved by the course coordinator, you can

Grading System All culled from BlackBoard sessions and

All culled from on-campus/onsite sessions

Submission of the final grades shall follow the

Preferred Referencing Style Use APA 6th Edition

Student Communication You are required to create a umindanao email

You can also meet the course coordinator in person

For students who have not created their student

Contact Details of the Dean Dr. Jocelyn Bacasmot

Contact Details of the Giovanni Pelobillo

Instructional Help Desk Contact Dr. Jocelyn Bacasmot

Prof. Joey C. Oliveros, MAED

Library Contact Brigida E. Bacani

Well-Being Welfare Support GSTC Head: Ronadora E. Deala

Information – see/download course syllabus in the Black Board LMS

a. Explain the inter-relationship among essential terms of the curriculum;

Big Picture in Focus: ULOa. Explain the inter-relationship among

1. Curriculum. In the simplest terms, ‘curriculum’ is a description of what, why,

3. Formative Assessment (Assessment FOR Learning). Assessment

*UNESCO International Bureau of Education (2013). Glossary of Curriculum Technology.

_______________1. It refers to the systematic collection of learning data to monitor the

_______________2. It pertains to the total learning experiences of students in a given

_______________3. For the Department of Education, this refers to the guide of

_______________4. This refers to the daily instructional blueprint of the teacher in

_______________6. This process ensures that the intended learning outcomes,

_______________7. It refers to the ability of the students to demonstrate the intended

_______________9. It refers to the culminating assessment task which is designed to

______________10. This refers to the cognitive processes of analyzing, evaluating and

3. Why should teachers study the National/Philippine Qualifications Framework?

The study of curriculum is indeed pre-requisite to becoming a quality teacher. It is