Mindanao State University - Sulu

College of Education
Jolo, Sulu

The Teacher and the School

Curriculum

Unit 0: Vision, Mission, Core Values and Outcomes

Unit I. The school Curriculum and the Teacher
UNIT II. The Teacher as a Knower of Curriculum
Unit III. The Teacher as a Curriculum Designer
UNIT IV. The Teacher as Curriculum Implementor and Manager

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

Table of Contents
Unit I. The school Curriculum and the Teacher
Lesson 1. Curriculum in Schools
Lesson 2. The Teacher as a Curricularists

UNIT II. The Teacher as a Knower of Curriculum

Lesson 1. The Curriculum: Definition, Nature and Scope
Lesson 2. Approaches about School Curriculum
Lesson 3. Curriculum development: Process and Models
Lesson 4. Foundation of Curriculum Development

Unit III. The Teacher as a Curriculum Designer

Lesson 1. Fundamentals of Curriculum Designing
Lesson 2. Approaches to Curriculum Designing
Lesson 3. Curriculum Mapping

UNIT IV. The Teacher as Curriculum Implementor and Manager

Lesson 1. Implementing the Designed Curriculum as a Change Process
Lesson 2. Implementing A Curriculum Daily in the Classroom
Lesson 3. The Role of Technology in Delivering the Curriculum
Lesson 4. Stakeholders in Curriculum Implementation

Unit V. Teacher as Curriculum Evaluator

Lesson 1. What, Why, and How to Evaluate a Curriculum
Lesson 2. Curriculum Evaluation Through Learning Assessment
Lesson 3. Planning, Implementing, and Evaluating: Understanding the Connection

Unit VI. Gearing Up for the Future: Curriculum Reforms

Lesson 1. The Enhanced Basic Education Act of 2013 (K to 12)

Unit VII. Outcomes Based Education: Basis for Enhanced Teacher Education
Curriculum
Lesson 1. Outcomes Based Education for Enhanced Teacher Education Curriculum
Lesson 2. Enhanced Teacher Education Curriculum Anchored on OBE

Unit VIII. Curricular Landscape in the 21st Century Classroom

Lesson 1. The 21st Century Curricular Landscape in the Classroom
Lesson 2. The Final Action for a Curriculum Material: A Celebration

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

UNIT I. THE TEACHER AND THE CURRICULUM

Learning Outcomes

1. Discuss the different curricula that exist in the schools.

2. Enhance understanding of the role of the teacher as a curricularist.
3. Analyze the significance of curriculum and curriculum development in the teacher’s
classroom.
4. Improve understanding of the role of teacher as a curricularist in the classroom and
school.

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

Activate Prior Knowledge

Name: School Year: Semester:

Course: Year: Section:

Base in your observations, what are the roles of teachers in the classroom and
school?

Roles of Teachers Inside the Classroom and School

Acquire New Knowledge

Curriculum in Schools

Educational Levels in the Philippines

1. Basic education (kindergarten, Grade 1 to Grade 6 for elementary, Grade 7 to

Grade10 for junior high school, Grade 11 to Grade 12 for senior high school)
The new basic education levels are provided in the K to 12 Enhanced Curriculum
of 2013 of the Department of Education.
2. Technical Vocational Education. This is a post -secondary technical vocational
education and training taken care of by TESDA.
3. Higher Education. This includes the Bachelor Degrees and the Graduate Degrees
which are under the regulation of Commission on Higher Education (CHED).

Curriculum is the heart of the teaching profession. Every teacher is guided by some
sort of curriculum in the classroom and in schools.

Types of Curricula in Schools

1. Recommended Curriculum. Almost all curricula found in our schools are

recommended. Basic education is recommended by DepEd, higher education is
recommended by CHED and vocational Education by TESDA. Professional

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

organizations or international bodies like UNESCO recommend curricula in schools

also.
2. Written Curriculum. This includes documents based on the recommended
curriculum. They come in the form of course of study, syllabi, modules, books or
instructional guides. A packet of this written curriculum is the teacher’s lesson
plan. The most recent written curriculum is the K to 12 for Philippine Basic
Education.
3. Taught Curriculum. From what has been written or planned, the curriculum
has to be implemented or taught. The teachers and the learners will put life to
the written curriculum. The taught curriculum will depend largely on the teaching
style of the teacher and the learning styles of the learners.
4. Supported Curriculum. This is described as support materials that the teacher
needs to make learning and teaching meaningful. These include print materials
like books, charts, posters, worksheets, or non-print materials like power point
presentations, movies, slides, models, realias, mock-ups and other electronic
illustrations. Also includes facilities where learning occurs outside or inside the
four- walled building. These include the playground, laboratory, audio-visual
room, zoo, museum, market or the plaza. These are the places where authentic
learning through direct experiences occur.
5. Assessed Curriculum. Taught and supported curricula have to be evaluated to
find out if the teacher has succeeded or not in facilitating learning. In the process
of teaching and at the end of every lesson or teaching episode, an assessment is
made. It can either be assessment for learning, assessment as learning or
assessment of learning. If the process is to find the progress of learning, then
the assessed curriculum is for learning, but it is to find out how much has been
learned or mastered, then it is assessment of learning. Either way, such
curriculum is the assessed curriculum.
6. Learned Curriculum. If student changed behavior, he/she has learned. The
positive outcome of teaching is an indicator of learning. The positive outcome of
teaching is an indicator of learning. These are measured by tools in assessment,
which can indicate the cognitive, affective and psychomotor outcomes. Learned
curriculum will also demonstrate higher order and critical thinking and lifelong
skills.
7. Hidden/implicit Curriculum. This curriculum is not deliberately planned but
has great impact on the behavior of the learner. Peer influence, school
environment, media, parental pressures, societal changes, cultural practices,
natural calamities are some factors that create the hidden curriculum. Teachers
should be sensitive and aware of this hidden curriculum. Teachers must have
good foresight to include these in the written curriculum, in order to bring to the
surface what are hidden.

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

The Teacher as a Curricularist

A person who is involved in curriculum knowing, writing, planning, implementing,

evaluating, innovating and initiating may be designated as curricularist. A Teacher’s role
is broader and inclusive of other functions and so a teacher is a curricularist.

The teacher as a Curricularist…

1. knows the curriculum. The teacher as a learner starts with knowing about
the curriculum, the subject matter or the content. As a teacher, one has to
master what are included in the curriculum. It is acquiring academic
knowledge both formal (disciplines, logic) or informal (derived from
experiences, vicarious, and unintended). It is the mastery of the subject
matter. (Knower)
2. writes the curriculum. Teacher takes record of concepts, subject matter or
content. The teacher writes books, modules, laboratory manuals, instructional
guides, and reference materials in paper or electronic media (writer).
3. plans the curriculum. A good curriculum has to be planned. It is the role of
the teacher to make a yearly, monthly, or daily plan of the curriculum. This
will serve as a guide in the implementation of the curriculum. The teacher has
to consider these factors when planning a curriculum: learners, support
materials, time, subject matter or content, desired outcomes, and context of
the learners (planner).
4. initiates the curriculum. The teacher is obliged implement the
recommended curriculum. Implementation of the new curriculum requires
open-mindedness of the teacher. He/ She will never hesitate to try something
novel and relevant (initiator).
5. innovates the curriculum. Creativity and innovation are hallmarks of an
excellent teacher. A curriculum is always dynamic, hence it keeps on
changing. From the content, strategies, ways of doing, blocks of time, ways
of evaluating, kinds of students and skills of teachers, one cannot find a
single eternal curriculum that would perpetually fit. A good teacher,
therefore, innovates the curriculum and thus becomes a curriculum innovator
(innovator).
6. implements the curriculum. It is the role of the teacher to implement the
curriculum. He/She gives life to the curriculum. The teacher is at the height
of an engagement with the learners, with support materials in order to
achieve the desired outcome. It is where teaching, guiding, facilitating skills
of the teacher is expected to the highest level. It is here, where all elements
of the curriculum will come into play. The success of a recommended, well-
written and planned curriculum depends on the implementation
(implementor).
7. evaluates the curriculum. The teacher determines if the desired learning
outcomes have been achieved (evaluator).

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

The Teacher and the Curriculum

In order for curriculum development to be effective and schools to be successful,
teachers must be involved in the development process. An effective curriculum should
reflect the philosophy, goals, objectives, learning experiences, instructional resources,
and assessments that comprise a specific educational program (“Guide to curriculum
development,” 2006 in Alsubaie, 2016). It can be subject specific or a generalized
overview of expectation. It must be a usable tool to assists teachers in the development
of individualized strategies and the methods and materials necessary for them to be
successful (Alsubaie, 2016).

The teacher should be involved in every phase of curriculum making, including

the planning of specific goals, materials, content and methods (Dolt in Salsag, 2019).
Teachers are the primary group in curriculum development (Oliva in Salsag,
2019).

The Importance of Teachers Involvement in Curriculum Development

Without doubt, the most important person in the curriculum implementation

process is the teacher. With their knowledge, experiences and competencies, teachers
are central to any curriculum development effort. Better teachers support better learning
because they are most knowledgeable about the practice of teaching and are
responsible for introducing the curriculum in the classroom. If another party has already
developed the curriculum, the teachers have to make an effort to know and understand
it. So, teachers should be involved in curriculum development. For example, teacher’s
opinions and ideas should be incorporated into the curriculum for development. On the
other hand, the curriculum development team has to consider the teacher as part of the
environment that affects curriculum (Carl, 2009 in Alsubaie, 2016). Hence, teacher
involvement is important for successful and meaningful curriculum development.
Teachers being the implementers are part of the last stage of the curriculum
development process (Alsubaie, 2016).

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Mindanao State University - Sulu
College of Education
Jolo, Sulu

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

References

Bilbao, P., Dayagbil, F. & Corpuz, B. (2015). Curriculum Development. Lorimar Publishing
Inc. Quezon City.
Bilbao, P., Dayagbil, F. & Corpuz, B. (2014). Curriculum Development. Lorimar Publishing
Inc. Quezon City.
Salsag, P.R. M. (2019). CDV 01 The teacher and the school curriculum.
https://www.slideshare.net
Alsubaie, M.A. (2016). Curriculum Development: Teacher Involvement in Curriculum.
Journal of Educational Practice Vol.7, No.9,https// files.eric.ed.gov.

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

UNIT II. THE TEACHER AS KNOWER OF CURRICULUM

Learning Outcomes

1. Define curriculum from different perspectives.

2. Describe the nature and scope of curriculum.
3. Explain by examples how the approaches clarify the definition of curriculum.
4. Describe the foundations of curriculum development.
5. Explain how each foundation influences the curriculum development.

Activate Prior Knowledge

Name: School Year: Semester:

Course: Year: Section:

Read these headlines.

1. “ Philippines Shifts to K to 12 Curriculum”

2. “Nature Deficit Syndrome On the Rise Among School Children”

3. “Teachers are Reluctant to Teach Beyond the Written Curriculum”

4. “ Parents Get Involved in School Learning”

1. Do these headlines reflect what are going on in our schools?

2. Should the public know and be involved in the schooling of their citizens?

3. What are the implications of each headline to the school curriculum?

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

Acquire New Knowledge

The Curriculum: Definition, Nature and Scope

Definitions of curriculum

The New International Dictionary defines curriculum as the whole body of a

course in an educational institution or by a department.

Oxford English Dictionary defines curriculum as courses taught in schools or

universities.

Curriculum is a planned and guided set of learning experiences and intended

outcomes, formulated through the systematic reconstruction of knowledge and
experiences under the auspices of the school, for the learners’ continuous and willful
growth in personal social competence (Tanner, D.1980 in Bilbao, et al, 2015).

It is a written document that systematically describes goals planned, objectives,

content, learning activities, evaluation procedures and so fort (Pratt,1980 in Bilbao, et al,
2015).

Curriculum is what is taught in school, as a set of subjects, a content, a program

of studies, asset of materials, a sequence of courses, a set of performance objectives,
everything that goes within the school. It is what is taught inside and outside of school
directed by the teacher, everything planned by school, a series of experiences
undergone by learners in school or what individual learner experiences as a result of
school. In short, curriculum is the total learning experiences of the learner, under the
guidance of the teacher.

Curriculum is equated with the syllabus regarded as all the teaching- learning
experiences which the students encounters while in school (Payabyab, 2018).

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

Curriculum from Traditional Points of View

Curriculum can be defined as a field of study. It is highly academic and is

concerned with broad historical, philosophical, psychological and social issues. It is
mostly written documents such as syllabus, course of study, books and references where
knowledge is found but is used as a means to accomplish intended goals.

Robert M. Hutchins views curriculum as permanent studies where rules of

grammar, reading, rhetoric, logic and mathematics for basic education are emphasized.
The 3Rs should be emphasized in basic education while liberal education should be
emphasis in college.

Arthur Bestor as an essentialist believes that the mission of the school should
be intellectual training, hence curriculum should focus on the fundamental intellectual
disciplines of grammar, literature and writing. It should include mathematics, science,
history and foreign language.

Joseph Schwab thinks that the sole source of curriculum is a discipline, thus
the subject areas such as Science, Mathematics, Social Studies, English and many more,
In college, academic disciplines are labelled as humanities, sciences, languages,
mathematics among others. He coined the word discipline as a ruling doctrine for
curriculum development.

Phillip Phenix asserts that curriculum should consist entirely of knowledge

which comes from various disciplines.

From a traditional view, curriculum is mostly written documents such as syllabus,

course of study, books and references where knowledge is found but is used as a means
to accomplish intended goals.

Curriculum from Progressive Points of View

A progressive view of curriculum is the total learning experiences of the individual.

A listing of school subjects, syllabi, course of study and specific discipline does not make
a curriculum.

John Dewey believes that education is experiencing. Reflective thinking is a

means that unifies curricular elements that are tested by application.

Holin Caswell and Kenn Campbell viewed curriculum as all experiences

children have under guidance of teachers.

Othaniel Smith, William Stanley and Harlan Shore likewise defined

curriculum as a sequence of potential experiences, set up in schools for the purpose of
disciplining children and youth in group ways of thinking and acting.

Colin Marsh and George Willis also viewed curriculum as all the experiences
in the classroom which are planned and enacted by the teacher and also learned by the
students.

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

Curriculum is what is taught in school, a set of subjects, a content, a program of

studies, a set of materials, a sequence of courses, a set of performance objectives,
everything that goes within the school. It is what is taught inside and outside of school
directed by the teacher, everything planned by school, a series of experiences
undergone by learners in school or what individual learner experiences as a result of
school. In short, curriculum is the total learning experiences of the learner, under the
guidance of the teacher.

Approaches to School Curriculum

Three Ways of Approaching a Curriculum

Curriculum can be approached or seen in three ways. It can be defined as a

content, a process or an outcome. If you examine the definitions provided by the
experts in the field, there are three ways of approaching a curriculum.

1. Curriculum as a content or Body of Knowledge

The focus is in the body of knowledge to be transmitted to students using

appropriate teaching method. Teaching is limited to the acquisition of facts, concepts,
and principles of the subject matter; however, the content or subject matter can also be
taken as a means to an end.

Four ways of presenting the content in the curriculum

1. Topical approach, where much content is based on knowledge and

experiences are included.
2. Concept approach with fewer topics in clusters around major and sub-
concepts and their interactions, with relatedness emphasized;
3. Thematic approach as a combination of concepts that develop conceptual
structures, and
4. Modular approach that leads to complete units of instruction.

Criteria in the Selection of Content

1. Significance. Content should contribute to ideas, concepts, principles and

generalization that should attain the overall purpose of the curriculum. It
is significant if content becomes the means of developing cognitive,
affective or psychomotor skills of the learner.
2. Validity. The authenticity of the subject matter forms its validity.
3. Utility. Usefulness of the content in the curriculum is relative to the
learners who are going to use these. It is relative to time.
4. Learnability. The complexity of the content should be written the range o
experiences of the learners.
5. Feasibility. The subject to be learned is within the time allowed,
resources available, expertise of the teachers and the nature of learners.

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College of Education
Jolo, Sulu

6. Interest. The content must be interesting to the learners. Interest is one

of the driving forces for students to learn better.

Guides in the Selection of the Content in the curriculum

1. Commonly used in the daily life.

2. Appropriate to the maturity levels and abilities of the learners.
3. Valuable in meeting the needs and competencies of the future career.
4. Related to other subject fields or discipline for complementation and
integration.
5. Importance in the transfer of learning to other disciplines.

Basic Principles of Curriculum Content

In 1952, Palma proposed the principle of BASIC as a guide in addressing

content in the curriculum. BASIC refers to Balance, Articulation, Sequence, Integration,
and Continuity. In organizing content or putting together subject matter, these principles
are useful as a guide.

1. Balance. Content should be fairly distributed in depth and breadth. This will
guarantee that significant contents should be covered to avoid too much or
too little of the contents needed within the time allocation.
2. Articulation. As the content complexity progresses with the educational
levels, vertically or horizontally, across the same discipline smooth connection
or bridging should be provided. This will assure no gaps or overlaps in the
content. Seamlessness in the content is desired and can be assured if there is
articulation in the curriculum. Thus, there is a need of team among writers
and implementers.
3. Sequence. The logical arrangement of the content refers to sequence or
order. This can be done vertically for deepening the content or horizontally
for broadening the same content. In both ways, the pattern usually is from
easy to complex, what is known to the unknown, what is current to
something in the future.
4. Integration. Content in the curriculum has relatedness or connectedness
to other contents. Contents should be infused in other disciplines whenever
possible. This will provide a wholistic or unified view of curriculum instead of
segmentation. Contents which can be integrated to other disciplines acquire a
higher premium than when isolated.
5. Continuity. Content should continuously flow as it was before, to where it is
now, and where it will be in the future. It should be perennial. It endures
time. Content may not be in the same form and substance as seen in the
past since changes and developments in curriculum occur. Constant
repetition, reinforcement and enhancement of content are all elements of
continuity.

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

2.Curriculum as a Process

Curriculum is seen as an action. It is an interaction among the teachers,

students, and content. Curriculum happens in the classroom as the questions asked by
the teacher and the learning activities engaged in by the students. It is seen in the
scheme about the practice of teaching.

It is not a package of materials or a syllabus of content to be covered. The

classroom is only part of the learning environment where the teacher places action using
the content to achieve an outcome. Hence, the process of teaching and learning
becomes the central concern of teachers to emphasize critical thinking, thinking
meaning-making and heads-on, hands-on doing and many others.

As the process, curriculum links the content. While content provides materials on
what to teach, the process provides curriculum on how to teach the content. When
accomplished, the process will result to various curriculum experiences for the learners.
The intersection of the content and process is called the Pedagogical Content Knowledge
or PCK.

Guiding Principles when curriculum is approached as a process

1. Curriculum process in the form of teaching methods or strategies are means to

achieve the end.
2. There is no single best process or method. Its effectiveness will depend on the
desired learning outcomes, the learners, support materials and the teacher.
3. Curriculum process should stimulate the learners’ desire to develop the cognitive,
affective, psychomotor domains in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be
described as cognitive, affective and psychomotor.
6. Flexibility in the use of the process or methods should be considered. An effective
process will always result to learning outcomes.
7. Both teaching and learning are the two important process in the implementation
of the curriculum.

3. Curriculum as a Product

Product is what the students desire to achieve as a learning outcomes. The

product from the curriculum is a student equipped with the knowledge, skills and values
to function effectively and efficiently. The real purpose of education is to bring about
significant changes in students’ pattern of behavior. It is important that any statement of
objectives or intended outcomes of the school should be a statement of changes to take
place in the students. Central to the approach is the formulation of behavioral objectives
stated as intended learning outcomes or desired products so that content and teaching
methods may be organized and the results evaluated. Products of learning are
operationalized as knowledge, skills, and values.

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

Curriculum product is expressed in form of outcomes which are referred to as

achieved learning outcomes. There may be several desired learning outcomes, but if the
process is not successful, then no learning outcomes will be achieved. These learned or
achieved learning outcomes are demonstrated by the person who has meaningful
experiences in the curriculum. All of these are results of planning, content and processes
in the curriculum.

CURRICULUM DEVELOPMENT: PROCESSES AND MODELS

Curriculum Development Process

Curriculum development is a dynamic process involving many different people

and procedures. Development connotes changes which is systematic. A change for the
better means alteration, modification, or improvement of existing condition. To produce
positive changes development should be purposeful, planned and progressive. Usually, it
is linear and follows a logical step -by- step fashion involving the following phases:
curriculum planning, curriculum design, curriculum implementation and curriculum
evaluation.

Phases of Curriculum Development Process

1. Curriculum Planning considers the school vision, mission and goals. It also
includes the philosophy or strong education belief of the school. All of these
will eventually be translated to classroom desired learning outcomes for the
learners.
2. Curriculum Designing is the way curriculum is conceptualized to include
the selection and organization of content, the selection and organization of
learning experiences or activities and the selection of the assessment
procedure and tools to measure achieved learning outcomes. A curriculum
design will also include the resources to be utilized and the statement of the
intended learning outcomes.
3. Curriculum Implementing is putting into action the plan which is based on
the curriculum design in the classroom setting or the learning environment.
The teacher is the facilitator of learning and together with the learners, uses
the curriculum as design guides to what will transpire in the classroom with
the in view of achieving the intended learning outcomes. Implementing the
curriculum is where action takes place. It involves the activities that transpire
in every teacher’s classroom where learning becomes an active process.
4. Curriculum Evaluating determines the extent to which the desired
outcomes have been achieved. This procedure is on- going as in finding out
the progress of learning (formative) or mastery of learning (summative).
Along the way, evaluation will determine the factors that have hindered or
supported the implementation. It will also pinpoint where improvement can
be made and corrective measures introduced. The result of evaluation is very
important for decision making of curriculum planners and implememtors.

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

Curriculum Development Process Models

1. Ralph Tyler Model: Four Basic Principles

It is known as Tyler’s Rationale, the curriculum Development model
emphasizes the planning phase. Tyler’s model shows that in curriculum
development, the following considerations should be made:
1. Purpose of the school
2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experience

2. Hilda Taba Model: Grassroots Approach

As the grassroots approach Taba begins from the bottom, rather than from
the top as what Tyler proposed. She presented seven major steps to her
linear model which are the following:
1. Diagnosis of learners’ needs and expectations of the larger society
2. Formulation of learning objectives
3. Selection of learning outcomes
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the means of doing it
3. Galen Saylor and William Alexander Curriculum Model
Curriculum is a plan for providing sets of learning opportunities to achieve
broad educational goals and related specific objectives for an identifiable
population served by a single school center.
Steps of Curriculum Development according to Galen Saylor and William
Alexander
1. Goals, Objectives and Domains
Curriculum planners begin by specifying the major educational goals and
specific objectives they wish to accomplish.
2. Curriculum Designing
Designing a curriculum follows after appropriate learning opportunities
are determined and how each opportunity is provided.
3. Curriculum Implementation
Teacher prepares instructional plans where instruction objectives are
specified and appropriate teaching methods and strategies are utilized to
achieve the desired learning outcomes among students.
4. Evaluation
A comprehensive evaluation using a variety of evaluation techniques is
recommended.

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

FOUNDATIONS OF CURRICULUM DEVELOPMENT

Curriculum development is anchored on a very solid foundation. Although

considered to be a new discipline, its significance in the light of global developments has
now been acknowledged. What philosophical, historical, psychological and sociological
influences inform the current school curriculum? How do these foundations reflect the
development of curriculum in our 21st century classrooms and learning environment?
Who are the identified curricularists with these foundations?

1.Philosophical Foundations

Educators, teachers, educational planners and policy makers must have a

philosophy or strong belief about education and schooling and the kind of curriculum in
the teachers’ classrooms or learning environment.

The various activities in school are influenced in one way or another by a

philosophy. John Dewey influenced the use of “learning by doing”, he being a
pragmatist. Or to an essentialist, the focus on the fundamentals of reading, writing and
arithmetic are essential subjects in the curriculum.

PHILOSOPHIES OF EDUCATION BY ORNSTEIN AND HUNKINS, 2004.

1. Perennialism
Aim: To educate the rational person; cultivate intellect
Role: Teachers assist students to think with reason (critical thinking HOTS)
Focus: Classical subjects, literary analysis. Curriculum is enduring.
Trends: Use of great books (Bible, Koran, Classics) and Liberal Arts
2. Essentialism
Aim: To promote intellectual growth of learners to become competent
Role: Teachers are sole authorities in the subject area
Focus: Essential skills of the 3Rs; essential subjects
Trends: Back to basics, Excellence in Education, cultural literacy
3. Progressivism
Aim: Promote democratic social living
Role: Teacher leads for growth and development of lifelong learners
Focus: Interdisciplinary subjects. Learner-centered, outcomes-based
Trends: Equal opportunities for all, contextualized curriculum, humanistics
education
4. Reconstructionism
Aim: To improve and reconstruct society. Education for change
Role: Teacher acts as agent of change and reforms
Focus: Present and future educational landscape
Trends: School and curricular reform, Global Education, Collaboration and
Convergence, Standard and Competencies.

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

2. Historical Foundations
The historical foundations will show us the chronological development
along a time line. Reading materials would tell us that curriculum
development started when Franklin Bobbit (876-1956) wrote the book “The
Curriculum”.

Persons who have great contributions to the curriculum development.

a. Franklin Bobbit (1876-1956)
He started the curriculum development movement.
Curriculum is a science that emphasizes students’ needs.
Curriculum prepares learners for adult life.
Objectives and activities should group together when tasks are clarified.
b. Werret Charters (1875-1952)
Like Bobbit, he posited that curriculum is science and emphasizes students’
needs.
Objectives and activities should match. Subject matter or content relates to
objectives.
c. William Kilpartick (1875-1952)
Curricula are purposeful activities which are child-centered.
The purpose of the curriculum is child development and growth. He
introduced this project method where teacher and student plan the activities.
Curriculum develops social relationships and small group discussion.
d. Harold Rugg (1886-1960)
Curriculum should develop the whole child. It is child-centered.
With the statement of objectives and related learning activities, curriculum
should produce outcomes.
e. Ralph Tyler (1902-1994)
Curriculum is a science and an extension of school’s philosophy. It is based
on students’ needs and interest.
The process emphasizes problem solving. Curriculum aims to educate
generalists and not specialists.
f. Hilda Taba (1902-1967)
She contributed to the theoretical and pedagogical foundations of concepts
development and critical thinking in social studies curriculum.
g. Peter Oliva (1992-2012)
He described how curriculum change is a cooperative endeavor.
Teachers and curriculum specialist constitute the professional core of
planners.
Significant improvement is achieved through group activity.

h. Hollis Caswell (1901-1989)

Curriculum is organized around social functions of themes, organized
knowledge and learner’s interest.
Curriculum instruction and learning are interrelated.
Curriculum is a set of experiences. Subject matter is developed around social

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functions and learners’ interests.

3. Psychological Foundation of Curriculum

Psychology provides a basis to understand the teaching and learning process.
It unifies elements of the learning process.

a. Ivan Pavlov (1894-1936)

He is the father of the Classical Conditioning Theory, the S-R theory.
S-R Theory is a foundation of learning practice called indoctrination.
The key to learning is early years of life is to train them what you want
them to become.
b. Edward Thorndike (1874-1949)
He championed the Connectionism Theory.
He proposed the three laws of learning: Law of readiness, Law of
exercise, and Law of effect.
Specific stimulus has specific response.
c. Robert Gagne (1916-2002)
He proposed the Hierarchical Learning Theory. Learning follows a
hierarchy.
Behavior is based on prerequisite conditions.
He introduced tasking in the formulation of objectives.
d. Jean Piaget (1896-1980)
Theories
*Cognitive development has stages from birth to maturity: sensorimotor
stage (0-2), preoperational stage ( 2-7), concrete operational stage (7-
11), and formal operations (11-onwards).

Keys to learning
1. Assimilation (incorporation of new experience)
2. Accommodation (learning modification and adaptation)
3. Equilibration (balance between previous and later learning)
e. Lev Vygotsky (1896-1934)
Theories
 Cultural transmission and development: Children could, as a result of
their interaction with society, actually perform certain cognitive
actions prior to arriving at developmental stage.
 Learning precedes development
 Sociocultural development theory

Keys to learning

Pedagogy creates learning processes that lead to development.

The child is an active agent in his or her educational process.

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f. Howard Gardner
Gardner’s Multiple Intelligences
*Humans have several different ways of processing information and these
ways are relatively independent of one another.
* There are eight intelligences: linguistic, logical-mathematical, musical,
spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic.

g. Daniel Goleman

Emotion contains the power to affect action. He called this Emotional

Quotient.

Humanistic Psychology

a. Gestalt

Gestalt Theory

Learning is explained in terms of wholeness of the problem.

Human beings do not respond to isolated stimuli but to an organization or

pattern of stimuli.

Keys to learning

Learning is complex and abstract.

Learners analyze the problem, discriminate between essential and

nonessential data, and perceive relationships.

Learners will perceive something in relation to the whole. What/ How they
perceive is related to their previous experiences.

b. Abraham Maslow (1908-1970)

He advanced the self-actualization theory and classic theory of human

needs.

A child whose basic needs are not met will not be interested in acquiring
knowledge of the world.

He put importance to human emotions, based on love and trust.

Key to learning

Produce a healthy and happy learner who can accomplish, grow and
actualize his or her human self.

4. Social Foundations of Curriculum

John Dewey (1859-1952)

Considered two fundamental elements-schools and civil society-to be major

topics needing attention and reconstruction to encourage experimental intelligence and
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popularity.

Alvin Toffler

Believed that knowledge should prepare students for the future.

Foresaw schools and students worked creatively, collaboratively, and independent of
their age.

References:

Bilbao, P., Dayagbil, F. & Corpuz, B. (2015). Curriculum Development. Lorimar Publishing
Inc. Quezon City.
Bilbao, P., Dayagbil, F. & Corpuz, B. (2014). Curriculum Development. Lorimar Publishing
Inc. Quezon City
Payabyab, M. (2018). The teacher as knower of curriculum. https://www.slideshare.net

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Unit III. The Teacher as a Curriculum Designer

Learning Outcomes:
1. Identify the fundamentals of curriculum designing.
2. Appreciate the task in designing the curriculum.
3. Analyze the approaches in the light of how these are applied in the school setting.
4. Identify some familiar curriculum designs and approaches to the designs.
5. Define curriculum mapping and explained its purposes.
6. Discuss the curriculum mapping process.

Acquire New Knowledge

Fundamentals of Curriculum Designing

A curriculum as a planned sequence of learning experiences should be at the

heart and mind of every teacher. Every teacher as a curricularist should be involved in
designing a curriculum. In fact, it is one of the teachers’ role as a curricularist.
Designing a curriculum is a very challenging task. It is here where the style and
creativity of the teacher come in.

Building on Peter Oliva’s 10 Axioms for Curriculum Designers

1. Curriculum change is inevitable, necessary, and desirable.

One of the characteristics of curriculum is its being dynamic. Teachers should
respond to the changes that occur in schools and in its context. Societal
development and knowledge revolution come so fast that the need to address
the changing condition requires new curriculum designs.
2. Curriculum is the product of its time.
A relevant curriculum should respond to changes brought about by current social
forces, philosophical positions, psychological principles, new knowledge, and
educational reforms. This called timeliness.
3. Curriculum changes made earlier can exist concurrently with newer curriculum
changes.
A revision in a curriculum starts and ends slowly. Curriculum is gradually phased
in and phased out, thus the changes that occur can coexist and oftentimes
overlap for long periods of time.

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4. Curriculum change depends on people who will implement the change.

Teachers are the implementers of the curriculum hence they should design and
own the changes.
5. Curriculum development is a cooperative group activity.
Any significant change in the curriculum should involve a broad range of
stakeholders to gain their understanding, support, and input.
6. Curriculum development is a decision-making process made from choices of
alternatives.
A curriculum designer must decide what contents to teach, philosophy or point of
view to support, how to provide for multicultural groups, what methods or
strategies, and what type of evaluation to use.
7. Curriculum development is an ongoing process.
Continuous monitoring, examination, evaluation, and improvement of curricula
are to be considered in the design of the curriculum.
8. Curriculum development is more effective if it is a comprehensive process, rather
than a piecemeal. A curriculum design should be based on a careful plan, should
clearly establish intended outcomes, support resources and needed time available
and should equip teaching staff pedagogically.
9. Curriculum Development is more effective when it follows a systematic process.
A curriculum design is composed of desired outcomes, subject matter, content,
set of procedures, needed materials and resources and evaluation procedure
which can be placed in a matrix.
10. Curriculum development starts from where the curriculum is.
Curriculum planners and designers should begin with existing curriculum.

Elements or Components of a Curriculum Design

1. Behavioral Objectives or Intended Learning Outcomes

The objectives or intended learning outcomes are the reasons for undertaking
the learning lesson from the student’s point of view. It is to be accomplished in a
particular learning episode. It should be SMART: specific, measurable, attainable,
result oriented and time bound.
2. Content / Subject Matter
The content of the lesson or unit is the topic or subject matter that will be
covered. Subject matter should be relevant to the outcomes of the curriculum. It
should be up to date and reflect current knowledge and concepts.
3. Reference
It tells where the content or subject matter has been taken. The reference may
be a book, a module, or any publication. It must bear the author of the material
and if possible, the publication.
4. Teaching and Learning Methods
These are the activities where the learners derive experiences. It is always good
to keep in mind the teaching strategies that students will experience and make
them learn.

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5. Assessment/ Evaluation
Learning occurs most effectively when students receive feedback on what they
have learned. It has three main forms:
a. Self-assessment-students learn to monitor and evaluate their own learning.
b. Peer assessment-students provide feedback on each other’s learning
c. Teacher assessment- the teacher prepares and administers tests and gives
feedback on the student’s performance.

Assessment may be formative (providing feedback to help the student learn

more) or summative (expressing a judgment on the student’s achievement by
reference to stated criteria.

Approaches to Curriculum Designing

Types of Curriculum Design Models

1. Subject-Centered Design
This is a curriculum design focuses on the content of the curriculum. This
corresponds mostly to the textbook.

Variations of subject-centered design

1.1. Subject Design- is the oldest and so far the most familiar design
for teachers, parents and other laymen. Textbooks are written and
support instructional materials are commercially available. The drawback
of this design is that learning sometimes is so compartmentalized. It
stresses so much on the content and forgets about students’ natural
tendencies, interests and experiences. This is a traditional approach to
teaching and learning.
1.2. Discipline Design- is related to subject design. It focuses on
academic disciplines. Discipline refers to specific knowledge learned
through a method which the scholars use to study a specific content of
their fields. Discipline design model of curriculum is often used in college.
1.3. Correlation Design- links separate subjects designs in order to
reduce fragmentation. Subjects are related to one another and still
maintain their identity. Example English literature and social studies
correlate well.
1.4. Broad Field Design/ Interdisciplinary- is a variation of the subject-
centered design. This is to cure the compartmentalization of the separate
subjects and integrate the contents that are related to one another.
Sometimes called holistic curriculum. Example, Language arts will include
grammar, literature, linguistics, spelling and composition.

2. Learner-Centered Design
Among the progressive educational psychologists, the learner is the center of
the educative process.

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Curriculum designs which are learner-centered:

2.1. Child-centered Design-attributed to the influence of John Dewey,
Rouseau, Pestallozi, & Froebel. It is anchored on the needs and interests
of the child. One learns by doing. Learners interact with the teachers and
the environment, thus there is collaborative effort.
2.2. Experience -centered Design- believes that the interests and needs
of learners cannot be pre-planned. Experiences of the learners become
the starting point of the curriculum thus the school environment is left
open and free.
2.3. Humanistic Design
The Key influence in this curriculum design is Abraham Maslow and Carl
Rogers. Maslow’s theory of self-actualization explains that a person who
achieves this level is accepting of self, others and nature; is simple,
spontaneous and natural; is open to different experiences; possesses
empathy and sympathy towards the less fortunate among many others.
The development of self is the ultimate objective of learning.
3. Problem-Centered Design-draws on social problems, needs, interest and
abilities of the learners.
3.1. Life-situations Design-uses the past and present experiences of
learners as a means to analyze the basic areas of living. As a starting
point, the pressing immediate problems of the society and the students’
existing concerns are utilized. The connection of subject matter to real
situations increases the relevance of the curriculum
3.2. Core Problem Design- centers on general education and the
problems are based on the common human activities. The central focus of
the core design includes common needs, problems, and concerns of the
learners.

Approaches to Curriculum Design

1. Child or Learner-Centered Approach

Is based on the underlying philosophy that the child or the learner is the center
of educational process.

Principles of child-centered curriculum approach

a. Acknowledge and respect the fundamental rights of the child.
b. Make all activities revolve around the overall development of the learner.
c. Consider the uniqueness of every learner in a multi-cultural classroom.
d. Consider using differentiated instruction.
e. Provide a motivating supportive learning environment for all the learner.

2. Subject-Centered Approach
This is anchored on a curriculum design which prescribes separate distinct
subjects for every educational level. This considers the following principles:

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a. The primary focused is the subject matter.

b. The emphasis is on bits and pieces of information which may be detached
from life.
c. The subject matter serves as a means of identifying problems of living.
d. Learning means accumulation of content or knowledge.
e. Teacher’s role is to dispense the content.

3. Problem-Centered Approach
This approach is based on a design which assumes that in the process of living,
children experience problems.

Views and beliefs about this problem-centered approach

a. The learners are capable of directing and guiding themselves in resolving
problems, thus developing every learner to be independent.
b. The learners are prepared to assume their civic responsibilities through direct
participation in different activities.
c. The curriculum leads the learners in the recognition of concerns and
problems in seeking solutions. Learners are problem solvers themselves.

Curriculum Mapping

Curriculum mapping is a process or procedures that follows curriculum designing.

It is done before curriculum implementation. It can be done by teachers alone, a group
of teachers teaching the same subject, the department, the whole school or district or
the whole educational system.

Curriculum Mapping Process

There are many ways of doing things, according to what outcome one needs to
produce.

Example A

1. Make a matrix or a spreadsheet.

2. Place a timeline that you need to cover.
3. Enter the intended learning outcomes, skills needed to be taught.
4. Enter in the same matrix the content areas/ subject areas to be covered.
5. Align and name each resource available.
6. Enter the teaching-learning methods to be used to achieve the outcomes.
7. Align and enter the assessment procedure and tools to the intended learning
outcomes, content areas, and resources.
8. Circulate the map among involved personnel for their inputs.
9. Revise and refine map based on suggestions and distribute to all concerned.

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Example B (for a degree program in college)

1. Make a matrix or a spreadsheet.

2. identify the degree or program outcomes ( ex. BEED or BSED)

3. Identify the subjects or courses under the degree (Gen Ed, Prof Ed or major
for BSED)

4. List the subjects along the vertical cells of the matrix in a logical or
chronological order.

5. List the degree program outcomes along the horizontal cell (use code as PO1,
PO2… if outcomes are too long to fit in the cell) PO means program outcomes.

6. Cross the Subject and the Outcome, and determine if such subject
accomplishes the outcomes as either Learned (L), Performed (P) or given Opportunity
(O). Place the code in the corresponding cell.

7. Fill up all cells.

8. After accomplishing the map, use it as a guide for all teachers teaching the
course for students to complete the degree in four years.

The Curriculum Map

Curriculum maps are visual timelines that outline desired learning outcomes to be
achieved, contents, skills and values taught, instructional time, assessment to be used,
and the overall student movement towards the attainment of the intended outcomes.
Curricular maps may be simple or elaborate that can be used by individual teacher, a
department, the whole school or educational system. A map is geared to a school
calendar.

Curriculum maps provide quality control of what are taught in schools to maintain
excellence, efficiency and effectiveness. It is intended to improve instruction and
maintain quality of education that all stakeholders need to be assured.

Example of a Curriculum Map

Here are two examples of a curriculum map. Sample A is for Basic Education and
Sample B is for college level.

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Example A. Excerpt from DepEd Curriculum Guide for Science 3.

Grade 3 Matter
First Quarter / First Grading Period
Content Content Standards Performance Learning Learning Materials
Standards Competency
1. Properties The learners The learners The learner should Learning guide in
1.1 demonstrate should be able be able to… Science & Health:
Characteristics understanding of…. to… Mixtures
of solids, describe the
liquids ans ways of sorting group common different objects BEAM -Grade 3
gases materials and describing objects found at based on their Unit 4 Materials
them as solid, liquid or home and in characteristics( LG-Science 3
gas based on school according e.g. shape, Materials Module
observable properties. to solid, liquid and weight, volume, 1
gas ease or flow)

classify objects
and materials as
solid, liquid, and
gas based on
some observable
characteristics

describe ways on
the proper use
and handling solid,
liquid and gas
found at home
and in school.
Changes that Effects of temperature Investigate the Describe changes BEAM – G3 Unit 3
materials on materials different changes in materials based materials-Distance
undergo in materials as on the effect of Learning Module
affected by temperature: BEAM G3 Unit 3
temperature 4.1. solid to liquid Materials Module
4.2 liquid to solid 44-49
4.3 liquid to gas
4.4 solid to gas

Sample A1- Science Curriculum Map Showing the Sequence of Domain for the
Year per Quarter
Qt G3 G4 G5 G6 G7 G8 G9 G10
r
1 Matter Matter Matter Matter Matter Force, Living Earth and
Motion Things and Space
Energy their
environ
ment
2 Living Living Living Living Living Earth and Matter Force,
Things & Things & Things Things Things & Space Motion
Their Their & Their & Their Their ,Energy
Environme Environ Environ Environ Environ-
nt ment ment -ment ment
3 Force, Force, Force, Force, Force, Matter Earth & Living
Motion, Motion, Motion, Motion, Motion, Space Things &
Energy Energy Energy Energy Energy Their
Environ
ment

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4 Earth & Earth & Earth & Earth & Earth & Living Force, matter
Space Space Space Space Space Things and Motion &
Their Energy
Environ
ment

Sample B- Curriculum Map for Bachelor of Elementary Education

Professional education Courses

Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
Sample Subjects
Child Dev P L L O L O O O
Facilitating Human P P L O L O L O
Learning
Social Dimension P L L O O L O
Teaching Profession P P P P O P P
Principles of P P P P L O P O
Teaching
Assessment of P P P P L O P O
Learning
Educational P P P P L O P O
technology
Curriculum P P P P O P P
Development
Developmental P P P P O O P O
Reading
Field Study P P O P O P P P
Practice Teaching P P P P P P P P

Legend

L- Learned outcomes (knowledge, skills, values) outcomes achieved in the subject

P- Practiced the learned outcomes (knowledge, skills, values)

O Opportunity to learn and practice (opportunities to learn and practice knowledge, skills
and values but not taught formally)

Note:

1. Not all professional subjects are entered in the matrix

2. Desired outcomes for professional courses are:

PO1-Applied basic and higher 21st century skills

PO2- Acquired deep understanding of the learning process

PO3- Comprehended knowledge of the content they will teach.

PO4- Applied teaching process skills (curriculum designing, materials development,

educational assessment, teaching approaches)
PO5- Facilitating learning of different types of learners in diverse learning environments

PO6- Directed experiences in the field and classrooms (observation, teaching, assistance,
practice teaching)

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PO7- Demonstrated professional and ethical standards of the profession

PO8- Demonstrated creative and innovative thinking and practice of alternative teaching
approaches.

References:
Bilbao, P., Dayagbil, F. & Corpuz, B. (2015). Curriculum Development. Lorimar Publishing
Inc. Quezon City.
Bilbao, P., Dayagbil, F. & Corpuz, B. (2014). Curriculum Development. Lorimar Publishing
Inc. Quezon City.
The Ant and the Dove. Library of Congress. http://read.gov/aesop/028.html

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UNIT IV. The Teacher as Curriculum Implementor and Manager

Learning Outcomes

1. Define curriculum implementation.

2. Explain the process of curriculum implementation.
3. Review the components of a lesson plan.
4. Match learning outcomes with appropriate teaching methods.
5. Discuss the role of technology in curriculum application.
6.Enhance the application of outcomes-based learning with technology both as an aid
and platform for learning.
7. Identify stakeholders of the curriculum and explained the roles of each.

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Acquire New Knowledge

Implementing the Designed Curriculum as a Change Process

The success of learning depends on the teacher implementation effort.

A miniscule curriculum like the teacher lesson plan, or a big one like the K to 12
curriculum, teacher has to put action to what has been planned and designed. It is you,
a teacher who will add more meaning to the various activities in the classroom. This is
what we call teaching styles. You will make the day of the learners interesting, engaging,
and unforgettable. No curriculum should stop at planning or designing phase. It has to
be implemented.

Curriculum Implementation
Following the curriculum models of Tyler, Taba, Saylor and Alexander, the next
step to curriculum designing is curriculum implementing. This is the phase where
teacher’s action takes place. It is one of the most crucial process in curriculum
development although many education planners would say: “ A good plan is work half done.” If
this is so, then the other half of the success of curriculum development rests in
the hands of the implementor who is the teacher.

Curriculum implementation means putting into practice the written curriculum

that has been designed in syllabi, course study, curricular guides and subjects. It is a
process wherein the learners acquire the planned or intended knowledge, skills, and
attitudes that are aimed at enabling the same learners to function effectively in society.
In the classroom context, curriculum implementation means “ teaching” what has
been written in the lesson plan. Implementing means using the plan as a guide to
engage with learners in the teaching -learning process with the end view that learning
has occurred and learning outcomes have been achieved.

Curriculum Implementation as a Change Process

In Education, there are always two forces that oppose each other. These are the
driving force and the restraining force. When the two forces are equal, the state is
equilibrium or balance. However, when the driving force overpowers the restraining
force, then change will occur. When the opposite happens that is when the restraining
force is stronger than the driving force, change is prevented. This is the idea of Kurt
Levin in his Force Field Theory.
We should use this theory to explain curriculum change. The illustration below
shows that there are driving forces on the left and the resisting forces on the right. If
you look at the illustration there is equilibrium. If the driving force is equal to the
restraining force will change happen?

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Driving Force E Restraining Force

Q
Government intervention Fear of unknown
U
Society’s values I Negative attitude to change
Technological changes L Traditional values
I
Knowledge explosion B Limited sources
Administrative support R Obsolete equipment
I
U
M
Based on Kevin’s Force Field Model

According to Levin, change will be better if the restraining forces shall be

decreased, rather than increasing the driving force.

Categories of Curriculum Change

1. Substitution. The current curriculum will be replaced or substituted by a new

one.
2. Alteration. There is a minor change to the current or existing curriculum.

3. Restructuring. Building a new structure would mean major change or

modification in the school system, degree program or educational system.
Example, using the “In school Off school or blended curriculum.
4. Perturbations. These are changes that are disruptive, but teachers have to
adjust to them within a fairly short time.
5. Value Orientation. Respond to shift in the emphasis that the teacher provides
which are not within the mission or vision of the school.

Curriculum implementation should be developmental, participatory, and

supportive.
Developmental in the sense that it should develop multiple perspective, increase
integration and make learning autonomous, create a climate of openness and trust and
appreciate and affirm strengths of the teacher.
Participatory specifically because other stakeholders like peers, school leaders,
parents and curriculum specialists are necessary. Involvement and participation
encourage sense of ownership and accountability.
Supportive. Material support like supplies, equipment and conductive learning
environment like classrooms and laboratory should be made available. Likewise, human
support is very much needed. The school leaders should provide full school support to
the implementation of the new curriculum.

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Implementing a Curriculum Daily in the Classrooms

DepEd Order No. 70 s. 2012

Teachers of all public elementary and secondary schools will not be required to
prepare detailed lesson plans. They may adopt daily lesson logs which contain the
needed information and guide from the teacher guide and teacher manual 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 of teaching experience shall be
required to prepare daily lesson plans which shall include the following:
I. Objectives or Intended Learning Outcomes (ILO)
II. Subject Matter
III. Procedure or Strategies of Teaching
IV. Assessment of Learning Outcomes (ALO)
V. Assignment or Agreement

Starting the Class Right by Lying Down the Curriculum Plan

Everyday a teacher must have written lesson plan. The main parts of a lesson
plan are:

I. Objectives or Intended Learning Outcomes. These are the desired

learning outcomes that will be the focus of the lesson. Learning outcomes are
based on taxonomy of objectives: cognitive, affective, psychomotor.

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Bloom’s taxonomy as revised by Anderson (2001)

Categories Key words
Remembering. Recall or retrieve Defines, describes, identifies, labels,
previous learned information lists, outlines, selects, states
Understanding. Comprehend Comprehends, explains,
meaning, translation, state problem distinguishes, estimates, gives
in own words, making meaning examples, interprets, predicts,
rewrites, summarizes
Applying. Use concept in new Applies, changes, computes,
situation, applies what has been operates, constructs, modifies,
learned in new situation uses, manipulates, prepares, shows,
solves
Analyzing. Separate materials or Breaks down, compares, contrasts,
concepts into component parts so diagrams, differentiates,
that the organization is clear. discriminates, identifies, infers,
Distinguishes between facts and outlines, relates, selects, separates
inferences.
Evaluating. Make judgements Appraises, compares, criticizes,
about a value of ideas or materials. defends, describes, discriminates,
evaluates, interprets, justifies,
summarizes
Creating. Build a structure or Composes, compiles, designs,
pattern from various elements. Put generates, modifies, organizes,
parts together to create a whole to rearranges, reorganizes, revises,
make new meaning and structure. rewrites, summarizes, creates

Another revision is the expansion of the concept of knowledge which was not
given emphasis nor discussed thoroughly before.

Levels of Knowledge
1. Factual Knowledge- ideas, specific data or information
2. Conceptual Knowledge- words or ideas known by common name, common features,
multiple examples which may either be concrete or abstract. Concept are facts that
interrelate with each other to function together.
3. Procedural knowledge-how things work, step-by-step actions, method of inquiry.
4. Metacognitive knowledge- knowledge of cognition in general, awareness of knowledge
of one’s own cognition, thinking about thinking.

Intended Learning Outcomes (ILO) should be written in a SMART (Specific,

Measurable, Attainable, Result Oriented and Time Bound) way.

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II. Subject Matter comes from a body of knowledge that will be learned through
the guidance of the teacher. It is the WHAT in teaching.
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 on this component.

Approaches and methods of teaching by Corpuz & Salandanan (2013)

1. Direct demonstration methods (guided exploratory/ discovery approach, inquiry

method, problem based learning, project method)
2. Cooperative learning approach (peer tutoring, learning action cells, think-pair-
share)
3. Deductive and Inductive Approaches (project method, inquiry based-learning)
4. Blended learning, reflective teaching, integrated learning, outcomes-based
approach

Students have different learning styles. The multiple intelligence theory of Howard
Garner implies several learning styles.

Source:https://www.google.com

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Three preferred learning styles can help teachers choose the method and the
materials they will use.
Common Characteristics Tips for Teachers about Learners
Visual- uses graphs, charts, pictures; Turn notes into pictures, diagrams, maps.
tends to remember things that are written Learn the big picture first than details.
in form Make mind maps and concept maps.
Auditory- recalls information through Record lectures and listen to these.
hearing and speaking; prefers to be told Repeat materials out aloud
how to do things orally; learns aloud
Kinesthetic-prefers hands-on approach; Learn something while doing another
demonstrates how to do, rather than thing ( eat while studying). Work while
explain; likes group work with hands on - standing. Like, fieldwork. Do many things
minds on. at one time.

Teaching and learning must be supported by instructional materials. Considering the

teaching methodologies and the learning styles, the different support materials should
be varied. This will ensure that the individual differences will be considered.
Instructional support materials teachers will use according to the learning styles and
the outcomes to be achieved. Here are some guidelines:
1. Use of direct purposeful experience through learning by doing retains almost all of
the learning outcomes. Ninety percent of learning is retained. Examples are field trip,
field study, community immersion, practice teaching.
2. Participation in class activities, discussion, reporting and similar activities where
learners have the opportunity to say and write. Seventy percent of learning is
remembered. Examples are small discussion, buzz session, individual reporting, role
play.
3.passive participation as in watching a movie, viewing exhibit, watching demonstration
will retain around 50% of what has been communicated.
4.By just looking at still pictures, paintings, illustrations and drawings, will allow the
retention of around 30% of the material content.
5. By hearing as in lecture, sermon, monologues, only 20% is remembered.
6. Reading will ensure 10% remembering of the material.

Regardless of the amount of remembering from the concrete to abstract, each layer
contributes to learning and require instruction support materials.
Visual: concrete (flat 3 dimensional, realias, models, etc.) or abstract (verbal symbols,
words)
Audio: recordings of sounds, natural or artificial
Kinesthetic: manipulative materials like modelling clay, rings, dumb bells, equipments
Experiential: utilize all modalities

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

Examine/Study this sample lesson plan.

I. Objectives:
At the end of the class, the students must have:
A. unlocked the meaning of the unfamiliar words.
B. shown understanding of the story by answering
comprehension questions
C. traced the development of the plot through the events in the
story.

II. Subject Matter:

The Spider’s Thread by Ryunosuke Akutagawa
Materials:
A. charts
B. puzzle
C. paper strips
III. Procedure:
A. Daily Routine
1.Prayer
2.Greetings
3. Checking of Attendance
B. Motivation
The Students will be grouped into five. The teacher will give them
paper cut-outs to form. After they had formed the image, the
teacher will ask the following questions:
1. What image had you formed?
2. What ideas can you infer about the story based on the image
you had formed?
C. Unlocking Difficulties
Give the meaning of the underlined words.
1. One day, Buddha was strolling along the brink of the lotus pond of
Paradise.
2. His eyes fell on a man named Kandata who was squirming with the
other sinners in the bottom of hell.
3. He had noticed a little spider creeping along beside the road.
4. He was about to trample it to death.
5. He was finally exhausted and could not ascend an inch higher.

D. Reading the story entitled The Spider’s Thread by Ryunosuke Akutagawa

One day, the Buddha was strolling along the brink of the lotus pond of Paradise. His
eyes fell on a man named Kandata who was squirming with the other sinners in the
bottom of hell. This Kandata had done so many evil things his lifeline but he had to his
credit one good action. Once, while on his way through a deep forest, he had noticed a
little spider creeping along beside the road. He was about to trample it to death when he
suddenly changed his mind and spared the spider’s life.

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

Now, as he looked down into hell, the Buddha remembered this good deed and
thought he would like to deliver Kandata out of hell. Looking around he saw a spider of
Paradise spinning a beautiful silvery thread on the lotus leaves. The Buddha took up the
spider’s thread in his hand and let it straight down to the bottom of hell which held
Kandata securely with the other sinners in the Pool of Blood on the floor of hell.

On this day, Kandata lifted his head by chance and saw a silver spider’s thread
slipping down toward him from the high heavens. Kandata grasped the thread tightly in
his two hands and began to climb up and up with all his might.

After climbing for a while, he was finally exhausted and could not ascend an inch
higher. He stopped to rest and looked below him. What he saw filled him with fear. For,
below on the thread, countless sinners were climbing eagerly after him up and up, like a
procession of ants.

Kandata blinked his eyes at them with his big mouth hanging foolishly open in
surprise and terror. How could that slender spider spider’s thread which seemed as if it
must break with him alone, ever support the weight of all those people? If it would
break in mid- air, even he himself would have to fall headlong back to Hell.

So Kandata cried out in loud voice. “Hey, you sinners! This thread is mine. Who gave
you permission to come up it? Get down! Get down!”

At that moment, the spider’s thread broke with a snap to the point where Kandata
was hanging. Without even time to utter a cry, Kandata shot down and fell headlong
into the darkness, spinning swiftly around and around like a top.

Source: https://badianoran.wordpress.com

E. Analysis
Answer the following questions:
1. Where is the setting of the story?
2. Who is Kandata?
3. What one good deed Kandata had done in his life time?
4. What did Buddha do as he remembered the good deed of Kandata?
5. What is the implication of God laying down the spider’s thread for the first time?
6. What happen after the thread broke?

F. Abstraction
1. What attitude of Kandata was shown in the story? Is it worthy to follow?

G. Application
Write your reflection about the story.

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 Mindanao State University - Sulu
College of Education
Jolo, Sulu

IV. Assessment
Sequence the events in the story.

V. Assignment
Group Work
Group I. Draw a scene from the story read.
Group II. Write a song/poem about the story.
Group III. Dramatize a scene from the story.
Group IV. Tell the story in an interactive way.

Finding out what has been achieved: Assessing achieved outcomes

At the end of the activity, the teacher will find out if the intended learning outcomes
have been converted into achieved learning outcomes.
Tests and other tools are utilized at the end of the lesson to identify this.

The Role of Technology in Delivering the Curriculum

Instructional media may also be referred to as media technology or learning
technology. Technology plays a crucial role in delivering instruction to learners.
Technology offers various tools of learning and these range from non-projected and
projected media from which the teacher can choose, depending on what he sees fit with
the intended instructional setting.
Non-projected media Projected media
Real objects Overhead transparencies
Models Opaque projection
Kits Slides
Printed materials Filmstrips
Visuals Films
Visual boards Vidoes
Audio materials Multimedia presentations

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College of Education
Jolo, Sulu

Factors in Technology Selection

1. Practicality. Is the equipment or already prepared lesson material available?
2. Appropriateness in relation to the learners. Is the medium suitable to the
learners’ ability to comprehend?
3. Suitability. Will the chosen media fit the set instructional event?
4. Objective-matching. Overall, does the medium help in achieving the learning
objectives?

The Role of Technology in Curriculum Delivery

It can easily be observed that technological innovation is the multifarious fields of
commerce, science and education is fast developing such that it is difficult to foresee the
technological revolution in the millennium, inclusive of educational changes. For certain,
technological changes in education will make its impact on the delivery of more effective,
efficient and humanizing teaching and learning.
For now, the primary roles of educational technology in delivering the school
curriculum’s instructional program have been identified.
1. Upgrading the quality of teaching and learning in schools.
2. Increasing the capability of the teacher to effectively inculcate learning and for
students to gain mastery of lessons and courses.
3. Broadening the delivery of education outside schools through non-traditional
approaches to formal and informal learning.
4. Revolutionizing the use of technology to boost educational paradigm shifts that
give importance to student-centered and holistic learning.

Stakeholders in Curriculum Implementation

Stakeholders are individuals or institutions that are interested in the curriculum. They get
involved in many ways. You may be one of them. Together with the teachers, school
managers, parents and even the whole community have interest in the curriculum.

Curriculum Stakeholders
1. Learners are at the core of the curriculum
Learners have more dynamic participation from the planning, designing,
implementing and evaluating. However, the degree of their involvement is dependent on
their maturity.

2. Teachers are curricularists

Teachers are stakeholders who plan design, teach, implement and evaluate the
curriculum. No doubt, the most important person in curriculum implementation is the
teacher. Teachers influence upon learners cannot be measured. Better teachers foster
better learning. Teachers need to continue their professional development to contribute
to the success of curriculum implementation. Teachers should have full knowledge of the
program philosophy, content and components of curriculum and ways of teaching.

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College of Education
Jolo, Sulu

Roles of teachers in curriculum implementation

1. Guiding, facilitating and directing the activities of the learners
2. Choosing the activities and the methods to be utilized
3. Choosing the materials that are necessary for the activity
4. Evaluating the whole implementation process
5. Making a decision whether to continue, modify or terminate the curriculum.
3. School Leaders are Curriculum managers
School leaders should understand fully the need to change and the implementation.
They should be ready to assist the teachers and the students in the implementation.
4. Parents
Parents are significant school partners. Schools need to listen to parents’ concerns
about school curriculum like textbooks, school activities, grading systems and others.
Schools have one way of engaging parents’ cooperation through Brigada Eskwela.
5. Community as a curriculum resources and a learning environment
“It takes the whole village to educate a child” (First Lady Hillary Clinton). The
community is the extended school ground, a learning environment. All the barangay
leaders, the elders, other citizens and residents of the community have a stake in the
curriculum.
6. Other Stakeholders in Curriculum Implementation and Development
a. Government agencies (DepEd, TESDA, CHED, Philippine Regulation
Commission, Civil Service Commission, Local Government Unit)
b. Non-government Agencies (Gawad Kalinga, Metro Bank Foundation,
Professional Organizations)

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College of Education
Jolo, Sulu

References:
Bilbao, P., Dayagbil, F. & Corpuz, B. (2015). Curriculum Development. Lorimar Publishing
Inc. Quezon City.
Bilbao, P., Dayagbil, F. & Corpuz, B. (2014). Curriculum Development. Lorimar Publishing
Inc. Quezon City.
https://www.google.com
https://badianoran.wordpress.com

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