West Visayas State

University Lambunao
Campus
College of Education
Lambunao, Iloilo

Module
in Ed
210
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

Jun Anne D. Gabarra

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
Table Iloilo
of Contents
Unit 0: Vision, Mission, Core Values and Outcomes
1. The University VMGO and core values
2. University Outcomes
3. Lambunao Campus Outcomes
4. College of Education Outcomes

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
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 West Visayas State
University Lambunao
Campus
College of Education
the Classroom Lesson 2. The Final Lambunao,
Action for aIloilo
Curriculum
Material: A Celebration

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao, Iloilo
Name: School Year: Semester:

Course: Year: Section:

UNIT 0

Direction: Read and Reflect.

University
Vision: WVSU as the center for educational excellence in the
Visayas and the hub for Human Resource Development in the Asia-Pacific
region.
Mission: WVSU is committed to provide holistic education geared
towards sustainable growth and development.
Core Values: Scholarship Harmony Innovation Nurturance
Excellence Service
Institutional Outcomes for Instruction:
Taga-West
Institutional Outcomes for Instruction:
- is a creative and critical thinker
- is an effective and responsible communicator
- has uncompromising personal and professional
ethical standards
- is technologically –skilled
- has the ability to conduct research
- has teaming and collaborative skills
- is socially responsible and has strong national identity
- is globally competitive
- is self- directed, competent, and accountable professional
- can utilize lifelong learning skills for personal
development and excellence in professional practice

Campus/College Outcomes:
Taga-West (Lambunao-Campus):
- is value-laden professional (responsible,
accountable, independent, resourceful, trustworthy,
refined, God-fearing, service oriented, considerate
of others, tactful);
- is expert/competent of his/her field (skillful/talented,
versatile, productive, competitive, artistic, confident);
- is life-long learner, change agent, innovative, resourceful);
and
- has communicative competence (articulate, has
language facility, can open/relay ideas clearly.
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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao, Iloilo
College of Education Outcomes:
Specifically, the College of Education must have:
1. exhibited and nurtured a culture of excellence;
2. produced effective facilitators of learning;
3. initiated, undertaken researches and extension
services in teacher education and allied fields;
4. collaborated and shared expertise with local and
international entities/agencies; and
5. provided with equitable access to educational
opportunities to deserving clientele.

Apply Your Knowledge

Name: School Year: Semester:

Course: Year: Section:

Direction: Write your reflection as to what is expected of you as one

of the students of WVSU-Lambunao Campus.

2. Make an acronym pertaining to our university.

W-
V-
S-
U-

L-
C-

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao, Iloilo

Name: School Year: Semester:

Course: Year: Section:

How Much Do You Know?

What do you know about curriculum? Write words, phrases or sentences
relating to the word curriculum.

CURRICULUM

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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 West Visayas State
University Lambunao
Campus
College of Education
Activate Prior Knowledge Lambunao, Iloilo
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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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
organizations or international Iloilolike UNESCO recommend curricula
bodies
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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 West Visayas State
University Lambunao
Campus
College of Education
The Teacher as a Curricularist Lambunao, Iloilo
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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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
The Teacher and the Iloilo
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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 West Visayas State
University Lambunao
Campus
College of Education
Apply Your Knowledge Lambunao, Iloilo

Name: School Year: Semester:

Course: Year: Section:

1. Essay
Is it necessary for teachers to learn about school curriculum? Why?

2. Reflect on the case below.

Case: I am teaching in a very far away barangay with no electricity.
Many of the instructional aids for teaching sent to our school are films
and video tapes which need power. I cannot use them, but the lessons
are very important. So I thought of making an alternative activity. I
took my class to the river and waterfall instead of doing the lesson.

REFlectio
REFLECTION
n

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 West Visayas State
University Lambunao
Campus
College of Education
Assess Your Knowledge Lambunao, Iloilo

Name: School Year: Semester:

Course: Year: Section:

A. Direction. Analyze each statement and tell if it is true or

false. Write your answer on the space provided.
1. 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.
2. It is a reality that there exist only one curriculum in the teacher’s
classroom.
3. A teacher can say with confidence that learning has
occurred, if curriculum has been assessed.
4. Some curricula in the schools/classrooms are unwritten.
5. To establish national standards, teachers should be
guided by recommended curriculum in basic and higher
education.
6. School curricula are permanent and can never be changed.
7. Evaluated curriculum makes judgment about learning.
8. Textbooks and modules are some written curricula that
represent the recommended curricula.
9. Only the Department of Education can recommend a curriculum.
10. In the heart of all types of curricula, the teacher has a major role.

B. Identify who I am as a curricularist based on the

descriptions presented. Write your answer on the
space provided.

(knower, writer, planner, initiator, innovator, implementor,

evaluator)
1. I have a good idea on how to make my learners pay
attention to the lesson. I will use the new idea and find out if it will work.
2. DepEd sent the standards, competencies and guidelines in
teaching Mother Tongue in Grade 1 in our school. I will study and use it in
the coming school year.
3. I need a poem to celebrate the World Teachers’ Day. I composed
one
to be used in my class in Literature.
4. There so much to do in one school day. I seem not able to
do all, but I have to accomplish something for my learners. I have made a
daily activity plan to guide me.
5. Knowledge is limitless. What I learned in college is not
enough. I need to know more, so I enrolled in the graduate school to advance
my learning.
6. I monitor and assess if my students are learning by
giving them quizzes, unit tests and performance activities.
7. I look for other ways of doing to improve teaching and
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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
learning in my classroom. I consider Iloilo
the individual differences of my
students.

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
8. I carry out the Iloilo expected to achieve by my
competencies
grade 11 students.
9. Teachers are busy designing their modules, learning
guides, etc in preparation for the opening of this school year, wherein
pandemic hinders us to have face to face classes.
10. At the end of a three- day seminar, I was able to
produce lesson exemplars which will be very useful in my class.

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. [Link]
Alsubaie, M.A. (2016). Curriculum Development: Teacher Involvement in
Curriculum. Journal of Educational Practice Vol.7, No.9,https//
[Link].

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao, Iloilo

Name: School Year: Semester:

Course: Year: Section:

How Much Do You Know?

What should school curriculum include?

School Curriculum includes

the following:

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”

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 West Visayas State
University Lambunao
Campus
College of Education
3. “Teachers are Reluctant Lambunao, Iloilo the Written Curriculum”
to Teach Beyond
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?

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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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
Curriculum from Traditional Iloilo
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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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
Curriculum is what is taught Iloilo
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.

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
5. Feasibility. The subject Iloilo is within the time allowed,
to be learned
resources available, expertise of the teachers and the nature of
learners.

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
6. Interest. The content mustIloilo
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

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University Lambunao
Campus
College of Education
continuity. Lambunao, Iloilo

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 West Visayas State
University Lambunao
Campus
College of Education
2. Lambunao, Iloilo
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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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
Curriculum product is expressed Iloiloof outcomes which are
in form
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
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University Lambunao
Campus
College of Education
decision making ofLambunao,
curriculumIloilo
planners and implememtors.

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 West Visayas State
University Lambunao
Campus
College of Education
Curriculum DevelopmentLambunao, Iloilo
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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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
FOUNDATIONS OF CURRICULUM Iloilo
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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University Lambunao
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College of Education
2. Historical FoundationsLambunao, Iloilo
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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 West Visayas State
University Lambunao
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College of Education
Lambunao,
functions and learners’ Iloilo
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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 West Visayas State
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College of Education
f. Howard Gardner Lambunao, Iloilo
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.

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University Lambunao
Campus
College of Education
4. Social Foundations of Lambunao, Iloilo
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 popularity.
Alvin Toffler
Believed that knowledge should prepare students for the future.
Foresaw schools and students worked creatively, collaboratively, and
independent of their age.

Apply Your Knowledge

Name: School Year: Semester:

Course: Year: Section:

A. Do you have a traditional view of a curriculum, a progressive view or both?

Explain.

B. After learning this lesson, how would you prepare yourself to become a teacher?

C. What phase of the curriculum process do you find very important as a teacher?
Why?

D. Identify which among the foundations of curriculum has influenced what

you have learned in school. Explain.

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao, Iloilo

Assess Your Knowledge

Name: School Year: Semester:

Course: Year: Section:

A. Direction. Identify the description/ definition either Traditional (T) or Progressive

(P). Write your answer on the space provided.
1. Teachers are required to teach the book from cover to cover.
2. If the learners can memorize the content, then the
curriculum is best.
3. Children are given opportunity to play outdoors.
4. Parents send children to military type school with rigid discipline.
5. Teachers are reluctant to teach beyond the classroom.
6. Prerequisites to promotion for the next grade are skills in
reading, writing, and arithmetic only.
7. Teachers provide varied experiences for the children.
8. Learning can be achieved in schools and beyond.
9. It is a systematic arrangement of contents in the
course syllabus.
[Link]-curricular activities are planned for all to participate.

B. Direction. Match the concept in column I with the choices in column II.
Write the letter of your answer before each number.
I. Concepts II. Choices

1. Curriculum is a way of doing a. content

2. Authenticity of the content b. process

3. English Grammar as the subject matter c. product

4. Fair distribution of the content across d. validity

the
subjects
5. Curriculum as the outcome of learning e. balance

6. Seamless flow of content vertically or f. articulation

horizontally in the curriculum
7. Evidence of successful teaching g. sequence

8. Enduring perennial content, from past h. integration

to
future
9. Allowing the transfer of content to other i. continuity
fields

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 West Visayas State
University Lambunao
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College of Education
Lambunao,
10. Arranging of contents Iloilo
from easy to j. Learning
difficult outcomes

C. Direction. Identify who contributes the following. Write the letter of

your answer before each number.
Contributions Persons

1. He started the curriculum development a. Howard

movement. Gardner

2. Gardner’s Multiple Intelligences: Humans have b. Lev Vygotsky

several different ways of processing information
and these ways are relatively independent of one
another.
3. The child is an active agent in his or her c. Franklin Bobbit
educational process.

4. Cognitive development has stages from birth to d. Jean Piaget

maturity: sensorimotor stage (0-2), preoperational
stage
(2-7), concrete operational stage (7-11), and
formal operations (11-onwards).
[Link] is the father of the Classical Conditioning e. Harold Rugg
Theory, the S-R theory.
6. Curriculum should develop the whole child. It is f. Ralph Tyler
child- centered.
[Link] is a science and an extension of [Link] Pavlov
school’s
philosophy. It is based on students’ needs and
interest.
[Link] contributed to the theoretical and h. Peter Oliva)
pedagogical foundations of concepts
development and critical thinking in social
studies curriculum.
[Link] described how curriculum change is a i. Robert Gagne
cooperative endeavor.

10. He proposed the Hierarchical Learning Theory. j Hilda Taba

Learning follows a hierarchy.

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

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University Lambunao
Campus
College of Education
Publishing Inc. Quezon City Lambunao, Iloilo
Payabyab, M. (2018). The teacher as knower of curriculum.
[Link]

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University Lambunao
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College of Education
Lambunao, Iloilo

Name: School Year: Semester:

Course: Year: Section:

How Much Do You Know?

What do you think are the fundamentals of curriculum Designing?
In designing a curriculum, we
need the following:

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.

Activate Prior Knowledge

Name: School Year: Semester:

Course: Year: Section:

When you were in Grade 1, how did your teacher teach you how to read?
What were your lessons in reading? What were the materials used by your
teacher? How much time do you spend for your reading class? How did you feel
learning to read?

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao, Iloilo

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

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College of Education
Lambunao,
gradually phased in and Iloilothus the changes that occur can
phased out,
coexist and oftentimes overlap for long periods of time.

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 West Visayas State
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College of Education
4. Curriculum change dependsLambunao, Iloilowill implement the
on people who
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.
[Link] 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

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University Lambunao
Campus
College of Education
Lambunao,
always good to keep in mind Iloilo strategies that students will
the teaching
experience and make them learn.

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 West Visayas State
University Lambunao
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College of Education
5. Assessment/ Evaluation Lambunao, Iloilo
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

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College of Education
Lambunao,
center of the educative Iloilo
process.

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 West Visayas State
University Lambunao
Campus
College of Education
Curriculum designs which Lambunao, Iloilo
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

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College of Education
Lambunao,
This is anchored on a curriculum Iloilowhich prescribes separate
design
distinct subjects for every educational level. This considers the
following principles:

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 West Visayas State
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a. The primary focused is Lambunao, Iloilo
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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Lambunao,
Example B (for a degree program Iloilo
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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 West Visayas State
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College of Education
Example A. Excerpt fromLambunao, Iloilo
DepEd Curriculum Guide for Science 3.
Grade 3 Matter
First Quarter / First Grading Period
Content Content Standards Performance Learning Learning
Standards Competency Materials
1. Properties The learners The learners The learner Learning guide
1.1 demonstrate should be able should in Science &
Characteristi understanding of…. to… be able to… Health:
cs of solids, Mixtures
liquids ans ways of sorting group common describe the
gases materials and objects found different BEAM -Grade 3
describing them as at home and in objects based Unit 4 Materials
solid, liquid or gas school on their LG-Science 3
based on observable according to characteristics Materials
properties. solid, liquid and ( Module 1
gas e.g. shape,
weight,
volume, 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 in materials materials-
undergo changes in based on the Distance
materials as 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
Q G3 G4 G5 G6 G7 G8 G9 G10
t
r
1 Matter Matter Matter Matter Matter Force, Living Earth
Motio Things and
n and their Space
Energ environ
y ment
2 Living Living Living Living Living Earth Matter Force,
Things & Things Things Things Things and Motio
Their & Their & & & Their Space n
Environm Enviro Their Their Enviro ,Energy
e nt n Enviro Enviro n-

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 West Visayas State
University Lambunao
Campus
College of Education
ment n Lambunao,
n Iloilo
ment
ment -ment
3 Force, Force, Force, Force, Force, Matter Earth Living
Motio Motio Motio Motio Motio & Things
n, n, n, n, n, Space & Their
Energ Energ Energ Energ Energ Enviro
y y y y y n
ment
4 Earth Earth Earth Earth Earth Living Force, matter
& & & & & Things Motion
Space Space Space Space Space and Their &
Enviro Energy
n
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 P P L O L O L O
Human Learning
Social Dimension P L L O O L O
Teaching P P P P O P P
Profession
Principles P P P P L O P O
of
Teaching
Assessment P P P P L O P O
of 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
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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
process PO3- Comprehended knowledge of theIloilo
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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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
PO7- Demonstrated professional Iloilo standards of the profession
and ethical
PO8- Demonstrated creative and innovative thinking and practice of alternative
teaching approaches.

Apply Knowledge

Name: School Year: Semester:

Course: Year: Section:

A. Study this sample lesson plan. Using the matrix given below, analyze the
plan base on the principles and concepts learned.

Sample Lesson
Plan
Lesson Plan in Developing Reading Skills

I. Objectives
At the end of the lesson, the students must have:
a. answered the literal, interpretive, and evaluative questions to
show real understanding and appreciation of the selection
b. given the meaning of the word through context clues
c. emulated the values presented in the story

II. Subject Matter:

Reading: Answering Questions in the Literal, Interpretive, and
Evaluative

Levels Reference: English I (SEDP) pp.57-60

Materials: books, pictures, graphics, activity
sheets Value focus: Thoughtfulness

III. Procedure:
A. Daily Routine
1. Prayer
2. Greetings
3. Checking of Attendance
B. Motivation:
Picture puzzle. Students will form the picture puzzle.
Question. What are the ideas shown by the picture?

C. Vocabulary Development
Give the meaning of each underlined word through context clues.
1. Lita reflected how difficult it was to choose a suitable
Christmas present for her father.
a. thought of b. bought to c. caught d. brought
2. She found it hard to choose a Christmas present.
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 West Visayas State
University Lambunao
Campus
College of Education
a. bag b. gift Lambunao,
c. food Iloilo supplies
d. school
3. Ann was so delighted to receive a new dress.
a. sad b. angry c. surprised d. happy
4. People poke you with their elbows.
a. touch b. push c. smile d. shout
5. They almost knock you over in their haste to get a bargain.
a. quickness b. slowness c. enjoyment d. happiness
6. The gift was concealed in her bag.
a. was displayed b. was wrappedc. was stolen d. was hidden
7. Shopping during Christmas is a disagreeable experience.
a. happy b. exciting c. unpleasant d. sad

D. Read the selection. Then answer the questions that follow.

1) As she walked around the huge department store, Lita reflected

how difficult it was to choose a suitable Christmas present for her
father. 2) She wished that he was easy to please as her mother who
was always delighted with perfume.
3)Besides, shopping at this time of the year was a most
disagreeable experience; people step on your toes, poke you with
their elbows and almost knock you over in their haste to get a
bargain ahead of you.
4)To have some rest, Lita paused in front of a counter where some
attractive ties were on display.
5) ”They are real silk,” the assistant assured her, trying to tempt her. 6)
“worth double the price.” 7)But Lita knew from past experience
that her choice of ties hardly ever pleased her father.
8)She moved on reluctantly and then quite by chance stopped
where a small crowd of men had gathered round a corner.9) She
found some good quality pipes on sale and the prices were very
reasonable. 10)Lita did not hesitate for long; although her father only
smoked a pipe occasionally, she knew that this was a present which
was bound to please him.
11) When she got home with her small but well-chosen present
concealed in her handbag, her parents were already at the table
having supper. 12)Her mother was in especially cheerful mood. 13) “
Your father has at last decided to stop smoking,” she excitedly
informed her daughter.

E. Analysis. Answering comprehension check

1. To what does the following words refer?
a. who (sentence 2) c. where (sentence 4)
b. they (sentence 5) d. this (sentence 10)
2. What does Lita think about shopping at Christmas time?
a. enjoyable b. unpleasant c. dangerous d. expensive
3. Which of the following tells about the pipes on sale?

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 West Visayas State
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a. good but expensiveLambunao, Iloilobut not very good
b. economical c. good
and quite cheap d. worth doubles the price
4. Lita went shopping
a. alone b. with her assistant c. with friends d. with her mother
5. What kind of daughter is Lita?
a. thoughtful b. cheerful c. thrifty d. industrious
6. The assistant spoke to Lita because Lita seemed
a. Attractive b. interested in tiesc. tired d. in need of help
7. Lita’s mother was happy because
a. Lita brought home a nice Christmas present
b. Lita came home in time for supper.
c. She likes Lita’s gift for her.
d. Her husband had decided to stop smoking
8. Which of the following is the best title for the selection?
a. A Well Chosen Gift b. Shopping for Christmas
c. A Useless Present d. Hard to Please
9. What would Lita do with the pipe?
a. Give it to her father b. Give it to her mother c.
Return it to the store.
D. Keep it
10. Which sentences state a fact and which state an opinion?
a. Ties are on sale today?
b. They are worth double the price.
c. It was a present meant to please her father.
d. Her father decided to stop smoking.

F. Abstraction. What lesson could we emulate from the story?

G. Application. If you are going to give a gift to MOTHER EARTH what are
you going to do or what gift you are going to give? Write your gift in a piece
of paper and post it on the Christmas tree.

IV. Assessment:
Read the selection carefully. Then answer the questions that follow.

Do you know the phrase “Don’t let anything get your goat” started?
Years ago, when folks owned racing horses they wanted their horse to win a
race. They knew that the only way the horse could win the race was for it to
be very well rested the night before. One way to get the horse to rest and be
completely relaxed was to put a goat beside it. The goat would lie down so
relaxed and comfortable that the horse would do likewise. Other competitors
would run in and steal the goat. That would get the horse so agitated that it
couldn’t win the race the next day.
So don’t let anybody get your goat.

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao, Iloilo
1. What is the function of the first sentence?
A. It explains the topic of the paragraph. B. It is the topic sentence.
C. It gives an example. D. It describes something.

2. To what does they in the second sentence refer?

A. folks B. horses C. races D. years

3. Why is a goat put beside a horse the night before the race?
A. to make the horse alert all night B. to put the goat to sleep
C. to keep the goat company D. to get the horse to rest

4. Why would competitors steal the goat?

A. to make it easier to steal the horse B. to agitate the horse
C. to kill the goat for good D. to make the horse weak
5. What do the expression “Don’t let anybody get your goat” mean?
A. Don’t let anyone annoy you B. Don’t allow anyone to insult you
C. Don’t make anyone angry D. Don’t give a chance to anyone to harm you

6. What is a good title to the selection?

A. The Horse and the Goat B. Racing Horse C. Sleeping
Horses D. Getting your Goat

7. What kind of expression is “Don’t let anybody get your goat”?

A. proverb B. figures of speech C. idiom D. verse

V. Assignment:

How do you show your thoughtfulness to you parents, brothers, and sisters?

Components

Title of the lesson plan

Intended Learning
Outcomes/ Objectives

Content/Subject Matter

Methods/ Strategies

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 West Visayas State
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Campus
College of Education
Evaluation/ Assessment Lambunao, Iloilo

A. Write a reflection about this statement.

“Schools that approach the curriculum as subject-centered make robots out of
the students.”

B. Making A Decision.
Explain your view about this statement.
“Curriculum map helps parents’ monitor the learning of their children in school.”

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 West Visayas State
University Lambunao
Campus
College of Education
Assess Your Knowledge Lambunao, Iloilo

Name: School Year: Semester:

Course: Year: Section:

A. Direction. Identify what kind of design and approach are utilized in the following:

Design Approach
1. Only students who master the
subject content can succeed.
2. Students are encouraged to work
together to find answers to their
task.
3. No learner is left behind in reading,
writing and arithmetic.
4. School means survival of the fittest.
5. Teacher extends class because the
children have not mastered the
lesson.
6. Lesson deals with finding solution
to everyday problem.
7. Differentiated instruction should be
utilized for different ability groups.
8. Accumulation of knowledge is the
primary importance in teaching.
9. Learning how to learn is observable
among students.
10. Students are problem-finders and
solution givers.

B. Design/ Make a plan. Be guided by the format.

I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
Note: For BEED and BSED (English) you may use the fable, The Ant and the
Dove, as your reading text. For BSED (Mathematics, Filipino & Social
Studies) and BTVTED, you may choose any topic related to your major
course you want to design as your lesson plan.

The Ant & the Dove

A Dove saw an Ant fall into a brook. The Ant str

uggled in vainto reach the bank, and in pity, the Do
ve dropped a blade of straw
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 West Visayas State
University Lambunao
Campus
College of Education
c l o s e b e s i d e i t . C l iLambunao,
n g i n g t oIloilo
the straw like a shipwr
ecked sailor to abroken spar, the Ant floated safel
y to shore.
Soon after, the Ant saw a man getting ready to
kill the Dovewith a stone. But just as he cast the st
one, the Ant stung him in
the heel, so that the pain made him miss his aim, a
nd the startledDove flew to safety in a distant wo
od.

S o u r c e : Library of Congress.
[Link]

Lesson Plan

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University Lambunao
Campus
College
Lambunao,of Iloilo
Education
Lambunao, Iloilo

44

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao, Iloilo
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. [Link]

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 West Visayas State
University Lambunao
Campus
College of Education
Name: Lambunao, IloiloYear:
School Semester:
Course: Year: Section:

How Much Do You Know?

Make an acronym for the word teacher as a curriculum implementor and manager.
T-

E-

A-

C-

H-

E-

R-

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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 West Visayas State
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College of Education
Activate Prior Knowledge Lambunao, Iloilo
Name: School Year: Semester:

Course: Year: Section:

Source: [Link]

Study the picture. What do you think are the ideas related to the teacher as
curriculum implementor and manager?

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
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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
done.” If this is so, then the other Iloilo
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?

Driving Force E Restraining Force

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

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 West Visayas State
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Campus
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by a new one. Lambunao, Iloilo
2. Alteration. There is a minor change to the current or existing curriculum.

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
3. Restructuring. Building Iloilo
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.

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:

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 West Visayas State
University Lambunao
Campus
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I. Lambunao,
Objectives or Intended IloiloOutcomes. These are the
Learning
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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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao, Iloilo

Bloom’s taxonomy as revised by Anderson (2001)

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

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
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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
of one’s own cognition, thinking about Iloilo
thinking.

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

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

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 West Visayas State
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II. Lambunao,
Subject Matter comes Iloilo of knowledge that will be
from a body
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:[Link]

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 West Visayas State
University Lambunao
Campus
College of Education
Three preferred learning styles Lambunao, Iloilo choose the method
can help teachers
and the materials they will use.
Common Characteristics Tips for Teachers about Learners
Visual- uses graphs, charts, pictures; Turn notes into pictures, diagrams,
tends to remember things that are maps. Learn the big picture first than
written in form details.
Make mind maps and concept maps.
Auditory- recalls information through Record lectures and listen to these.
hearing and speaking; prefers to be Repeat materials out aloud
told how to do things orally; learns
aloud
Kinesthetic-prefers hands-on Learn something while doing
approach; demonstrates how to do, another thing ( eat while studying).
rather than Work while
explain; likes group work with hands standing. Like, fieldwork. Do many
on - minds on. things 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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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
Examine/Study this sample Iloilo
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
[Link]
[Link]
s
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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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
Now, as he looked down into hell, Iloilo
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: [Link]

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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University Lambunao
Campus
College of Education
Lambunao, Iloilo

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao, Iloilo

IV. Assessment
Sequence the events in the story.

V. Assignme
nt 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
Models transparencies
Kits Opaque projection
Printed Slides
materials Filmstrips
Visuals Films

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University Lambunao
Campus
College of Education
Visual boards Lambunao, Iloilo
Vidoes
Audio materials Multimedia presentations

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao, Iloilo
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

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao,
philosophy, content and components Iloilo
of curriculum and ways of teaching.

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 West Visayas State
University Lambunao
Campus
College of Education
Lambunao, Iloilo
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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 West Visayas State
University Lambunao
Campus
College of Education
Apply Knowledge Lambunao, Iloilo
Name: School Year: Semester:

Course: Year: Section:

A. As a future teacher, what would be your response to curriculum

implementation as part of curriculum change? Are you willing to take
part in the implementation? Why? Why not?

B. Let’s Recall.
1. What is the level of knowledge in Bloom’s taxonomy?

2. What DepEd order requires a newly hired teacher to write a lesson plan?

3. What is referred to as a miniscule curriculum that the

teacher implements every day?

4. What is the learning style of the learner, who likes to tinker with many
things?

5. What component of a lesson plan requires an active action for a

curriculum to be implemented?

C. Reflect on this question.

If all stakeholders contribute positively in curriculum implementation,
do you think curriculum change or development will succeed? Why or why
not?

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 West Visayas State
University Lambunao
Campus
College of Education
Assess Knowledge Lambunao, Iloilo
Name: School Year: Semester:

Course: Year: Section:

A. Identification. Identify what is being referred to in each statement. Write

your answer on the space provided.
1. Miss Kim teaches story appreciation through
dramatization. To what learning style did Miss Kim focus?

2. Mr. Lee puts into practice the written course study as

prescribed by the school where is teaching. Putting into practice the written
course study is known as…

3. The Revised Basic Education Curriculum was change

to K to 12 Curriculum. This curriculum change can be categorized as….

4. Teacher Michaela has to change some of her activities

due to a meeting at 3:00 pm. To what category of curriculum change this
may belong?

5. At the end of a one hour class, the students must

have answered the literal, interpretive, and evaluative questions to show
real understanding and appreciation of the selection.
In what part of the lesson plan you can read this statement?

6. “Labelling the parts of a microscope” is in what

category of Bloom’s taxonomy?

7. Creating another ending of a story” is in what

category of Bloom’s taxonomy?

8.” At home, list five animals that lives in the water.”

To what part of a lesson plan you can read this?

9. Who is the frontline curriculum implementer?

10. What is the highest level of cognition in the revised Bloom’s

Taxonomy?

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 West Visayas State
University Lambunao
Campus
College of Education
B. Analyze each statement. TellLambunao,
if it is true Iloilo
or false. Write True or false on
the space provided.

1. The community is an extended school ground, the learning environment.

2. The natural and human resources of the community have nothing
to do the education of children.
3.”Brigada Eskwela” is one way of involving parents as school partners.
4. School heads are there to assist the teachers and
students in the implementation of the curriculum.
5. Choosing the materials that are necessary for the activity is not the
concern of the teacher.
6. A teacher designs the curriculum to suit his /her characteristics.
7. Learners are the essentials of the curriculum.
8. The support materials should be consistent to ensure that individual
differences will be considered.
9. Tests and other tools are utilized at the end of the lesson to
find out the intended learning outcomes.
[Link] offers various tools of learning.

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.
[Link]
[Link]

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