Second Semester, Academic Year 2020 – 2021
Course Code :
Cognate 209
Course Title :
Curriculum Development and Recent Trends
Professor :
Dr. Daisy L. Aranguren
Student Name :
Christine C. Villamarzo
MAED – Educational Management
_________________________________________________________________________
Chapter 5: Curriculum Development Reforms and
Enhancement
Lesson 2: Enhanced Teacher Education Curriculum Anchored
on OBE
Content and Pedagogy to Achieve the Outcomes
1. Course or Degree Contents- to become a teacher, college degree is
required. A degree is made up of courses or subjects which clustered
as general education courses, professional education courses and
major or specialized subject courses
There are the similarities as well as differences in the required
number of subjects and courses that are recommended for
teachers in the elementary and secondary level teaching.
Examples:
Elementary Level Secondary Level Teaching Secondary Level Teaching
Teaching (Junior High) Grade 7-10 (Senior High) Grade 11-12
(K to Grade 6)
General Education General Education General Education
Professional Professional Professional Teacher
Teacher Education Teacher Education Education Courses
Courses Courses Major Discipline
Areas of Major Discipline ( higher level of
Specialization or ( English, Math, contents)
Additional Subjects Science, others)
in a Specialized
Field.
There are common courses for both levels of teaching. In the professional
teacher education courses, both will have almost the same with one or two
courses that are different to address the context of the grade level they will
teach.
Example of Probable subjects in the Professional Teacher Education
For all Future Teachers in K to 12 (elemetary and secondary levels)
A. Foundation Courses
Child and adolescent Learners and Learners and Learning
Principles
The Teacher and Society
The Teaching Profession
School Culture and Organizational Leadership
School community Linkages
Foundations of Special and Inclusive Education
B. Pedagogical Content Knowledge Courses
Facilitating Learner-Centered Teaching and Learning
Assessment of Learning
The Teacher and the School Curriculum
Building the Enhancing Literacy Skills Across the Curriculum
Content and Pedagogy of the Mother Tongue (Elementary level
only)
Teaching the Major Field Subjects (Elementary level only)
Teaching the Major Field Subjects (Secondary level only)
C. Major Courses for the Secondary and Selected Subject Area Content
for Elementary
D. Experiential Learning Courses
Field Study (Field Observations)
Practice Teaching (Classroom Observation, Teaching
Assistance, Full Immersion)
These subjects are coherent and integrated will each other to create and
achieve almost seamless experience of learning to teach. Bringing together
theory into practice, faculty teaching the content, also supervise student
teachers in the field. Pedagogical Content Courses (PCK) bring together
courses that treat them holistically.
There will also be an integration with the academic courses and the
practicum courses to allow students to learn from the experts in the field. This
will enhance collaborative relationship with the academe and the schools.
2. Methods of Teaching and Teaching Delivery Modes
Should be varied to address the different kinds of learners. Time tested
as well as current emerging strategies shall be utilized. These should
be student-centered, interactive, and transformative. Courses should
enhance the concepts of “learning how to learn” for future teachers.
The methods of teaching should replicate what should be used in the
work place or schools.
The delivery modes may vary from the traditional face to face, on-line,
anled experiential learning approaches. When these modalities are
combined in one course, it is called blended approach.
The use of technology for teaching and learning in all subject areas is
encouraged so that every future teacher will develop the skills to be
ready to guide future learners, most of whom are digitally skilled.
A very strong field- based experience in teacher education where pre-
service teacher students are immersed to the actual classrooms is
necessary. This will enable the students to gain experiential learning
through observation, assistantship and practice teaching.
Whatever methods of teaching or deliver modes to be used by the
teachers are clearly written in a course design or syllabus prepared by
the faculty and shared to the students.
3. Assessment of Learning
College learning shall be assessed in similar as all other means
of assessment. It has to be remembered that in the Philippine
Qualifications Framework (PQF) there are three levels of
competencies that all undergraduate students should possess
of the PQF which is described as Level 1-Knowlwedge, Skills
and Values Level 2- Application of KSV and Level 3- Degree of
Independence.
Every subject has established a set of desired learning
outcomes to be achieved, at the end of the course. These
learning outcomes should be evaluated so as to confirm if they
have be achieved.
Example in a subject Curriculum, Development, the desired course outcomes
are:
1. Identified curriculum concepts that include the
nature and purpose of curriculum
2. Discussed the different models of curriculum and
approaches to curriculum design.
3. Explained curriculum development in terms of
planning, implementing and evaluating
4. Described the different involvement of
stakeholders in curriculum implementation.
5. Utilized different evaluation procedures and tools
in assessment of learning outcomes
6. Explained examples of curricular reforms such as
K to 12 and OBE
7. Reflected on the value of understanding curriculum
development as a teacher.
How will we know that students have arrived or achieved the learning
outcomes enumerated above?
We need to assess these, with the use of varied assessment tools and
procedure as mentioned in previous modules. The key verbs shall be
used as an assessment check to determine the success of the course
The assessment procedure and tools should be appropriate for the
learning outcomes to be measured so as to be valid and reliable.
References:
● Purita P. Bilbao, E. F. (2014). Curriculum Development for
Teachers. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City,
Metro Manila: LORI MAR.
● https://www.google.com/url?sa=1&url=https%3A%2F
%2Fwww.researchgate.net%2Ffigure%2FA-five-step-curriculum-
development-process-Source-Steynberg-Slabbert-and-Saayman-
2003_fig4_46165778&psig=AOvVaw0gXwnobAJLLvpYkS1t8jFb&ust=
1618061702412000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCJ
irqOHs8u8CFQAAAAAdAAAAABAD
