THE TEACHER AND THE

SCHOOL CURRICULUM
DRILLS
Prepared by: Claire Cabactulan
TRADITIONAL OR
PROGRESSIVE?
DRILLS
 Set of learning and experiences
for students planned by the school
to attain the aims of education.

CURRICULUM PROGRESSIVE

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A set of courses constituting
an area of specialization.
CURRICULUM TRADITIONAL

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 A planned learning
experiences and list of
subjects and courses.
CURRICULUM TRADITIONAL

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Sum total of all the learning
experiences inside and
outside the school.
CURRICULUM PROGRESSIVE

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Learning experiences inside
the school.
CURRICULUM TRADITIONAL

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 Entire range of experiences,
undirected, and directed,
concerned with the unfolding of
the individual’s abilities.
CURRICULUM PROGRESSIVE

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It is ordinary and limited.
CURRICULUM TRADITIONAL

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Enriched and Broad.
CURRICULUM PROGRESSIVE

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It can be considered as a
system of dealing with
people and the process.
CURRICULUM TRADITIONAL

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It is a means of attaining
aims or philosophy of
education.
CURRICULUM TRADITIONAL

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These are recommendations
in the form of memoranda
or policy,
CURRICULUM TRADITIONAL

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TYPES OF CURRICULA
DRILLS
What are the 7 types of
Curriculum?
Recommended, Written, Taught, Supported,
Assessed, Learned, Hidden/Implicit
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The teacher and the learners will put
life to the written curriculum. Skills of
the teacher, instructional materials,
and facilities are necessary.

TAUGHT CURRICULUM

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These are recommendations in the form of
memoranda or policy, standards and
guidelines that came from government
agencies such as TESDA, CHED, UNESCO, etc.

RECOMMENDED CURRICULUM

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In includes documents based on the
recommended curriculum. For
example, lesson plan and syllabus.

WRITTEN CURRICULUM

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These are materials such as visual aids
and textbooks that the teacher needs.
Other examples are printed materials and
non-print materials (learning materials.

SUPPORTED CURRICULUM

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This is the curriculum that is evaluated
after it has been taught.

ASSESSED CURRICULUM

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These are measured by tools in
assessment, which can indicate the
cognitive, affective, and psychomotor
outcomes.

LEARNED CURRICULUM

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This is the unwritten curriculum such as
peer influence, school environment, media,
parental pressures, societal changes etc.

HIDDEN/IMPLICIT CURRICULUM

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THE TEACHER AS
CURRICULARIST
DRILLS
Who is the Curricularist?

TEACHER

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 What are the 7 roles of a
teacher as a Curricularist?

Initiator, Innovator, Implementer, Evaluator,

Knower, Writer, Planner
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 What is the role of a teacher if he implements
the new curriculum that requires her to be open
minded and the full belief that the curriculum
will enhance learning.

INITIATOR

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What is the role of a teacher if he is
willing to adjust to the changes?

INITIATOR

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 The teacher is creative and
innovative that makes him an
excellent teacher. What is his role?

INNOVATOR

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The teacher thinks outside the box.

INNOVATOR

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The teacher gives life, create life or put life
to the curriculum plan. It is where the
teaching, guiding, facilitating skills of the
teacher are expected at the highest level.
What is the role of the teacher?

IMPLEMENTER

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 The teacher determines if the
desired learning outcomes have
been achieved. What is this role?

EVALUATOR

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 As a teacher, one has to master
what are included in the curriculum.
What is the role of the teacher?

KNOWER

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The teacher never stops learning.
She continue to learn by pursuing
masters and PhD and also by
attending seminars.

KNOWER

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A classroom teacher takes record of
knowledge, concepts, subject
matter, or content.

WRITER

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The teacher publish his books and
lesson plans.

WRITER

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The teacher plan his lessons.

PLANNER

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A teacher’s role is to make yearly,
monthly or daily plan of the
curriculum which serves as a guide
in the implementation of the
curriculum.
PLANNER

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IS CURRICULUM A MATTER OF
PERSPECTIVE. TRUE OR FALSE?

TRUE.

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What do you call a professional
who is a curriculum specialist?

CURRICULARIST

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FACTORS TO BE CONSIDER IN
PLANNING A CURRICULUM?
DRILLS
 What are the factors to be
considered in planning a curriculum?

The learner, The support materials, Time, Subject matter or content,

The desired outcomes

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 VIEWS OF
CURRICULUM
DRILLS
Who are the people who views the
curriculum traditionally?

HUTCHINS, BESTOR, SCHAWB AND

PHENIX
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Who are the people who views the
curriculum in progressive view?

DEWEY, CASWELL&CAMPBELL, 3S SMITH

STANLEY SHORE, MARSH AND WILLIS
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Who are the people who views the
curriculum in progressive view?

DEWEY, CASWELL&CAMPBELL, 3S SMITH

STANLEY SHORE, MARSH AND WILLIS
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He views the curriculum that 3r’s
should be emphasized in basic
education while liberal education
should be emphasized in college.

HUTCHINS
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According to Hutchins, Liberal education
should be emphasized for college.
What are the subjects/disciplines
included in liberal education?

Philosophy, Humanities, and Arts

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 He views the curriculum as
“permanent studies” where rules of
grammar, reading, rhetoric logic
and math are emphasized.

HUTCHINS
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He also emphasized that no need to
change the curriculum, if ain’t
broken don’t change it. He is focus
on the permanent studies.

HUTCHINS
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 He thinks that the sole source of
curriculum is discipline. Thus, the subject
areas such as Science, Mathematics,
Social Studies, English, and many more.

Joseph Schwab
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According to Hutchings, 3Rs should
be emphasized in basic education.
What are the 3r’s?

Reading, Writing, Arithmetic

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According to Schwab, in college, the
academic disciples are labelled as?

Humanities, Sciences, Languages,

Mathematics
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He believes that the mission of school
should be intellectual training which
include Math, Science, History, and
Foreign Language.

Arthur Bestor
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According to him, reflective thinking is a
means to unify curricular elements that
are tested by application.

John Dewey
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He coined the world “discipline” as a
ruling doctrine for curriculum
development.

Joseph Schwab
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He thinks that the curriculum should
consist entirely of knowledge which
comes from various disciplines.

Phillip Phenix
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He believes that the education is
experiencing.

John Dewey
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 They viewed curriculum as all
experiences children have under the
guidance of teacher.

Hollis Caswell and Kenn

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

3S (O. Smith, W. Stanley, and H.

Shore)
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 They viewed curriculum as all the
experiences in the classroom which are
planned and enacted by the teacher
and also learned by the students. No
random learning.

Collin Marsh and George Willis

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THREE WAYS OF APPROACHING
A CURRICULUM
DRILLS
What are the three ways of
approaching the curriculum?
KPO OR CPO
KPP CPO
Knowledge Content
Process Process
Product Outcome
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 It is the knowledge to be transmitted.
What approach is this in the curriculum?

CONTENT/KNOWLEDGE
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 It actually happens in the curriculum
when the curriculum is practiced. What
approach is this in the curriculum?

PROCESS
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It is the learning outcomes desired of
learners.

PRODUCT/OUTCOME
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PRINCIPLES OF CURRICULUM
CONTENT
DRILLS
Principles of Curriculum Content
Mnemonics BASICS. Please recite.
B- Balance
A- Articulation
S- Sequence
I- Integration
C- Continuity
S- Scope
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It refers to the equitable assignment of
content, time, experiences, and other
elements.

BALANCE
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The curriculum is arranged vertically or
horizontally.

ARTICULATION
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It refers to an alignment or
arrangement of the learning outcomes
of a specific subject grade wise. What
student will learn in one grade level
prepares them for the next grade level.

VERTICAL ALIGNMENT/SPIRAL
PROGRESSION/SPIRAL CURRICULUM
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Same subject but improved and
complex. As the grade level increase,
the subject matter get complex.

VERTICAL ALIGNMENT/SPIRAL
PROGRESSION/SPIRAL CURRICULUM
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To arrange the learning outcomes
across subjects per grade. This happens
at the same time like social studies in
Grade Six related to science in Grade
six.

HORIZONTAL ALIGNMENT/PACING
GUIDE
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It is the logical arrangement of content.

SEQUENCE
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The curriculum is integrated and
interconnected.

INTEGRATION
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What are the three types of
integration?

INTRADISCIPLINARY, INTERDISCIPLINARY,
TRANSDISCIPLINARY
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Integration of subjects within

INTRADISCIPLINARY

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Integration of subjects across

INTERDISCIPLINARY

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Integration of subjects that touch lives

TRANSDISCIPLINARY

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There is a vertical repetition and
recurring approaches of content.

CONTINUITY

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There is coverage, boundary, limitations
of the curriculum content.

SCOPE

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It is a dynamic process involving many
different people and procedures.

CURRICULUM DEVELOPMENT

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What are the four phases of curriculum
development? Mnemonic PDIE.

Planning, Designing, Implementing,

Evaluating
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 A phase of curriculum development
which is an initial step in the curriculum
development where vision, mission,
goals (philosophies of the school),
learning outcomes (objectives).

PLANNING
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In the planning, the end product is
written document. What are the
examples?

Lesson plans, Unit plan, Syllabus, Course design,

Modules, Books, Instructional guides, etc.
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It is the selection and organization of
content, activities, assessment, and
resources.

Designing

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Putting into action the plan (all learning
activities that transpire in the
classroom)

Implementing

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 Determines the extent to which the
learning outcomes have been achieved.

Evaluating

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CURRICULUM DEVELOPMENT
PROCESS MODELS
DRILLS
He is the Father of Behavioral
Objectives.

Ralph Tyler

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He is the Grandfather of Curriculum
Design.

Ralph Tyler

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He introduced the Four Basic Principles
and he emphasized that the most
important phase is PLANNING PHASE.

Ralph Tyler

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His model is TOP-DOWN.

Ralph Tyler

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Who is the proponent for Grassroots
Approach?

Hilda Taba

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 They proposed the curriculum model. They
described curriculum as a plan for providing sets
of learning opportunities to achieve board
educational goals and related specific objectives
for an identifiable population served by a single
school center.

Gaylen Saylor and William lexandere

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 They proposed the curriculum model. They
described curriculum as a plan for providing sets
of learning opportunities to achieve board
educational goals and related specific objectives
for an identifiable population served by a single
school center.

Gaylen Saylor and William lexandere

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FOUNDATIONS OF
CURRICULUM
Drills
These are the chronological
development of curriculum
along a timeline.

Historical Foundations
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Who started the curriculum
development movement?

Franklin Bobbit
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He emphasized that curriculum
is a science that emphasized
student needs.

Franklin Bobbit
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He emphasized that curriculum
prepares learners for adult life.

Franklin Bobbit
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 He stated that objectives and
activities should group together
when tasks are clarified.

Franklin Bobbit
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 He stated that objectives and
activities should match. Subject
matter or content should relate
to the objectives.
Werret Charters
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According to him, curricula are
purposeful activities which are
child centered.

William Kilpatrick
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According to him, the purpose of
the curriculum is child
development and growth.

William Kilpatrick
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He introduced this project
method where teacher and
student plan the activities.

William Kilpatrick
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 Curriculum develops social
relationships and small group
instruction: small classroom size.

William Kilpatrick
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 According to him, curriculum
should develop the whole child.

Harold Rugg
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According to him, curriculum
should produce outcomes.

Harold Rugg
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 He emphasized that social
studies and suggested that the
teacher plans curriculum in
advance.
Harold Rugg
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Curriculum is organized around
social functions of themes
organized knowledge and
learner’s interest.
Hollis Caswell
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Curriculum, instruction, and
learning are interrelated.

Hollis Caswell
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 Curriculum is a set of experience.
Subject matter is developed around
social functions (clubs and orgs) and
learner’s interest.

Hollis Caswell
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 According to him, the important
phase is PLANNING phase and the
teachers are generalist not
specialist.

Ralph Tyler
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 According to him, curriculum is a
science and an extension of school’s
philosophy. It is based on students’
needs and interest.

Ralph Tyler
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She/He contributed to the theoretical
and pedagogical foundations of
concepts development and critical
thinking in social studies curriculum.

Hilda Taba
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She helped lay the foundation for
diverse student population.

Hilda Taba
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He described how curriculum change is
a cooperative endeavor where
teachers and curriculum specialist
constitute the professional core of
planners.

Peter Oliva
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He also emphasized that significant
improvement is achieved through
group activity.

Peter Oliva
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 It refers to the issues from society
including groups and institutions in the
culture and their contribution to
education.

Sociological Foundations
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_____________ as a source of change.

Society
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_____________ as agents of change.

School and Knowledge

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 He considered two fundamental
elements- School and Civil Society- to
be major topics needing attention and
reconstruction to encourage
experimental intelligence and plurality.

Emile Durkheim
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Father of Modern Sociology

Emile Durkheim
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Who wrote the book Future Shock?

Alvin Toffler
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He believed that the knowledge should prepare
student for the future. He suggested that in the
future, parents might have the resources to
teach prescribed curriculum from home as a
result of technology (Home schooling)

Alvin Toffler
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 For him, education as a means of shaping the
person and society through “conscientization”
where students are not passive, students should
be able to think. It can be done through
dialogue.

Paolo Freire
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According to him, teachers use questioning and
problem posing approach to raise students’
consciousness and emphasis on question
problem posing and critical thinking.

Paolo Freire
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 According to him, curriculum organized around
needs of society and the students. He also stated
that reduce student conformity in classroom and
constant need for school improvement.

John Goodlad
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When the teacher insist his own idea,
what do you call of that?

Academic Slavery
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When the teacher insist his own idea,
what do you call of that?

Academic Slavery
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He stated that conception should be
broaden of curriculum to enrich
practice. That curriculum involve
multiple disciplines.

William Pinar
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PETER OLIVIA’s 10 AXIOMS FOR
CURRICULUM DESIGNERS
REVIEW ONLY
1. Curriculum change is inevitable,
necessary and desirable
One of the characteristics of curriculum is its being
dynamic. Societal development and knowledge
revolution come so fast that the need to address the
changing condition requires new curriculum designs.

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2. Curriculum reflects as a 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 is also called timelines.

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3. Curriculum changes made earlier
can exist concurrently with newer
curriculum changes.
A revision in a curriculum starts and ends slowly. More
often, curriculum is gradually phased in and phased
out thus the change that occurs can coexist and
oftentimes overlaps for long periods of time.

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4. Curriculum change depends on
people who will implement the
change.
Teachers who will implement the curriculum should be
involved in its development, hence should know how
to design a curriculum. This will assure an effective and
long lasting change. It is best that teachers design and
own the changes.

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5. Curriculum development is a
cooperative group activity.
Group decisions in some aspects of curriculum
development are suggested. Consultations with
stakeholders when possible will add to sense of
ownership. Any significant change in the curriculum
should involve a broad range of stake holders to gain
their understanding, support and input.

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6. Curriculum development is a
decision-making process made from
choices of alternatives.
A curriculum developer or designer must decide what
contents what teach, philosophy or point of view to
support, how to provide multicultural groups, what
methods or strategies and what type of evaluation to
use.

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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. The curriculum must change.

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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,
intended outcomes clearly established, support
resources and needed time available and teaching
staff pedagogically equipped.

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9. Curriculum development is more
effective when it follows a
systematic process.
A curriculum design is composed of desired outcomes,
subject matter content complemented with references,
set of procedures, needed materials and resources and
evaluation procedure which can be placed in a matrix.

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10. Curriculum development starts
from where the curriculum is.
Curriculum planners and designers should
begin with existing curriculum. An existing
design is a good starting point for any
teacher who plans to enhance and enrich a
curriculum.

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 It means the organization of
curriculum components. It can be
lesson plan, syllabus, unit plan,
and course design.
Curriculum design
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Another term for lesson plan.

Miniscule Curriculum
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MAJOR COMPONENTS OF THE
CURRICULUM
DRILLS
The objectives should be SMART.
SMART stands for?

Specific, Measurable, Attainable,

Result-Oriented, and Time-Bound
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 In behavioral objectives, what
refers to not broad, not general.

Specific
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 Subject matter should be
relevant to the outcomes of the
curriculum. True or False?

True
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 It is a teaching/learning method that
allow students to work together.
Students are guided to learn on their
own to find solutions to their problems.
The role of the teacher is to guide the
learners.
Cooperative Learning Activity
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 It is a teaching/learning method that
allow learners to develop personal
responsibility. The degree of
independence to learn how to learn is
enhanced. This strategy is more
appropriate for fast learners.
Independent Learning Activity
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It is a teaching/learning method that allow
students to test their competencies against
another in a healthy manner, allow
learning to perform their maximum. They
mostly become the survivors in this
competitive world.

Competitive Activity
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COMMON TEACHING AND
LEARNING METHODS
DRILLS
 The method is direct instruction. In which,
the traditional method of teaching is
focused. The success rate is 80 percent or
more during practice session. It begins with
stating the objectives then ends with a
review and test. What is this model?

Barak Rosenshine Model

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 The method is guided instruction. The
success rate is performance based on
independent practice. The lecture begins
with a review of previous lesson and ends
with independent practice. What do you
call of this model?

Madeline Hunder Model

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The method is mastery learning. The success rate
is through pretest and post test results. Mastery
group (80% based on score) and non-mastery
group, The post test results is atleast 75% of
students success rate. It begins with clarification
and ends with post test or reteach if not
successful. The model is?

JH Block and Lorin Anderson Model

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The method is systematic instruction. It provides
weekly reviews. Begins with review and assign
homework. The model is by?

Thomas Good and Jere Brophy

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 CRITERIA IN SELECTING
TEACHING LEARNING METHODS
DRILLS
This refers to the actual learning space or
classrooms.

A. Suitability
B. Adequacy
C. Efficiency
D, Economy

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This refers to the actual learning space or
classrooms.

A. Suitability
B. Adequacy
C. Efficiency
D, Economy

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This refers to operational and instructional
effectiveness.

A. Suitability
B. Adequacy
C. Efficiency
D. Economy

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This relates to planned activities. It considers
chronological and development ages of
learners.

A. Suitability
B. Adequacy
C. Efficiency
D, Economy

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This relates to planned activities. It considers
chronological and development ages of
learners.

A. Suitability
B. Adequacy
C. Efficiency
D, Economy

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This refers to operational and instructional
effectiveness.

A. Suitability
B. Adequacy
C. Efficiency
D. Economy

Future topnotcher. The goal is to top the LET.

This refers to cost effectiveness.

A. Suitability
B. Adequacy
C. Efficiency
D. Economy

Future topnotcher. The goal is to top the LET.

This refers to cost effectiveness.

A. Suitability
B. Adequacy
C. Efficiency
D. Economy

Future topnotcher. The goal is to top the LET.

ASSESSMENT AND EVALUATION
DRILLS
In this assessment, through which students learn
to monitor and evaluate their own learning.

A. Self-assessment
B. Peer-assessment
C. Teacher-assessment
D. Formative assessment

Future topnotcher. The goal is to top the LET.

In this assessment, through which students learn
to monitor and evaluate their own learning.

A. Self-assessment
B. Peer-assessment
C. Teacher-assessment
D. Formative assessment

Future topnotcher. The goal is to top the LET.

In this assessment, in which the teacher prepares
and administer test and gives feedback on
student’s performance.

A. Self-assessment
B. Peer-assessment
C. Teacher-assessment
D. Formative assessment

Future topnotcher. The goal is to top the LET.

In this assessment, in which the teacher prepares
and administer test and gives feedback on
student’s performance.

A. Self-assessment
B. Peer-assessment
C. Teacher-assessment
D. Formative assessment

Future topnotcher. The goal is to top the LET.

In this assessment, in which the students provide
feedback on each other’s learning. This can be
viewed as an extension of self assessment and
presupposes trust and mutual respect.

A. Self-assessment
B. Peer-assessment
C. Teacher-assessment
D. Formative assessment

Future topnotcher. The goal is to top the LET.

In this assessment, in which the students provide
feedback on each other’s learning. This can be
viewed as an extension of self assessment and
presupposes trust and mutual respect.

A. Self-assessment
B. Peer-assessment
C. Teacher-assessment
D. Formative assessment

Future topnotcher. The goal is to top the LET.

Providing feedback to help the students learn
more.

A. Summative assessment
B. Peer-assessment
C. Teacher-assessment
D. Formative assessment

Future topnotcher. The goal is to top the LET.

Providing feedback to help the students learn
more.

A. Summative assessment
B. Peer-assessment
C. Teacher-assessment
D. Formative assessment

Future topnotcher. The goal is to top the LET.

Expressing a judgment on the student’s
achievement by reference to stated criteria

A. Summative assessment
B. Peer-assessment
C. Teacher-assessment
D. Formative assessment

Future topnotcher. The goal is to top the LET.

Expressing a judgment on the student’s
achievement by reference to stated criteria

A. Summative assessment
B. Peer-assessment
C. Teacher-assessment
D. Formative assessment

Future topnotcher. The goal is to top the LET.

MAJOR COMPONENTS OF
COURSE DESIGN
DRILLS
What are the components
of course design?
Intended Outcomes (Objectives), Content/Subject
Matter, Methods and Strategies, and Evaluation

Future topnotcher. The goal is to top the LET.

What are the components
of lesson plan?
Intended Outcomes (Objectives), Subject Matter,
Procedures or Strategies, Assessment of Learning
Outcomes and Assignment or Agreement
Future topnotcher. The goal is to top the LET.
In Deped order No. 70 s. 2012, does the
teachers of all public elementary and
secondary schools required to
prepared detailed lesson plans?

NO. THEY ARE NOT REQUIRED ACCORDING TO

DEPED ORDER NO. 70 S. 2012

Future topnotcher. The goal is to top the LET.

CURRICULUM DESIGN MODELS
DRILLS
This curriculum design refers to the organization of
curriculum in terms of separate subjects, e.g.
geography, math, and history, etc. This has been the
oldest school curriculum design and the most common
in the world. It was even practiced by the ancient
Greek educators.

A. Learner-Centered
B. Problem-Centered
C. Subject-Centered
D. Teacher-Centered

Future topnotcher. The goal is to top the LET.

This curriculum design refers to the organization of
curriculum in terms of separate subjects, e.g.
geography, math, and history, etc. This has been the
oldest school curriculum design and the most common
in the world. It was even practiced by the ancient
Greek educators.

A. Learner-Centered
B. Problem-Centered
C. Subject-Centered
D. Teacher-Centered

Future topnotcher. The goal is to top the LET.

In this design, the curriculum is organized around the
needs, interests, abilities, and aspirations of students.

A. Learner-Centered
B. Problem-Centered
C. Subject-Centered
D. Teacher-Centered

Future topnotcher. The goal is to top the LET.

In this design, the curriculum is organized around the
needs, interests, abilities, and aspirations of students.

A. Learner-Centered
B. Problem-Centered
C. Subject-Centered
D. Teacher-Centered

Future topnotcher. The goal is to top the LET.

A curriculum design, two, three, or more subjects are
unified into one broad course of study. This
organization is a system of combining and regrouping
subjects that are related to the curriculum. This
approach attempts to develop some kind of synthesis
or unity for the entire branch or more branches of
knowledge into new fields.

A. Learner-Centered
B. Broadfield/Integrated Centered
C. Subject-Centered
D. Teacher-Centered
Future topnotcher. The goal is to top the LET.
A curriculum design, two, three, or more subjects are
unified into one broad course of study. This
organization is a system of combining and regrouping
subjects that are related to the curriculum. This
approach attempts to develop some kind of synthesis
or unity for the entire branch or more branches of
knowledge into new fields.

A. Learner-Centered
B. Broadfield/Integrated Centered
C. Subject-Centered
D. Teacher-Centered
Future topnotcher. The goal is to top the LET.
It stresses so much to the content that it forgets
students’ natural tendencies, interest and experiences.
The drawback of this design is that learning is
sometimes compartmentalized.

A. Discipline design
B. Correlation design
C. Subject design
D. Broadfield

Future topnotcher. The goal is to top the LET.

It stresses so much to the content that it forgets
students’ natural tendencies, interest and experiences.
The drawback of this design is that learning is
sometimes compartmentalized.

A. Discipline design
B. Correlation design
C. Subject design
D. Broadfield

Future topnotcher. The goal is to top the LET.

It refers to specific knowledge and method in which
scholars use to study a specific content of their fields.

A. Discipline design
B. Correlation design
C. Subject design
D. Broadfield

Future topnotcher. The goal is to top the LET.

It refers to specific knowledge and method in which
scholars use to study a specific content of their fields.

A. Discipline design
B. Correlation design
C. Subject design
D. Broadfield

Future topnotcher. The goal is to top the LET.

Comes from a core, this is a curriculum design that
links separate subject designs in order to reduce
fragmentation. Subjects are related to one another but
each subject maintain its identity.

A. Discipline design
B. Correlation design
C. Subject design
D. Broadfield

Future topnotcher. The goal is to top the LET.

Comes from a core, this is a curriculum design that
links separate subject designs in order to reduce
fragmentation. Subjects are related to one another but
each subject maintain its identity.

A. Discipline design
B. Correlation design
C. Subject design
D. Broadfield

Future topnotcher. The goal is to top the LET.

It is made to prevent compartmentalization of subjects
and integrate the contents that are related to one
another.

A. Discipline design
B. Correlation design
C. Subject design
D. Broadfield

Future topnotcher. The goal is to top the LET.

It is made to prevent compartmentalization of subjects
and integrate the contents that are related to one
another.

A. Discipline design
B. Correlation design
C. Subject design
D. Broadfield

Future topnotcher. The goal is to top the LET.

Is anchored on the needs and interest of the child

A. Humanistic design
B. Experience centered design
C. Child-centered design
D. Problem centered design

Future topnotcher. The goal is to top the LET.

Is anchored on the needs and interest of the child

A. Humanistic design
B. Experience centered design
C. Child-centered design
D. Problem centered design

Future topnotcher. The goal is to top the LET.

Experiences of the learners become the starting point
of the curriculum.

A. Humanistic design
B. Experience centered design
C. Child-centered design
D. Problem centered design

Future topnotcher. The goal is to top the LET.

Experiences of the learners become the starting point
of the curriculum.

A. Humanistic design
B. Experience centered design
C. Child-centered design
D. Problem centered design

Future topnotcher. The goal is to top the LET.

The development of self is the ultimate objective of
learning.

A. Humanistic design
B. Experience centered design
C. Child-centered design
D. Problem centered design

Future topnotcher. The goal is to top the LET.

The development of self is the ultimate objective of
learning.

A. Humanistic design
B. Experience centered design
C. Child-centered design
D. Problem centered design

Future topnotcher. The goal is to top the LET.

This design draws on social problems, needs, interest,
and abilities of the learners.

A. Humanistic design
B. Experience centered design
C. Child-centered design
D. Problem centered design

Future topnotcher. The goal is to top the LET.

This design draws on social problems, needs, interest,
and abilities of the learners.

A. Humanistic design
B. Experience centered design
C. Child-centered design
D. Problem centered design

Future topnotcher. The goal is to top the LET.

It uses the immediate problems of the society and the
students’ existing concerns.

A. Core problem design

B. Life situation design
C. Child-centered design
D. Problem centered design

Future topnotcher. The goal is to top the LET.

It uses the immediate problems of the society and the
students’ existing concerns.

A. Core problem design

B. Life situation design
C. Child-centered design
D. Problem centered design

Future topnotcher. The goal is to top the LET.

Centers on general education and the problems are
based on common human activities (common
problems).

A. Core problem design

B. Life situation design
C. Child-centered design
D. Problem centered design

Future topnotcher. The goal is to top the LET.

 It is a model for designing, refining,
upgrading, and reviewing the
curriculum resulting in a framework
that provides from, focus, and function.
Curriculum Mapping

Future topnotcher. The goal is to top the LET.

All are benefits of curriculum planning
except

a. Alignment of the desired outcomes

b. Address the gaps or repititions
c. Visually shows important elements of
the curriculum
d. A form of curriculum movement
Future topnotcher. The goal is to top the LET.
All are benefits of curriculum planning
except

a. Alignment of the desired outcomes

b. Address the gaps or repititions
c. Visually shows important elements of
the curriculum
d. A form of curriculum movement
Future topnotcher. The goal is to top the LET.
 Called sometimes as “pacing guide”
that will make all teachers teaching the
same subject in grade level follow the
same timeline and accomplishing the
same learning outcomes.
Horizontal alignment

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Will see to it that concept development
which may be in hierarchy or in spiral
form does not overlap but building
from a simple to more complicated
concepts and skills
Vertical alignment

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A form of curriculum mapping and it is a process
of mapping the curricular program or syllabus
against established standards. It requires a
written curriculum and the tested curriculum
linked both the taught and the written curricula.

CQA or Curriculum Quality Audit

Future topnotcher. The goal is to top the LET.

It is the interaction between the curriculum that
has been written and planned and the persons
(teachers) who are in charge to deliver it.

Curriculum Implementation

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Who is the father of social psychology?

Kurt Lewin

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 His model “Force Field Theory”
explains this change process. With the
emphasis of Driving Force and
Restraining Force.

Kurt Lewin

Future topnotcher. The goal is to top the LET.

His model “Force Field Theory”
explains this change process

Kurt Lewin

Future topnotcher. The goal is to top the LET.

 CATEGORIES OF
CURRICULUM CHANGE
DRILLS
Replace the present with a new one
(Complete overhaul)

Substitution

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 Introduce minor changes or
modification on the current one

Alteration

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Changes happen within a fairly short
time.

Perturbation

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Respond to shift in emphasis within the
vision/missions of the school

Value orientation

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 They are the curricularist who plan,
design, teach, implement, and evaluate
the curriculum

Teachers

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They are the CORE of the curriculum.

Learners

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They are the curriculum managers.

School Leaders/Administrators

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They are the significant school partners.

Parents

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It serves as curriculum resource and
learning environment.

Community

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These are government agencies (LGUs,
DepEd, TESDA, CHED, PRC, CSC) and non
government agencies

Other stakeholders

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It focuses on the over-all aspect of the
curriculum. It refers to big curriculum
program.

CPC (Curriculum Program Evaluation)

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 It includes separate evaluation of (a)
achieved learning outcomes (b)
curriculum process, and (c) instructional
materials.

CPCE (Curriculum Program Evaluation Evaluation)

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PROCESS OF EVALUATION
DRILLS
It provides information necessary for teachers, school
managers, curriculum specialist for policy
recommendations.

A. Terminal Assessment
B. Monitoring
C. Decision Making
D. Needs assessment

Future topnotcher. The goal is to top the LET.

It provides information necessary for teachers, school
managers, curriculum specialist for policy
recommendations.

A. Terminal Assessment
B. Monitoring
C. Decision Making
D. Needs assessment

Future topnotcher. The goal is to top the LET.

It guides whether the results have equaled or
exceeded the standards.

A. Terminal Assessment
B. Monitoring
C. Decision Making
D. Needs assessment

Future topnotcher. The goal is to top the LET.

It guides whether the results have equaled or
exceeded the standards.

A. Terminal Assessment
B. Monitoring
C. Decision Making
D. Needs assessment

Future topnotcher. The goal is to top the LET.

It will tell if the designed or implemented curriculum
can produce or is producing the desired results.

A. Terminal Assessment
B. Monitoring
C. Decision Making
D. Needs assessment

Future topnotcher. The goal is to top the LET.

It will tell if the designed or implemented curriculum
can produce or is producing the desired results.

A. Terminal Assessment
B. Monitoring
C. Decision Making
D. Needs assessment

Future topnotcher. The goal is to top the LET.

It identifies the strength and weaknesses of an
existing curriculum

A. Terminal Assessment
B. Monitoring
C. Decision Making
D. Needs assessment

Future topnotcher. The goal is to top the LET.

It identifies the strength and weaknesses of an
existing curriculum

A. Terminal Assessment
B. Monitoring
C. Decision Making
D. Needs assessment

Future topnotcher. The goal is to top the LET.

 CURRICULUM
EVALUATION MODELS
DRILLS
 This model helps measure the
effectiveness of a develop or written
curriculum.

Bradley Effectiveness Model for Curriculum

Development Indicators
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This model considers the context, input,
process, and products in curriculum
evaluation

Daniel Stufflebeam Model (CIPP)

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 This model evaluates the educational
and other programs by comparing the
program activity, the program
uniqueness, and the social diversity of
the people
Stake Responsive Model

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 Focuses on the outcomes of the
educational program, intended and
unanticipated

Scriven Consumer Oriented Evaluation

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 Focuses on the outcomes of the
educational program, intended and
unanticipated

Scriven Consumer Oriented Evaluation

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