ASEAN DEVELOPMENT FOUNDATION COLLEGE

TACLOBAN CITY

GRADUATE SCHOOL

BOOK REVIEW
IN
ADVANCE CURRICULUM DEVELOPMENT

CHAPTER 1

CURRICULUM ESSENTIALS

MODULE 1: THE TEACHER AND THE SCHOOL CURRICULUM

MODULE 1: Is all about school curricula and the teacher. This introductory
module identifies the different types of curricula that exist in the teacher’s
classroom and school. Further, Module 1 describes the important roles of the
teacher as a curricularist who engages in the different facets of curriculum
development in any educational level.

Lesson 1.1 The Curricula in School

Self-Check

Read each statement and decide whether you Agree or Disagree. Write your
answer before number
____Agree___1. In the Saber tooth Curriculum, learning is experiential and
authentic.
____Agree___2. It is reality that there exist more than one curricula in the
teacher’s classroom.
____Agree___3. A teacher can say with conference that learning has occurred, if
the curriculum has been assessed.
____Disagree 4. Some curricula in the schools/classrooms are unwritten.
____Agree___5. To establish national standards, teachers should be guided by
recommended curriculum in basic and higher education.
____Agree___6. Teachers should expect that school curricula are dynamic and
changing.
____Agree___7. Evaluated curriculum makes judgement about learning.
____Agree___8. Textbooks and modules are written curricula that represent the
recommended curricula.
____Disagree 9. Only the Department of Education can recommend a curriculum.
____Agree___10. In the heart of all types of curricula, the teacher has a major
role.
Self-Reflect

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

Ans.
Absolutely, its essential for teachers to learn about the school curriculum. Because
there are several reasons for this:
Understanding the goals, planning lessons, assessing progress, ensuring
consistency, and professional development. So, its not just about teaching
the curriculum, its about understanding it thoroughly to provide the best
possible education for the students.

Lesson 1.2 The Teacher as a Curricularist

Self Check

I am a Teacher! Who Am I as a Curricularist?

Instructions: Identify on the blanks provided who am I as a Curricuralist based on

the cases presented.

Case 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.

Ans. Innovative Curricularist

Case 2. Deped sent the standards, competencies and guidelines in teaching the
Mother Tongue in Grade 1 in our school. I will study and use it in the coming
school year.

Ans. Compliant Curricularist

Case 3. There is 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.

Ans. Organized Curricularist

Case 4. I need a poem to celebrate the World Teachers’ Day. I composed one to be
used in my class in Literature.

Ans. Creative Curricularist

Case 5. My class is composed of learners from different home background and

culture. I cannot use a “ one-size-fits all strategy” in teaching so I can respond to
the diverse background. In my readings, I discovered that there are ways of
teaching. I tried one myself and it worked.

Ans. Adaptive Curricularist

Case 6. 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.

Ans. Adaptive Curricularist

Case 7. At the end of the year, my performance as a teacher is reflected in the

school performance of my students. So I need to provide a monitoring tool to
measure how they are progressing. The result will inform me how I will address
my learners’ weakness and enhance their strengths.

Ans. Innovative Curricularist

Case 8. I am teaching in a very far away barangay with no electricity yet. 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 alternative activity. I took my class to the river and waterfall
instead of doing the lesson.

Ans. Creative Curricularist

Case 9. My principal asked me to attend a white shop to make the lesson

exemplars in the teaching of science in Grade 7, In the workshop, I used my
experience as a science teacher for ten years, and my knowledge of the subject
matter. At the end of three days, I was able to produce lesson exemplars which I
am proud of.

Ans. Creative Curricularist

Case 10: From grade 7 to grade 10 of the K to 12 Enhanced Curriculum, science as

a subjects is presented, taught and learned in a spiral manner. This is part of the
DepEd implementing guidelines of the curriculum. I am a Biology major, and I
have insufficient knowledge about the other areas of science such as Physics and
Earth Science. Because of this dilemma. I have to request the principal that we
have team teaching. Which role of the curricularist, am I trying to do?

Ans. Innovative Curricularist

Module 2: The Teacher as a Knower of Curriculum

Lesson 2.1 The School Curriculum: Definition, Nature and Scope

Self-Check

Label the description/definition on the left with either Traditional (T), or

Progressive (P).

No. Description (T) (P)

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 a military type school with rigid /
discipline.
5 Teachers are reluctant to teach beyond the written /
curriculum.
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 only be achieved in schools. /
9 It is the systematic arrangement of contents in the course /
syllabus.
10 Co-curricular activities are planned for all to participate. /
Lesson 2.2 Approaches to the School Curriculum

Self-Check

Instruction: Match the CONCEPT in Column II with the CHOICES in Column

III. Write the letter of your ANSWER in Column I.

I.Answer II.Concepts III.Choices

F 1.Curriculum as way of doing A.Content
D 2.Authenticity of the content B.Process
A 3.Curriculum as the subject matter C.Product
H 4.Fair distribution of the content across the D.Validity
subjects
C 5.Curriculum as the outcome of learning E.Balance
E 6. Seamless flow of content vertically or F.Articulation
horizontally in the curriculum
J 7.Evidence of successful teaching G. Sequence
I 8.Enduring and perennial content, from past to H.Integration
future
B 9.Allowing the transfer of content to other I.Continuity
fields.
G 10.Arranging of contents from easy to difficult J.Learning
outcomes

Lesson 2.3 Curriculum Development: Process and Models

Self-Check

1. What education purposes should schools seek to attain?

Ans. Schools should seek to attain several education purposes to provide a well-
rounded and holistic learning experience for students.
 2. What educational experiences can be provided that are likely to attain these
purposes?

Ans. To attain the education purposes, schools can provide various educational
experiences that foster holistic development.

3. How can these educational whether these purposes are being attained or not?

Ans. To assess whether these education purposes are being attained, schools can
employ various methods of evaluation and monitoring.

4. Describe the model of curriculum development which you understood best.

Ans. One model of curriculum development that I find particularly effective is the
“ Backgrpound Design” model. This model, often associated with educators Grant
Wiggins and jay McTighe, emphasizes starting with the end goals in mind and
working backward to design the curriculum.

Self-Reflect

1. What phase of the curriculum process do you find very important as a

teacher? Why?

Ans. As a teacher, I find the phase of planning learning experiences to be

particularly important in the curriculum process. This is because it directly
influences the day-to-day interactions and engagement with students in the
classroom.

Lesson 2.4 Foundation of Curriculum

Self-Check

What significant contribution can you recall about this person?

1. Lev Vygotsky

Ans. Lev Vygotsky was a renowned psychologist and scholar who made
significant contributions to the of developmental psychology and educational
theory.

2. Daniel Goleman

Ans. Daniel Goleman is an internationally known psychologist, author, and science

jopurnalist who has made a significant contribution in the field of emotional
intelligence. While he was not the first to articulate the concept. Goleman played a
crucial role in popularizing and making the elements of emotional intelligence
accessible to a broad audience.

3. William Kilpartick
Ans. He contributed about the 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 instruction.

4. Hilda Taba

Ans. Hilda Taba was a prominent educational psychologist and curriculum theorist
known for her influential work in the field of curriculum development.

5. Ralph Tyler

Ans. Ralph Tyler was a prominent American educator and influential figure in the
field of curriculum development.

6. John Dewey

Ans. John Dewey was a renowned American philosopher, psychologist, and

educational reformer who made significant contributions to the fields of education
and pragmatism.

7. Abraham Maslow

Ans. Abraham Maslow was an influential American psychologist who is best

known for his theory of human motivation and the concept of the hierarchy of
needs.

8. Carl Rogers

Ans. Carl Rogers was an influential American psychologist and one of the
founders of humanistic psychology

9. Franklin Bobbit

Ans. Franklin Bobbit was an influential American educator and scholar who made
significant contributions to the field of educational administration and curriculum
development.

10.Alvin Toffler

Ans. Alvin Toffler was a prominent American writer and futurist known for his
influential works on the impact of technology and societal change.

Self-Reflect

1. Identify which among the foundation of curriculum, has influenced what you
have learned in school as a college student?
Ans. The information I provide is influenced by multiple foundations of
curriculum, including the philosophical, psychological, sociological, historical,
and technological foundations.

2. How will the thinking of Abraham Maslow influence your teaching practice
in the future?

Ans. Abraham Maslow’s theories can have several implications for teaching
and learning. Student- Centered Approach, Holistic Development,
Differentiated Instruction, Positive Classroom Environment, Real-World
Application.

3. Do you agree with Alvin Toffler?

Ans. Yes I agree because Alvin Toffler was a futurist and writer who presented
his ideas and theories about the impact of technological and societal change.

Chapter 2 Designing the Curriculum

Module 3 The Teacher as a Curriculum Designer
Lesson 3.1 Fundamentals of Curriculum Design

Questions:

1. Which one principle of Olivia is reflected in the Lesson Plan?

Ans. Olivias principle of curriculum is reflected in the lesson plan through the
emphasis on student-centered learning.

2. If you were to improve the design, what will you add, or subtract or modify?

Ans. If I were to improve the design of the lesson plan based on Olivia’s
principle of curriculum, I would consider adding the following elements: clear
learning objectives; differentiation strategies; assessment methods; technology
integration; real-world connections; reflection and feedback and collaboration
opportunities.

Self-Check

Which of the following concepts do you clearly understand? Answer Yes or

No to the questions that follow.

Questions Answer
As a curricularist and curriculum designer…. Yes or No

1. Do you think curriculum change is inevitable? Yes

2. Does curriculum change not consider the existing one? No
 3. Should curriculum be designed only by one person? No
4. Should any change in curriculum include an evaluation Yes
process?
5. Does curriculum change mean total overhaul? No
6. Should learning outcomes be considered first before the Yes
content?
7. Should learning methods consider only the expertise of No
the teacher?

8. Are time tested methods like inductive and lecture no No

longer useful?
9. Should contents be updated and relevant? Yes
10.Is there only one design that a teacher should know? No

Self-Reflect

Instructions: Provide to the incomplete sentences.

After reading and discussing with my classmates, this lesson on
fundamentals of curriculum designing or crafting a curriculum,

1. I realize that when designing a curriculum, it is important to consider the

needs and interests of the learners.
2. I feel that a well –designed curriculum should align with the educational goals
and standards set by the institution or educational system
3. I need to an effective curriculum for the student collaboration,
communication, and teamwork.

Lesson 3.2 Approaches to Curriculum Designing

Self-Check
Identify what kind of design and approach are utilized in the following
descriptions.
1. Only students who master the subject content can succeed.
Ans. To evaluate
2. Students are encouraged to work together to find answers to their task.
Ans. Collaborative learning
3. No learner is left behind in reading, writing and arithmetic
Ans. Inclusive education
4. School means survival of the fittest.
Ans. Competitive or survival of the fittest approach
5. Teacher extends class because the children have not mastered the lesson.
Ans. Remedial or mastery approach
6. Lesson deals with finding solution to everyday problem.
Ans. Problem based-learning
7. Differentiated instruction should be utilized for different ability groups.
Ans. Differentiated instruction
8. Accumulation of knowledge is of primary importance in teaching.
 Ans. Traditional or transmission-based approach
9. Learning how to learn is observable among students
Ans. Metacognitive or self-regulated learning approach.
10.Students are problem-finders and solution-givers.
Ans. Student-centered and inquiry-based approach

Self- Reflect
1. Choose one statement and reflect on it. What do you think and feel about it?
Statement No. 1- “ Schools that approach the curriculum as subject-centered,
make robots out of the students.”
Ans. The statement may limit students creativity and critical thinking abilities,
resulting in a robotic or mechanical approach to learning.

Statement No. 2.- “ In schools where child-centeredness is the approach,

discipline is weak.”
Ans. This implies that when the focus is on catering to the individual needs and
interests of students.

Statement No. 3 “Students are too young to solve life’s problem, why should
they do problem solving in school?”
Ans. This perspective implies that problem-solving may be seen as a kill or
activity that is more suited for adults or individuals with more life experience.

Lesson 3.3 Curriculum Mapping and Curriculum Quality Audit

Self-Check
Make a wise decision. Show me that you understood the lesson. Know the
difference between Yes and No answer to each of the question.

1. Does curriculum mapping help a teacher understand what to do accomplish

within the period of time?
Ans. Yes, curriculum mapping can be a helpful tool for teachers to understand
what they need to accomplish within a specific period of time.

2. Is a curriculum map a permanent document?

Ans. A curriculum map is not necessarily a permanent document. It can be
updated and revised as needed. Curriculum maps are designed to provide an
overview of the curriculum and guide instructional planning, but they can be
adjusted based on feedback, changes in educational standards, or evolving
needs.

3. Can a curriculum map help explain to parents what their children are
learning in school?
Ans. Yes, a curriculum map can be a helpful tool in explaining to parents what
their children are learning in school. It provides a clear outline of the content,
skills, and learning outcomes that are covered in the curriculum.
 4. Is curriculum mapping a task of only one teacher?
Ans. Curriculum mapping is typically a collaborative effort that involves
multiple teachers and educators. It is beneficial to have input from a variety of
perspective and expertise when designing and mapping a curriculum.

5. Can a curriculum map as a tool be used in instructional supervision?

Ans.Yes, a curriculum map can be a valuable tool in instructional supervision.
It provides a clear overview of the curriculum content, learning outcomes, and
instructional strategies.

Self-Reflect

Reflect on the process of curriculum mapping and the sample curriculum map in
this lesson. As a future teacher, how will the process of mapping and the map as a
tool help you in your profession?
Ans. As a future teacher, the process of curriculum mapping and the use of the
curriculum map as a tool can greatly benefit you in your profession. Here’s how :
Clear planning, Alignment with standards, Pacing and Time management,
Collaboration and Reflection, Communication with Parents.

Self-Check

1. Study the beginning teacher indicators in the PPST. As a pre-service teacher,

list the beginning teacher indicators that you have already acquired as a
result of your teacher education training?
Ans. As a pre-service teacher, there are several key indicators that I’ve
acquired through my teacher education training; content knowledge;
pedagogical skills; communication skills; professionalism; reflective
practice; cultural competence; technology integration; collaboration;
student-centered approach; lifelong learning.

2. Knowledge of educational theories and pedagogical approaches; lesson

planning and instructional design; classroom management skills; assessment
and feedback; differentiated instruction; collaboration and communication;
reflective practice; Knowledge of educational policies and ethics;
technology integration and cultural competence and diversity.

Self-Reflect

1. What happens when a graduate from teacher education program lacks the
competencies/standards of a beginning teacher?
Ans. When a graduate from a teacher education program lacks the
competencies or standards expected of a beginning teacher, several things
can happen: Professional development, Support and Mentoring,
Remediation Plan, Extended Probationary Period, Reevaluation and
Certification,

2. How can CQA as a process help the teacher education institutions and
teacher educators achieve compliance to standards?
 Ans. CQA as a process can help teacher education institutions and teacher
educators achieve compliance with standards in several ways: Self-
Assessment, Data-Driven Decision Making, Quality Improvement,
Collaboration and Professional Development, External Review and
Accreditation

Chapter 3 : Implementing the Curriculum

Module 4: The Teacher as a Curriculum Implementor and a Teacher

Self-Check

Perfect Match
In column A are concepts about curriculum implementation. Connect a line from
the box on the left (A) to the arrow on the right (B) of the correct match.

Column A Column B

Concepts Meaning/Description
Implementing Minor Curriculum change like the use of e-portfolio instead
of portfolio as an artefact.
Restructuring Progressive steps from orientation to reflection about the
curriculum that is a characteristic of a curriculum
implementation.
Developmental Major curriculum change like shifting from face- to- face to
online in the delivery of an academic program.
Alteration Curriculum process of putting into action what has been
planned and designed.
Change Process Process that ensures that the curriculum brings about
something different and better that before in the desired
learning outcomes.

Self-Reflect

1. 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?
Ans. As a future teacher, I would be enthusiastic about taking part in
curriculum implementation as part of curriculum change, heres why: Impact
on Students, Professional Growth, Collaboration and Support, Flexibility
and Adaptability. Professional Responsibility.

Lesson 4.2: Implementing a Curriculum Daily in the Classrooms

Self-Check
Lets recall! Provide the answer to what is asked in each item.

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

 Ans. Bloom’s Taxonomy is a framework that categorizes different levels of
cognitive learning. The levels, from lower to higher order thinking skills are:
Remembering, Understanding, Applying, Analyzing , Evaluating, Creating.

2. What is the highest level of cognition in the Revised Bloom’s Taxonomy?

Ans. In the revised Bloom’s Taxonomy, the highest level of cognition is
“Creating.” This level involves the ability to generate new ideas, products, or
perspectives based on existing knowledge and skills.

3. What DepEd Order requires a newly hired teacher to write a lesson plan?
Ans. DepEd Order 42, s. 2016, titled “Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic Education Program”, requires newly hired
teachers to write a lesson plan.

4. What is referred to as a miniscule curriculum that the teacher implements

everyday?
Ans. Refers to the day-to-day instructional activities and lessons that a teacher
implements in the classroom. It includes the specific content, skills, and
learning experiences that are delivered to students on a daily basis.

5. What is the learning style of a learner, who likes to tinker with many things?
Ans. A learner who enjoys tinkering with many things may have a preference
for a hands-on and experiential learning style. This learning style is often
referred to as “ kinaesthetic” or “tactile” learning.

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

to be implemented?
Ans. The component of a lesson plan that requires an active action for a
curriculum to be implemented is the “Learning Activities” or “Instructional
Strategies they will use to engage students in the learning process and facilitate
the acquisition of knowledge and skills.
7. Who provided a visual model to show what instructional support can best
enhance learning?
Ans. One of the prominent figures who provided a visual model to illustrate
instructional support that can enhance learning is Robert Marzano. He
developed a framework known as the Marzano Instructional Framework.

8. Who was Bloom’s student who revised his taxonomy of objectives?

Ans. The student who revised Bloom’s taxonomy of educational objectives
was David R. Krathwohl.

9. Who is the frontline curriculum implementor?

Ans. The frontline curriculum implementor is typically the classroom
teacher. The classroom teacher plays a crucial role in implementing the
curriculum and translating it into meaningful learning experiences for
students.
 10.Who provided the original taxonomy for the cognitive domain?
Ans. The original taxonomy for the cognitive domain was provided by
Benjamin Bloom.

Lesson 4.3: The Role of Technology in Delivering the Curriculum

Self-Reflect
In a proposed mastery approach to instruction, the teacher (a) presents the
lesson to the whole class (b) assesses if learners attained mastery of the
lesson(c) provides enrichment activities with the use of media technology (d)
re-mediates the non-mastery student (e) moves on to the next lesson.

1. How is the mastery approach better than the traditional one?

Ans. The mastery approach to education is often considered more effective
than the traditional approach for several reasons: focus on depth of
understanding, personalized learning, continuous progress, remediation and
enrichment, reduced gaps in learning and long-term retention.

2. The mastery approach appears time-consuming and difficult. Do you believe

practice and experience can overcome these difficulties?
Ans. Yes, practice and experience can certainly help overcome the
perceived difficulties and time-consuming nature of the mastery approach;
increased efficiency, differentiated instruction, resource utilization, student
engagement and supportive classroom culture.

3. How can technology help in enrichment activities?

Ans. Technology can play a significant role in enhancing enrichment
activities for students: Access to information and resources; personalized
learning; collaboration and communication; creative expression; virtual
simulations and experiences; global connections; data analysis and
visualization.
4. Should the effective use of media be also assessed by the teacher? Why?
Ans. Yes, the effective use of media should be assessed by the teacher.
Assessing the effective use of media serves several important purposes:
learning outcomes; media literacy skills; digital citizenship; critical thinking
and communication; and instructional improvement.

Lesson 4.4: Stakeholders in Curriculum Implementation

Stakeholders: How are they involved in curriculum implementation?

Enter in the matrix the stakeholder and identify their involvement in curriculum
implementation.

Stakeholders Involvement
Teachers Key stakeholder in curriculum
 implementation. They play a central
role in translating the curriculum into
actual classroom practices.
School Administrators Provide leadership and support for
curriculum implementation
Students Input can provide valuable insights
into their learning experiences,
preferences, and areas for important.
Parents and Guardian Their involvement and support can
contribute to the success of the
curriculum
Community Members Can bring real-world relevance to the
curriculum.
Education Experts and Specialists Can inform the development,
refinement, and evaluation of the
curriculum.

Self-Reflect

If all the stakeholders contribute positively in curriculum implementation, do

you think, curriculum change or development will succeed? Why? Or why not?

Ans. If all stakeholders contribute positively in curriculum implementation, it

increase the likelihood of success in curriculum change or development,
because it has a collaborative decision-making; alignment with needs and
context; support and resources; smooth implementation process; and continuous
improvement

Chapter 4: Evaluating the Curriculum

Module 5: Curriculum Evaluation and the Teacher

1. Do planned courses, programs, activities as written and implemented

curriculum produce desired outcomes?
Ans. Planned courses, programs, activities as written in the curriculum are
designed with the intention of producing desired outcomes.
2. How can these school curricula be improved?
Ans. Curricula can be improved through a variety off approaches and
considerations.

Lesson 5.1: What, Why and How to Evaluate a Curriculum

Self-Check

Test 1-What Can I Remember?

Persons Evaluation/Model and Short Description

1. L.H.Bradley Is a renowned author known for his in the field of
 literature.
2. Michael Scriven Is a notable figure in the field of education,
particularly known for his significant contributions
to the concept of evaluation.
3. Robert Stake Is a highly respected figure in the field of
education, particularly known for his work in
qualitative research and program evaluation.
4. Daniel Stufflebeam Is a prominent figure in the field of evaluation,
known for his significant contributions to
evaluation theory and practice.
5. Ralf Tyler Was an influential figure in the field of education,
particularly known for his work on curriculum
development and educational evaluation.
Lesson 5.2: Curriculum Evaluation Through Learning Assessment

Lesson 5.3: Planning, Implementing and Evaluating: Understanding the

Connections

Self-Check

Recall:

1. What are the levels of learning outcomes?

Ans. The level of learning outcomes, often referred to as the cognitive
domain of learning, are hierarchical categories that describe different levels
of intellectual skills and knowledge acquisition.

2. What are the levels of assessment?

Ans. Assessment can be categorized into different levels based on the scope
and purpose of evaluation; formative assessment; summative assessment;
diagnostic assessment; and authentic assessment;
3. What are the levels of proficiency?
Ans. Are used to describe a person’s level of skill or competency in a
particular area.
4. What are the assessment tools to measure learning outcomes?
Ans. Tests and exam; projects and presentation; portfolios; performance
assessment; rubrics; observations; self-assessment and peer assessment; and
online assessment tools

Self-Reflect

Does the result of a periodical test reflect evaluation of a curriculum? Why?

Ans. The result of a periodical test can provide valuable insights into the
evaluation of a curriculum, but it is important to note that they are just one
piece of the overall evaluation process, assessing knowledge and skills;
identifying strengths and weaknesses; informing instructional decision-
making; and monitoring progress;
Lesson 5.3: Planning, Implementing and Evaluation: Understanding the
Connections

Self-Check Match the Concept with the PIE

(C ) 1. Summative Testing A. Planning

(A ) 2. Course Designing
(B ) 3. Cooperative Learning B. Implementing
(A ) 4. Determining Needs
(B ) 5. Guiding Learners C. Evaluating
(C ) 6. Making Judgement

Self- Reflect

“ Is the teacher’s life a series of planning, implementing, and evaluating? Will this
improve? Why?

Ans. Yes, the life of a teacher can indeed be seen as a continuous cycle of
planning, implementing, and evaluating. This cyclical process is fundamental to
effective teaching and can lead to improvement and growth.

Chapter 5 Curriculum Development Reforms and Enhancement

Module 6: Gearing Up for the Future: Curriculum Reforms

Lesson 6.1: Reforms for Basic Education Curriculum

Self-Reflect

Reflect on the statement below and comment: “The K to 12 is bound to fail

because it is implemented hurriedly without thorough planning.”

Ans. While it is important to acknowledge that the implementation of any

educational reform, such as the k to 12 system, requires careful planning and
consideration, it would be premature to conclude that it is bound to fail solely
based on the perception of hurried implementation. Here are a few points to
consider planning and Iteration; long-term goals; contextual factors; research and
evidence.

Module 7: Curricular Reforms in Teacher Education

Lesson 7.1: Outcomes-Based Education for Teacher Preparation Curriculum

Self-Check

Based on the Activity 1: Finding OBE in the Classroom, answer the question
below:
1. What did teacher intend to accomplish in the lesson at the beginning?
Ans. The intentions of a teacher at the beginning of a lesson can vary based
on several factors, including the subject, grade level, and specific learning
objectives.

2. Was is accomplished or achieved at the end? Has learning occurred?

Ans. At the end of a lesson, the intended accomplishment or achievement is
typically for students to have acquired new knowledge, skills, or
understanding related to the learning objectives set at the beginning.

3. What learning outcome was achieved?

Ans. The Knowledge acquisition; skills development; understanding and
application; attitude or value formation; and collaboration and
communication

4. During the activity, was there an opportunity for all children to learn?
Describe.
Ans. Differentiated instruction; collaborative learning; scaffolding;
individualized support; varied learning modalities; assessing understanding;
and inclusive environment.

5. How was the achieved learning outcome assessed? Explain.

Ans. Specific assessment methods used to evaluate the achieved learning
outcome would depend on the nature of the lesson, the learning objectives,
and the instructional context.

Self-Reflect

As a future teacher, reflect on your observations and report in Finding OBE in

the classroom and complete the sentences. Choose only one to answer.

Ans. I like OBE because it emphasizes the importance of clear learning

outcomes. In the future when I become a teacher, I should have a growth
mindset and commitment to lifelong learning.

Lesson 7.2: Enhanced Teacher Education Curriculum Anchored on

Outcome-Based Education

Self-Check

The new teacher education curriculum is based on Outcome-Based Education

as evidenced by the constructive alignment of the important elements of the
curriculum.
As a student of curriculum and a future teacher, would you be able to:

1. Know exactly what to need to do achieve the outcome even at the beginning
of your degree plan? Yes____ No _/_. Explain.
Ans. At the beginning of your degree plan, you may not know exactly what
you need to do to achieve the desired outcome as a teacher. While your
degree program will provide you with foundational knowledge and skills,
becoming an effective teachers requires continuous learning practical
experience, and on going professional development.

2. Identify what you will do in order to achieve the desired outcomes? Yes_/__
No____ Explain.
Ans. Provide information; answer questions; offer guidance; and engage
conversation.

3. Measure the desired outcome if it has been achieved? Yes_/__ No___

Explain.
Ans. The desired outcome can be measured to determine if it has been
achieved. Measurement allows for the assessment of progress and the
evaluation of whether the intended goals or objectives have been met.

4. Develop the competencies required for all future teachers? Yes_/__

No____Explain.
Ans. The goal of teacher education programs is to equip aspiring educators
with the knowledge, skills, and dispositions necessary to become effective
teachers.

5. Tell if you are improving or not in knowledge, skills and values while
schooling? Yes__/__No____ Explain.
Ans. I am improving knowledge, skills and values.

Self-Reflect

Write an essay on the topic and submit to your teacher.

“The New Teacher Education Curriculum and My Future as a Teacher”

Ans. The field of education is constantly evolving and with it, the need for a
dynamic and effective teacher education curriculum. As a future teacher, I am
excited about the prospect of engaging with the new teacher education
curriculum and how it will shape my journey as an educator. My future as a
teacher it provides a comprehensive framework that will guide my learning
journey, enabling me to develop the competencies required to become an
effective and reflective educator.
Module 8: Curricular Landscape in the 21st Century

Lesson 8.1; The 21st Century Curricular Landscape in the Classrooms

Self-Check

Check the items that should be addressed by the curriculum in the 21st century.

__/__1. Cultural diversity

__/__2. Multiple literacies

__/__3. Higher-order thinking skills

__/__4. Life and career skills

__/__5. Environmental sustainability

_____6. Technology revolution

_____7. War and conflict

__/___8. Global warming

_____9. Science breakthrough

_____10. Health issues

Self-Reflect

How do you picture yourself as a teacher of the future? Reflect and write your
answer in the box provided below.

Ans. The role of a teachers in the future to facilitate and guide; personalized
learning; collaboration and global connections; integration of technology;
lifelong learning; ethical and responsible use of technology; and adaptability
and flexibility.

Lesson 8.2 Education 4.0 in the School Curriculum

Self-Check

What do I know? What can I tell?

If you are asked to lecture on Education 4.0 and how schools can help prepare
learners for IR 4.0 what will you dwell on? What will be the meat of your
lecture? Show it in outline made of sentences.

1. Understanding Education 4.0

 Education 4.0 refers to the integration of technology, digital tools, and
innovative pedagogical approaches in education
  It emphasizes the development of skills and competencies needed for
the fourth industrial revolution, such as critical thinking creativity,
collaboration, and digital literacy.
 Education 4.0 recognizes the importance of personalized learning
real-world connections, and preparing learners for a rapidly changing
and technology-driven world.
2. The role of Schools in Preparing Learners for Education 4.0
 Schools play a crucial role in equipping learners with the necessary
skills and competencies for Education 4.0
 Schools should provide a future-oriented curriculum that integrates
technology, promotes critical thinking, problem-solving, and
creativity.
 Emphasis should be given to fostering digital literacy information
literacy, and media literacy, enabling learners to navigate and evaluate
digital resources effectively.

Self-Reflect

Are you ready for IR 4.0? What skills should you develop more in order not to
be redundant/replaced by robots?

Ans. Its important to develop skills that complement and enhancewhat

machines can do. Here are a few areas to focus on: Creativity, Emotional
Intelligence, Critical Thinking, Adaptability and Continuous Learning,
Collaboration and Teamwork

Lesson 8.3 Curricular Modification In Basic Education During and Post-

Pandemic

Self-Check

1. What does MELC stand for? Why did DepEd come up with it?

Ans. MELC stands for Most Essential Learning Competencies.The Department

of Education (DepEd) in the Philippines came up with MELC as a response to
the need for a streamlined curriculum, especially during emergencies or
challenging situations like the current pandemic.

2. What are alternatives to face-to-face curriculum delivery mode?

Ans. In response to various challenges, including the COVID-19 pandemic,

there are several alternatives to face-to-face curriculum delivery modes that
educational institutions have adopted. Here are a few examples: Online
Learning, Blended Learning, Distance Learning, Homeschooling, Project-Based
Learning.

Self-Reflect
 Do we need to have a crisis to think of decongesting curriculum for greater
focus on the most essential? Should this happen only in times of crisis like
COVID?

Ans. While crisis like the COVID-19 pandemic have highlighted the need to
decongest the curriculum and focus on the most essential learning, it shouldn’t
be limited to times of crisis. The idea of streamlining the curriculum and
prioritizing essential learning in beneficial even in normal circumstances. Here
are a few reasons why: Depth of Learning, Holistic Development, Flexibility
and Personalization, Reduced Stress and Pressure, Lifelong Learning.

Is there such a thing as best flexible learning option?

Ans. The concept of the “best” flexible learning option can vary depending on
individual preferences, circumstances, and learning goals. Different flexible
learning option offer unique advantages and considerations. Here are a few
popular flexible learning options: Online Learning, Blended Learning,
Homeschooling.

Lesson 8.4 Curriculum Response of Higher Education for Teacher

Education Amid the Pandemic and Beyond

Take Action

1. What are the emerging challenges in the flexible teaching and learning
modality during the time of pandemic?

Ans. The COVID-19 pandemic has brought about various challenges in the
implementation of flexible teaching and learning modalities. Here are some
emerging challenges that educators and learners have faced: Access to
Technology, Digital Literacy, Engagement and Motivation, Assessment and
Evaluation, Teacher Professional Development.

2. What would institutions do to ensure curriculum continuity in teacher

education?

Ans. To ensure curriculum continuity in teacher education during challenging

times, institutions can take several measures: Adaption of Delivery Modes,
Curriculum Review and Revision, Professional Development for Faculty,
Support and Resources, Collaboration and Networking.

Self-Reflect

Activity 1: Planning for the Future as a Teacher During the Pandemic

1. When you become a teacher in the future which teaching delivery will you
use during a pandemic? Why?
Ans. If I were to become a teacher in the future during a pandemic, I would
likely utilize a blended learning approach. Blended Learning combines online
and face-to-face instruction, offering a balance between flexibility and in-
person interaction. Here’s why: Flexibility, Personalized Learning, Social
Interaction, Technology Integration, Adaptability.