SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

GENERAL EDUCATION DEPARTMENT

___________________________________________________

LEARNING MODULE
FOR
EDUC 313: THE TEACHER AND THE SCHOOL CURRICULUM
_____________________________________________________

WEEK 13

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 1 of 45
 COURSE OUTLINE

COURSE CODE : EDUC 313

TITLE : THE TEACHER AND THE SCHOOL CURRICULUM
TARGET POPULATION : 3RD BSED Mathematics Students
INSTRUCTOR : MA’AM ELMA JOY B. RIZADA, LPT

Overview:
Introduction and concern issues of self and identity for a better and proper way of
understanding one’s self. Integration of personal daily experiences of the students with their
learning experiences inside the classroom to encourage them to improve themselves for a
better quality of life.

General Objective:
To help the students understand the nature of identity including factors that influence
and shape identity.
The following are the topics to be discussed
Week 13 CURRICULUM INNOVATION
Week 14 CURRICULUM INNOVATION
Week 15 TEACHERS AS CURRICULUM LEADERS
Week 16 DEVELOPING TEACHERS AS CURRICULUM LEADERS
Week 17 UNPACKING CURRICULUM STANDARDS AND
COMPETENCIES

Instruction to the Learners

Each chapter in this module contains a major lesson involving curriculum innovation,
developing curriculum leaders and unpacking curriculum standards .The lessons are
characterized by continuity, and are arranged in such a manner that the present unit is related
to the next unit. For this reason, you are advised to read this module. After each unit, there are
exercises to be given. Submission of task will be given during your scheduled class hour.

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 2 of 45
 WEEK 13
CURRICULUM INNOVATION

Curriculum Innovation

In general, innovation may mean a new object, new idea, ideal practice, or the process by
which a new object, idea, or practice comes to be adopted by an individual group or
organization (Marsh & Willis, 2007). It may also mean the planned application of ends or
means, new to the adopting educational system, and intended to improve the effectiveness
and efficiency of the system (Henderson, 1985)- Curriculum innovations are new knowledge
about curriculum, new curriculum theories, outstanding curricular practices, new curriculum, or
new curriculum designs are sometimes developed out of a research in education or other
studies from other disciplines and academic fields.

Oftentimes, curriculum innovation is associated with curriculum change. A term in curriculum

studies which means any changes in the curriculum that is either planned or unplanned.
Curriculum innovations, therefore, are positive changes or improvements that are happening in
the education system particularly in the area of curriculum. Micheal Fullan (1989) identified
four core changes in educational context shape the definition of curriculum innovation. These
core changes in schools includes:

1. some forms of regrouping or new grouping (structure);

2. new curriculum materials;

3. changes in some aspects of teaching practices (new activities, skills, behevicr); and

4. a change in beliefs or understandings vis-å-vis curriculum and learning.

At the heart of curriculum innovation are educators committed as change agents facilitating a
smooth implementation of any curriculum innovation. They are professionals with expertise in
various disciplines and with extensive knowledge in pedagogy. They understand the school
system and other variables that may influence. They develop curriculum innovations that are
designed to bring positive changes and holistic development for the learners. Curriculum
innovations may focus classroom or school level, or they could be changes specific to a
particular discipline. In this book, curriculum innovations are clustered into several ideas that
continue to shape curriculum and education systems in general.

A. Standards-based Curriculum
A standards-based curriculum is designed based on content standards as explicated by
experts in the field (Glatthorn et al., 1998).Curriculum standards includes general statements
of knowledge, skills, and attitudes that students should and master as a result of schooling
(Marzano, 1996; Glatthorn et al., 1998). They are statements of what students should know
and be able to do. Standards generally include three different aspects: knowledge, skills; and
dispositions.

1. Knowledge or Content Standards describe what students should know. These include
themes or conceptual strands that should be nurtured throughout the students' education.

2. Skills Standards include thinking and process skills and strategies that students should
acquire.

3. Dispositions are attitudes and values that should be developed and nurtured in students.

Curriculum standards are different from competencies. Standards are broader while
competencies are more specific and prescriptive in terms of the scope of knowledge, skills,
and values that students should learn. Curriculum standards provide more creativity and
freedom for educators to explore various learning opportunities and better forms of assessing

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 3 of 45
students' achievement (Morrison, 2006).

Literatures offer many reasons or positive benefits for developing curriculum standards. For
instance, curriculum standards provide a structure that allows students to learn common
knowledge, skills, and values. They give direction or framework in designing a course.
VanTassel-Baska (2008) identified varieties of benefits of using curriculum standards to
education:

1. Ensure that students learn what they need to know for high-level functioning in the 21st
century.

2. Ensure educational quality across school districts and educational institutions.

3. Provide educators with guideposts to mark the way to providing students with meaningful
outcomes to work on.

4. Provide a curriculum template within which teachers and candidates are able to focus on
instructional delivery techniques that work.

In a standards-based curriculum, these curriculum standards serve as bases for signing the
content of a curriculum. As a curriculum innovation, it gave birth to the development of core
curriculum and state standards. In the Philippines, for example, curriculum standards are
useful in developing and organizing the curriculum for K-12.

A standards-based curriculum involves teachers in the process of curriculum planning and

design. A standards-based curriculum empowers the teachers to take an active role in planning
for the implementation of the curriculum standards prescribed by the government.

B. Multicultural Curriculum

A multicultural curriculum aims to promote cultural literacy and cultural understanding.

Schools use different strategies and approaches to develop cultural literacy and promote
cultural understanding. Usually, this is done through cultural awareness activities by knowing
the different costumes, songs, literatures, foods, and introducing them to different historical
places of different countries as part of daily lessons. However, cultural awareness alone is not
sufficient to develop cultural understanding. All material culture has a context and a story to
share. Hence, there is a need for a more realistic or concrete program that will enable the
learners and teachers to experience and understand these aspects of culture in the classroom.

Banks (1994) identified five dimensions that schools could adopt when trying to implement
multicultural curriculum. These dimensions are very useful in developing cultural literacy and in
promoting cultural understanding in schools.

1. Content Integration deals with the extent to which teachers use examples and content from
a variety of cultures and groups to illustrate key concepts, principles, generalizations, and
theories in their subject area or discipline.

2.The Knowledge Construction Process consists of methods, activities, and questions teachers
use to help students to understand, investigate, and determine how implicit cultural
assumptions, frames of reference, perspectives, and biases within a discipline influence the
ways in which knowledge is constructed.

3. Prejudice Reduction describes the characteristics of students' attitudes and strategies that
can be used to help them develop more democratic attitudes and values.

4. Equity Pedagogy exists when teachers modify their teaching in ways that will facilitate the
academic achievement of students from diverse racial, cultural, ethnic, and gender groups.

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 4 of 45
5. An Empowering School Culture and Social Structure involves the restructuring of the culture
and organization of the school so the students from diverse racial, ethnic and gender groups
will experience quality.

There are many ways in which a multicultural curriculum can be developed and
implemented. Bennett (1999) proposed a multicultural curriculum focusing on six goals: (1)
develop multiple historical perspectives; (2) strengthen cultural consciousness; (3) strengthen
intercultural competence; (4) combat racism, sexism, and other forms of prejudice and
discrimination; (5) increase awareness of the state of the planet and global dynamics; and (6)
build social action skills. Following these ideas, it is important to develop teaching strategies
and instructional materials that promote the development of cultural literacy and cultural
understanding among teachers and learners.

C. Indigenous Curriculum

The idea of an indigenous curriculum was a product of a vision to make curriculum relevant
and responsive to the needs and context of indigenous people. It links the curriculum with the
society's culture and history. It values the importance of integrating indigenous knowledge
systems of the people to the existing curriculum. The Author's earlier studies on indigenous
curriculum provided a framework for linking indigenous knowledge with the curriculum and
provided several dimensions that serve as a framework for the development of an indigenous
curriculum:

1. Construct knowledge so that young children understand how experiences, personal

views, and other peoples' ideas influence the development of scientific concepts and
scientific knowledge.

2. Use instructional strategies that promote academic success for children of different
cultures.

3. Integrate contents and activities that reflect the learners' culture, history, traditions, and
indigenous knowledge in the curriculum.

4. Utilize community's cu/tura/, material, and human resources in the development and
implementation of the curriculum.

Specifically, indigenous curriculum may consider using and implementing the following
strategies at the school level:

1. Integrating contents and activities that reflect the learners' culture, history, traditions, and
indigenous knowledge in the curriculum

2. Using the local langzuage as the medium of instruction for several subjects like Math,
Science, Social Studies, Physical Education, Music, Values Education, and Home
Economics and Livelihood Education.

3. Involving community folks and local teachers in the development of the curriculum

4. Developing local instructional materials and learning outside the classroom by utilizing
various community resources that are available for conducting observations and
investigations

5. Using instructional strategies that are relevant to indigenous learning system

As a form of innovation, an indigenous curriculum is founded on the way of life, traditions,

worldview, culture, and spirituality of the people, and it is a pathway of education that
recognizes wisdom embedded in indigenous knowledge. This indigenous knowledge is very
influential to the development of young children. It is embedded in their daily life since the time
they were born. They grow up into a social and cultural setting—family, community, social class,

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 5 of 45
language, and religion. An indigenous curriculum, therefore, is a noble way of responding to
the needs of indigenous people. In an indigenous curriculum, the first frame of reference for
developing a curriculum must be the community, its environment, its history, and its people
(Pawilen, 2006, 2013).

D. Brain-based Education

prominent advocates in brain-based education, Caine and Caine (1997) considered

curriculum and instruction from a brain-based approach. They begin with brain-mind learning
principles derived from brain research findings and apply these principles in the classroom and
in designing a curriculum. These principles are:

1. The brain is a whole system and includes physiology, emotions, imagination, and
predisposition. These must all be considered as a whole.

2. The brain develops in relationship to interactions with the environment and with others.

3. A quality of being human is the search for personal meaning.

4. People create meaning through perceiving certain patterns of understanding.

5. Emotions are critical to the patterns people perceive.

6. The brain processes information into both parts and wholes at the same time.

7. Learning includes both focused attention and peripheral input.

8. Learning is both unconscious and conscious.

9. Information (meaningful and fragmented) is organized differently in memory.

10. Learning is developmental.

Il. The brain makes an optimal number of connections in a supportive but challenging
environment; however, when there are perceptions of threat, the brain may inhibit learning.

12. Every brain is unique in its organization.

Another advocate of brain-based education, Resnick (1987), theorized that learners learn
more if they are given several ways to look at a problem and if they are asked to give more
than one way of solving it. Caine and Caine (1991) also cited studies showing that the brain
learns best when it works to solve problems or accomplishes specific tasks instead of merely
absorbing isolated bits of information and that the brain's primary function is to seek patterns in
new learning. In addition, Sylwester (1995) pointed out that classrooms in the future may focus
more on drawing out existing abilities rather than on precisely measuring one's success with
imposed skills, encouraging the personal construction of categories rather than imposed
categorical systems, and emphasizing the individual, personal solutions of an environmental
challenge over the efficient group manipulation of the symbols that merely represent the
solution.

Brain-based education has some direct implications in the development of curriculum. It

postulates that brains do not exist in isolation. The brain exists in bodies' which in turn exist in
a culture; the culture in which one happens to live becomes an important determinant of the
brain's structure and organization (Gardner, 2000)• This offers an immense possibility for
including social concerns and cultural matters in the curriculum.

E. Gifted Education Curriculum

Gifted Education Curriculum is designed to respond to the needs of a growing number of
gifted learners and to develop gifted potentials. There are several examples of gifted
curriculum models presented as follows:

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 6 of 45
1. Schoolwide Enrichment Model
The Schoolwide Enrichment Model (SEM) (Renzulli & Reis, 2009, 1997) is widely
implemented as an enrichment program used with academically gifted and talented students
and a magnet theme/enrichment approach for all schools interested in high-end learning and
developing the strengths and talents of all students (Davis, Rimm, and Siegle, 2011). The
major goal of the SEM is the application of gifted education pedagogy to total school
improvement.

The SEM provides enriched learning experiences and higher learning standards for all the
children through three goals: (1) developing talents in all children, (2) providing a broad range
of advanced-level enrichment experiences for all students, and (3) providing advanced follow-
up opportunities for young people based on their strengths and interests. The SEM focuses on
enrichment for all students through high levels of engagement and the use of enjoyable and
challenging learning experiences that are constructed around students' interests, learning
styles, and preferred modes of expression.

2. Parallel Curriculum Model

The Parallel Curriculum Model (PCM) evolved from a National Association for Gifted
Children curriculum in 1998. A group of scholars (Tomlinson, Kaplan, Renzulli, Purcell,
Leppien, & Burns) collaboratively developed this model. It is based on the premise that every
learner is somewhere on a path toward expertise in a content area. It promotes a curriculum
model for developing the abilities of all students and extending the abilities of students who
perform at advanced levels. The PCM offers four curriculum parallels that incorporate the
element of ascending intellectual demand to help teachers determine current student
performance levels and develop intellectual challenges to move learners along a continuum
toward expertise (Tomlinson et al., 2002). The four curriculum parallels in this model are:

a. Core Curriculum focuses on the nature of knowledge that is embedded in the discipline. This
includes the core concepts, skills, and values that are unique for each discipline.

b. Curriculum of Connection focuses on the integration or interconnectedness of knowledge

across different disciplines.

c. Curriculum of Practice involves the application of knowledge to different real-life situations

and the methodology of a practitioner.

d. Curriculum of Identity fits the learner's values and goals and those that characterize
practicing professionals.

The beauty of this model lies in its framework of helping the learners to experience the
nature of the disciplines rather than just accumulating information.

It is designed to engage the learners to the core of knowledge development in each discipline.

3. Autonomous Learner Model

Betts (2004) pointed out that curricular offerings typically fall into three levels, Level I is a
prescribed curriculum and instruction that focuses on state standards. Level Il involves
differentiation of curriculum based on individual differences. Level Ill features learner-
differentiated options where students are self-directed and teachers provide opportunities for
the learners to be in charge of their learning. This model focuses on the third level.

The Autonomous Learner Model is divided into five major dimensions:

A. Orientation acquaints students, teachers, and administrators with the central concept in
gifted education and the specifics of this model. At this level, gifted students work together in
doing self-understanding exercises that will help them be familiarized with each other. The
students are expected to develop an Advanced Learning Plan as part of their orientation
experience that includes information about their giftedness, various personal and academic
needs, learning experiences they might need, and other things that will help them succeed in

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 7 of 45
school.

B. Individual Development focuses more clearly on developing skills, concepts, and attitudes
that promote lifelong learning and self-directed learning.

C. Enrichment Activities involve two kinds of differentiation of curriculum, namely (1)

differentiation of curriculum by the teacher and (2) differentiation by the student. Students are
exposed to various 'activities to develop their passion for learning.

D. Seminars are designed to give each person in a small group the opportunity to research a
topic and present it in seminar format to other people or to a group.

E. In-depth Study is one in which students pursue areas of interest in long-term individual or
small group studies. The students will decide what will be learned, the process of doing it, the
product, how content will be presented, and how the entire learning process will be evaluated.

4. Integrated Curriculum Model

This model is a popular way of organizing or designing different kinds of curriculum. The
Center for Gifted Education at the College of William and Mary developed its curriculum based
on this model and has trained many teachers around the world in using their curriculum
materials (Davis et al., 2011). The model presented three dimensions based on the model of
VanTassel-Baska (1987) that guide the development of the curriculum.

a. Advanced Content Dimension meets the needs of gifted students for acceleration by
providing content earlier and faster than same-age peers would normally receive it.
Content area experts and educators work collaboratively to develop the content, and
they align key topics, concepts, and habits of mind within a domain to content area
standards.

b Process/Product Dimension incorporates direct instruction and embedded activities

that promote higher-order thinking skills and create opportunities for independent
pursuit in areas of student interest.

c. Issues/Themes Dimension is where learning experiences are organized. In doing so,

students are able to develop deeper ideas and philosophies that ultimately promote
understanding of the structure of knowledge learned.

5. Kids Academia Model

Kids Academia is a program for young Japanese children ages 5-8, which was developed by
Dr Manabu Sumida in 2010. The program is designed to provide excellent science
experiences for gifted children in Japan. The kids who participated in the program were
rigorously selected using a checklist adopted from the Gifted Behavior Checklist in Science for
Primary Children. Faustino, Hiwatig, and Sumida (2011) identified three major phases that are
followed in the development of the curriculum.

a. Group Meeting and Brainstorming Activities. The teachers and teaching assistants in
hold several meetings and brainstorming activities to decide on the themes that will
be included the program. A general orientation of the program is also done during this
phase
.

b. Selection of Contentsfor Each Theme. The teachers and teaching assistants

carefully select the lessons and topics that are included in the theme. A rigorous
study of the topic is done in this phase.

c. Designing Lessons. This phase includes the careful preparation of lesson plans and
other instructional materials needed for implementing each lesson.

The activities for each lesson were selected based on the following guidelines developed by Dr

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 8 of 45
Sumida:

a. Stimulates the interest of the children

b. Allows children to express their own ideas and findings

c. Uses cheap and easy-to-find materials

d. Teaches the correct use of scientific terms

e. Uses simple laboratory equipment

f. Allows individual or group activities

g. Encourages socio-emotional development

h. Connects to other subjects and to everyday life experiences

i. Includes topics related to family and community

j. Uses materials connected to family and community

k. Applies what children learned to their families and society

In addition, the program adapted the Wheel of Scientific Investigation and Reasoning as a
guide for developing skills of gifted children. This model was adopted from the Scientific Wheel
Model of the Center for Gifted Education of the College of William and Mary to develop
scientific habits of mind for independent research investigations.

The Kids Academia Model is a form of curriculum innovation that shows how experts in
tertiary education could help strengthen teaching and learning in basic education. It is a form of
collaboration between the university, the home, and the local school. It is a kind of partnership
among professors, parents, and basic education teachers. This model is now reaping various
awards in Japan.

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 9 of 45
 ACTIVITY 13
Direction: Read and understand this module. Provide what is asked. Answer the questions
below. Write your answer in a long bond paper and HAND WRITTEN ONLY.

1. What are the necessary requirements for teachers and administrators to implement a
standards-based curriculum?

2. How can curriculum standards influence assessment of learning?

APPLICATION AND ASSESSMENT

Criteria Points
Content 10
Organization 5
Grammar 5
Total 20

End of 13th week

---------------------------------------------Nothing Follows--------------------------------------

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 10 of 45
 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

GENERAL EDUCATION DEPARTMENT

___________________________________________________

LEARNING MODULE
FOR
EDUC 313: THE TEACHER AND THE SCHOOL CURRICULUM
_____________________________________________________

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 11 of 45
 WEEK 14

WEEK 14
CURRICULUM INNOVATION

F. Differentiated Curriculum

Differentiation is a philosophy that enables teachers to plan strategically in order to reach

the needs of the diverse learners in classrooms today. A differentiated curriculum, therefore, is
a curriculum that considers the unique characteristic, learning styles, thinking preferences,
intelligence, need, cultural backgrounds, interests, gender, and other unique characteristics of
the learners. It is a curriculum that enhances learning, making it learner-centered and dynamic.
Differentiated curriculum enables teachers to plan the curriculum based on the nature and
needs of learners. It enables fast learners and slow learners to have equal opportunity to
master the lesson and to develop holistically.

As a curriculum innovation, differentiated curriculum is designed to help learners experience

learning and to be engaged in doing several meaningful classroom activities. In differentiated
curriculum, the lessons are carefully selected, learning experiences are carefully designed
based on the learning styles of the learners, and the assessment tools are varied. According to
Gayle Gregory and Carolyn Chapman (2002), there are six steps in planning differentiated
learning: (1) set standards; (2) define content; (3) activate prior knowledge; (4) acquire new
knowledge; (5) apply and adjust the learning; and (6) assess learning.

These procedures are useful in developing differentiated classrooms that respond to

different types of learners. Gregory and Chapman (2002) also suggested a framework for
selecting learning experiences for differentiated learning. This framework can help teachers
select instructional strategies; suggest strategies for grouping students; and reflect on what
type of assessment tools can be used for a particular lesson.

Framework for Selecting Activities for Differentiated Instruction

Climate Knowing the Assessment Learning Instructional

Learners Tasks Strategies
 Nurturing  Learning  Traditional  Total  Brain-based
 Inclusive Styles Assessmen Group  Constructivist
 Multi-sensory t  Cooperative
 Stimulating  Thinking  Alone Learning
 Complex Styles  Authentic
 Challenging Assessmen  Paired  Responsive to
 Questioning t the Learning
 Small Styles of the
Group Learners
(TAPS)
 Developmentally
Appropriate
 Culturally
Relevant and
Responsive

The diversity of learners coming to school to learn requires a curriculum and a learning

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 12 of 45
environment that are more inclusive and learner-centered. Differentiation can also improve the
quality of, instructional materials used in schools. Several curriculum issues related to gender
sensitivity, cultural sensitivity, and other issues may also be resolved by differentiated
curriculum. It is, therefore, important to provide teacher orientation and training on the use of
differentiated learning strategies and approaches.

G. Technology Integration in the Curriculum

Technology offers multiple opportunities to improve teaching and learning and in the total
education system. The Internet, for example, provides vast information that people may need
to know. The Internet is more than just a collection of knowledge. It also offers different ways
and opportunities for discovering and sharing information. Nowadays, everything is almost
possible with a single click of the computer mouse and by using any search engine.

Technology Integration is breaking the geographical barriers in education. It is creating a new

space for meaningful learning. With technology, it is now possible to connect and interact with
other schools, educators, and other institutions from different parts of the world. There are
several innovations from basic education to graduate education that are associated or
influenced by technology integration. Some of these innovations are:

- distance education;
- computer-assisted instruction;
- online learning;
- teleconferencing;
- online libraries;
- webinars;
- online journals; and
- e-books.
ICT literacy is now fast-becoming an important form of literacy that is essential for each
learner to learn and master. It also requires all teachers to be ICT literate to be able to utilize
technology to enhance or improve the way they teach. It is also important for teachers to teach
students how to use technology responsibly, especially with the current popularity of social
networking and other technological innovations.

H. Outcomes-based Education
Outcomes-based education (OBE) is one of the dominant curriculum innovations in higher
education today. It came out as a curricular requirement for specific fields of study in
engineering, nursing, and tourism education, among others. ASEAN education framework for
higher education requires all colleges, universities, and institutes to transform all their
educational programs to OBE.
OBE is defined as a curriculum design that ensures coherent, logical, and systematic
alignment between and among the different levels of outcomes. OBE also ensures connection
among the essential elements of the curriculum: intent, content, learning experiences, and
evaluation. As a curriculum design, it seeks to ensure that the necessary instructional support
system, learning environment, and administrative support system are in place based on the
desired outcomes developed by a HEI. It supports the quality assurance system.

Basically, an educational outcome is a culminating demonstration of learning (Spady, 1993).

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 13 of 45
It includes what the student should be able to do at the end of a course (Davis, 2003).
Outcomes are clear learning results that we want students to demonstrate at the end of
significant learning experiences and are actions and performances that embody and reflect
learner competence in using content, information, ideas, and tools successfully (Spady, 1994).

Figure 18 shows the different levels of outcomes in OBE. At the institutional level, this
includes the philosophy, vision, mission, and aims of the institution. They are statements of
what a HEI hopes to contribute to the society. At the program level, these are the goals,
program competencies, and course outcomes that all students should master and internalize.
At the instructional level, outcomes include the learning objectives for every course in higher
education. At any level, outcomes should be mission-driven, evidence-based, and learning-
focused.

Institutional Level Program Level Course Level

 Philosophy  Program Goals  Course

 Vision  Program Objective
 Mission Competencies  Instructional
 Aims Objective

OBE as a curriculum design enables higher education institutions to develop various

curricula based on the needs of students and the demands of society. It encourages
educational institutions to clearly focus and organize the learning environment that supports
the development of students and the implementation of the curriculum. This means starting
with a clear picture of what is important for students to be able to do, then organizing the
curriculum, instruction, and assessment to make sure this learning ultimately happens. OBE is
an approach to planning, deljvering, and evaluating instruction that requires administrators,
teachers, and students to focus their attention and efforts on the desired results of education
(Spady, 1994). Hence, it is a process that involves the restructuring of curriculum, assessment,
and reporting practices in education to reflect the achievement of highorder learning and
mastery rather than accumulation of course credit. It is important that when designing a
curriculum for OBE, the competencies and standards should be clearly articulated. Writing the
learning outcomes in OBE closely resembles Robert Mager's guidelines (1984) that include
expected performance, the conditions under which it is attained, and the standards for
assessing quality.

According to Spady (1994), there are two common approaches to an OBE curriculum,
namely:

1. Traditional/Transitional Approach emphasizes student mastery of traditional subject-related

academic outcomes (usually with a strong focus on subject-specific content) and cross-
discipline outcomes (such as the ability to solve problems or to work cooperatively).

2. Transformational Approach emphasizes long-term cross-curricular outcomes that are

related directly to students' future life roles (such as being a productive worker or a responsible
citizen or a parent).

Spady (1994) also identified four essential principles of OBE. These are as follows:

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 14 of 45
 1. Clarity of focus means that everything teachers do must be clearly focused on what they
want learners to ultimately be able to do successfully.

2. Designing back means that the starting point for all curriculum design must be a clear
definition of the significant learning that students are to achieve by the end of their formal
education.

3. High expectations for all students.

4. Expanded opportunities for all learners.

Designing curriculum based on OBE principles is a noble process of making curriculum

relevant and responsive to the students' needs and requires a paradigm shift in teaching and
learning. Malan (2000) identified several features of outcomes-based learning.

a. It is needs-driven. Curricula are designed in terms of the knowledge, skills, and attitudes
expected from graduates and aim to equip students for lifelong learning.

b. It is outcomes-driven. The model has a line that runs from taking cognizance of training
needs to setting an aim (purpose) for the program, goals for syllabus themes, learning
outcomes, and finally assessing the learning outcomes in terms of the set learning
objectives.

c. It has a design-down approach. Linked to the needs and the purpose of the program,
learning content is only selected after the desired outcomes have been specified.
Content becomes a vehicle to achieve the desired learning outcomes, which are aimed
at inculcating a basis for lifelong learning.

d. It specifies outcomes and levels of outcomes. Learning objectives are described in terms
of Benjamin Bloom's cognitive, affective, and psychomotor domains and set according
to Robert Mager's guidelines for formulating objectives.

e. The focus shifts from teaching to learning. The model has a student-centered learning
approach where lecturers act as facilitators. Study guides help the learners to organize
their learning activities and group work, continuous assessment, and self-assessment
are major features.

f. The framework is holistic in its outcomes' focus. Although the learning objectives are
aimed at learning at grassroots level, they are linked to goals and aims at higher levels.
Attaining learning objectives is, therefore, not an end in itself; it provides building blocks
for achieving higher-level outcomes.

As a curriculum innovation, OBE is a complete paradigm shift in higher education. It calls

for an education that is more focused and purposive. An OBE curriculum is mission-driven that
requires all institutions to anchor all their curricular offerings to the curriculum and to the vision,
mission, and philosophy of the institution. Outcomesbased Education follows a logical and
systematic process that is linear, starting with the institutional outcomes. The interrelated
processes and the expected outputs are clearly stated.

Figure 19 shows the entire process for designing outcomes-based education for any college or
university. There are three major phases involved in planning for OBE at the program level.

Phase 1 Phase 2 Phase 3

Vision and
Mission

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 15 of 45
Charter (For Institutional Course Learning
State University Program Outcomes
Outcomes Outcomes
and college)

Needs and  Goals  Objectives

Demands of the  Coompetencies  Content
society  Learning
Experiences
 Evaluation

Figure 19. OBE Planning Process at Program Level

Phase 1. Developing Institutional Outcomes — the first phase of OBE is conducting needs
analysis to analyze the vision and mission of the HEI, analyze the charter of the HEI if it is a
state college or university, and examine the needs and demands of the society. The result of
the needs analysis will serve as the basis for developing the institutional outcomes. The
institutional outcome clearly defines the ideal type of graduate that the HEI aims to develop to
contribute to the society. The institutional outcome defines the identity of the HEI, which
enables them to design the different academic programs and develop the institutional culture
that includes the core values of the HEI.

Phase 2. Developing Program Outcomes- the second phase of OBE is to design the program.
At this level, it is important to identify the desired attributes, knowledge, skills, and values that
an ideal graduate of the HEI aims to develop. Development of program outcomes is assigned
to different colleges or academic units. The program outcomes reflect the necessary
competencies that an ideal graduate of the academic program should possess. It is important
that the program outcomes directly reflect the institutional outcome of HEI.

Phase 3. Developing Course Learning Outcomes — the third phase is to develop the learning
outcomes for different courses. It is important that these learning outcomes reflect the program
outcomes set by the college for a particular degree program from undergraduate to graduate
and postgraduate levels. Examples of these include BS Biology, BS Mathematics, BS Nursing,
BS HRM, Bachelor in Elementary Education (BEED), MD, MA, MS, PhD, and other academic
programs offered in the university or college• There are three steps that should be followed in
developing learning outcomes:

For example, as shown in Figure 20, if the institutional outcome is to develop responsible
leaders, the program outcome specific for the College of Science is to develop responsible
leaders who are scientists that are critical thinkers, nationalists, innovators, and effective
communicators, among others. The next step for developing program outcomes is for the
college involved to develop program outcomes. These program outcomes are statements of
the knowledge, skills, values, and professional attitudes that the college wishes to produce for
all its graduates. Harden, Crosby, and Davis (1999) also suggested three categories of
outcomes that are essential for OBE: tasks, attitudes, and professionalism.

Step 1 Step 2 Step 3

( Ideal Graduate) (Graduate Attributes) (Identify Program Outcomes)

Critical Thinkers Program Outcomes

and Creative  Develop critical
thinking skills and
creativity
 Produce scientific
Nationalists research on
Scientist Philippine issue
and problems
 Communicate
GE 111: Understanding the Self research findings
SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. in various forms to
Page 16the
of 45
academe and
to the public.
 Innovators

Effective
Communicators

Figure 20. Process for Developing Program Outcomes

Step 1. Developing Course Competencies. Each set of competencies should reflect the
nature of the courses, embody the course description, and focus on the learner and learning.
Costa and Kallick (2009)'encouraged educators to include habits of mind in the course
outcomes or competencies. These habits of mind are essential for students to accomplish the
desired learning tasks or outcomes. These are behaviors such as striving for accuracy,
metacognition, persistence, creating, innovating, taking responsible risks, remaining open to
continuous learning, and applying past knowledge to new situations, among others.

Step 2. Developing a Curriculum Map. In this process, it is important for the college faculty to
develop a curriculum map (see Figure 21) to plot the program outcomes with the specific
courses for a particular degree program. In the curriculum map, the contribution made by each
course to achieve the expected learning outcomes should be clear. It is necessary to see that
each set of course competencies be logically organized in a spiral progression considering
two architectonics of curriculum: the vertical Organization (sequence) and horizontal
organization (scope and integration).

Courses

Program
Outcomes Course 1 Course 2 Course 3 Course 4 Course 5
Program Competencie Competencie Competencie Competencie Competencie
Outcome s s s s s
s
Program Competencie Competencie Competencie Competencie Competencie
Outcome s s s s s
s
Program Competencie Competencie Competencie Competencie Competencie
Outcome s s s s s
s

Step 3. Developing the Syllabus. In this process, the faculty will develop the syllabus for each
course. This includes identifying course content, learning activities, and course requirements
or assessment tools. OBE requires all teachers to focus on the outcomes prescribed for each
course. Contrary to many information and lectures that there is a prescribed syllabus template,
OBE does not prescribe any template of syllabus. It simply directs teachers that the teaching
and learning experiences as reflected in the syllabus should be aligned perfectly with the
course competencies.

Every faculty member in HEIS is required to prepare syllabus for the courses they will
teach. Figure 22 shows a sample of a syllabus template that can be used for a class. In OBE, it
is important to ensure perfect alignment between and among the four elements of instruction:
objectives, contents, learning experiences, and assessment tools. It is also imperative that all
these elements contribute to the realization of the program outcomes and institutional
outcomes.

Course Title

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 17 of 45
 Course Description
Course Credit Unit
Course Schedule
Course Objectives
Schedule Objectives Contents Learning Experiences Assessment
Tools

References
Class Requirements
Evaluation Criteria

Figure 22. Sample Syllabus Template

In this step, it is imperative that the objectives are in behavioral terms. They should be
specific, measurable, attainable, realistic, and time bound. Objectives should contribute to the
realization of the course competencies for a particular course. They should also contribute to
the attainment of the program outcomes.

The content is based on the course competencies. Contents could be concepts, themes,
topics, issues, procedures, processes, projects, or problems that students will learn in relation
to the course. The learning experiences should be learner-centered and learning focused. The
teacher should use constructivist teaching approaches that will help the students attain the
desired course»outcomes and contribute to the development of life-long learning skills. It is
also desirable to focus on activities that develop 21st century skills, such as communication
skills, collaboration, critical thinking skills, and creativity and innovation skills.

In OBE, it is also highly desirable that the assessment tools are the best tools that will truly
measure students' performance. It should be constructively aligned to the achievement of the
expected learning outcomes. Criterion-referenced assessment is encouraged in OBE;
therefore, a clear description of the assessment tool, methods of assessment, and rubrics are
included. The references should be updated and useful for understanding the course. The
class requirements and the evaluation criteria should be clear and based on the competencies
of the course. If a HEI prescribes standard evaluation criteria, then it should be reflected in the
syllabus.

l. Transition Curriculum
The transition program is designed for special learners that are intellectually disabled and
those that are physical/y handicapped. It is designed to meet their special needs and respond
to their specific interests. It 'is like a care package that will empower the learners in their
transition from home to sch001' or from Post, elementary or post-secondary to the world Of
work. In the transition program, the learners will also enjoy an education that will enable them
to become functional in their everyday lives.

In the Philippines, Quijåno (2007) presented the Philippine Model of Transition that focuses
on enabling every special learner for community involvement and employment. The model full
participation, empowerment, and productivity of those enrolled in the program. The transition
program includes three Curriculum domains: (1) daily living skills, (2) personal and social skills,
and (3) occupational guidance and preparation. This model necessitates the need for support
from professionals and other key people in the community in order for the individual with
Special needs to attain independent living. According to Gomez (2010), this model of transition
program can also be used for children in conflict with the law (CICL).

The Transition Program in the Philippines could be expanded to many different possible
points of entry that will extend the scope of transition program from Young children to adults.
These may include the following examples:

1. Transition to school life — may include children and adult special learners who would like to
attend or who have been assessed to be ready for regular school under the inclusion program.

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 18 of 45
This may also include students Who would like to learn basic literacy programs under the
Alternative Learning System.

2. Transition after post-secondary schooling — includes programs that will prepare special
learners for vocational courses and on-the-job trainings. It mayalso include programs that will
help students move to higher ed ucation

3. Transition from school to entrepreneurship - includes programs that will allow special
learners to become entrepreneurs in their respective communities.

4. Transition from school to adult life - includes programs that will allow students to adjust and
adopt to adult life.

5. Transition to functional life- includes learning of skills that will allow the special learners to
learn how to take care of themselves and develop some special skills that they can use every
day.

These entry points for students are important for planning an effective and effcient
transition program that is truly relevant and responsive to the needs, interests, abilities, and
aspirations of special learners. Transition at any point is an important program to empower
special learners to experience normal lives.

The transition program aims to realize the aim of the K to 12 basic education program of
producing holistically developed and functionally literate Filipino learners in the context of
special education. This qualifies it as an organic part of the K to 12 curriculum by providing
both academic and extra-curricular support systems to all special learners.

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 19 of 45
 ACTIVITY 14

Direction: Read and understand this module. Provide what is asked. Answer the questions
below. Write your answer in a long bond paper and HAND WRITTEN ONLY.

1. What are the possible benefits of implementing an outcomes-based curriculum in higher

education?

2. How does OBE support academic freedom?

APPLICATION AND ASSESSMENT

Criteria Points
Content 15
Organization 5
Grammar 5
Total 30

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 20 of 45
 End of 14th week
---------------------------------------------Nothing Follows--------------------------------------

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

GENERAL EDUCATION DEPARTMENT

___________________________________________________

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 21 of 45
 LEARNING MODULE
FOR
EDUC 313: THE TEACHER AND THE SCHOOL CURRICULUM
_____________________________________________________

WEEK 15

WEEK 15
TEACHERS AS CURRICULUM LEADERS
Introduction

Key Roles of Teachers as Leaders in Curriculum Processes

Teachers play an important role in almost all activities related to curriculum processes.
They are the chief implementers of the curriculum as they are directly involved in the teaching
and learning process. They are catalysts of the development of individuals and societies. They
have a strong passion for mission to make a positive difference in the lives of students. They
see themselves as key sources of knowledge and developers of skills and values that are
imperative for human life. Teachers are curriculum leaders in the education system.

Curriculum leadership can be simply defined as set of important roles and activities that
each teacher does in relation to curriculum planning, curriculum design, curriculum
implementation, and curriculum evaluation. In curriculum leadership, teachers are expected to
innovate and develop curriculum that are relevant and responsive to the needs and context of
the learners. They serve as education ambassadors to different stakeholders and they are
advocates of various curricular reforms.

Teachers as curriculum leaders share the vision and mission of the whole country on
education. They are shapers of positive educational environment and they are guardians of
education values. They are visionaries and effective problem-solvers. They develop visions of
a great society and use education as a tool for accomplishing this vision. They study social
issues, needs, and demands; they respond carefully to the needs and interests of the students;
and they creatively solve problems related to teaching and learning.

As curriculum leaders, they are professionals working with different social agencies and
various stakeholders to improve quality of education and to make the curriculum more relevant
and responsive and to ensure effective and efficient implementation of curriculum, curriculum
reforms, and curriculum policies. Teachers as curriculum leaders ensure that the rights of
every learner in education are protected.

Some teachers, however, have difficulties seeing themselves as curriculum leaders. In a

highly bureaucratic school organization in the Philippines, most teachers see themselves as
implementers of the curriculum rather than leaders' of curriculum processes. The Department

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 22 of 45
of Education tried to explore the idea of principal and teacher empowerment but it seems that
the teachers are still not ready to assume leadership roles. Hence, there is a need for a
paradigm shift in the role of teachers in schools and classrooms. They need to be equipped
and empowered to assume their roles as curriculum leaders.

In many literatures, instruction is included in curriculum; many teachers assume

instructional leadership in school especially in the subject they teach. The following are some
of the specific roles of teachers as instructional leaders in the local school context:

-Designing instructional plans

-Selecting and developing instructional materials

-Assessing and reporting students' progress

-Designing learning environment appropriate for the students

-Selecting appropriate teaching strategies and approaches

-Preparing reports and accomplishing official forms

-Guiding students in their school life

-Teaching subjects assigned to them

These roles are important in the education processes; however, teachers must see
themselves as curriculum leaders. The idea of curriculum leadership goes beyond the concept
of instructional leadership. Being a curriculum leader allows every teacher to see themselves
as prime movers and advocates of educational reforms at any level from local school, district,
division, region, and national level.

The following are the A to Z roles and functions of teachers as curriculum leaders in their
own schools, district, division, or regional level:

A—Advocate positive curricular reforms to ensure quality of education.

B— Broaden understanding of the teaching and learning process.

C— Conduct research to enhance curriculum content and improve teaching and learning.

D-- Develop appropriate curriculum for students.

E--Evaluate curriculum materials and the implementation of the curriculum.

F --Facilitate activities to ensure public understanding of every single curriculum reform.

G— Gather important data needed for curriculum planning.

H--Harness community resources in curriculum development.

I— Innovate curriculum and instruction.

J—Justify the need to innovate, evaluate, and develop curriculum. K — Know every learner
needs, issues, and interests.

L— Lobby congressional support for bills that are needed for curriculum reforms.

M— Manage curriculum implementation and curriculum change.

N— Nurture creativity and critical thinking in the curriculum.

O—Orient teachers, students, parents, and other stakeholders on the new curriculum.

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 23 of 45
P— Provide updated knowledge on the subject they teach.

Q— Qualify acceptable curriculum ideas and theories.

R ---Reflect on different researches that influence the curriculum.

S— Select appropriate instructional strategies, methods, and approaches.

T— Train teachers who will implement the curriculum.

U — Understand implications of social issues and social changes in the curriculum. V—

Validate the contents of the curriculum.

W— Win support from stakeholders and government on needed curriculum reforms.

X -- X-ing (crossing) out bureaucratic barriers to curriculum implementation.

Y— Yearn for quality education through a relevant and responsive curriculum. Z Zero out
irrelevant and erroneous curriculum contents and materials.

The tasks of teachers as curriculum leaders may seem to be very ideal and overwhelming,
considering the fact that teacher education in this country needs major reform. However, time
is changing fast and schools cannot wait and simply respond to the needs of the society. To
prepare would be inappropriate and too late. The proper response is to create the kind of
citizens and society we need. This means that teachers have no choice but to assume their
roles as curriculum leaders.

Teachers as Curriculum Leaders in Instructional Planning Process

Instructional leadership is always associated with school administrators particularly school

principals. Oliva (2005) and Ornstein and Hunkins (1993) defined curriculum to include
instruction. Accordingly, curriculum and instruction are inseparable. Part of curriculum
processes is instruction that deals with the implementation of the curriculum. Curriculum
leadership, therefore, is broader in scope and has more functions compared to instructional
leadership. Thus, instructional leadership is one of the functions of curriculum leaders.

McEwan (2003) pointed out that instructional leaders must be knowledgeable about
learning theory, effective instruction, and curriculum, which she recognized as the power within
the educational force. Consequently, curriculum leaders perform their instructional leadership
function when they are able to represent the school philosophy, vision, mission, core values,
curriculum, and plans to the learners, teachers, parents, and other stakeholders.

Instructional leadership as one of the functions of curriculum leaders may need to do the
following functions:

-Supervise the implementation of curriculum and academic standards

-Promote a school culture and climate conducive to teaching and learning

-Communicate the philosophy, vision, and mission of the school

-Train teachers and school staff

-Lead in the development or purchase of instructional materials

-Prepare the school budget for instruction

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 24 of 45
 -Observe classes of teachers

-Check assessment tools (exams and authentic assessment)

Curriculum leaders fulfill these instructional leadership functions in dynamic and

democratic ways. They inspire teachers and students to commit themselves to excellent
teaching and learning. They create efficient systems to ensure smooth implementation of
instruction.

Planning effective instruction is an important task of teachers as curriculum leaders. Reiser

and Dick (1996) developed an instructional planning model that presents a very logical
sequence of instructional planning.

In Reiser and Dick's model, the teachers, as curriculum leaders, need to ensure that the
curriculum standards and competencies as reflected in the instructional goals are implemented
carefully. This model emphasizes the importance of analyzing the content and the learners'
characteristics while teachers select the lesson objectives. The model also puts emphasis on
the development of assessment tools after identifying the objectives of the lesson. This will
ensure that proper assessment tools, aligned with the objectives of the lesson, will be utilized
to assess students’ learning.

Analyze
Content

Identify Identify Develop Plan Choose

Instructional objectives Assessment Instructional Instructional
Goals Tools Activities Media

Analyze Implement
Learners Instruction
Characteristics

Revise Instruction

Figure 23. Reiser and Dick's Instructional Planning Model

Planning instruction in Reiserand Dick's model includes the following instructional procedures:

1. Motivation

2. Presentation of objectives

3. Recalling prerequisite skills and knowledge

4. Presentation of information and examples

5. Practice and feedback

6. Summary

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 25 of 45
7. Assessment

Teachers may use several teaching strategies and learning activities in eacl procedure to
ensure the success of instruction. Teachers need to respond to thi learning needs of the
students and align their teaching styles with the learning style of every student. Thus, planning
is necessary.

Instructional media and other instructional materials also play an important role in
Instruction, Teachers need to select the instructional media that can be used to help effectively
implement the objectives of the lesson. Technology and other forms of instructional media are
parts of the interests of millennial students. Millennial students almost always rely on
technology, especially Internet, in getting information about their lessons. They use technology
in almost all aspects of their studies.

Implementing instruction includes actual teaching and learning process. In this part of
instruction, the teacher's skill in effectively carrying out the lesson is needed, Effective
classroom management, utilization of appropriate activities, anß assessment tools are also
needed.

The last part of the process is revision of instruction. In this process, the teacher will use the
result of students' assessment in revising instruction. Teachers as curriculum leaders need to
know how to utilize the result of assessment in improving classroom instruction.

Teachers as Curriculum Leaders in Evaluating Instruction

Evaluating instruction is also an important function of teachers as curriculum leaders. It is

necessary for teachers to ensure that the curriculum is implemented as it was planned. It
ensures that the curriculum standards and competencies are taught effectively to every
learner. Evaluating instruction also measures the effectiveness of how the curriculum is
implemented.

In evaluating instruction, teachers need to look at the following procedures:

1. Planning for the Evaluation

a. Develop the purposes and objectives of the evaluation

b. Determine the data and other information needed

c. Set the timeline for the evaluation

2. Determine instructional evaluation design. — just like in doing curriculum evaluation, in

instructional evaluation the teachers will need to describe the following:

a. Types of information needed for the evaluation

b. Sources of information

c. Methods for collecting the needed information

d. Methods for analyzing the data gathered

e. Timeline for conducting evaluation

3. Develop instructional evaluation instruments

a. Class observation

b. Checklists

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 26 of 45
 c. Questionnaires

d. Survey Forms

e. Interview guide

4. Collect data- the teachers will collect or gather necessary data needed for the instructional
evaluation.
a. Focus group discussion

b. Interview with the students and teachers

c. Actual class observation

d. Examining samples of students’ output

e. Examining assessment tools used in the classes

f. Checking the facilities and other instructional materials

g. Checking of lesson plans

h. Interview with principals and supervisors

5. Analyze data- the teachers will analyze the data gathered and interpret results.

6. Report findings or the results of the instructional evaluation.

During the actual observation of classes, instructional evaluation could focus on the following
aspects:

 Appropriateness of the activities and strategies to the students and to the topic
 Active participation of students in performing learning tasks
 Usefulness of instructional materials in meeting the desired objectives of the lesson
 Conduciveness of classroom environment for learning
 Pedagogical Content Knowledge (PCK) level of teachers
 Classroom management
 Development of positive relationship between students and teachers
 Effective presentation of concepts
 Effectiveness of the teacher in carrying out the instructional procedures

The result of instruction evaluation is important in planning how to improve the curriculum and
its implementation. The result is also useful for designing a mentoring program for new
teachers.

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 27 of 45
 Activity 15

Direction: Reflect on and address the following. Provide what is asked. Answer the questions
below. Write your answer in a long bond paper and HAND WRITTEN ONLY.

1. Write your own definition of curriculum leadership.

2. Identify roles of teachers as curriculum leaders that you observed from teachers in your
school.

Curriculum leadership is .

Curriculum leaders perform important tasks, such as ..

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 28 of 45
 End of 15th week
---------------------------------------------Nothing Follows--------------------------------------

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

GENERAL EDUCATION DEPARTMENT

___________________________________________________

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 29 of 45
 LEARNING MODULE
FOR
EDUC 313: THE TEACHER AND THE SCHOOL CURRICULUM
_____________________________________________________

WEEK 16

WEEK 16
Teachers as Curriculum Leaders in the K-12 Education Reform
Introduction
The Republic Act 10533, otherwise known as the Enhanced Basic Education Act of the
Philippines includes specific provisions for teachers and principals to exercise leadership roles
not only in instruction but also in curriculum. Republic Act 9155, otherwise known as
Governance of Basic Education Act of 2001 also specifies important provisions wherein
teachers play important roles to promote and protect the rights of every citizen to quality basic
education.

Teacher empowerment is at the heart of K-12 Education. With all the reforms and
innovations in the K-12 Education Program, teachers need to view themselves as curriculum
leaders performing the following functions:

-Ensure effective implementation of curriculum standards and competencies.

-Develop and evaluate curriculum materials that are appropriate for the students.

-Develop assessment and evaluation tools to assess learning.

-Plan and evaluate curriculum.

-Plan activities that will help implement the curriculum.

-Solicit support from parents and other stakeholders.

-Make curricular decisions at the 'school level.

-Conduct research to improve learning and improve content.

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 30 of 45
 Since the K-12 Curriculum is a standards-based curriculum reform, all teachers are
compelled to focuS their attention on the following:

1. Clarity of the standards — teachers should know the essential standards that every student
should learn in the curriculum. These standards are contents, skills, and values or attitudes
that students need to learn and master.

2.Visibility of performance measure — teachers need to ensure that each curriculum standard
shows visible outcome or performance.

3. Consistency of communication — teachers should effectively communicate the standards to

all students.

All teachers need to share the vision of K-12 Education. They need to continuously improve
their mastery of the subjects and disciplines that they teach. They also need to significantly
improve their pedagogical skills. The K-12 Program needs teachers who are creatively
innovative; they need to develop new ways of responding to the needs and interests of the
learners; and they need to effectively devise reliable ways to assess and evaluate the learning
of students.

A. Teachers as Curriculum Leaders in Preschool

Republic Act 10157, otherwise known as The Kindergarten Education Act integrates
kindergarten education in the formal education system of the country. Before the school year
2011-2012, kindergarten education was not a prerequisite to Grade 1; it was more of a
privilege for learners whose parents can afford kindergarten education for them. It was
desirable but not mandatory. The Kindergarten Education Act now mandates all children aged
5 to enroll in kindergarten. A diploma in kindergarten is now a prerequisite to enroll in Grade l.

The Department of Education issued a curriculum to be implemented by all kindergarten

schools in the country. This CUrriculum includes several domains that need to be developed
among young children. The Kindergarten Curriculum includes the following areas:

-Values Education

-Physical Health and Motor Development

-Social and Emotional Development

-Cognitive Development

-Sensory-Perceptual Motor Development

-Mathematics

-Understanding of the Physical and Natural Environment

-Understanding of the Social Environment

-Language, Literacy, and Communication

The new Kindergarten Curriculum needs teachers who are highly trained in handling young
children's behavior and in guiding them toward learning. It will need teachers who are not only
implementers of the curriculum but curriculum leaders who will make decisions about the
selection of content, materials, and assessment tools to be used. It will need teachers who
advocate children's education, rights, and protection.

Considering cultural diversity in the country, there is a need for teachers to develop new

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 31 of 45
curriculum materials that are relevant and responsive to the context and culture of the learners
and to integrate multicultural literacy and cultural competencies in the curriculum. The ASEAN
standards for global teachers necessitate all teachers to address the needs of culturally
diverse schools.

With the implementation of Mother Tongue-based Multilingual Education starting in

kindergarten, there is a need for teachers to study new ways of learning, new pedagogy, and
new curriculum designs for indigenizing and contextualizing curriculum and instruction. There
is a need for teachers to study more on the language of the people and develop new methods
and techniques in teaching local languages.

The inclusion of kindergarten in the formal education curriculum of the country necessitates
all educators to restudy the child-centered philosophy in the context of standardization of
curriculum and modernization of pedagogy. There is a need for teachers to review the
curriculum standards to ensure that the learners' needs and nature are reflected; they need to
develop new ways of assessing learners' progress; and they need to find ways on how play
and other progressive approaches will fit in

B. Teachers as Curriculum Leaders in the Elementary Grades

Primary or elementary education is always regarded as the laboratory of life, As such, its
primary goal is to develop the basic skills, literacies, and life skills that all learners need to be
prepared for life, The subjects are designed to provide necessary information to help learners
understand the world and their roles, and develop necessary skills that they need in everyday
life.

The elementary curriculum is essential in helping every learner learn how to learn, become
creative and critical thinkers, and to become builders of the society. The subjects include
important knowledge, skills, and values that all must learn to become useful citizens and
effective leaders in 'the society.

Specifically, the elementary curriculum will expose learners to the knowledge embedded in
each subject. This knowledge contains history of people and society, culture and values, life-
skills, communication through language and other forms, thinking skills, quantitative reasoning,
and basic understanding of the natural and physical world.

Teachers as curriculum leaders in elementary level are starting to mold the minds and
character of the future leaders and citizens of the world. Their role as curriculum leaders
requires them to develop curriculum that will facilitate the development of the mind, body, and
character of the students. Teachers will need to present knowledge in the classroom or through
alternative learning in dynamic and innovative ways requiring new types of instructional
materials, new technology, and new pedagogies.

Teachers as curriculum leaders are researchers. They study carefully how children learn,
discover new ways of teaching and learning, and discover new relevant information related to
the subject they teach. They also explore various ways of how to effectively assess learning.
Teachers expose their students to integrative learning in the elementary grades. They teach
students to see the connection between and among subjects and see their application to
everyday life.

Teachers as curriculum leaders are empowered to design a new learning environment that
celebrates diverse ideas and learning styles. They utilize technology effectively in teaching,
and they make decisions on curriculum content.

C. Teachers as Curriculum Leaders in Junior High School

The Junior High School program of K-12 includes Grade Vll to Grade X of the secondary
level. It is the entry point of students to the rigors of various disciplines in the areas of science,
social sciences, mathematics, humanities, and applied disciplines, such as Home Economics

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 32 of 45
and Vocational Technology.

The curriculum for Junior High School follows the spiral curriculum design enabling the
learners to see the seamless connection of one topic to another at the horizontal and vertical
levels. This means that spiral progression of content is observed in the scope and sequence of
the curriculum. The teachers as curriculum leaders will need to master their disciplines and
allow every learner to experience and examine he beauty of each discipline.

In the Junior High School, students are exposed to higher levels of learning. This is their
first encounter to study the disciplines as disciplines and not as subjects. They will be exposed
to higher mathematics such as algebra, trigonometry, calculus and geometry. They will be
introduced to Asian history, world history, economics, and deeper learning of Philippine history.
They will discover world and Philippine literatures, and experience more of the applied
disciplines that they will need in everyday life. In Junior High School, the natural sciences are
also presented in a spiral curriculum integrating physics, chemistry, biology, earth science, and
general sciences.

In Junior High School, teachers will assume leadership roles by sharing their disciplinary
expertise to the students. They are content experts and effective facilitators of teaching and
learning process. They plan effective lessons, select contents, and identify strategies that are
relevant to their students. They understand the complexity of learners' behavior in this stage of
life, and they serve as behavior compass for students to emulate.

D. Teachers as Curriculum Leaders in Senior High School

The Senior High School is something new in the educational program for basic education in
the Philippines. It was added basically to prepare the Filipino for global demands. It is part of
the commitment of the country to make its educational system at par with global standards.

The Senior High School program is a two-year education program added to the 10 years of
basic education in the Philippines. In Senior High School; students will choose their own track
from academic track, technical and vocational track, and arts and sports track. The academic
track has four specializations: Humanities and Social Sciences, Business, STEM, and General
Academic. These tracks aim to develop the following:

-Life and Career Skills

-Learning and Innovation Skills

-Information and Media Skills

-Communication Skills

The Senior High School teachers will need to develop and implement lessons that are:

-Learner-centered, inclusive, and developmentally appropriate;

-Relevant, responsive, and research-based;

-Culture-sensitive, contextualized, and global

-Pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative,

and integrative;

The Senior High School teachers are experts in their own field. They will teach courses that
will prepare the students for the profession they will choose and provide them necessary skills

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 33 of 45
that they need to become entrepreneurs and productive in everyday life. In Senior High
School, students are exposed to several specialized courses. They will need to apply what
they learned in Junior High School to understand better the lessons and develop higher
competencies.

In the Senior High School program, teachers play crucial role in developing the professional
skills and attitudes of their students. Teachers as curriculum leaders will plan, design, develop,
and implement curriculum appropriate for the students and aligned to the K-12 Education
Program. They are expected to innovate and take the lead in ensuring that students will master
the core standards and competencies prescribed by the Department of Education for the
Senior High School Curriculum.

Teachers as Curriculum Leaders of 21st Century Learning

The 21st century is marked with various changes and challenges brought by forces like
globalization, changing individual and social values system, economic situation, political
issues, cultural diversity factors, massive influx of information technology, environmental
issues, and the increasing amount of information made available to the public. These factors
demand that education must innovate and reshape itself to meet the needs and challenges of
the people and the society.

Teachers as curriculum leaders play an important role in this endeavor. They need to
develop new curriculum, new curriculum materials, and new instructional designs that will
prepare the learners to meet the needs and demands of 21 st century learning. Teachers need
a lot of professional and personal updating. Learning in the 21 st century will need teachers who
possess a high degree of technological-pedagogical-content knowledge (TPCK).

Teachers will teach millennial learners, who were born in an era where information
technology is leading and shaping the renaissance of the society. It is an era where internet
and highly technological gadgets are making all information accessible to the learners. The
millennial learners are exposed to all kinds of information and experience alternative learning
conditions.

Middlewood and Burton (2001) noted that the 21 st century teaching and learning would need
a completely new paradigm of learning. This new paradigm of learning focuses on developing:

 Critical thinking
 Creativity
 Communication skills
 Collaboration

Law and Glover (2000) also identified new features of Education focusing on:

 Learning how to learn

 Learning as a process; a journey
 Learning as a life-long process
 Teacher as a learner

There are several developments, which have significantly influenced curriculum development and
teaching and learning in the 21st century:

 Increasing discoveries on how the human brain works

 Idea of learning styles and thinking preferences
 ICT integration in education
 Development of learning organizations

As these and more are likely to occur, so will the role of teachers as curriculum leaders continue to
evolve. The role of teachers as curriculum leaders will continue to remain crucial in ensuring the success
of the education system and in making the curriculum relevant and responsive to the needs of the
learners and the society.

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 34 of 45
 One of the challenges of the 21 st century learning to curriculum leaders is to develop habits of mind
among the learners. Costa and Kallick (2009) identified the following habits of mind:

 Be independent thinkers; think before they act

 Be more self-motivated
 Be more inquisitive
 Pay attention to detail; take pride in work
 Be more diligent and persistent
 Enjoy working through the work
 Think for themselves; not always follow another’s lead
 Generate their own thoughts
 Transfer knowledge and apply to new situations
 Have confidence; be able to take risks.

Teachers as curriculum leaders need to play an important role in shaping the society and
individuals. They need to develop curriculum that will instill human values and critical thinking
to the learners. This means that education, especially curriculum, needs to go back to learner-
centeredness putting emphasis on the development of learners to become leaders and citizens
of a rapidly changing world.

Exercising Curriculum Leadership in Selecting Textbooks and Other Instructional

Materials

Teachers should be empowered to select the textbooks and other instructional materials that
they use in their classes. In some schools, teachers are enjoined to participate in the textbook
selection process; however, in many schools; administrators are the ones selecting the
textbooks for the schools. It is logical and proper to include teachers in the process since
teachers are the ones teaching the subject and they know better about the needs and nature
of their students. Thus, they must be given freedom to decide on what textbooks they are
going to use and what instructional materials they need for their classes.

In 2015, the Department of Education developed a framework for developing and selecting
textbooks and other instructions materials. The framework prescribes that all textbooks and
instructional materials are:

 Aligned to the k-12 curriculum- the textbooks and other instructional materials should
follow the curriculum standards and competencies prescribed by the K-12 curriculum.

 Contain expert system of knowledge – authors that are experts in their fields should
write the textbooks and other instructional materials. It is also important that the
contents of the instructional materials are accurate and up-to-date.

 Have provision for differentiated instruction- it is important to provide activities and

assessment strategies that are relevant to the learning styles and thinking preferences
of the learners. The needs of slow learners and fast learners should also be considered.

 Provision for reflective thinking – the instructional materials and textbooks should
engage the learners to develop deeper understanding of the lesson, develop critical and
creative thinking, and encourage reflective thinking.

 Provision for parental and community involvement – the textbooks and instructional
material should encourage parental and community involvement. This means that
service learning, real-life integration, and parental support are encouraged.

Teachers are curriculum leaders make sure that all necessary instructional materials they
need to implement the curriculum are provided. They also ensure that these instructional
materials are relevant and responsive to the needs of the learners. At all times, teachers
are encouraged to develop their own instructional materials from objects and materials that
are available in their locality. They are expected to be innovative and creative in developing
relevant instructional materials for their classes.

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 35 of 45
 Developing Teachers as Curriculum Leaders

Curriculum leaders are trained and developed. They are products of different in-service
and pre-service teacher education programs. They also develop their skills from their
teaching experiences and encounter with great teachers. They are products of mentors and
they are formed by supportive professional work environments.

There are few important factors that need to be considered in the development of teachers
as curriculum leaders:

1. Teacher empowerment – teachers need to be empowered to make decisions, solve

problems, take actions, and innovate in their own schools and classes.

2. Efficient System – teachers need to work in an efficient working environment. They

need to be part of a system that is collaborative, professional, and effective.

3. Mentoring System – teachers, especially the neophyte teachers, need mentoring from
effective and model mentors.

4. Administrative Support – at any level, teachers will need full support the administration
especially when they want to innovate or develop good programs for the school and for the
students.

5. Learning Community – teachers must experience to work in a learning community

where all behave as professional jealousies and free from insecurities. Teachers need to
learn from and share best curricular and instructional practices to each other.

Finally, continuing professional development is needed to ensure the development of teachers

to perform leadership roles in the total curriculum processes. Like any leaders, they need
support from various individuals and groups, especially in their schools.

Activity 16

APPLICATION AND ASSESSMENT

Direction: Read and understand this module. Provide what is asked. Answer the questions
below. Write your answer in a long bond paper and HAND WRITTEN ONLY.

1. What are the challenges that K-12 teachers are currently facing in their schools?

2. What leadership functions of teachers need strengthening?

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 36 of 45
 Criteria Points
Content 10
Organization 10
Creativity 5
Total 25

End of 16th week

---------------------------------------------Nothing Follows-----------------------------------

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 37 of 45
 GENERAL EDUCATION DEPARTMENT
___________________________________________________

LEARNING MODULE
FOR
GE 111: UNDERSTANDING THE SELF
____________________________________________________

WEEK 17

WEEK 17
UNPACKING CURRICULUM

Definition and Examples of Curriculum Standards and Competencies

Curriculum standards are widely used in the United States and in some countries for their
curriculum. As discussed earlier in this book, curriculum standards are broad statements of
what students need to know and do as a result of learning. In the K-12 curriculum, standards
are classified as (1) content standards and (2) performance standards. The K-12 Curriculum
also includes learning competencies. The Department of Education, in its Memorandum Order
Number 8 Series of 2015, defined curriculum standards and competencies as:

1. Content Standards- identify and set the essential knowledge and understanding that
should be learned by the students.

2. Performance Standards — describe the abilities and skills that the learners are expected to
demonstrate in relation to the content standards and integration of 21st century skills.

3. Learning Competencies — refer to the knowledge, skills, and understanding that learners
need to demonstrate in every lesson or activity.

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 38 of 45
The following are examples of content standards, performance standards, and learning
competencies in the K-12 Curriculum:

STANDARDS

Content Performance
LEARNING CODE LEARNING
SUB- The child The child COMPETENCIES MATERIALS
DOMAIN demonstrates shall be able
an to ..
understandin
g of .
Life-Science Body parts and Take care of 1. Identify
(Body and the their uses oneself and the one’s PKEKBS-Id-1
Senses) (BS) environment Basic body
and able solve parts
problems 2. Tell the
encountered function of each PNEKBS-Id-2
within the basic body part
content of
everyday living
3. Demonstrate
movements
using different PNEKBS-Ic-3
body parts

4. Name the
five senses and
their PNEKBS-Ic-4
corresponding
body parts

5. Use the
senses to PNEKBS-Ic-5
observe the
movement

Source: K-12 Kindergarten Curriculum Guide

CONTENT CONTENT PERFORMANCE LEARNING CODE LEARNING

STANDARDS STANDARDS COMPETENCIES MATERIALS

 Beam-
2. Effects of Investigate the 4. Describe Gr. 3 Unit
Changes temperature different changes changes in 3
that on materials in materials as materials based S3MT- materials
Materials affected by on the effect of Ih-j-4 -Distance
undergo temperature temperature Learning
Module
4.1. Solid to 43
Liquid  Beam-
4.2. Liquid to Gr. 3 Unit
Solid 3
4.3. Liquid to Gas Material
4.4. Solid to Gas Module
44-49

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 39 of 45
Source: K-12 Grade 3 Science Curriculum Guide
CONTENT CONTENT PERFORMANCE LEARNING
STANDARD STANDARD COMPETENCIES CODES
A. 21st century literature The learner The learner will be Writing a close analysis
from the region where the will be able to able to demonstrate and critical interpretation
school is based in relation understand understanding and of literary texts and doing
to the literature of other and appreciation of 21st an adaptation of these
regions in various genres appreciate century Philippine require from the learner EN12lit-
and forms in consideration the elements literature from the ability to: -la-21
of: and contexts regions through:
of 21st 1. Identify the
1. Various dimensions of century 1. a written close geographic, linguistic,
Philippine literary history Philippine analysis and critical and ethnic dimensions of
from pre-colonial to literature interpretation of a the Philippine literary
contemporary; from the literary text in terms history from pre-colonial
regions. of form and theme, to the contemporary.
2. Canonical authors and with a description of 2. Identify representative
works of Philippines its context; and texts and authors from
National Artists in each region (e.g. engage
Literature; 2. an adaptation of a in oral history research EN12lit-
Lb-22
text into other with focus on key
3. Names of authors and creative forms using responsibilities from
their works, and multimedia. students’ region/
backgrounds of the province/town)
literature from the region 3. Value the contributions
where the high. of local writers to the EN12lit-
Lc-23
development of regional
literary traditions

Steps for Unpacking Curriculum Standards and Competencies

There are two essential steps in unpacking curriculum standards and competencies.

Step 1. Classify standards as knowledge, skills, and values.

 Knowledge – if the learning competency calls for remembering and basic
comprehension of a concept or a skill
 Skill- if the learning competency calls for the learner to demonstrate or apply a skill or
desired behaviour
 Values- if the learning competency calls for valuing and appreciation

Examples for Knowledge:

 Discuss the different forms of government

 Analyze the importance of water for living organisms
 Discuss rules in subject-verb agreement
 Define
GE 111: Understanding percentage
the Self
SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 40 of 45
 Examples for Skills:
 Calculate cost of production
 Plan a menu
 Solve word problems
 Calculate the mean and median
ACTIVITY #4

Examples for Values:

 Appreciate various forms of literature
 Recognize the importance of cooperation and unity in achieving goals
 Respect different national symbols of the country
 Appreciate examples of Baroque music

Step 2. Identify the prerequisite knowledge, skills, and values for each learning competency
Example:
 Describe changes in materials based on the effect of temperature:
- Solid to Liquid,
- Liquid to Solid,
- Liquid to Gas, or
- Solid to Gas
Before the students can actually describe changes in materials based on the effect of
temperature, they should be able to do the following:
 Describe temperatures as hot and cold
 Observe the effect of temperature on the materials
Step 3. Look for the desired skills or behaviour in every competency. Identify the most suitable
activity for each desirable behaviour.

Example:
 Create crafts that can be locally assembled with local materials, guided by local
traditional techniques (habi, lilip, etc.)

The desired behaviour or skill in this learning competency is for students to create crafts
assembled with local materials, guided by local traditional techniques.
This could be done through the following activities:
 Lecture- Workshop; and
 Project-based Approach (Individual or Group project)

Step 4. Classify learning competencies to determine appropriate assessment tools. This

process is based on the works of Glatthorn (1998).

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 41 of 45
  Standard with Conventional Testing (SCT) – these are learning competencies that
require traditional assessment tools like quizzes and exams.
Examples:
1. Describe the characteristics of sounds.
2. Identify primary colors.
3. Discuss the judicial system in the Philippines.
4. Explain different communication models.

 Standards with Performance Tasks (SPT)- these learning competencies that require
performance tasks for assessment or authentic assessment.

Examples:
1. Perform examples in Philippine Folk dance.
2. Write an essay about a selected topic.
3. Demonstrate how to dissect an insect.
4. Paint using natural and indigenous materials.

 Standards for Continuing Development (SCD)- these are competencies that focus on
values and attitudes that cannot be assessed.

Examples:
1. Recognize basic human rights of a person.
2. Appreciate the role of mathematics in everyday life.
3. Develop healthy eating habits.
4. Respect different cultural practices.

Other Techniques for Unpacking Curriculum Standards and Competencies

Some teachers also use the taxonomy of educational objectives for unpacking curriculum
standards and competencies. The taxonomy for educational objectives were developed
and published by Bloom and Krathwohl (1956). The Bloom’s Taxonomy has become
popular for teachers especially in developing instructional objectives. Blooms uses a multi-
tiered scale to express the level of expertise required to achieve each measurable student
outcome. According to Bloom, educational objectives can be categorized into three
domains (1) knowledge (2) Skill-based, and (3) and affective.

Create

Evaluate
Analyze
Apply

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 42 of 45
 Understand
Remember
Figure 24. Revised Bloom’s Taxonomy by Anderson and Krathwohl (2001)

The first taxonomy is for the cognitive or knowledge-based domain. Bloom identified five
categories under the cognitive domain starting from knowledge up to the highest level, which is
evaluation. Anderson and Krathwohl (2001) revised it later to include creation as the highest
category in taxonomy.

For affective domain, Bloom also categorized learning objectives into five categories:

Internalizing
Values

Organizing
Valuing
Responding
Receiving

Figure 25. Bloom’s Taxonomy for Affective Objectives

For the psychomotor domain, Bloom categorized skills-based learning competencies into six
categories from simple to complex.

Origination
Adaptation
Mechanism
Set Guided
Perception Response

Figure 26. Taxonomy for Skills-based Objectives

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 43 of 45
The teachers should first decide which of these three broad categories (knowledge-based,
skill-based, and affective) the corresponding course goal belongs to in order to determine the
level of expertise required for each measureable student outcome. The result is useful for
teachers in understanding the nature of the outcomes in this way will also allow teachers to
select appropriate classroom assessment techniques for the course.

Fink (2003) also represented an alternative taxonomy for categorizing different types of
learning outcomes. It is known as Fink’s taxonomy of Significant Learning. Fink presented his
taxonomy for a systematic approach to course design that went beyond the usual focus on
content. This taxonomy provided a model for course design that helps teachers to align
learning goals with a method for assessing student learning. Fink’s taxonomy encourages
teachers to put more emphasis on active learning and relating course with real-life problems.

LEARNING HOW TO LEARN FOUNDATIONAL KNOWLEDGE

- becoming a better student - Understanding and remembering:
- Inquiring about the subject Information Ideas
- Self- directing learners

CARING
- Developing new APPLICATION
Feelings Interest - Skills Thinking:
Values

HUMAN DIMENSION INTEGRATION

- Learning about: Oneself -Connecting Ideas People

Others Realms of life

Figure 27. Fink’s Taxonomy of Significant Learning

ACTIVITY 17
Application and Assessment

Direction: Reflect on and address the following:

1. Examine the different learning competencies. Look at this example below.

LO2. Demonstrate the testing of an automotive battery

2.1. Select appropriate test equipment. K.SPT

2.2. Test different types of batteries. S.SPT
2.3. Analyze test results. S.SPT
2.4. Compare battery test result based on manufacture’s specification. S.SPT
2.5. Observe safety at all times while doing battery test. V. SCD- PT
2.6.Understanding
GE 111: Report findings of test results. K.SPT
the Self
SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 44 of 45
2. Identify whether the learning competencies are:
K- Knowledge
S- Skills, or
V- Values

3. Classify whether each competency is:

SCT- Standards with Conventional Testing

SPT- Standards with Performance Task
SCD- Standards for Continuing Development

Direction: Make a self-compassionate letter and make a reflection paper about it.
Criteria Points
Content 15
Organization 10
Language 5
Total 30

End of 17th week

---------------------------------------------Nothing Follows--------------------------------------

GE 111: Understanding the Self

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page 45 of 45