Ed210-the-teacher-and-the-school-curriculum-unit-0-4

West Visayas State University Lambunao Campus

College of Education Lambunao, Iloilo

Module in Ed 210 The Teacher and the School Curriculum

Unit 0: Vision, Mission, Core Values and Outcomes Unit I. The school Curriculum and the Teacher UNIT II. The Teacher as a Knower of Curriculum Unit III. The Teacher as a Curriculum Designer UNIT IV. The Teacher as Curriculum Implementor and Manager

Jun Anne D. Gabarra

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West Visayas State University Lambunao Campus

College of Education Lambunao, Iloilo

Table of Contents Unit 0: Vision, Mission, Core Values and Outcomes 1. 2. 3. 4.

The University VMGO and core values University Outcomes Lambunao Campus Outcomes College of Education Outcomes

Unit I. The school Curriculum and the Teacher Lesson 1. Curriculum in Schools Lesson 2. The Teacher as a Curricularists UNIT II. The Teacher as a Knower of Curriculum Lesson 1. The Curriculum: Definition, Nature and Scope Lesson 2. Approaches about School Curriculum Lesson 3. Curriculum development: Process and Models Lesson 4. Foundation of Curriculum Development Unit III. The Teacher as a Curriculum Designer Lesson 1. Fundamentals of Curriculum Designing Lesson 2. Approaches to Curriculum Designing Lesson 3. Curriculum Mapping UNIT IV. The Teacher as Curriculum Implementor and Manager Lesson 1. Implementing the Designed Curriculum as a Change Process Lesson 2. Implementing A Curriculum Daily in the Classroom Lesson 3. The Role of Technology in Delivering the Curriculum Lesson 4. Stakeholders in Curriculum Implementation Unit V. Teacher as Curriculum Evaluator Lesson 1. What, Why, and How to Evaluate a Curriculum Lesson 2. Curriculum Evaluation Through Learning Assessment Lesson 3. Planning, Implementing, and Evaluating: Understanding the Connection Unit VI. Gearing Up for the Future: Curriculum Reforms Lesson 1. The Enhanced Basic Education Act of 2013 (K to 12) Unit VII. Outcomes Based Education: Basis for Enhanced Teacher Education Curriculum Lesson 1. Outcomes Based Education for Enhanced Teacher Education Curriculum Lesson 2. Enhanced Teacher Education Curriculum Anchored on OBE Unit VIII. Curricular Landscape in the 21st Century Classroom Lesson 1. The 21st Century Curricular Landscape in the Classroom Lesson 2. The Final Action for a Curriculum Material: A Celebration

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West Visayas State University Lambunao Campus

College of Education Lambunao, Iloilo

Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________

UNIT 0 Direction: Read and Reflect. University Vision: WVSU as the center for educational excellence in the Visayas and the hub for Human Resource Development in the Asia-Pacific region. Mission: WVSU is committed to provide holistic education geared towards sustainable growth and development. Core Values: Scholarship Harmony Innovation Nurturance Excellence Service Institutional Outcomes for Instruction: Taga-West Institutional Outcomes for Instruction: - is a creative and critical thinker - is an effective and responsible communicator - has uncompromising personal and professional ethical standards - is technologically –skilled - has the ability to conduct research - has teaming and collaborative skills - is socially responsible and has strong national identity - is globally competitive - is self- directed, competent, and accountable professional - can utilize lifelong learning skills for personal development and excellence in professional practice Campus/College Outcomes: Taga-West (Lambunao-Campus): - is value-laden professional (responsible, accountable, independent, resourceful, trustworthy, refined, God-fearing, service oriented, considerate of others, tactful); - is expert/competent of his/her field (skillful/talented, versatile, productive, competitive, artistic, confident); - is life-long learner, change agent, innovative, resourceful); and - has communicative competence (articulate, has language facility, can open/relay ideas clearly.

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West Visayas State University Lambunao Campus

College of Education

Lambunao, Iloilo College of Education Outcomes: Specifically, the College of Education must have: 1. exhibited and nurtured a culture of excellence; 2. produced effective facilitators of learning; 3. initiated, undertaken researches and extension services in teacher education and allied fields; 4. collaborated and shared expertise with local and international entities/agencies; and 5. provided with equitable access to educational opportunities to deserving clientele. Apply Your Knowledge Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________ Direction: Write your reflection as to what is expected of you as one of the students of WVSU-Lambunao Campus.

2. Make an acronym pertaining to our university.

WVSU-

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West Visayas State University Lambunao Campus

College of Education Lambunao, Iloilo

Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________

How Much Do You Know? What do you know about curriculum? Write words, phrases or sentences relating to the word curriculum.

CURRICULUM

UNIT I. THE TEACHER AND THE CURRICULUM Learning Outcomes 1. Discuss the different curricula that exist in the schools. 2. Enhance understanding of the role of the teacher as a curricularist. 3. Analyze the significance of curriculum and curriculum development in the teacher’s classroom. 4. Improve understanding of the role of teacher as a curricularist in the classroom and school.

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West Visayas State University Lambunao Campus

College of Education Lambunao, Iloilo

Activate Prior Knowledge Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________ Base in your observations, what are the roles of teachers in the classroom and school?

Roles of Teachers Inside the Classroom and School

Acquire New Knowledge Curriculum in Schools Educational Levels in the Philippines 1. Basic education (kindergarten, Grade 1 to Grade 6 for elementary, Grade 7 to Grade10 for junior high school, Grade 11 to Grade 12 for senior high school) The new basic education levels are provided in the K to 12 Enhanced Curriculum of 2013 of the Department of Education. 2. Technical Vocational Education. This is a post -secondary technical vocational education and training taken care of by TESDA. 3. Higher Education. This includes the Bachelor Degrees and the Graduate Degrees which are under the regulation of Commission on Higher Education (CHED). Curriculum is the heart of the teaching profession. Every teacher is guided by some sort of curriculum in the classroom and in schools. Types of Curricula in Schools 1. Recommended Curriculum. Almost all curricula found in our schools are recommended. Basic education is recommended by DepEd, higher education is recommended by CHED and vocational Education by TESDA. Professional 6

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College of Education

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Lambunao, Iloilo organizations or international bodies like UNESCO recommend curricula in schools also. Written Curriculum. This includes documents based on the recommended curriculum. They come in the form of course of study, syllabi, modules, books or instructional guides. A packet of this written curriculum is the teacher’s lesson plan. The most recent written curriculum is the K to 12 for Philippine Basic Education. Taught Curriculum. From what has been written or planned, the curriculum has to be implemented or taught. The teachers and the learners will put life to the written curriculum. The taught curriculum will depend largely on the teaching style of the teacher and the learning styles of the learners. Supported Curriculum. This is described as support materials that the teacher needs to make learning and teaching meaningful. These include print materials like books, charts, posters, worksheets, or non-print materials like power point presentations, movies, slides, models, realias, mock-ups and other electronic illustrations. Also includes facilities where learning occurs outside or inside the four- walled building. These include the playground, laboratory, audio-visual room, zoo, museum, market or the plaza. These are the places where authentic learning through direct experiences occur. Assessed Curriculum. Taught and supported curricula have to be evaluated to find out if the teacher has succeeded or not in facilitating learning. In the process of teaching and at the end of every lesson or teaching episode, an assessment is made. It can either be assessment for learning, assessment as learning or assessment of learning. If the process is to find the progress of learning, then the assessed curriculum is for learning, but it is to find out how much has been learned or mastered, then it is assessment of learning. Either way, such curriculum is the assessed curriculum. Learned Curriculum. If student changed behavior, he/she has learned. The positive outcome of teaching is an indicator of learning. The positive outcome of teaching is an indicator of learning. These are measured by tools in assessment, which can indicate the cognitive, affective and psychomotor outcomes. Learned curriculum will also demonstrate higher order and critical thinking and lifelong skills. Hidden/implicit Curriculum. This curriculum is not deliberately planned but has great impact on the behavior of the learner. Peer influence, school environment, media, parental pressures, societal changes, cultural practices, natural calamities are some factors that create the hidden curriculum. Teachers should be sensitive and aware of this hidden curriculum. Teachers must have good foresight to include these in the written curriculum, in order to bring to the surface what are hidden.

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West Visayas State University Lambunao Campus

College of Education Lambunao, Iloilo

The Teacher as a Curricularist A person who is involved in curriculum knowing, writing, planning, implementing, evaluating, innovating and initiating may be designated as curricularist. A Teacher’s role is broader and inclusive of other functions and so a teacher is a curricularist. The teacher as a Curricularist… 1. knows the curriculum. The teacher as a learner starts with knowing about the curriculum, the subject matter or the content. As a teacher, one has to master what are included in the curriculum. It is acquiring academic knowledge both formal (disciplines, logic) or informal (derived from experiences, vicarious, and unintended). It is the mastery of the subject matter. (Knower) 2. writes the curriculum. Teacher takes record of concepts, subject matter or content. The teacher writes books, modules, laboratory manuals, instructional guides, and reference materials in paper or electronic media (writer). 3. plans the curriculum. A good curriculum has to be planned. It is the role of the teacher to make a yearly, monthly, or daily plan of the curriculum. This will serve as a guide in the implementation of the curriculum. The teacher has to consider these factors when planning a curriculum: learners, support materials, time, subject matter or content, desired outcomes, and context of the learners (planner). 4. initiates the curriculum. The teacher is obliged implement the recommended curriculum. Implementation of the new curriculum requires open-mindedness of the teacher. He/ She will never hesitate to try something novel and relevant (initiator). 5. innovates the curriculum. Creativity and innovation are hallmarks of an excellent teacher. A curriculum is always dynamic, hence it keeps on changing. From the content, strategies, ways of doing, blocks of time, ways of evaluating, kinds of students and skills of teachers, one cannot find a single eternal curriculum that would perpetually fit. A good teacher, therefore, innovates the curriculum and thus becomes a curriculum innovator (innovator). 6. implements the curriculum. It is the role of the teacher to implement the curriculum. He/She gives life to the curriculum. The teacher is at the height of an engagement with the learners, with support materials in order to achieve the desired outcome. It is where teaching, guiding, facilitating skills of the teacher is expected to the highest level. It is here, where all elements of the curriculum will come into play. The success of a recommended, wellwritten and planned curriculum depends on the implementation (implementor). 7. evaluates the curriculum. The teacher determines if the desired learning outcomes have been achieved (evaluator).

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West Visayas State University Lambunao Campus

College of Education

Lambunao, Iloilo The Teacher and the Curriculum In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program (“Guide to curriculum development,” 2006 in Alsubaie, 2016). It can be subject specific or a generalized overview of expectation. It must be a usable tool to assists teachers in the development of individualized strategies and the methods and materials necessary for them to be successful (Alsubaie, 2016). The teacher should be involved in every phase of curriculum making, including the planning of specific goals, materials, content and methods (Dolt in Salsag, 2019). Teachers are the primary group in curriculum development (Oliva in Salsag, 2019). The Importance of Teachers Involvement in Curriculum Development Without doubt, the most important person in the curriculum implementation process is the teacher. With their knowledge, experiences and competencies, teachers are central to any curriculum development effort. Better teachers support better learning because they are most knowledgeable about the practice of teaching and are responsible for introducing the curriculum in the classroom. If another party has already developed the curriculum, the teachers have to make an effort to know and understand it. So, teachers should be involved in curriculum development. For example, teacher’s opinions and ideas should be incorporated into the curriculum for development. On the other hand, the curriculum development team has to consider the teacher as part of the environment that affects curriculum (Carl, 2009 in Alsubaie, 2016). Hence, teacher involvement is important for successful and meaningful curriculum development. Teachers being the implementers are part of the last stage of the curriculum development process (Alsubaie, 2016).

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West Visayas State University Lambunao Campus

College of Education Lambunao, Iloilo

Apply Your Knowledge Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________

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

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

REFlection REFLECTION

R

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West Visayas State University Lambunao Campus

College of Education Lambunao, Iloilo

Assess Your Knowledge Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________

A. Direction. Analyze each statement and tell if it is true or false. Write your answer on the space provided. ______1. The teacher as a learner starts with knowing about the curriculum, the subject matter or the content. As a teacher, one has to master what are included in the curriculum. _______2. It is a reality that there exist only one curriculum in the teacher’s classroom. _______3. A teacher can say with confidence that learning has occurred, if curriculum has been assessed. _______4. Some curricula in the schools/classrooms are unwritten. _______5. To establish national standards, teachers should be guided by recommended curriculum in basic and higher education. _______6. School curricula are permanent and can never be changed. _______7. Evaluated curriculum makes judgment about learning. _______8. Textbooks and modules are some written curricula that represent the recommended curricula. _______9. Only the Department of Education can recommend a curriculum. _______10. In the heart of all types of curricula, the teacher has a major role. B. Identify who I am as a curricularist based on the descriptions presented. Write your answer on the space provided. (knower, writer, planner, initiator, innovator, implementor, evaluator) _____________1. I have a good idea on how to make my learners pay attention to the lesson. I will use the new idea and find out if it will work. _____________2. DepEd sent the standards, competencies and guidelines in teaching Mother Tongue in Grade 1 in our school. I will study and use it in the coming school year. _____________3. I need a poem to celebrate the World Teachers’ Day. I composed one to be used in my class in Literature. _____________4. There so much to do in one school day. I seem not able to do all, but I have to accomplish something for my learners. I have made a daily activity plan to guide me. _____________5. Knowledge is limitless. What I learned in college is not enough. I need to know more, so I enrolled in the graduate school to advance my learning. _____________6. I monitor and assess if my students are learning by giving them quizzes, unit tests and performance activities. _____________7. I look for other ways of doing to improve teaching and learning in my classroom. I consider the individual differences of my students.

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West Visayas State University Lambunao Campus

College of Education

Lambunao, Iloilo _______________8. I carry out the competencies expected to achieve by my grade 11 students. _______________9. Teachers are busy designing their modules, learning guides, etc in preparation for the opening of this school year, wherein pandemic hinders us to have face to face classes. _______________10. At the end of a three- day seminar, I was able to produce lesson exemplars which will be very useful in my class. References Bilbao, P., Dayagbil, F. & Corpuz, B. (2015). Curriculum Development. Lorimar Publishing Inc. Quezon City. Bilbao, P., Dayagbil, F. & Corpuz, B. (2014). Curriculum Development. Lorimar Publishing Inc. Quezon City. Salsag, P.R. M. (2019). CDV 01 The teacher and the school curriculum. https://www.slideshare.net Alsubaie, M.A. (2016). Curriculum Development: Teacher Involvement in Curriculum. Journal of Educational Practice Vol.7, No.9,https// files.eric.ed.gov.

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West Visayas State University Lambunao Campus

College of Education Lambunao, Iloilo

Name:______________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________

How Much Do You Know? What should school curriculum include?

School Curriculum includes the following:

UNIT II. THE TEACHER AS KNOWER OF CURRICULUM Learning Outcomes 1. 2. 3. 4. 5.

Define curriculum from different perspectives. Describe the nature and scope of curriculum. Explain by examples how the approaches clarify the definition of curriculum. Describe the foundations of curriculum development. Explain how each foundation influences the curriculum development.

Activate Prior Knowledge Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________ Read these headlines. 1. “ Philippines Shifts to K to 12 Curriculum” 2. “Nature Deficit Syndrome On the Rise Among School Children” 13

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Lambunao, Iloilo 3. “Teachers are Reluctant to Teach Beyond the Written Curriculum” 4. “ Parents Get Involved in School Learning” 1.Do these headlines reflect what are going on in our schools? ____________________________________________________________ 2.Should the public know and be involved in the schooling of their citizens? ____________________________________________________________ 3. What are the implications of each headline to the school curriculum? _____________________________________________________________

Acquire New Knowledge The Curriculum: Definition, Nature and Scope Definitions of curriculum The New International Dictionary defines curriculum as the whole body of a course in an educational institution or by a department. Oxford English Dictionary defines curriculum as courses taught in schools or universities. Curriculum is a planned and guided set of learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner, D.1980 in Bilbao, et al, 2015). It is a written document that systematically describes goals planned, objectives, content, learning activities, evaluation procedures and so fort (Pratt,1980 in Bilbao, et al, 2015). Curriculum is what is taught in school, as a set of subjects, a content, a program of studies, asset of materials, a sequence of courses, a set of performance objectives, everything that goes within the school. It is what is taught inside and outside of school directed by the teacher, everything planned by school, a series of experiences undergone by learners in school or what individual learner experiences as a result of school. In short, curriculum is the total learning experiences of the learner, under the guidance of the teacher. Curriculum is equated with the syllabus regarded as all the teaching- learning experiences which the students encounters while in school (Payabyab, 2018).

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West Visayas State University Lambunao Campus

College of Education

Lambunao, Iloilo Curriculum from Traditional Points of View Curriculum can be defined as a field of study. It is highly academic and is concerned with broad historical, philosophical, psychological and social issues. It is mostly written documents such as syllabus, course of study, books and references where knowledge is found but is used as a means to accomplish intended goals. Robert M. Hutchins views curriculum as permanent studies where rules of grammar, reading, rhetoric, logic and mathematics for basic education are emphasized. The 3Rs should be emphasized in basic education while liberal education should be emphasis in college. Arthur Bestor as an essentialist believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing. It should include mathematics, science, history and foreign language. Joseph Schwab thinks that the sole source of curriculum is a discipline, thus the subject areas such as Science, Mathematics, Social Studies, English and many more, In college, academic disciplines are labelled as humanities, sciences, languages, mathematics among others. He coined the word discipline as a ruling doctrine for curriculum development. Phillip Phenix asserts that curriculum should consist entirely of knowledge which comes from various disciplines. From a traditional view, curriculum is mostly written documents such as syllabus, course of study, books and references where knowledge is found but is used as a means to accomplish intended goals.

Curriculum from Progressive Points of View A progressive view of curriculum is the total learning experiences of the individual. A listing of school subjects, syllabi, course of study and specific discipline does not make a curriculum. John Dewey believes that education is experiencing. Reflective thinking is a means that unifies curricular elements that are tested by application. Holin Caswell and Kenn Campbell viewed curriculum as all experiences children have under guidance of teachers. Othaniel Smith, William Stanley and Harlan Shore likewise defined curriculum as a sequence of potential experiences, set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting. Colin Marsh and George Willis also viewed curriculum as all the experiences in the classroom which are planned and enacted by the teacher and also learned by the students.

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West Visayas State University Lambunao Campus

College of Education

Lambunao, Iloilo Curriculum is what is taught in school, a set of subjects, a content, a program of studies, a set of materials, a sequence of courses, a set of performance objectives, everything that goes within the school. It is what is taught inside and outside of school directed by the teacher, everything planned by school, a series of experiences undergone by learners in school or what individual learner experiences as a result of school. In short, curriculum is the total learning experiences of the learner, under the guidance of the teacher. Approaches to School Curriculum Three Ways of Approaching a Curriculum Curriculum can be approached or seen in three ways. It can be defined as a content, a process or an outcome. If you examine the definitions provided by the experts in the field, there are three ways of approaching a curriculum. 1. Curriculum as a content or Body of Knowledge The focus is in the body of knowledge to be transmitted to students using appropriate teaching method. Teaching is limited to the acquisition of facts, concepts, and principles of the subject matter; however, the content or subject matter can also be taken as a means to an end.

Four ways of presenting the content in the curriculum 1. Topical approach, where much content is based on knowledge and experiences are included. 2. Concept approach with fewer topics in clusters around major and subconcepts and their interactions, with relatedness emphasized; 3. Thematic approach as a combination of concepts that develop conceptual structures, and 4. Modular approach that leads to complete units of instruction. Criteria in the Selection of Content 1. Significance. Content should contribute to ideas, concepts, principles and generalization that should attain the overall purpose of the curriculum. It is significant if content becomes the means of developing cognitive, affective or psychomotor skills of the learner. 2. Validity. The authenticity of the subject matter forms its validity. 3. Utility. Usefulness of the content in the curriculum is relative to the learners who are going to use these. It is relative to time. 4. Learnability. The complexity of the content should be written the range o experiences of the learners. 5. Feasibility. The subject to be learned is within the time allowed, resources available, expertise of the teachers and the nature of learners.

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College of Education

Lambunao, Iloilo 6. Interest. The content must be interesting to the learners. Interest is one of the driving forces for students to learn better. Guides in the Selection of the Content in the curriculum 1. 2. 3. 4.

Commonly used in the daily life. Appropriate to the maturity levels and abilities of the learners. Valuable in meeting the needs and competencies of the future career. Related to other subject fields or discipline for complementation and integration. 5. Importance in the transfer of learning to other disciplines. Basic Principles of Curriculum Content In 1952, Palma proposed the principle of BASIC as a guide in addressing content in the curriculum. BASIC refers to Balance, Articulation, Sequence, Integration, and Continuity. In organizing content or putting together subject matter, these principles are useful as a guide. 1. Balance. Content should be fairly distributed in depth and breadth. This will guarantee that significant contents should be covered to avoid too much or too little of the contents needed within the time allocation. 2. Articulation. As the content complexity progresses with the educational levels, vertically or horizontally, across the same discipline smooth connection or bridging should be provided. This will assure no gaps or overlaps in the content. Seamlessness in the content is desired and can be assured if there is articulation in the curriculum. Thus, there is a need of team among writers and implementers. 3. Sequence. The logical arrangement of the content refers to sequence or order. This can be done vertically for deepening the content or horizontally for broadening the same content. In both ways, the pattern usually is from easy to complex, what is known to the unknown, what is current to something in the future. 4. Integration. Content in the curriculum has relatedness or connectedness to other contents. Contents should be infused in other disciplines whenever possible. This will provide a wholistic or unified view of curriculum instead of segmentation. Contents which can be integrated to other disciplines acquire a higher premium than when isolated. 5. Continuity. Content should continuously flow as it was before, to where it is now, and where it will be in the future. It should be perennial. It endures time. Content may not be in the same form and substance as seen in the past since changes and developments in curriculum occur. Constant repetition, reinforcement and enhancement of content are all elements of continuity.

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College of Education

Lambunao, Iloilo 2.Curriculum as a Process Curriculum is seen as an action. It is an interaction among the teachers, students, and content. Curriculum happens in the classroom as the questions asked by the teacher and the learning activities engaged in by the students. It is seen in the scheme about the practice of teaching. It is not a package of materials or a syllabus of content to be covered. The classroom is only part of the learning environment where the teacher places action using the content to achieve an outcome. Hence, the process of teaching and learning becomes the central concern of teachers to emphasize critical thinking, thinking meaning-making and heads-on, hands-on doing and many others. As the process, curriculum links the content. While content provides materials on what to teach, the process provides curriculum on how to teach the content. When accomplished, the process will result to various curriculum experiences for the learners. The intersection of the content and process is called the Pedagogical Content Knowledge or PCK. Guiding Principles when curriculum is approached as a process 1. Curriculum process in the form of teaching methods or strategies are means to achieve the end. 2. There is no single best process or method. Its effectiveness will depend on the desired learning outcomes, the learners, support materials and the teacher. 3. Curriculum process should stimulate the learners’ desire to develop the cognitive, affective, psychomotor domains in each individual. 4. In the choice of methods, learning and teaching styles should be considered. 5. Every method or process should result to learning outcomes which can be described as cognitive, affective and psychomotor. 6. Flexibility in the use of the process or methods should be considered. An effective process will always result to learning outcomes. 7. Both teaching and learning are the two important process in the implementation of the curriculum.

3.Curriculum as a Product Product is what the students desire to achieve as a learning outcomes. The product from the curriculum is a student equipped with the knowledge, skills and values to function effectively and efficiently. The real purpose of education is to bring about significant changes in students’ pattern of behavior. It is important that any statement of objectives or intended outcomes of the school should be a statement of changes to take place in the students. Central to the approach is the formulation of behavioral objectives stated as intended learning outcomes or desired products so that content and teaching methods may be organized and the results evaluated. Products of learning are operationalized as knowledge, skills, and values.

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College of Education

Lambunao, Iloilo Curriculum product is expressed in form of outcomes which are referred to as achieved learning outcomes. There may be several desired learning outcomes, but if the process is not successful, then no learning outcomes will be achieved. These learned or achieved learning outcomes are demonstrated by the person who has meaningful experiences in the curriculum. All of these are results of planning, content and processes in the curriculum.

CURRICULUM DEVELOPMENT: PROCESSES AND MODELS Curriculum Development Process Curriculum development is a dynamic process involving many different people and procedures. Development connotes changes which is systematic. A change for the better means alteration, modification, or improvement of existing condition. To produce positive changes development should be purposeful, planned and progressive. Usually, it is linear and follows a logical step -by- step fashion involving the following phases: curriculum planning, curriculum design, curriculum implementation and curriculum evaluation. Phases of Curriculum Development Process 1. Curriculum Planning considers the school vision, mission and goals. It also includes the philosophy or strong education belief of the school. All of these will eventually be translated to classroom desired learning outcomes for the learners. 2. Curriculum Designing is the way curriculum is conceptualized to include the selection and organization of content, the selection and organization of learning experiences or activities and the selection of the assessment procedure and tools to measure achieved learning outcomes. A curriculum design will also include the resources to be utilized and the statement of the intended learning outcomes. 3. Curriculum Implementing is putting into action the plan which is based on the curriculum design in the classroom setting or the learning environment. The teacher is the facilitator of learning and together with the learners, uses the curriculum as design guides to what will transpire in the classroom with the in view of achieving the intended learning outcomes. Implementing the curriculum is where action takes place. It involves the activities that transpire in every teacher’s classroom where learning becomes an active process. 4. Curriculum Evaluating determines the extent to which the desired outcomes have been achieved. This procedure is on- going as in finding out the progress of learning (formative) or mastery of learning (summative). Along the way, evaluation will determine the factors that have hindered or supported the implementation. It will also pinpoint where improvement can be made and corrective measures introduced. The result of evaluation is very important for decision making of curriculum planners and implememtors.

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College of Education

Lambunao, Iloilo Curriculum Development Process Models 1. Ralph Tyler Model: Four Basic Principles It is known as Tyler’s Rationale, the curriculum Development model emphasizes the planning phase. Tyler’s model shows that in curriculum development, the following considerations should be made: 1. Purpose of the school 2. Educational experiences related to the purposes 3. Organization of the experiences 4. Evaluation of the experience

2. Hilda Taba Model: Grassroots Approach As the grassroots approach Taba begins from the bottom, rather than from the top as what Tyler proposed. She presented seven major steps to her linear model which are the following: 1. Diagnosis of learners’ needs and expectations of the larger society 2. Formulation of learning objectives 3. Selection of learning outcomes 4. Organization of learning contents 5. Selection of learning experiences 6. Determination of what to evaluate and the means of doing it 3. Galen Saylor and William Alexander Curriculum Model Curriculum is a plan for providing sets of learning opportunities to achieve broad educational goals and related specific objectives for an identifiable population served by a single school center. Steps of Curriculum Development according to Galen Saylor and William Alexander 1. Goals, Objectives and Domains Curriculum planners begin by specifying the major educational goals and specific objectives they wish to accomplish. 2. Curriculum Designing Designing a curriculum follows after appropriate learning opportunities are determined and how each opportunity is provided. 3. Curriculum Implementation Teacher prepares instructional plans where instruction objectives are specified and appropriate teaching methods and strategies are utilized to achieve the desired learning outcomes among students. 4. Evaluation A comprehensive evaluation using a variety of evaluation techniques is recommended.

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Lambunao, Iloilo FOUNDATIONS OF CURRICULUM DEVELOPMENT Curriculum development is anchored on a very solid foundation. Although considered to be a new discipline, its significance in the light of global developments has now been acknowledged. What philosophical, historical, psychological and sociological influences inform the current school curriculum? How do these foundations reflect the development of curriculum in our 21st century classrooms and learning environment? Who are the identified curricularists with these foundations? 1.Philosophical Foundations Educators, teachers, educational planners and policy makers must have a philosophy or strong belief about education and schooling and the kind of curriculum in the teachers’ classrooms or learning environment. The various activities in school are influenced in one way or another by a philosophy. John Dewey influenced the use of “learning by doing”, he being a pragmatist. Or to an essentialist, the focus on the fundamentals of reading, writing and arithmetic are essential subjects in the curriculum.

PHILOSOPHIES OF EDUCATION BY ORNSTEIN AND HUNKINS, 2004. 1. Perennialism Aim: To educate the rational person; cultivate intellect Role: Teachers assist students to think with reason (critical thinking HOTS) Focus: Classical subjects, literary analysis. Curriculum is enduring. Trends: Use of great books (Bible, Koran, Classics) and Liberal Arts 2. Essentialism Aim: To promote intellectual growth of learners to become competent Role: Teachers are sole authorities in the subject area Focus: Essential skills of the 3Rs; essential subjects Trends: Back to basics, Excellence in Education, cultural literacy 3. Progressivism Aim: Promote democratic social living Role: Teacher leads for growth and development of lifelong learners Focus: Interdisciplinary subjects. Learner-centered, outcomes-based Trends: Equal opportunities for all, contextualized curriculum, humanistics education 4. Reconstructionism Aim: To improve and reconstruct society. Education for change Role: Teacher acts as agent of change and reforms Focus: Present and future educational landscape Trends: School and curricular reform, Global Education, Collaboration and Convergence, Standard and Competencies.

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Lambunao, Iloilo 2. Historical Foundations The historical foundations will show us the chronological development along a time line. Reading materials would tell us that curriculum development started when Franklin Bobbit (876-1956) wrote the book “The Curriculum”. Persons who have great contributions to the curriculum development. a. Franklin Bobbit (1876-1956) He started the curriculum development movement. Curriculum is a science that emphasizes students’ needs. Curriculum prepares learners for adult life. Objectives and activities should group together when tasks are clarified. b. Werret Charters (1875-1952) Like Bobbit, he posited that curriculum is science and emphasizes students’ needs. Objectives and activities should match. Subject matter or content relates to objectives. c. William Kilpartick (1875-1952) Curricula are purposeful activities which are child-centered. The purpose of the curriculum is child development and growth. He introduced this project method where teacher and student plan the activities. Curriculum develops social relationships and small group discussion. d. Harold Rugg (1886-1960) Curriculum should develop the whole child. It is child-centered. With the statement of objectives and related learning activities, curriculum should produce outcomes. e. Ralph Tyler (1902-1994) Curriculum is a science and an extension of school’s philosophy. It is based on students’ needs and interest. The process emphasizes problem solving. Curriculum aims to educate generalists and not specialists. f. Hilda Taba (1902-1967) She contributed to the theoretical and pedagogical foundations of concepts development and critical thinking in social studies curriculum. g. Peter Oliva (1992-2012) He described how curriculum change is a cooperative endeavor. Teachers and curriculum specialist constitute the professional core of planners. Significant improvement is achieved through group activity. h. Hollis Caswell (1901-1989) Curriculum is organized around social functions of themes, organized knowledge and learner’s interest. Curriculum instruction and learning are interrelated. Curriculum is a set of experiences. Subject matter is developed around social 22

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Lambunao, Iloilo functions and learners’ interests.

3. Psychological Foundation of Curriculum Psychology provides a basis to understand the teaching and learning process. It unifies elements of the learning process. a.

Ivan Pavlov (1894-1936) He is the father of the Classical Conditioning Theory, the S-R theory. S-R Theory is a foundation of learning practice called indoctrination. The key to learning is early years of life is to train them what you want them to become. b. Edward Thorndike (1874-1949) He championed the Connectionism Theory. He proposed the three laws of learning: Law of readiness, Law of exercise, and Law of effect. Specific stimulus has specific response. c. Robert Gagne (1916-2002) He proposed the Hierarchical Learning Theory. Learning follows a hierarchy. Behavior is based on prerequisite conditions. He introduced tasking in the formulation of objectives. d. Jean Piaget (1896-1980) Theories *Cognitive development has stages from birth to maturity: sensorimotor stage (0-2), preoperational stage ( 2-7), concrete operational stage (711), and formal operations (11-onwards). Keys to learning 1. Assimilation (incorporation of new experience) 2. Accommodation (learning modification and adaptation) 3. Equilibration (balance between previous and later learning) e. Lev Vygotsky (1896-1934) Theories • Cultural transmission and development: Children could, as a result of their interaction with society, actually perform certain cognitive actions prior to arriving at developmental stage. • Learning precedes development • Sociocultural development theory Keys to learning Pedagogy creates learning processes that lead to development. The child is an active agent in his or her educational process. 23

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f. Howard Gardner Gardner’s Multiple Intelligences *Humans have several different ways of processing information and these ways are relatively independent of one another. * There are eight intelligences: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. g. Daniel Goleman Emotion contains the power to affect action. He called this Emotional Quotient. Humanistic Psychology a. Gestalt Gestalt Theory Learning is explained in terms of wholeness of the problem. Human beings do not respond to isolated stimuli but to an organization or pattern of stimuli. Keys to learning Learning is complex and abstract. Learners analyze the problem, discriminate between essential and nonessential data, and perceive relationships. Learners will perceive something in relation to the whole. What/ How they perceive is related to their previous experiences.

b. Abraham Maslow (1908-1970) He advanced the self-actualization theory and classic theory of human needs. A child whose basic needs are not met will not be interested in acquiring knowledge of the world. He put importance to human emotions, based on love and trust. Key to learning Produce a healthy and happy learner who can accomplish, grow and actualize his or her human self.

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Lambunao, Iloilo 4. Social Foundations of Curriculum John Dewey (1859-1952) Considered two fundamental elements-schools and civil society-to be major topics needing attention and reconstruction to encourage experimental intelligence and popularity. Alvin Toffler Believed that knowledge should prepare students for the future. Foresaw schools and students worked creatively, collaboratively, and independent of their age.

Apply Your Knowledge Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________ A. Do you have a traditional view of a curriculum, a progressive view or both? Explain. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ B. After learning this lesson, how would you prepare yourself to become a teacher? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ C. What phase of the curriculum process do you find very important as a teacher? Why? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ D. Identify which among the foundations of curriculum has influenced what you have learned in school. Explain. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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Assess Your Knowledge Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________ A. Direction. Identify the description/ definition either Traditional (T) or Progressive (P). Write your answer on the space provided. 1. Teachers are required to teach the book from cover to cover. ________ 2. If the learners can memorize the content, then the curriculum is best._________ 3. Children are given opportunity to play outdoors.____________ 4. Parents send children to military type school with rigid discipline.__________ 5. Teachers are reluctant to teach beyond the classroom.___________ 6. Prerequisites to promotion for the next grade are skills in reading, writing, and arithmetic only._____________ 7. Teachers provide varied experiences for the children._______________ 8. Learning can be achieved in schools and beyond.________________ 9. It is a systematic arrangement of contents in the course syllabus.___________ 10. Co-curricular activities are planned for all to participate._____________ B. Direction. Match the concept in column I with the choices in column II. Write the letter of your answer before each number. I. Concepts II. Choices 1. Curriculum is a way of doing

a. content

2. Authenticity of the content

b. process

3. English Grammar as the subject matter

c. product

4. Fair distribution of the content across the subjects 5. Curriculum as the outcome of learning

d. validity

6. Seamless flow of content vertically or horizontally in the curriculum 7. Evidence of successful teaching

f.

8. Enduring perennial content, from past to future 9. Allowing the transfer of content to other fields

h. integration

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e. balance articulation

g. sequence

i.

continuity

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Lambunao, Iloilo 10. Arranging of contents from easy to difficult

j.

Learning outcomes

C. Direction. Identify who contributes the following. Write the letter of your answer before each number. Contributions Persons 1. He started the curriculum development movement.

a. Howard Gardner

2. Gardner’s Multiple Intelligences: Humans have several different ways of processing information and these ways are relatively independent of one another.

b. Lev Vygotsky

3. The child is an active agent in his or her educational process.

c. Franklin Bobbit

4. Cognitive development has stages from birth to maturity: sensorimotor stage (0-2), preoperational stage (2-7), concrete operational stage (7-11), and formal operations (11-onwards). 5.He is the father of the Classical Conditioning Theory, the S-R theory. 6. Curriculum should develop the whole child. It is childcentered. 7.Curriculum is a science and an extension of school’s philosophy. It is based on students’ needs and interest.

d. Jean Piaget

8.She contributed to the theoretical and pedagogical foundations of concepts development and critical thinking in social studies curriculum.

h. Peter Oliva)

9.He described how curriculum change is a cooperative endeavor.

i. Robert Gagne

10. He proposed the Hierarchical Learning Theory. Learning follows a hierarchy.

j Hilda Taba

e. Harold Rugg f. Ralph Tyler g.Ivan Pavlov

References: Bilbao, P., Dayagbil, F. & Corpuz, B. (2015). Curriculum Development. Lorimar Publishing Inc. Quezon City. Bilbao, P., Dayagbil, F. & Corpuz, B. (2014). Curriculum Development. Lorimar Publishing Inc. Quezon City Payabyab, M. (2018). The teacher as knower of curriculum. https://www.slideshare.net 27

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Name:_______________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________

How Much Do You Know?

In designing a curriculum, we need the following:

What do you think are the fundamentals of curriculum Designing?

Unit III. The Teacher as a Curriculum Designer Learning Outcomes: 1. Identify the fundamentals of curriculum designing. 2. Appreciate the task in designing the curriculum. 3. Analyze the approaches in the light of how these are applied in the school setting. 4. Identify some familiar curriculum designs and approaches to the designs. 5. Define curriculum mapping and explained its purposes. 6. Discuss the curriculum mapping process. Activate Prior Knowledge Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________ When you were in Grade 1, how did your teacher teach you how to read? What were your lessons in reading? What were the materials used by your teacher? How much time do you spend for your reading class? How did you feel learning to read? 28

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Acquire New Knowledge Fundamentals of Curriculum Designing A curriculum as a planned sequence of learning experiences should be at the heart and mind of every teacher. Every teacher as a curricularist should be involved in designing a curriculum. In fact, it is one of the teachers’ role as a curricularist. Designing a curriculum is a very challenging task. It is here where the style and creativity of the teacher come in. Building on Peter Oliva’s 10 Axioms for Curriculum Designers 1. Curriculum change is inevitable, necessary, and desirable. One of the characteristics of curriculum is its being dynamic. Teachers should respond to the changes that occur in schools and in its context. Societal development and knowledge revolution come so fast that the need to address the changing condition requires new curriculum designs. 2. Curriculum is the product of its time. A relevant curriculum should respond to changes brought about by current social forces, philosophical positions, psychological principles, new knowledge, and educational reforms. This called timeliness. 3. Curriculum changes made earlier can exist concurrently with newer curriculum changes. A revision in a curriculum starts and ends slowly. Curriculum is gradually phased in and phased out, thus the changes that occur can coexist and oftentimes overlap for long periods of time. 29

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Lambunao, Iloilo 4. Curriculum change depends on people who will implement the change. Teachers are the implementers of the curriculum hence they should design and own the changes. 5. Curriculum development is a cooperative group activity. Any significant change in the curriculum should involve a broad range of stakeholders to gain their understanding, support, and input. 6. Curriculum development is a decision-making process made from choices of alternatives. A curriculum designer must decide what contents to teach, philosophy or point of view to support, how to provide for multicultural groups, what methods or strategies, and what type of evaluation to use. 7. Curriculum development is an ongoing process. Continuous monitoring, examination, evaluation, and improvement of curricula are to be considered in the design of the curriculum. 8. Curriculum development is more effective if it is a comprehensive process, rather than a piecemeal. A curriculum design should be based on a careful plan, should clearly establish intended outcomes, support resources and needed time available and should equip teaching staff pedagogically. 9. Curriculum Development is more effective when it follows a systematic process. A curriculum design is composed of desired outcomes, subject matter, content, set of procedures, needed materials and resources and evaluation procedure which can be placed in a matrix. 10. Curriculum development starts from where the curriculum is. Curriculum planners and designers should begin with existing curriculum. Elements or Components of a Curriculum Design 1. Behavioral Objectives or Intended Learning Outcomes The objectives or intended learning outcomes are the reasons for undertaking the learning lesson from the student’s point of view. It is to be accomplished in a particular learning episode. It should be SMART: specific, measurable, attainable, result oriented and time bound. 2. Content / Subject Matter The content of the lesson or unit is the topic or subject matter that will be covered. Subject matter should be relevant to the outcomes of the curriculum. It should be up to date and reflect current knowledge and concepts. 3. Reference It tells where the content or subject matter has been taken. The reference may be a book, a module, or any publication. It must bear the author of the material and if possible, the publication. 4. Teaching and Learning Methods These are the activities where the learners derive experiences. It is always good to keep in mind the teaching strategies that students will experience and make them learn. 30

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5. Assessment/ Evaluation Learning occurs most effectively when students receive feedback on what they have learned. It has three main forms: a. Self-assessment-students learn to monitor and evaluate their own learning. b. Peer assessment-students provide feedback on each other’s learning c. Teacher assessment- the teacher prepares and administers tests and gives feedback on the student’s performance. Assessment may be formative (providing feedback to help the student learn more) or summative (expressing a judgment on the student’s achievement by reference to stated criteria.

Approaches to Curriculum Designing Types of Curriculum Design Models 1. Subject-Centered Design This is a curriculum design focuses on the content of the curriculum. This corresponds mostly to the textbook. Variations of subject-centered design 1.1. Subject Design- is the oldest and so far the most familiar design for teachers, parents and other laymen. Textbooks are written and support instructional materials are commercially available. The drawback of this design is that learning sometimes is so compartmentalized. It stresses so much on the content and forgets about students’ natural tendencies, interests and experiences. This is a traditional approach to teaching and learning. 1.2. Discipline Design- is related to subject design. It focuses on academic disciplines. Discipline refers to specific knowledge learned through a method which the scholars use to study a specific content of their fields. Discipline design model of curriculum is often used in college. 1.3. Correlation Design- links separate subjects designs in order to reduce fragmentation. Subjects are related to one another and still maintain their identity. Example English literature and social studies correlate well. 1.4. Broad Field Design/ Interdisciplinary- is a variation of the subjectcentered design. This is to cure the compartmentalization of the separate subjects and integrate the contents that are related to one another. Sometimes called holistic curriculum. Example, Language arts will include grammar, literature, linguistics, spelling and composition. 2. Learner-Centered Design Among the progressive educational psychologists, the learner is the center of the educative process. 31

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Lambunao, Iloilo Curriculum designs which are learner-centered: 2.1. Child-centered Design-attributed to the influence of John Dewey, Rouseau, Pestallozi, & Froebel. It is anchored on the needs and interests of the child. One learns by doing. Learners interact with the teachers and the environment, thus there is collaborative effort. 2.2. Experience -centered Design- believes that the interests and needs of learners cannot be pre-planned. Experiences of the learners become the starting point of the curriculum thus the school environment is left open and free. 2.3. Humanistic Design The Key influence in this curriculum design is Abraham Maslow and Carl Rogers. Maslow’s theory of self-actualization explains that a person who achieves this level is accepting of self, others and nature; is simple, spontaneous and natural; is open to different experiences; possesses empathy and sympathy towards the less fortunate among many others. The development of self is the ultimate objective of learning. 3. Problem-Centered Design-draws on social problems, needs, interest and abilities of the learners. 3.1. Life-situations Design-uses the past and present experiences of learners as a means to analyze the basic areas of living. As a starting point, the pressing immediate problems of the society and the students’ existing concerns are utilized. The connection of subject matter to real situations increases the relevance of the curriculum 3.2. Core Problem Design- centers on general education and the problems are based on the common human activities. The central focus of the core design includes common needs, problems, and concerns of the learners.

Approaches to Curriculum Design 1. Child or Learner-Centered Approach Is based on the underlying philosophy that the child or the learner is the center of educational process.

a. b. c. d. e.

Principles of child-centered curriculum approach Acknowledge and respect the fundamental rights of the child. Make all activities revolve around the overall development of the learner. Consider the uniqueness of every learner in a multi-cultural classroom. Consider using differentiated instruction. Provide a motivating supportive learning environment for all the learner.

2. Subject-Centered Approach This is anchored on a curriculum design which prescribes separate distinct subjects for every educational level. This considers the following principles: 32

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a. b. c. d. e.

Lambunao, Iloilo The primary focused is the subject matter. The emphasis is on bits and pieces of information which may be detached from life. The subject matter serves as a means of identifying problems of living. Learning means accumulation of content or knowledge. Teacher’s role is to dispense the content.

3. Problem-Centered Approach This approach is based on a design which assumes that in the process of living, children experience problems. Views and beliefs about this problem-centered approach a. The learners are capable of directing and guiding themselves in resolving problems, thus developing every learner to be independent. b. The learners are prepared to assume their civic responsibilities through direct participation in different activities. c. The curriculum leads the learners in the recognition of concerns and problems in seeking solutions. Learners are problem solvers themselves. Curriculum Mapping Curriculum mapping is a process or procedures that follows curriculum designing. It is done before curriculum implementation. It can be done by teachers alone, a group of teachers teaching the same subject, the department, the whole school or district or the whole educational system.

Curriculum Mapping Process There are many ways of doing things, according to what outcome one needs to produce. Example A 1. 2. 3. 4. 5. 6. 7.

Make a matrix or a spreadsheet. Place a timeline that you need to cover. Enter the intended learning outcomes, skills needed to be taught. Enter in the same matrix the content areas/ subject areas to be covered. Align and name each resource available. Enter the teaching-learning methods to be used to achieve the outcomes. Align and enter the assessment procedure and tools to the intended learning outcomes, content areas, and resources. 8. Circulate the map among involved personnel for their inputs. 9. Revise and refine map based on suggestions and distribute to all concerned.

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Lambunao, Iloilo Example B (for a degree program in college) 1. Make a matrix or a spreadsheet. 2. identify the degree or program outcomes ( ex. BEED or BSED) 3. Identify the subjects or courses under the degree (Gen Ed, Prof Ed or major for BSED) 4. List the subjects along the vertical cells of the matrix in a logical or chronological order. 5. List the degree program outcomes along the horizontal cell (use code as PO1, PO2… if outcomes are too long to fit in the cell) PO means program outcomes. 6. Cross the Subject and the Outcome, and determine if such subject accomplishes the outcomes as either Learned (L), Performed (P) or given Opportunity (O). Place the code in the corresponding cell. 7. Fill up all cells. 8. After accomplishing the map, use it as a guide for all teachers teaching the course for students to complete the degree in four years.

The Curriculum Map Curriculum maps are visual timelines that outline desired learning outcomes to be achieved, contents, skills and values taught, instructional time, assessment to be used, and the overall student movement towards the attainment of the intended outcomes. Curricular maps may be simple or elaborate that can be used by individual teacher, a department, the whole school or educational system. A map is geared to a school calendar. Curriculum maps provide quality control of what are taught in schools to maintain excellence, efficiency and effectiveness. It is intended to improve instruction and maintain quality of education that all stakeholders need to be assured.

Example of a Curriculum Map Here are two examples of a curriculum map. Sample A is for Basic Education and Sample B is for college level.

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Lambunao, Iloilo Example A. Excerpt from DepEd Curriculum Guide for Science 3. Grade 3 Matter First Quarter / First Grading Period Content

Content Standards

1. Properties 1.1 Characteristics of solids, liquids ans gases

The learners demonstrate understanding of…. ways of sorting materials and describing them as solid, liquid or gas based on observable properties.

Performance Standards

The learners should be able to… group common objects found at home and in school according to solid, liquid and gas

Learning Competency

Learning Materials

The learner should be able to… describe the different objects based on their characteristics( e.g. shape, weight, volume, ease or flow)

Learning guide in Science & Health: Mixtures BEAM -Grade 3 Unit 4 Materials LG-Science 3 Materials Module 1

classify objects and materials as solid, liquid, and gas based on some observable characteristics

Changes that materials undergo

Effects of temperature on materials

Investigate the different changes in materials as affected by temperature

describe ways on the proper use and handling solid, liquid and gas found at home and in school. Describe changes in materials based on the effect of temperature: 4.1. solid to liquid 4.2 liquid to solid 4.3 liquid to gas 4.4 solid to gas

BEAM – G3 Unit 3 materials-Distance Learning Module BEAM G3 Unit 3 Materials Module 44-49

Sample A1- Science Curriculum Map Showing the Sequence of Domain for the Year per Quarter Qt r 1

G3

G4

G5

G6

G7

G8

G9

G10

Matter

Matter

Matter

Matter

Matter

Force, Motion Energy

Earth and Space

2

Living Things & Their Environme nt Force, Motion, Energy

Living Things & Their Environ ment Force, Motion, Energy

Living Things & Their Environ ment Force, Motion, Energy

Living Things & Their Environ -ment Force, Motion, Energy

Living Things & Their Environment Force, Motion, Energy

Earth and Space

Living Things and their environ ment Matter

Earth & Space

Living Things & Their Environ ment

3

35

Matter

Force, Motion ,Energy

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4

Earth & Space

Earth & Space

Earth & Space

Earth & Space

Earth & Space

Living Things and Their Environ ment

Force, Motion & Energy

matter

Sample B- Curriculum Map for Bachelor of Elementary Education Professional education Courses Outcomes Sample Subjects Child Dev Facilitating Human Learning Social Dimension Teaching Profession Principles of Teaching Assessment of Learning Educational technology Curriculum Development Developmental Reading Field Study Practice Teaching

PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

P P

L P

L L

O O

L L

O O

O L

O O

P P

L P P

L P P

O P P

P L

O O O

L P P

O P O

P

P

P

P

L

O

P

O

P

P

P

P

L

O

P

O

P

P

P

P

O

P

P

P

P

P

P

O

O

P

O

P P

P P

O P

P P

O P

P P

P P

P P

Legend L- Learned outcomes (knowledge, skills, values) outcomes achieved in the subject P- Practiced the learned outcomes (knowledge, skills, values) O Opportunity to learn and practice (opportunities to learn and practice knowledge, skills and values but not taught formally) Note: 1. Not all professional subjects are entered in the matrix 2. Desired outcomes for professional courses are: PO1-Applied basic and higher 21st century skills PO2- Acquired deep understanding of the learning process PO3- Comprehended knowledge of the content they will teach. PO4- Applied teaching process skills (curriculum designing, materials development, educational assessment, teaching approaches) PO5- Facilitating learning of different types of learners in diverse learning environments PO6- Directed experiences in the field and classrooms (observation, teaching, assistance, practice teaching) 36

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Lambunao, Iloilo PO7- Demonstrated professional and ethical standards of the profession PO8- Demonstrated creative and innovative thinking and practice of alternative teaching approaches.

Apply Knowledge Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________ A. Study this sample lesson plan. Using the matrix given below, analyze the plan base on the principles and concepts learned.

Sample Lesson Plan Lesson Plan in Developing Reading Skills I. Objectives At the end of the lesson, the students must have: a. answered the literal, interpretive, and evaluative questions to show real understanding and appreciation of the selection b. given the meaning of the word through context clues c. emulated the values presented in the story II. Subject Matter: Reading: Answering Questions in the Literal, Interpretive, and Evaluative Reference: English I (SEDP) pp.57-60 Materials: books, pictures, graphics, activity sheets Value focus: Thoughtfulness

Levels

III. Procedure: A. Daily Routine 1. Prayer 2. Greetings 3. Checking of Attendance B. Motivation: Picture puzzle. Students will form the picture puzzle. Question. What are the ideas shown by the picture? C. Vocabulary Development Give the meaning of each underlined word through context clues. 1. Lita reflected how difficult it was to choose a suitable Christmas present for her father. a. thought of b. bought to c. caught d. brought 2. She found it hard to choose a Christmas present. 37

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3. 4. 5. 6. 7.

Lambunao, Iloilo a. bag b. gift c. food d. school supplies Ann was so delighted to receive a new dress. a. sad b. angry c. surprised d. happy People poke you with their elbows. a. touch b. push c. smile d. shout They almost knock you over in their haste to get a bargain. a. quickness b. slowness c. enjoyment d. happiness The gift was concealed in her bag. a. was displayed b. was wrapped c. was stolen d. was hidden Shopping during Christmas is a disagreeable experience. a. happy b. exciting c. unpleasant d. sad

D. Read the selection. Then answer the questions that follow. 1) As she walked around the huge department store, Lita reflected how difficult it was to choose a suitable Christmas present for her father. 2) She wished that he was easy to please as her mother who was always delighted with perfume. 3)Besides, shopping at this time of the year was a most disagreeable experience; people step on your toes, poke you with their elbows and almost knock you over in their haste to get a bargain ahead of you. 4)To have some rest, Lita paused in front of a counter where some attractive ties were on display. 5)”They are real silk,” the assistant assured her, trying to tempt her. 6) “worth double the price.” 7)But Lita knew from past experience that her choice of ties hardly ever pleased her father. 8)She moved on reluctantly and then quite by chance stopped where a small crowd of men had gathered round a corner.9) She found some good quality pipes on sale and the prices were very reasonable. 10)Lita did not hesitate for long; although her father only smoked a pipe occasionally, she knew that this was a present which was bound to please him. 11) When she got home with her small but well-chosen present concealed in her handbag, her parents were already at the table having supper. 12)Her mother was in especially cheerful mood. 13) “ Your father has at last decided to stop smoking,” she excitedly informed her daughter. E. Analysis. Answering comprehension check 1. To what does the following words refer? a. who (sentence 2) c. where (sentence 4) b. they (sentence 5) d. this (sentence 10) 2. What does Lita think about shopping at Christmas time? a. enjoyable b. unpleasant c. dangerous d. expensive 3. Which of the following tells about the pipes on sale?

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Lambunao, Iloilo a. good but expensive b. economical but not very good c. good and quite cheap d. worth doubles the price 4. Lita went shopping a. alone b. with her assistant c. with friends d. with her mother 5. What kind of daughter is Lita? a. thoughtful b. cheerful c. thrifty d. industrious 6. The assistant spoke to Lita because Lita seemed a. Attractive b. interested in ties c. tired d. in need of help 7. Lita’s mother was happy because a. Lita brought home a nice Christmas present b. Lita came home in time for supper. c. She likes Lita’s gift for her. d. Her husband had decided to stop smoking 8. Which of the following is the best title for the selection? a. A Well Chosen Gift b. Shopping for Christmas c. A Useless Present d. Hard to Please 9.What would Lita do with the pipe? a. Give it to her father b. Give it to her mother c. Return it to the store. D. Keep it 10.Which sentences state a fact and which state an opinion? a. Ties are on sale today? b. They are worth double the price. c. It was a present meant to please her father. d. Her father decided to stop smoking. F. Abstraction. What lesson could we emulate from the story? G. Application. If you are going to give a gift to MOTHER EARTH what are you going to do or what gift you are going to give? Write your gift in a piece of paper and post it on the Christmas tree. IV. Assessment: Read the selection carefully. Then answer the questions that follow. Do you know the phrase “Don’t let anything get your goat” started? Years ago, when folks owned racing horses they wanted their horse to win a race. They knew that the only way the horse could win the race was for it to be very well rested the night before. One way to get the horse to rest and be completely relaxed was to put a goat beside it. The goat would lie down so relaxed and comfortable that the horse would do likewise. Other competitors would run in and steal the goat. That would get the horse so agitated that it couldn’t win the race the next day. So don’t let anybody get your goat.

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Lambunao, Iloilo 1. What is the function of the first sentence? A. It explains the topic of the paragraph. C. It gives an example.

B. It is the topic sentence. D. It describes something.

2. To what does they in the second sentence refer? A. folks B. horses C. races D. years 3. Why is a goat put beside a horse the night before the race? A. to make the horse alert all night B. to put the goat to sleep C. to keep the goat company D. to get the horse to rest 4. Why would competitors steal the goat? A. to make it easier to steal the horse C. to kill the goat for good

B. to agitate the horse D. to make the horse weak

5. What do the expression “Don’t let anybody get your goat” mean? A. Don’t let anyone annoy you B. Don’t allow anyone to insult you C. Don’t make anyone angry D. Don’t give a chance to anyone to harm you 6. What is a good title to the selection? A. The Horse and the Goat B. Racing Horse C. Sleeping Horses Goat

D. Getting your

7. What kind of expression is “Don’t let anybody get your goat”? A. proverb B. figures of speech C. idiom D. verse V. Assignment: How do you show your thoughtfulness to you parents, brothers, and sisters?

Components Title of the lesson plan

Intended Learning Outcomes/ Objectives

Content/Subject Matter

Methods/ Strategies

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Evaluation/ Assessment

A. Write a reflection about this statement. “Schools that approach the curriculum as subject-centered make robots out of the students.” ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________ B. Making A Decision. Explain your view about this statement. “Curriculum map helps parents’ monitor the learning of their children in school.” ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________

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Assess Your Knowledge Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________ A. Direction. Identify what kind of design and approach are utilized in the following: Design

Approach

1. Only students who master the subject content can succeed. 2. Students are encouraged to work together to find answers to their task. 3. No learner is left behind in reading, writing and arithmetic. 4. School means survival of the fittest. 5. Teacher extends class because the children have not mastered the lesson. 6. Lesson deals with finding solution to everyday problem. 7. Differentiated instruction should be utilized for different ability groups. 8. Accumulation of knowledge is the primary importance in teaching. 9. Learning how to learn is observable among students. 10. Students are problem-finders and solution givers. B. Design/ Make a plan. Be guided by the format. I. Objectives II. Subject Matter III. Procedure IV. Assessment V. Assignment Note: For BEED and BSED (English) you may use the fable, The Ant and the Dove, as your reading text. For BSED (Mathematics, Filipino & Social Studies) and BTVTED, you may choose any topic related to your major course you want to design as your lesson plan.

The Ant & the Dove A Dove saw an Ant fall into a brook. The Ant struggled in vain to reach the bank, and in pity, the Dove dropped a blade of straw

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Lambunao, Iloilo close beside it. Clinging to the straw like a shipwrecked sailor to a broken spar, the Ant floated safely to shore. Soon after, the Ant saw a man getting ready to kill the Dove with a stone. But just as he cast the stone, the Ant stung him in the heel, so that the pain made him miss his aim, and the startled Dove flew to safety in a distant wood. S o u r c e : Library of Congress. http://read.gov/aesop/028.html

Lesson Plan

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References: Bilbao, P., Dayagbil, F. & Corpuz, B. (2015). Curriculum Development. Lorimar Publishing Inc. Quezon City. Bilbao, P., Dayagbil, F. & Corpuz, B. (2014). Curriculum Development. Lorimar Publishing Inc. Quezon City. The Ant and the Dove. Library of Congress. http://read.gov/aesop/028.html

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Lambunao, Iloilo Name:_______________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________

How Much Do You Know? Make an acronym for the word teacher as a curriculum implementor and manager. TEACHERUNIT IV. The Teacher as Curriculum Implementor and Manager Learning Outcomes 1. Define curriculum implementation. 2. Explain the process of curriculum implementation. 3. Review the components of a lesson plan. 4. Match learning outcomes with appropriate teaching methods. 5. Discuss the role of technology in curriculum application. 6.Enhance the application of outcomes-based learning with technology both as an aid and platform for learning. 7. Identify stakeholders of the curriculum and explained the roles of each.

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Activate Prior Knowledge Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________

Source: https://www.google.com

Study the picture. What do you think are the ideas related to the teacher as curriculum implementor and manager? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Acquire New Knowledge Implementing the Designed Curriculum as a Change Process The success of learning depends on the teacher implementation effort. A miniscule curriculum like the teacher lesson plan, or a big one like the K to 12 curriculum, teacher has to put action to what has been planned and designed. It is you, a teacher who will add more meaning to the various activities in the classroom. This is what we call teaching styles. You will make the day of the learners interesting, engaging, and unforgettable. No curriculum should stop at planning or designing phase. It has to be implemented. Curriculum Implementation Following the curriculum models of Tyler, Taba, Saylor and Alexander, the next step to curriculum designing is curriculum implementing. This is the phase where teacher’s action takes place. It is one of the most crucial process in curriculum development although many education planners would say: “ A good plan is work half

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Lambunao, Iloilo done.” If this is so, then the other half of the success of curriculum development rests in the hands of the implementor who is the teacher. Curriculum implementation means putting into practice the written curriculum that has been designed in syllabi, course study, curricular guides and subjects. It is a process wherein the learners acquire the planned or intended knowledge, skills, and attitudes that are aimed at enabling the same learners to function effectively in society. In the classroom context, curriculum implementation means “ teaching” what has been written in the lesson plan. Implementing means using the plan as a guide to engage with learners in the teaching -learning process with the end view that learning has occurred and learning outcomes have been achieved.

Curriculum Implementation as a Change Process In Education, there are always two forces that oppose each other. These are the driving force and the restraining force. When the two forces are equal, the state is equilibrium or balance. However, when the driving force overpowers the restraining force, then change will occur. When the opposite happens that is when the restraining force is stronger than the driving force, change is prevented. This is the idea of Kurt Levin in his Force Field Theory. We should use this theory to explain curriculum change. The illustration below shows that there are driving forces on the left and the resisting forces on the right. If you look at the illustration there is equilibrium. If the driving force is equal to the restraining force will change happen? Driving Force Government intervention

E Q U I L I B R I U M

Society’s values Technological changes Knowledge explosion Administrative support

Based on Kevin’s Force Field Model

Restraining Force Fear of unknown Negative attitude to change Traditional values Limited sources Obsolete equipment

According to Levin, change will be better if the restraining forces shall be decreased, rather than increasing the driving force.

Categories of Curriculum Change 1. Substitution. The current curriculum will be replaced or substituted by a new one. 2. Alteration. There is a minor change to the current or existing curriculum.

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Lambunao, Iloilo 3. Restructuring. Building a new structure would mean major change or modification in the school system, degree program or educational system. Example, using the “In school Off school or blended curriculum. 4. Perturbations. These are changes that are disruptive, but teachers have to adjust to them within a fairly short time. 5. Value Orientation. Respond to shift in the emphasis that the teacher provides which are not within the mission or vision of the school. Curriculum implementation should be developmental, participatory, and supportive. Developmental in the sense that it should develop multiple perspective, increase integration and make learning autonomous, create a climate of openness and trust and appreciate and affirm strengths of the teacher. Participatory specifically because other stakeholders like peers, school leaders, parents and curriculum specialists are necessary. Involvement and participation encourage sense of ownership and accountability. Supportive. Material support like supplies, equipment and conductive learning environment like classrooms and laboratory should be made available. Likewise, human support is very much needed. The school leaders should provide full school support to the implementation of the new curriculum.

Implementing a Curriculum Daily in the Classrooms DepEd Order No. 70 s. 2012 Teachers of all public elementary and secondary schools will not be required to prepare detailed lesson plans. They may adopt daily lesson logs which contain the needed information and guide from the teacher guide and teacher manual reference material with page number, interventions given to the students and remarks to indicate how many students have mastered the lesson or are needing remediation. However, teachers with less than 2 years of teaching experience shall be required to prepare daily lesson plans which shall include the following: I. Objectives or Intended Learning Outcomes (ILO) II. Subject Matter III. Procedure or Strategies of Teaching IV. Assessment of Learning Outcomes (ALO) V. Assignment or Agreement

Starting the Class Right by Lying Down the Curriculum Plan Everyday a teacher must have written lesson plan. The main parts of a lesson plan are: I.

Objectives or Intended Learning Outcomes. These are the desired learning outcomes that will be the focus of the lesson. Learning outcomes are based on taxonomy of objectives: cognitive, affective, psychomotor. 49

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Bloom’s taxonomy as revised by Anderson (2001) Categories Key words Remembering. Recall or retrieve Defines, describes, identifies, labels, previous learned information lists, outlines, selects, states Understanding. Comprehend Comprehends, explains, meaning, translation, state problem distinguishes, estimates, gives in own words, making meaning examples, interprets, predicts, rewrites, summarizes Applying. Use concept in new Applies, changes, computes, situation, applies what has been operates, constructs, modifies, learned in new situation uses, manipulates, prepares, shows, solves Analyzing. Separate materials or Breaks down, compares, contrasts, concepts into component parts so diagrams, differentiates, that the organization is clear. discriminates, identifies, infers, Distinguishes between facts and outlines, relates, selects, separates inferences. Evaluating. Make judgements Appraises, compares, criticizes, about a value of ideas or materials. defends, describes, discriminates, evaluates, interprets, justifies, summarizes Creating. Build a structure or Composes, compiles, designs, pattern from various elements. Put generates, modifies, organizes, parts together to create a whole to rearranges, reorganizes, revises, make new meaning and structure. rewrites, summarizes, creates

Another revision is the expansion of the concept of knowledge which was not given emphasis nor discussed thoroughly before. Levels of Knowledge 1. Factual Knowledge- ideas, specific data or information 2. Conceptual Knowledge- words or ideas known by common name, common features, multiple examples which may either be concrete or abstract. Concept are facts that interrelate with each other to function together. 3. Procedural knowledge-how things work, step-by-step actions, method of inquiry. 4. Metacognitive knowledge- knowledge of cognition in general, awareness of knowledge of one’s own cognition, thinking about thinking. Intended Learning Outcomes (ILO) should be written in a SMART (Specific, Measurable, Attainable, Result Oriented and Time Bound) way.

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II. III.

Lambunao, Iloilo Subject Matter comes from a body of knowledge that will be learned through the guidance of the teacher. It is the WHAT in teaching. Procedure or Methods and Strategies. This is the crux of curriculum implementation. How a teacher will put life to the intended outcomes and the subject matter to be used depends on this component.

Approaches and methods of teaching by Corpuz & Salandanan (2013) 1. Direct demonstration methods (guided exploratory/ discovery approach, inquiry method, problem based learning, project method) 2. Cooperative learning approach (peer tutoring, learning action cells, think-pairshare) 3. Deductive and Inductive Approaches (project method, inquiry based-learning) 4. Blended learning, reflective teaching, integrated learning, outcomes-based approach Students have different learning styles. The multiple intelligence theory of Howard Garner implies several learning styles.

Source:https://www.google.com

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Lambunao, Iloilo Three preferred learning styles can help teachers choose the method and the materials they will use. Common Characteristics Tips for Teachers about Learners Visual- uses graphs, charts, pictures; Turn notes into pictures, diagrams, maps. tends to remember things that are written Learn the big picture first than details. in form Make mind maps and concept maps. Auditory- recalls information through Record lectures and listen to these. hearing and speaking; prefers to be told Repeat materials out aloud how to do things orally; learns aloud Kinesthetic-prefers hands-on approach; Learn something while doing another demonstrates how to do, rather than thing ( eat while studying). Work while explain; likes group work with hands on - standing. Like, fieldwork. Do many things minds on. at one time.

Teaching and learning must be supported by instructional materials. Considering the teaching methodologies and the learning styles, the different support materials should be varied. This will ensure that the individual differences will be considered. Instructional support materials teachers will use according to the learning styles and the outcomes to be achieved. Here are some guidelines: 1. Use of direct purposeful experience through learning by doing retains almost all of the learning outcomes. Ninety percent of learning is retained. Examples are field trip, field study, community immersion, practice teaching. 2. Participation in class activities, discussion, reporting and similar activities where learners have the opportunity to say and write. Seventy percent of learning is remembered. Examples are small discussion, buzz session, individual reporting, role play. 3.passive participation as in watching a movie, viewing exhibit, watching demonstration will retain around 50% of what has been communicated. 4.By just looking at still pictures, paintings, illustrations and drawings, will allow the retention of around 30% of the material content. 5. By hearing as in lecture, sermon, monologues, only 20% is remembered. 6. Reading will ensure 10% remembering of the material. Regardless of the amount of remembering from the concrete to abstract, each layer contributes to learning and require instruction support materials. Visual: concrete (flat 3 dimensional, realias, models, etc.) or abstract (verbal symbols, words) Audio: recordings of sounds, natural or artificial Kinesthetic: manipulative materials like modelling clay, rings, dumb bells, equipments Experiential: utilize all modalities

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Lambunao, Iloilo Examine/Study this sample lesson plan.

I. Objectives: At the end of the class, the students must have: A. unlocked the meaning of the unfamiliar words. B. shown understanding of the story by answering comprehension questions C. traced the development of the plot through the events in the story. II. Subject Matter: The Spider’s Thread by Ryunosuke Akutagawa Materials: A. charts B. puzzle C. paper strips III. Procedure: A. Daily Routine 1.Prayer 2.Greetings 3. Checking of Attendance B. Motivation The Students will be grouped into five. The teacher will give them paper cut-outs to form. After they had formed the image, the teacher will ask the following questions: 1. What image had you formed? 2. What ideas can you infer about the story based on the image you had formed? C. Unlocking Difficulties Give the meaning of the underlined words. 1. One day, Buddha was strolling along the brink of the lotus pond of Paradise. 2. His eyes fell on a man named Kandata who was squirming with the other sinners in the bottom of hell. 3. He had noticed a little spider creeping along beside the road. 4. He was about to trample it to death. 5. He was finally exhausted and could not ascend an inch higher. D. Reading the story entitled The Spider’s Thread by Ryunosuke Akutagawa One day, the Buddha was strolling along the brink of the lotus pond of Paradise. His eyes fell on a man named Kandata who was squirming with the other sinners in the bottom of hell. This Kandata had done so many evil things his lifeline but he had to his credit one good action. Once, while on his way through a deep forest, he had noticed a little spider creeping along beside the road. He was about to trample it to death when he suddenly changed his mind and spared the spider’s life.

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Lambunao, Iloilo Now, as he looked down into hell, the Buddha remembered this good deed and thought he would like to deliver Kandata out of hell. Looking around he saw a spider of Paradise spinning a beautiful silvery thread on the lotus leaves. The Buddha took up the spider’s thread in his hand and let it straight down to the bottom of hell which held Kandata securely with the other sinners in the Pool of Blood on the floor of hell. On this day, Kandata lifted his head by chance and saw a silver spider’s thread slipping down toward him from the high heavens. Kandata grasped the thread tightly in his two hands and began to climb up and up with all his might. After climbing for a while, he was finally exhausted and could not ascend an inch higher. He stopped to rest and looked below him. What he saw filled him with fear. For, below on the thread, countless sinners were climbing eagerly after him up and up, like a procession of ants. Kandata blinked his eyes at them with his big mouth hanging foolishly open in surprise and terror. How could that slender spider spider’s thread which seemed as if it must break with him alone, ever support the weight of all those people? If it would break in mid- air, even he himself would have to fall headlong back to Hell. So Kandata cried out in loud voice. “Hey, you sinners! This thread is mine. Who gave you permission to come up it? Get down! Get down!” At that moment, the spider’s thread broke with a snap to the point where Kandata was hanging. Without even time to utter a cry, Kandata shot down and fell headlong into the darkness, spinning swiftly around and around like a top. Source: https://badianoran.wordpress.com E. Analysis Answer the following questions: 1. Where is the setting of the story? 2. Who is Kandata? 3.What one good deed Kandata had done in his life time? 4. What did Buddha do as he remembered the good deed of Kandata? 5. What is the implication of God laying down the spider’s thread for the first time? 6. What happen after the thread broke? F. Abstraction 1. What attitude of Kandata was shown in the story? Is it worthy to follow? G. Application Write your reflection about the story. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 54

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Lambunao, Iloilo ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

IV. Assessment Sequence the events in the story.

V. Assignment Group Work Group I. Draw a scene from the story read. Group II. Write a song/poem about the story. Group III. Dramatize a scene from the story. Group IV. Tell the story in an interactive way.

Finding out what has been achieved: Assessing achieved outcomes At the end of the activity, the teacher will find out if the intended learning outcomes have been converted into achieved learning outcomes. Tests and other tools are utilized at the end of the lesson to identify this.

The Role of Technology in Delivering the Curriculum Instructional media may also be referred to as media technology or learning technology. Technology plays a crucial role in delivering instruction to learners. Technology offers various tools of learning and these range from non-projected and projected media from which the teacher can choose, depending on what he sees fit with the intended instructional setting. Non-projected media Projected media Real objects Overhead transparencies Models Opaque projection Kits Slides Printed materials Filmstrips Visuals Films Visual boards Vidoes Audio materials Multimedia presentations

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Factors in Technology Selection 1. Practicality. Is the equipment or already prepared lesson material available? 2. Appropriateness in relation to the learners. Is the medium suitable to the learners’ ability to comprehend? 3. Suitability. Will the chosen media fit the set instructional event? 4. Objective-matching. Overall, does the medium help in achieving the learning objectives? The Role of Technology in Curriculum Delivery It can easily be observed that technological innovation is the multifarious fields of commerce, science and education is fast developing such that it is difficult to foresee the technological revolution in the millennium, inclusive of educational changes. For certain, technological changes in education will make its impact on the delivery of more effective, efficient and humanizing teaching and learning. For now, the primary roles of educational technology in delivering the school curriculum’s instructional program have been identified. 1. Upgrading the quality of teaching and learning in schools. 2. Increasing the capability of the teacher to effectively inculcate learning and for students to gain mastery of lessons and courses. 3. Broadening the delivery of education outside schools through non-traditional approaches to formal and informal learning. 4. Revolutionizing the use of technology to boost educational paradigm shifts that give importance to student-centered and holistic learning.

Stakeholders in Curriculum Implementation Stakeholders are individuals or institutions that are interested in the curriculum. They get involved in many ways. You may be one of them. Together with the teachers, school managers, parents and even the whole community have interest in the curriculum. Curriculum Stakeholders 1. Learners are at the core of the curriculum Learners have more dynamic participation from the planning, designing, implementing and evaluating. However, the degree of their involvement is dependent on their maturity. 2. Teachers are curricularists Teachers are stakeholders who plan design, teach, implement and evaluate the curriculum. No doubt, the most important person in curriculum implementation is the teacher. Teachers influence upon learners cannot be measured. Better teachers foster better learning. Teachers need to continue their professional development to contribute to the success of curriculum implementation. Teachers should have full knowledge of the program philosophy, content and components of curriculum and ways of teaching. 56

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Roles of teachers in curriculum implementation 1. Guiding, facilitating and directing the activities of the learners 2. Choosing the activities and the methods to be utilized 3. Choosing the materials that are necessary for the activity 4. Evaluating the whole implementation process 5. Making a decision whether to continue, modify or terminate the curriculum. 3. School Leaders are Curriculum managers School leaders should understand fully the need to change and the implementation. They should be ready to assist the teachers and the students in the implementation. 4. Parents Parents are significant school partners. Schools need to listen to parents’ concerns about school curriculum like textbooks, school activities, grading systems and others. Schools have one way of engaging parents’ cooperation through Brigada Eskwela. 5. Community as a curriculum resources and a learning environment “It takes the whole village to educate a child” (First Lady Hillary Clinton). The community is the extended school ground, a learning environment. All the barangay leaders, the elders, other citizens and residents of the community have a stake in the curriculum. 6. Other Stakeholders in Curriculum Implementation and Development a. Government agencies (DepEd, TESDA, CHED, Philippine Regulation Commission, Civil Service Commission, Local Government Unit) b. Non-government Agencies (Gawad Kalinga, Metro Bank Foundation, Professional Organizations)

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Apply Knowledge Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________ A. As a future teacher, what would be your response to curriculum implementation as part of curriculum change? Are you willing to take part in the implementation? Why? Why not? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ B. Let’s Recall. 1. What is the level of knowledge in Bloom’s taxonomy? 2. What DepEd order requires a newly hired teacher to write a lesson plan? __________________________________________________________________ 3.What is referred to as a miniscule curriculum that the teacher implements every day?

4.What is the learning style of the learner, who likes to tinker with many things? __________________________________________________________________ 5.What component of a lesson plan requires an active action for a curriculum to be implemented?

C. Reflect on this question. If all stakeholders contribute positively in curriculum implementation, do you think curriculum change or development will succeed? Why or why not? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________________________________________

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Assess Knowledge Name:______________________________________School Year:__________Semester:_______ Course:__________________Year:_____________ Section:____________ A. Identification. Identify what is being referred to in each statement. Write your answer on the space provided. ________________1. Miss Kim teaches story appreciation through dramatization. To what learning style did Miss Kim focus? _________________2. Mr. Lee puts into practice the written course study as prescribed by the school where is teaching. Putting into practice the written course study is known as… __________________3. The Revised Basic Education Curriculum was change to K to 12 Curriculum. This curriculum change can be categorized as…. __________________4. Teacher Michaela has to change some of her activities due to a meeting at 3:00 pm. To what category of curriculum change this may belong? __________________5. At the end of a one hour class, the students must have answered the literal, interpretive, and evaluative questions to show real understanding and appreciation of the selection. In what part of the lesson plan you can read this statement? ___________________6. “Labelling the parts of a microscope” is in what category of Bloom’s taxonomy? ___________________7. Creating another ending of a story” is in what category of Bloom’s taxonomy? ___________________8.” At home, list five animals that lives in the water.” To what part of a lesson plan you can read this? ___________________9. Who is the frontline curriculum implementer? __________________ 10. What is the highest level of cognition in the revised Bloom’s Taxonomy?

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Lambunao, Iloilo B. Analyze each statement. Tell if it is true or false. Write True or false on the space provided. _____1. The community is an extended school ground, the learning environment. _____2. The natural and human resources of the community have nothing to do the education of children. _____3.”Brigada Eskwela” is one way of involving parents as school partners. _____4. School heads are there to assist the teachers and students in the implementation of the curriculum. _____5. Choosing the materials that are necessary for the activity is not the concern of the teacher. _____6. A teacher designs the curriculum to suit his /her characteristics. _____7. Learners are the essentials of the curriculum. _____8. The support materials should be consistent to ensure that individual differences will be considered. _____9. Tests and other tools are utilized at the end of the lesson to find out the intended learning outcomes. _____10.Technology offers various tools of learning.

References: Bilbao, P., Dayagbil, F. & Corpuz, B. (2015). Curriculum Development. Lorimar Publishing Inc. Quezon City. Bilbao, P., Dayagbil, F. & Corpuz, B. (2014). Curriculum Development. Lorimar Publishing Inc. Quezon City. https://www.google.com https://badianoran.wordpress.com

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