MARIE PARCON | BEED III

ED 9 THE TEACHER AND THE SCHOOL CURRICULUM o ACADEMIC

o TVL
PRELIMS o ARTS & DESIGN
The teacher & the school curriculum o SPORTS
• This course includes the fundamental concepts and principles in Commission on Higher Education
curriculum and curriculum development as a foundation to engage  R.A. 7722-Higher Education Act of 1994
prospective teachers as curricularists. The more active role of the  Baccalaureate or Bachelor Degrees
teacher in planning, implementing and evaluating school-curriculum as  Graduate Degrees
well as in managing school curriculum change and vis-à-vis various o Master's Program
context of teaching- learning and curricular reforms shall be given o Doctorate Program
emphasis. TESDA
 R.A. 7796-Technical Education and Skills Development Act of 1994
Meaning of Curriculum  Post-secondary technical vocational educational and training.
 Curriculum is a Latin word, "CURERE"- the race, path, lap, or  For Tech Voc track in SHS of DepEd, DepEd and TESDA work in
course or runway which one takes to reach a goal applied to a close coordinator
course of study.
 If the teacher is the guide, the curriculum is the path. Types of Curriculums Operating in Schools
 Curriculum refers to the lessons and academic content taught in a Recommended curriculum
school or in a specific course or program. In dictionaries,  Proposed by scholars and professional organizations. Most of the school curricula
curriculum is often defined as the courses offered by a school, but are recommended. The curriculum may come from a national agency like the
it is rarely used in such a general sense in schools. Department of Education (DepEd), Commission on Higher Education (CHED),
Department of Science and Technology (DOST) or any professional organization
 Typically refers to the knowledge and skills students are expected who has stake in education for example the Philippine Association for Teacher
to learn, which include learning standards or learning objectives, Education (PAFTE) or the Biology Teacher Education (BIOTA) may recommend a
and assessments. curriculum to be implemented in the elementary or secondary education.
 Curriculum is a standards-based sequence of planned experiences Written curriculum
where students practice and achieve proficiency in content and  Appears in school, district, division or country documents. This includes
documents, course of study or syllabi handed down to the schools, districts,
applied learning skills. Curriculum is the central guide for all division, departments or colleges for implementation. Most of the written curricula
educators as to what is essential for teaching and learning, so that are made by curriculum experts with participation of teachers. These were pilot-
every student has access to rigorous academic experiences. tested or tried out in sample schools or population. Example of this is the Basic
Education Curriculum (BEC). Another example is the written lesson plan of each
classroom teacher made up of objectives and planned activities of the teacher.
Goals
 Goals within a curriculum are standards-based benchmarks the or expectations for
Taught curriculum
 What teachers implement or deliver in the classrooms and schools. The different
teaching and learning. Most often, goals are made explicit in the form of a scope
planned activities which are put into action in the classroom compose the taught
and sequence of skills to be addressed. Goals must include the breadth and depth
curriculum. These are varied activities that are implemented in order to arrive at
to which a student is expected to learn.
the objectives or purposes of the written curriculum. These are used by the
Methods learners with the guidance of teachers. Taught curriculum varies according to the
 Methods are the instructional decisions, approaches, procedures, and routines learning styles of students and the teaching styles of teachers.
that teachers use to engage all students in meaningful learning. These choices
support the facilitation of learning experiences in order to promote a student's
Supported curriculum
 Resources, textbooks, computers, audio-visual aids which support and help in the
ability to understand and apply content and skills. Methods are differentiated to
implementation of the curriculum. In order to have successful teaching, other than
meet student needs and interests, task demands, and learning environment.
the teacher, there must be materials which should support or help in the
Methods are adjusted based on ongoing review of student progress towards
implementation of a written curriculum. These refer to the support curriculum that
meeting the goals.
includes material resources such as textbooks, audio-visual materials, laboratory
Materials equipment, playgrounds, zoos, and other facilities. Support curriculum should
 Materials are the tools selected to implement methods and achieve the goals of enable each learner to achieve real and lifelong learning.
the curriculum. Materials are intentionally chosen to support a student's learning.
Material choices reflect student interest, cultural diversity world perspectives, and
Assessed curriculum
 That which is tested and evaluated. This refers to a tested or evaluated curriculum.
address all types of diverse learners
At the duration and end of the teaching episodes, a series of evaluations are being
Assessment done by the teachers to determine the extent of teaching or to tell if the students
 Assessment in a curriculum is the ongoing process of gathering information about are progressing. This refers to the assessed curriculum. Assessment tools like
a student's learning. This includes a variety of ways to document what the student paper-and-pencil tests, authentic instruments like portfolio are being utilized.
knows, understands, and can do with their knowledge and skills.
 Information from assessment is used to make decisions about instructional
Learned curriculum
 What the students actually learn and what is measured. This refers to the learning
approaches, teaching materials, and academic supports needed to enhance
outcomes achieved by the students. Learning outcomes are indicated by the
opportunities for the student and
results of the tests and changes in behavior which can either be cognitive, affective
to guide future instruction.
or psychomotor.
 Formal and non-formal or informal education do not exist without a curriculum.
 Curriculum is the heart of teaching profession. Hidden curriculum
 Every teacher is guided by some sort of curriculum in the classroom and in school  The unintended curriculum. This is not deliberately planned but modify behavior or
Current Philippine Educational System may influence learning outcomes. There are lots of hidden curriculum that
transpire in the schools. Peer influence, school environment, physical condition,
Department of Education teacher-learner interaction, mood of the teachers and many other factors make up
 R.A. 10533-Enhanced Basic Education Curriculum of the hidden curriculum.
2013 (K to 12)
 Kindergarten, Grade 1 to 6
 Grade 7-10
 Senior High School (11 to 12)
 MARIE PARCON | BEED III

The school curriculum: definition, nature, and scope  A good curriculum is a product of long and tedious process.
The Teacher as a knower of curriculum  It takes a long period of time in the planning, management,
evaluation and development of a good curriculum
Concept of Curriculum The Curriculum is a complex detail
Prescriptive  A good curriculum provides the proper instructional equipment
 Provide us with what "ought" to happen, and they more often and meeting places are often most conducive to learning.
than not take the form of a plan, an intended program, or some  Teacher relationship, guidance & counseling program, health
kind of expert opinion about what needs to take place in the services, school and community projects, library and laboratories,
course of study. (Ellis, 2004) and other school related work experiences.
The curriculum provides for the logical sequence of subject matter
 Learning is developmental
 Classes and activities should be planned
 A good curriculum provides continuity of experiences
The curriculum compliments and cooperates with other programs of
the community
 The curriculum is responsive to the needs of the community
 The school offers its assistance in the improvement of ongoing
programs of the community
 Cooperative efforts between the school and the community
Descriptive Curriculum has educational quality
 They force thought about the curriculum "not merely in terms of  Quality education comes through the situation of the Individuals
how things ought to be but how things are in real classrooms". intellectual and creative capacities for social welfare and
(Ellis, 2004) development.
 The experienced curriculum provides "glimpses" of the curriculum  The curriculum helps the learner to become the best that he can
in action. possibly be.
 The curriculum support system is secured to augment existing
sources for its efficient and effective implementation.
The curriculum has administrative flexibility
 A good curriculum must be ready to incorporate changes
whenever necessary.
 The curriculum is open to revision and development to meet the
demands of globalization and the digital age.

Purpose of Curriculum
 To enables each child or young person to be a successful learner, a
confident individual, a responsible citizen and an effective
Nature of Curriculum contributor
 The nature encompasses of curriculum its inherent characteristics  The attributes & capabilities can be used by establishments as a
and features which makes it relevant and usable in the society guide to check whether the curriculum for any individual child or
that uses it. As such the points below, tell us the characteristics of young person sufficiently reflects the purpose of curriculum
a good curriculum.
The teacher and school curriculum (The Teacher as Curricularist)
The Curriculum is continuously evolving Are you aware that the teacher’s role in school is very complex?
 It evolved from one period to another, to the present  A classroom teacher is involved with curriculum continuously all
 For a curriculum to be effective, it must have continuous day. But very seldom has a teacher been described as curricularist.
monitoring and evaluation.  Currcicularist are referred only to those developed curriculum
 Curriculum must adapt its educational activities and services to theories (in the past)
meet the needs of a modern and dynamic community.  Currcicularist described a professional who is a curriculum
The Curriculum is based on the needs of the people specialist (Hayes, 1991; Hunkins, 2004; Hewitt, 2006).
 A good curriculum reflects the needs of the individual and the - A person who is involved in curriculum knowing, writing,
society as a whole. planning, implementing, evaluating, and initiating may be
 The curriculum is in proper shape in order to meet the challenges designated as curricularist.
of times and make education more responsive to the clientele it
serves Let us Describe the teacher as CURRICULARIST
The Curriculum is democratically conceived 1. Knows the Curriculum 5. Innovates the Curriculum
 A good curriculum is developed through the efforts of a group of 2. Writes the Curriculum 6. Implements the Curriculum
individuals from different sectors in the society who are 3. Plans the Curriculum 7. Evaluates the Curriculum
knowledgeable about the interests, needs and resources of the 4. Initiates the Curriculum
learners and society. Approaches to the school curriculum
Three Ways of Approaching a Curriculum
The Curriculum is the result of a long-term effort
 MARIE PARCON | BEED III

Curriculum can be approached or seen in three ways: CONTENT, Guide in the Selection of the Content in the Curriculum
PROCESS, and PRODUCT
CONTENT PROCESS PRODUCT
The body of What happens in the Learning outcome
knowledge to be classroom when desired for of
transmitted curriculum is learners
practiced.

1. Curriculum as a content or body of knowledge

If curriculum is equated as content, then the focus will be the body of
knowledge to be transmitted to students using appropriate teaching
method. There can be a likelihood that teaching will be limited to the
acquisition of facts, concepts, and principles of the subject matter, BASICS: Fundamental Principle of Curriculum
however, the content or subject matter can also be taken as a means B- Balance
to an end. A-Articulation
S- Sequence
I- Integration
Four Ways in Presenting the Content in the Curriculum
C-Continuity
TOPICAL CONCEPT THEMATIC MODULAR
S- Scope
where much with fewer as a that leads to
Balance
content is topics in combination of complete units
based on clusters around concepts that of instruction  Content should be fairly distributed in depth and breadth. This will
knowledge, major and sub- develop guarantee that significant contents should be covered to avoid too
and concepts and conceptual much or too little of the contents needed with in the time
experiences are their structures allocation.
included interaction, Articulation
with  As the content complexity progresses with the educational levels,
relatedness vertically or horizontally, across the same discipline smooth
emphasized connections or bridging should be provided. This will assure no
gaps or overlaps in the content. Seamlessness in the content is
Criteria in the Selection of Content Scheffer, 1970 in Bilbao, et al 2015
desired and can be assured if there is articulation in the
 Significance  Learnability
 Validity  Feasibility curriculum.
 Utility  Interest Sequence
 The logical arrangement of the content refers to sequence or
 Significance order. This can be done vertically for deepening the content or
Content should contribute to ideas, concepts, principles and horizontally for broadening the same content
generalization that should attain the overall purpose of the curriculum. Integration
It is significant if content becomes the means of developing cognitive,  Content in the curriculum does not stand alone or in isolation. It
affective or psychomotor skills of the learner. has some ways of relatedness or connectedness to other contents.
 Validity Contents should be infused in other disciplines whenever possible.
The authenticity of the subject matter forms its validity. Knowledge Continuity
becomes obsolete with the fast-changing times.  Content when viewed as a curriculum should continuously flow as
 Utility it was before, to where it is now, and where it will be in the future.
Usefulness of the content in the curriculum is relative to the learners It should be perennial.
who are going to use these. Utility can be relative to time. It may have Scope
been useful in the past but may not be useful now or in the  The breadth and depth of the curriculum content are vital in a
future. curriculum. Scope consists of all the contents, topics, learning
 Learnability experiences comprising the curriculum
The complexity of the content should be within the range of
experiences of the learners. This is based on the psychological 2. Curriculum as process
principles of learning.  curriculum happens in the classroom as the questions asked by
 Feasibility the teacher and the learning activities engaged in by the students.
Can the subject content be learned within the time allowed, resources, It is an active process with emphasis on the context in which the
available, expertise of the teachers and the nature of the learners? processes occur.
 Interest  As a process, curriculum links to the content. While content
Will the learners take interest in the content? Why? Are the contents provides materials on what to teach, the process provides
meaningful? What value will the contents have in the present and curriculum on how to teach the content. When accomplished, the
future life of the learners? 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.

 To teachers, the process is very critical. This is the other side of the
coin: instruction, implementation, teaching. These three words
 MARIE PARCON | BEED III

connote the process in the curriculum. When educators ask  Considers the school vision, mission and goals. It also includes the
teachers: What curriculum are you using? Some of the answers philosophy or strong education belief of the school. All of these
will be: will eventually be translated to classroom desired learning
1. Problem-based. outcomes for the learners.
2. Hands-on, Minds-on 2. Curriculum Design
3. Cooperative Learning  Curriculum is conceptualized to include the selection and
4. Blended Curriculum
organization of content, the selection and organization of learning
5. On-line
experiences or activities and the selection of the assessment
6. Case-based and many more.
procedure and tools to measure achieved learning outcomes.
Curriculum design key principles
Guiding Principle  A curriculum breathes life into a school's or teacher's philosophy
1. Curriculum process in the form of teaching methods or
of education; it is purpose enacted. Different philosophies of
strategies are means to achieve the end. education personal empowerment; cultural transmission;
2. There is no single best process or method. Its effectiveness
preparation for work or preparation for citizenship - place
will depend on the desired learning outcomes, the learners, different emphasis on aspects of curriculum design. Curriculum
support materials and the teacher. design involves seven key principles which operate in tension with
3. Curriculum process should stimulate the learners' desire to
each other.
develop the cognitive, affective, psychomotor domains in BALANCED RIGOROUS COHERENT VERTICALLY
each individual. Promotes Seeks to Makes explicit INTEGRATED
4. In the choice of methods, learning and teaching styles should intellectual, develop intra- connections Focuses on
be considered. moral, spiritual, disciplinary and links progression by
5. Every method or process should result to learning outcomes aesthetic, habits of mind; between the carefully
which can be described as cognitive, affective and creative, the subject different sequencing
psychomotor. emotional and matter is subjects/ knowledge;
6. Flexibility in the use of the process or methods should be physical taught in a way experiences provides clarity
development that is faithful encountered. about what
considered. An effective process will always result to learning
as equally to its discipline getting better
outcomes. important. at the subject
7. Both teaching and learning are the two important processes means.
in the implementation of the curriculum. APPROPRIATE FOCUSED RELEVANT
Looks to avoid Seeks to keep the Seeks to connect the
3. Curriculum as product making unreasonable curriculum valued outcomes of a
 The product from the curriculum is a student equipped with the demands by manageable by curriculum to the
knowledge, skills and values to function effectively and efficiently. matching level of teaching the most pupils being taught it;
challenge to a pupil's important provides
The real purpose of education is to bring about significant changes
current level of knowledge; identifies opportunities for
in students' pattern of behavior.
maturity/knowledge. the big ideas or key pupils to make
 Central to the approach is the formulation of behavioral objectives concepts within a informed choices.
stated as intended learning outcomes or desired products so that subject.
content and teaching methods may be organized, and the results
evaluated. 3. Curriculum Implementing
 Products of learning are operationalized as knowledge, skills, and
 Putting into action the plan which is based on the curriculum
values. design in the classroom setting or the learning environment.
 Curriculum product is expressed in the form of outcomes which
 The teacher is the facilitator of learning and together with the
are referred to as the achieved learning outcomes. There may be
learners, uses the curriculum as design guides to what will
several desired learning outcomes, but if the process is not transpire in the classroom
successful, then no learning outcomes will be achieved. 4. Curriculum Evaluating
 Determines the extent to which the desired outcomes have been
Curriculum development: process & models achieved.
 Curriculum is a dynamic process. In curriculum development,  This procedure is on-going as in finding out the progress of
there are always changes that occur that are intended for learning (formative) or the mastery of learning (summative)
improvement.
Curriculum Development Process
Curriculum Development Process Ralph Tyler Model: Four Basic Principles
 Curriculum development is adynamic process involving many  This is also popularly known as Tyler’s Rationale. He posited four
different people and procedures. fundamental questions or principles in examining any curriculum
 Development connotes changes which is systematic. in schools. These four fundamental principles are as follows:
 A change for the better means alteration, modification or  What educational purpose should the school seek to attain?
improvement of existing condition. To produce positive changes,  What educational experiences can be provided that are likely to attain these
purposes?
development should be purposeful, planned and progressive.  How can these educational purposes be effectively organized?
 How can we determine whether these purposes are being attained or not?
1. Curriculum Planning
 MARIE PARCON | BEED III

 The goals, objectives and domains are identified and chosen

based on research findings, accreditation standards, and views of
the different stakeholders
Curriculum Designing
 Designing a curriculum follows after appropriate learning
opportunities are determined and how each opportunity is
provided.
Curriculum Implementation
 A designed curriculum is now ready for implementation.
Hilda Taba  Teachers then prepare instructional plans where instructional
 Hilda Taba improved on Tyler’s Rationale model. She believed that objectives are specified and appropriate teaching methods and
teachers who teach or implement the curriculum should strategies are utilized to achieve the desired learning outcomes
participate in developing it. Her advocacy is commonly called the among students.
grassroots approach. She presented seven major steps to her Evaluation
model where teacher should have a major input. These steps are:  A comprehensive evaluation using a variety of evaluation
techniques is recommended. It should involve the total
7 steps in Taba Model educational programme of the school and the curriculum plan, the
Diagnosis of learners 1 Taba believed that teachers were aware of what effectiveness of instruction and the achievement of students.
needs and students need so they should be the main
expectations of the creators of the curriculum
larger society Foundation of curriculum
Formulation of 2 Development of overall goals, originates from a Curriculum is not an old field. Majority of scholars would place its
learning objectives variety of sources such as the demands of beginning in 1918 with the publication of Franklin Bobbit’s book The
society, and the need for students
Curriculum.
Selection of the 3 In this curriculum model, Taba believed that the
learning content content should match the objectives
Organization of 4 The content is organized based on the student’s Philosophical Foundation
learning content achievement levels.  Philosophy provides educators, teachers and curriculum makers
Selection of the 5 Instructional methods must keep students with framework for planning, implementing and evaluating
learning experiences engaged.
Learning experiences are created so that they
curriculum in schools. It helps in answering what school are for,
develop multiple objectives: thinking, attitude, what subjects are important, how students should learn and what
knowledge, skills materials and methods should be used.
Organization of 6 The learning experiences are organized to allow
learning activities continuity of learning. Each activity is pre
requisite for those that follow. There are many philosophies in education, but we will illustrate only
This provides the students with a challenge those as presented by Ornstein and Hunkins in 2004.
without going beyond what the students are PLATO, ARISTOTLE, WILLIAM JOHN THEODORE
capable of. THOMAS AQUINAS BAGLEY DEWEY BRAMELD
Determination of 7 Students’ progress is monitored throughout of Perennialism Essentialism Progressivism Reconstructionism
what to evaluate and the year.
the means of doing it Evaluations were included at different points to
Historical Foundation
help teachers and students plan and adapt
learning activities to meet the objectives.  Philippine education came about from various foreign
influences. Of all foreign educational systems, the American
Galen Saylor & William Alexander educational system has the greatest influence on our educational
 Galen Saylor and William Alexander (1974) viewed curriculum system.
development as consisting of four steps. Curriculum is “a plan for 1. Franklin Bobbit (1876–1956) - he presented curriculum as a science
providing sets of learning opportunities to achieve broad that emphasizes on student’s need.
educational goals and related specific objectives for an identifiable Curriculum prepares students for adult life. To Bobbit, objectives with
population served by a single school center.” corresponding activities should be grouped and sequenced. This can
only be done if instructional objectives are clarified.
2. Warret Charters (1875-1952)- to him, curriculum is a science. It gives
emphasis on student’s needs. The listing of objectives and matching
these with corresponding activities ensures that the content or subject
matter is related to objectives.
3. William Kilpatrick (1871–1965) - curricula are purposeful activities
which are child centered.
The purpose of curriculum is child development and growth. He
introduced the project method where the teachers and student plan
the activities.
4. Harold Rugg (1886-1960)- to him, curriculum should develop the
Goals, whole child. It is child-centered and should produce outcomes. He also
Objectives and Domains emphasized social studies and the teacher plans curriculum in
 Curriculum planners begin by specifying the major educational advance.
goals and specific objectives they wish to accomplish.
 MARIE PARCON | BEED III

5. Hollis Caswell (1901–1989) - he sees curriculum as organized around Psychological Foundation

social functions of themes, organized knowledge and learner’s  Psychology provides a basis to understand the teaching and
interest. He believes that curriculum is a set of experiences. Subject learning process. It unifies elements of the learning process.
matter is developed around social functions and learner’s interest.
6. Ralph Tyler (1902-1994)- he believes that curriculum is a science and Association & Behaviorism
an extension of school’s philosophy. It is based on student’s needs and IVAN PAVLOV EDWARD L. ROBERT GAGNE
interest. To him, curriculum is always related to instruction. Subject Classical THORNDIKE Conditions of
matter is organized in terms of knowledge, skills and values. The Conditioning Connectionism Learning
process emphasizes problem solving. The curriculum aims to educate Cognitive Information Processing Theory
generalists and not specialists. JEAN LEV HOWARD DANIEL
PIAGET VYGOTSKY GARDNER GOLEMAN
The historical foundation of curriculum reflects the educational focus Cognitive Multiple Emotional
prevalent during a particular period or event in Philippine history. This focus Development Sociocultural Intelligences Quotient
could be made basis or model for curriculum development in recent years.
Development
Period Characteristics Curricular Focus
Pre-Spanish •Focused on Practical •Broad; not defined nor Humanistic Psychology
training to satisfy basic written GESTALT ABRAHAM CARL
needs for survival and to • Prescriptive MASLOW ROGERS
transmit social ideas, •Reading and writing in
Gestalt Theory Theory of Human Therapeutic
customs, beliefs, and relation to the study of
traditions Koran for the Needs Learning
•Training done in the Maguindanao
homes Moslems Approaches to curriculum designing
Spanish •Focused on the •Parochial schools:
A. Subject-Centered Design
learning of the Christian study of Doctrina
Doctrine Cristiana, arithmetic,  This is a curriculum design that focuses on the content of the
music, arts and trades; curriculum. The subject-centered design corresponds mostly to
vernacular was the the textbook because textbooks are usually written based the
medium of instruction
specific subject of course.
American •Focused on •Reading, writing,
establishing the public arithmetic, good  Henry Morrison and William Harris are the few curricularists who
school system, highly manners and right firmly believed in this design
influenced by the conduct, civics, hygiene
philosophy of John and sanitation, domestic
Dewey science, American
Subject-centered curriculum design has also some variations which are
history, Philippine focused on the individual subjects, specific discipline and a
history English as combination of subjects or disciplines which are a broad field or
medium of instruction interdisciplinary.
Commonwealth •Focused on the •Tagalog and later on
development of moral Filipino, as another
character, personal medium of instruction Subject Design
discipline, civic •Provided for 6-year  Curriculums is the oldest and far the most familiar design
consciousness, and elementary schools; teachers, parents and other laymen.
vocational efficiency as school entrance age at
provided in the 1935 7; compulsory
 According to the advocates, subjects design has an advantage
constitution attendance in Grade 1; because it is easy to deliver. Textbooks are written and support
introduction of double instructional materials are commercially available
single sessions Discipline Design
•Teaching of Filipino as
a subject
 Focuses on academic disciplines.
Japanese •Focused on promoting •Diffusion of  Discipline refers to specific knowledge learned through a method
the East Asia co- elementary education which the scholars use to study a specific content of their fields.
prosperity sphere with the promotion of Correlation Design
educational objective vocational education
 Correlated curriculum design links separate subject designs to
•Fostering of new
Filipino culture based on reduce fragmentation. Subjects are related to one another and
the awareness that still maintain their identity.
Filipinos are Orientals Broadfield Design/ Interdisciplinary
New Society •Focused on national •Promotion of Bilingual
 This design was made to cure the compartmentalization of the
development goals; Education Policy
manpower training; high •Development of moral separate subjects and integrate the contents that are related to
level professions; self- character; self- one another.
actualization discipline; scientific,
technological, and
vocational efficiency;
B. Learning-Centered Design
love of country; good  Among progressive educational psychologists, the learner is the
citizenship center of the educative process.
Fourth Republic •Focused on promotion • Strengthening of the  This emphasis is very strong in the elementary level; however,
of the rights of all teaching of values;
citizens to quality return to the basics in
more concern has been placed on the secondary and even the
education the new elementary and tertiary levels.
secondary curriculum
 MARIE PARCON | BEED III

Learner-Centered
Child- Child's needs Progressivism Child Dewey,
Centered and interest Kilpatrick,
Child-centered design Design Parker
 This design is often attributed to the influence of John Dewey, Experience- Child's Progressivism Child Dewey, Rugg,
Rousseau, Pestalozzi, and Froebel. This curriculum design is centered experiences Shumaker
anchored on the needs and interests of the child. design and needs
Humanistic Experiences, Reconstructioni Psychology, Combs,
 The learner is not considered a passive individual but one who design interest, sm child, society Abraham
engages with his/her environment needs of a Existentialism Maslow, Carl
Experience-centered design person and Rogers
 This is a similar to the child centered design. Although the focus group
Problem-centered-design
remains to be the child experience- centered design believes that
Life-situation Life (social) Reconstructioni Society Spencer
the interests and needs of learners cannot be pre-planned. design problem sm
 Instead, experiences of the learners become the starting point of Transformator Child, focus Open system Society Slattery
the curriculum, thus the school environment is left open and free. y (or on society Post
Humanistic design becoming) and the modernism
change world, all
 The key influence in this curriculum design is Abraham Maslow reals of
and Carl Rogers. culture
 Maslow’s theory of self- actualization explains that a person who Reconstructio Child, the Open system Post Roth
achieves this level is accepting of self, others and nature; is simple, nist design teacher, the modernism
world
spontaneous and natural; is open to different experiences;
possesses empathy and sympathy towards the less fortunate
Approaches to Curriculum Design Models
among the many others.

Child Learner-Centered Approach

C. Problem-Centered Design
 This approach to curriculum design is based on the underlying
 Draws on social problems, needs, interest, and abilities of the
philosophy that the child or the learner is the center of the
learners. Various problems are given emphasis.
educational process. It means that the curriculum is constructed
 There are those that center on life situations, contemporary life
based on the needs, interest, purposes and abilities of the
problems, areas of living and many others.
learners. The curriculum is also built upon the learners’
 In this curriculum, content cuts across subject boundaries and
knowledge, skills, previous learnings and potentials.
must be based on the needs, concerns and abilities of the
Principles of Child-Centered Curriculum Approach
students.
1. Acknowledge and respect the fundamental rights of the child.
2. Make all activities revolve around the overall development of the
Life-situation design
learner.
 Based on Herbert Spencer’s curriculum writing, his emphases
3. Consider the uniqueness of every learner in a multicultural
were activities that sustain life, enhance life, aid in rearing
classroom.
children, maintain the individual’s social and political relations and
4. Consider using differentiated instruction or teaching
enhance leisure, tasks and feeling.
5. Provide a motivating supportive learning environment for all the
 It uses the past and the present experiences of learners as a
learners.
means to analyze the basic areas of living.
Core problem design
Subject-Centered Approach
 It centers on general education and the problems are based on
 This is anchored on a curriculum design which prescribes separate
the common human activities. The central focus of the core design
distinct subjects for every educational level: basic education,
includes common needs, problems, and concerns of the learners.
higher education or vocational-technical education.
Principles
There are some examples of curriculum designs. There are many more
1. The primary focus is the subject matter.
which are emerging and those that have evolved in the past.
Table 1: Overview of the Major Curriculum Designs (Ornstein A & Hunkins, F, 2018)
2. The emphasis is on bits and pieces of information which may
Design Emphasis Underlying Source/ Spokesperso detached from life.
Philosophy Focus n/ 3. The subject matter serves as a means of identifying problems of
Champion living.
Subject-Centered 4. Learning means accumulation of content, or knowledge.
Subject Separate Essentialism Science, Harris,
Design subject Perennialism Knowledge Hutchins Problem-Centered Approach
Broad-Fields Interdisciplin Essentialism Science, Broudy,
 Based on a design which assumes that in the process of living,
design ary subjects, Perennialism Knowledge Dewey
scholarly children experiences problems. Thus, problem solving enables the
discipline learners to become increasingly able to achieve complete or total
Correlation Separate Progressivism, Knowledge Alberty, development as individuals.
design subject, Essentialism Alberty Views and Beliefs
disciplines
1. The learners are capable of directing and guiding themselves in solving
linked but
identities problems, thus developing every learner to be independent.
maintained
 MARIE PARCON | BEED III

2. The learners are prepared to assume civic responsibilities through direct 3. Reconstructuring
participation in different activities.  Building a new structure would mean major change or
3. The curriculum leads the learners in recognition of concerns and modification
problems in seeking solutions. Learners are problem solvers themselves.
In the school system, degree program or educational system. This
type of change involves reorganizing the curriculum in a more
MIDTERMS significant way, often by changing the sequence of topics,
The teacher as a curriculum implementor and a manager combining or dividing subjects, or introducing new curricular
Curriculum implementation frameworks.
 (According to SADC MoE Africa, 2000) Curriculum implementation  Example, using the “In-school Off-school” or a blended curriculum.
means putting into practice the written curriculum that has been 4. Perturbations
designed in syllabi, course of study, guides. and subjects.  These are changes that are disruptive, but teachers have to adjust
 Ornstein and Hunkins in (1998), defined curriculum to them within a fairly short time. Significant disruptions to the
implementation as the interaction between the curriculum that curriculum due to external factors, such as new legislation, social
has been written and planned and the persons (teachers) who are movements, or technological advancements.
in charge to deliver it.  Example, changes in time schedules because there’s something the school needs to
To them, curriculum implementation implies the following: catch up or because of unplanned extracurricular activities.
o Shift from what is current to a new or enhanced 5. Value Orientation
curriculum;  A type of curriculum change in which this classification will
o Change in knowledge, actions, attitudes of the persons respond to the shift in the emphasis that the teacher provides
involved which is not within the mission or vision of the school or vice
o Change in behavior using new strategies and resources; versa. It often involves changes in educational philosophies,
learning theories, or societal priorities.
and  Example, a new teacher who is recruited in religious school give emphasis on acads
o Change which requires efforts hence goals should be and forget the formation of values or faith.
achievable.
 Loucks and Lieberman (1983) define curriculum implementation Important elements in the process of curriculum change
as the trying out of a new practice and what it looks like when 1. Developmental
actually used in a school system. It simply means that  It should be Developmental in the sense that it should develop
implementation should bring the desired change and multiple perspectives, increase integration and make learning
improvement. autonomous, create a climate of openness and trust, and
 Curriculum takes place in a class, a school, a district, division, or appreciate and affirm the strengths of the teacher. There should
the whole educational system. In higher education, the curriculum be support in trying new tasks, reflection on the new experiences
implementation happens for a course or degree program. The and challenge.
institution, or the whole higher education system. It requires time, Simple stages in DCP for teachers:
money, personal interaction, personal contacts. and support 1. Orientation and Preparation- mechanical and routinary
2. Refinement- adjustments are made to better meet needs of
Curriculum implementation as a change process the learners
Kurt Lewin's Force Field Theory and Curriculum Change 3. Achievement of the learning outcomes
 Kurt Lewin (1951), the father of social psychology explains the 2. Participatory
process of change. The model can be used to explain curriculum  For curriculum implementation to succeed, it should be
change and implementation. participatory, especially because other stakeholders like peers
Driving Force E Restraining Forces school leaders, parents, and curriculum specialists are necessary.
Q
Involvement and Participation encourage sense of ownership and
Government Intervention U Fear of the Unknown
I accountability. Participation builds a learning community which is
Society’s Values L Negative Attitude to Change very necessary in curriculum implementation.
I  Factors critical to the implementation process of curriculum
Technological Changes B Tradition Values change: (ChaCoWiSk SPORT)
R
1.Characteristics of teacher styles 6. Principal Styles
I
Knowledge Explosion Limited Resources 2. Commitment 7. Organizational structures
U
M 3. Willingness to change 8. Readiness
Administrative Support Obsolete Equipment
4. Skills 9. Trust
Based on Lewin’s Force Field Theory
5. Student population characteristics

Categories of curriculum change McNeil 2000

3. Supportive
1. Substitution
 It is required in the process of change. Materials support like
 The current curriculum will be replaced or substituted by a new
supplies, equipment, and conductive learning environments like
one. Sometimes, we call this a complete overhaul.
classrooms and laboratory should be made available. Likewise,
 Example, changing an old book to entirely new one, not merely a revision.
2. Alteration human support is very much needed. The school leader or head
 In alteration, there is a minor change to the current or existing should provide full school or institutional support.
curriculum. This involves adding or modifying elements within the Time is an important commodity for a successful change process. Time
existing curriculum without fundamentally changing its overall is needed by the teachers to plan, adapt, train or practice, provided
structure. the necessary requirements and get support. Time is also needed to
 Example, graphing paper for math teaching to graphic calculator. determine when the implementation starts and when it will conclude.
 MARIE PARCON | BEED III

Implementing a curriculum daily in the classroom  Factual knowledge- ideas, specific data or information- knowing
what
 Conceptual knowledge- words or ideas known by common name,
common features, multiple specific examples which may either be
concrete or abstract. Concepts are facts that interrelate with each
DepED Order No. 70 s. 2012 Guidelines on the Preparation of Daily Lessons other to function together. - knowing why
 Teachers of all public elementary and secondary schools are no  Procedural knowledge- how things work, step-by-step actions,
longer required to prepare detailed lesson plans. Instead, they methods of inquiry. -knowing how
may adopt daily lesson logs which contain the needed information  Metacognitive knowledge- knowledge of cognition in general,
and guidance from the Teacher Guide (TG) and Teacher Manual awareness of knowledge of one's own cognition, thinking about
(TM) reference material. thinking.
 However, teachers with less than two years of teaching experience
are still required to prepare daily lesson plans which must include II. Subject Matter (SM)
the following:  Subject Matter or Content. (SM) comes from a body of knowledge
 Learning objectives  Procedure  Assignment (facts, concepts, procedure and metacognition) that will be
 Subject matter  Assessment learned through the guidance of the teacher. Subject matter is the
WHAT in teaching. In a plan, this is followed by the references.
Starting the Class Right: Laying Down the Curriculum Plan
(1) Objectives or Intended learning outcomes (ILO) III. Procedure or Methods and Strategies
(2) Subject Matter (SM),  This is the crux of curriculum implementation. How a teacher will
(3) Procedure or Strategies of Teaching, put life to the intended outcomes and the subject matter to be
(4) Assessment of learning outcomes (ALO); and used depends on this component.
(5) Assignment or Agreement
Teaching approaches and methods Corpuz & Salandanan (2013)
I. Objectives or Intended learning outcomes (ILO)  Direct Demonstration Methods: Guided
 These are the desired learning that will be the focus of the lesson. Exploratory/Discovery Approach, Inquiry Method, Problem-
Learning outcomes are based on Taxonomy of Objectives based Learning (PBL), Project method.
presented to us as cognitive, affective and psychomotor.  Cooperative Learning Approaches: Peer Tutoring, Learning
Blooms Taxonomy (1956) Revised Bloom’s by Anderson (2001) Action Cells, Think-Pair-Share
EVALUATION CREATING  Deductive or Inductive Approaches: Project Method, Inquiry-
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
Based Learning
APPLICATION APPLYING  Other approaches: Blended Learning, Reflective Teaching,
COMPREHENSION UNDERSTANDING Integrated Learning, Outcomes-Based Approach
KNOWLEDGE REMEMBERING
Students have different learning styles
Categories Example Key Words  The theory of Howard Garner implies several learning styles.
Remembering. Recall or retrieve Defines, describes, identifies, labels,
 The focus will be three learning styles which are Visual, Auditory,
previous learned information lists, outlines, selects, states
(Recall specific facts) and Kinesthetic
Understanding. Comprehend meaning, Comprehends, explains, distinguishes, Common Characteristics Tips for Teachers about learners
translation, state problem in own words, estimates, gives examples, interprets, Visual: uses graphs, charts, pictures; Turn notes into pictures, diagrams,
making meaning predicts, rewrites, summarizes tends to remember things that are maps. Learn the big picture first than
(Grasp meaning of instructional written in form. details. Make mind maps and concept
materials) maps.
Applying. Use concept in new situation, Applies, changes, computes, operates, Auditory - recalls information through Record lectures and listen to these.
applies what has been learned in new constructs, modifies, uses, manipulates, hearing and speaking: prefers to be told Repeat materials out loud "parrots".
situation prepares, shows, solves how to do things orally; learns aloud. Read aloud.
(Use information in a new but similar Kinesthetic- prefers hands-on approach; Learn something while doing another
situation demonstrates how to do, rather than thing (eats while studying). Work while
Analyzing. Separate materials or Breaks down, compares, contrasts, explain; likes group work with hands on- standing. Like fieldwork. Physical
concepts into component parts so that diagrams, differentiates, discriminates, minds on. tasks/Application
the organization is clear. Distinguishes identifies, infers, outlines, relates,
between facts and inferences selects, separates Teaching and learning must be supported by instructional materials
(Take apart the known and identify (IMs)
relationships)
Evaluating. Make judgments about the Appraises, compares, criticizes, defends,
value of ideas or materials. describes, discriminates, evaluates,
(Examine information and make interprets, justifies, summarizes
judgements)
Creating. Build a structure or pattern Composes, compiles, designs, generates,
from various elements. Put parts modifies, organizes, rearranges,
together to create a whole, to make new reorganizes, revises, rewrites,
meaning and structure summarizes, creates
(Use information to create something
new)

Levels of Knowledge
 MARIE PARCON | BEED III

 Considering the teaching methodologies and the learning styles, intended instructional setting.
the different support materials should be varied.
Types of instructional media/technology
Non-projected media Projected media
 Real Objects  Overhead Transparencies
 Models  Opaque Projection
 Field Trips  Slides
 Kits  Filmstrips
 Printed Materials  Films
 Visuals  Video, VCD, DVD
 Visual Boards  Computer/multimedia
 Audio Materials presentations

Factors in technology selection

PRACTICALITY APPROPRIATENESS IN RELATION TO THE
 Is the equipment (hardware) or LEARNERS
already prepared material  Is the medium suitable to the
(software) available? If not, what learners’ ability to comprehend?
Guidelines to instructional support material to be used according to would be the cost in acquiring the Will the medium be a source of
the learning styles and the outcomes to be achieved: equipment or producing the lesson plain amusement or
in audio or visual form? entertainment, but not learning?
1. Use of direct purposeful experience through learning by doing
ACTIVITY/SUITABILITY OBJECTIVE-MATCHING
retains almost all of the learning outcomes (90% of learning  Will the chosen media fit the set  Overall, does the medium help in
retained. Examples are field trip, field study, community instructional event, resulting in achieving the learning objective(s)?
immersion, practice teaching. either information motivation or
psychomotor display?
2. Participation in class activities, discussion, reporting and similar
activities that gives learners opportunity to talk and write. (70% of
learning remembered). Examples are small group discussion, buzz
session, individual reporting, role play, panel. The role of technology in curriculum development
3. Passive participation as in watching a movie, viewing exhibit, Three current trends
watching demonstration 50% of learning that is retained. 1. Paradigm shift from teacher-centered to student-centered
4. By Just looking at still pictures. paintings, illustrations and drawing approach to learning.
30% of the material content is retained. 2. Broadening realization that education is not simply a delivery of
5. By hearing as in lecture, sermon, monologues, only 20% is facts and information, but an educative process of cultivating the
remembered. cognitive, affective, psychomotor, and much more the
6. Reading, will ensure 10% remembering of the material. contemplative intelligence of the learners of a new age.
3. Increase in the use of new information and communication
Regardless of the amount of remembering from the concrete to technology or ICT.
abstract, each layer contributes to learning and requires instruction
support materials. The role of technology in curriculum development
 Visual: Concrete (flat. 3-dimensional, realias, models, etc.) or  Upgrading the quality of teaching-and-learning in schools
abstract (verbal symbols, words)  Increasing the capability of the teacher to effectively inculcate
 Audio: recordings of sounds, natural or artificial learning, and for students to gain mastery of lessons and courses
 Audio-Visual: Combination of what can be seen and heard  Broadening the delivery of education outside schools through
 Kinesthetic: Manipulative materials like modelling clay, rings, non-traditional approaches to formal and informal learning, such
dumb bells, equipment, others as Open Universities and lifelong learning to adult learners
 Experiential: utilize all modalities  Revolutionizing the use of technology to boost educational
paradigm shifts that give importance to student-centered and
Methods and materials must implement the plan: Taking action holistic learning.
 Example No. 1: Lesson using basic steps and parts as prescribed by
DepEd Order 70 s, 2012 for teachers, two years and less in service. Criteria for the use of visual aids
 Lettering style or font  Spacing between letters
The role of technology in delivering the curriculum  Number of lettering style  Number of lines
Vision of e-Philippine plan  Use of capitals  Appeal
 “An electronically enabled society where all citizens live in an  Lettering colors  Use of directionals
environment that provides quality education, efficient  Lettering size
government services, greater source of livelihood and ultimately a
better way of life through enhanced access to appropriate Primary roles based on TPACK
technologies.” 1. What shall I teach?
2. How shall I teach the content?
A vision for teachers to be providers 3. What technology will I use on how to teach the content?
Honing of competencies and skills
of relevant, dynamic and excellent
of a new breed of students
education programs. Curriculum Evaluation and the Teacher
Instructional media plays a crucial Teacher can choose between non- What, Why and How to Evaluate the Curriculum (overview)
role in delivering instruction to projected and projected media  The discussion is all about curriculum evaluation in the context of
learners. depending on what fits the its definition and the role of the teacher as an evaluator. It will
 MARIE PARCON | BEED III

present the ways of evaluating the curriculum as written, planned  When evaluation is done in the middle of the curriculum
or implemented. It will reference popular curriculum models development, it will tell if the designed or implemented
currently used in educational programs here and abroad. curriculum can produce or is producing the desired results.
Terminal assessment
Curriculum Evaluation  Based on some standards, curriculum evaluation will guide
 A component of curriculum development that responds to public whether the results have equaled or exceeded the standards, thus
accountability. can be labelled as success.
 It looks into educational reforms or innovations that happen in the Basis of decision making
teacher's classrooms, the school, district division or the whole  Curriculum evaluation provides information necessary for
educational' system as well. teachers, school managers, curriculum specialist for policy
 It is establishing the merit and worth of a curriculum. recommendations that will enhance achieved learning outcomes.
There are two ways of looking at curriculum evaluation: Curriculum Evaluation Models
1. Curriculum Program Evaluation  Evaluation is a big idea that collectively tells about the value or
 Refers to the overall aspects of curriculum as a subject, degree worth of something that was done.
program, curriculum reform program and the like.  How can the merit or worth of an aspect of a curriculum be
 Subject - The Curriculum Development determined?
 Degree - Bachelor of Education as a degree.
 Curricular reform K to 12 as a curricular reform Bradley Effectiveness Model
 Process - Outcomes-Based Education  In 1985, L.H. Bradley wrote a handbook on Curriculum Leadership
 Program - Mother Tongue Based Multilingual Education and Development.
 First, you have to identify what curriculum you will evaluate.
2. Components of a Curricular Program Example: Elementary Science Curriculum, Teacher Education
 This will cover separate evaluation for a curriculum component Curriculum, Student Teaching Curriculum; Field Study Curriculum.
such as Then find out if the curriculum you are evaluating answers Yes or
(1) Achieved Learning Outcomes No. Answering Yes to all the questions means, good curriculum as
(2) Teaching Learning Process described by Bradley.
(3) Instruction Materials Tyler Objectives-Centered Model
(4) Assessment of the Learning Outcomes.  Ralph Tyler in 1950 proposed a curriculum evaluation model. His
 Curricular program component evaluation refers directly to the monograph was entitled Basic Principles of Curriculum and
assessment of curriculum contents and processes as implemented Instruction.
everyday in view of the learning outcomes as either formative or  In using the Tyler's model, the following curriculum components
summative. and processes are identified in curriculum evaluation.
Daniel Stufflebeam's Context, Input, Process, Product Model (CIPP)
Curriculum Evaluation as a:  The CIPP Model of Curriculum Evaluation was a product of the Phi
Process Tool Delta Kappa committee chaired by Daniel Stufflebeam.
As a process it follows a As a tool, it will help teachers  There are four stages of program operation. These include (1)
procedure based on models and and program implementers to context evaluation, (2) input evaluation, (3) process evaluation
frameworks to get to the judge the worth and merit of and (4) product evaluation.
desired results. the program and innovation or  Context Evaluation - assesses needs and problems in the context for decision
curricular change makers to determine the goals and objectives of the program/curriculum.
 Input Evaluation - assesses alternative means based on the inputs for the
Person Definition achievement of objectives to help decision makers to choose options for optimal
Ornstein,A. & Curriculum evaluation is a process done in order to gather data that means.
Hunkins,F, enables one to decide whether to accept, change, eliminate the  Process Evaluation - monitors the processes both to ensure that the means are
(1998) whole curriculum of a textbook. actually being implemented and make necessary modifications.
McNeil,J. Evaluation answers two questions:  Product evaluation - compares actual ends with intended ends and leads to a
(1997)  Do planned learning opportunities, programmes, courses and series of recycling decisions.
activities as developed and organized actually produce desired Stake Responsive Model
results?  Robert Stake (1975) recommends the following steps to the
 How can a curriculum best be improved? curriculum evaluator.
Gay,L.(1985) Evaluation is to identify the weaknesses and strengths as well as
problems encountered in the implementation, to improve the  Responsive model is oriented more directly to program activities
curriculum development process. It is to determine the than program intents. Evaluation Focuses more on the activities
effectiveness of and the returns on allocated finance. rather than intent or purposes.
Oliva,P. It is a process of delineating, obtaining and providing useful
(1988) information for judging alternatives for purposes of modifying, or
Scriven Consumer Oriented Evaluation
eliminating the curriculum.
 Michael Scriven, in 1967 introduced this evaluation among many
Reasons others when education products flooded the market.
Needs assessment  Consumer-oriented evaluation uses criteria and checklist as a tool
 Curriculum evaluation identifies 'the strengths and weaknesses of for either formative or summative evaluation purposes. The use of
an existing curriculum that will be the basis of the intended plan, criteria and checklist was proposed by Scriven for adoption by
design or implementation. educational evaluators.
Monitoring
 MARIE PARCON | BEED III

A Simple Way of Curriculum Evaluation Process

 Does the curriculum emphasize learning outcomes?
 Does the implemented curriculum require less demands?
 Can this curriculum be applied to any particular level?
 (kindergarten, elementary, secondary, tertiary levels)
 Can the curriculum aspects be assessed as (a) written (b)
taught(c)supported (d) tested and (e) learned?
 Does the curriculum include formative assessment?
 Does the curriculum include summative assessment?
 Does the curriculum provide quantitative methods of assessment?
 Does the curriculum provide for qualitative methods of
assessment?
 Can the curriculum provide the data needed for decision making?
 The PQF is divided into eight levels, Level 1 to Level 8. The first level L1 is
 Are the findings of evaluation available to stakeholders? to be achieved by Grade 12 graduates, who can be awarded a National
Steps What to Consider Certification 1 (NC 1) if qualified by the TESDA. The other levels of
Identifying Data Written; Oral; Progress; Final; Summary; qualifications progress along the educational ladder in the Philippine
Source Descriptive, Graphic, Evaluative and Educational System from Grade 12 in Basic Education Higher Education
Judgmental; List of Recommendations from Baccalaureate to Doctoral and Post-Doctoral Levels.
Identifying Standardized Test, Informal tests; Samples of  In all the eight levels, the individual is expected to achieve specific
Techniques for Students Work; Interviews; Participant for standards and competencies as evidenced in the learning
Collecting Data collecting data Observations, Checklist, outcomes. The competencies are clustered into three domains,
Anecdotal records, which are:
Identifying Standards previously set by agency (DepEd, 1. Knowledge, Skills and Values
Established standards and criteria CHED, Professional 2. Application
Standards and Organization). 3. Degree of Independence in Responsibility.
Criteria
Domains PQF1 PQF 6 POF 7 PQF 8
Identifying Content Analysis, Process Analysis, Statistics,
Grade 12 Baccalaureat Master's Doctoral &
Techniques in Data Comparison, Evaluation Process e Degree Degree Post
Analysis Doctoral
Preparing Written; Oral; Progress; Final; Summary; Degree
Evaluation Report Descriptive, Graphic, Evaluative and Knowledg 1. Possess 1. Possess 1. Possess 1. Generate
Judgmental; List of Recommendations e, Skills, functional broad and broad and new
Preparing Modes Case studies; Test Scores Summary; Values knowledge coherent deep knowledge.
of Display Testimonies; Multimedia representation; across range knowledge knowledge skills with
Product Display (exhibits); Technical Report of learning in the field in the field established
areas and of discipline of discipline values in
technical skills or or profession the
Curriculum Evaluation Through Learning Assessment in chosen profession. discipline
Philippines Qualification Framework (PQF) career tracks or
 PQF is a reference system of national standards of what with advanced profession
qualifications one has earned by education and training in the competencies
Philippines. in
 It specifies what an individual has learned in and out of formal communicatio
schooling (lifelong learning) based on qualification, levels and n, scientific,
critical and
degree of competencies on knowledge, skills, applications, values
creative
and degree of independence.
thinking; and
 A person is deemed qualified if he or she achieved the specific use of
learning outcomes necessary for the academic, work and technologies.
community requirements for which an official qualification 2.
recognition shall be conferred. (RA 10968, s. 2018) Understanding
of right or
wrong; one's
history and
cultural
heritage; deep
respect of self
and others.
Applicatio Apply 2. Apply 2. Apply 2. Apply in
n functional knowledge, deep professiona
knowledge, skills, and knowledge, l work and
technical skills values in the skills and research as
and values. in professional values in the a leader or
academic and work. professional initiator.
 MARIE PARCON | BEED III

real-life work and  Tests that require only one and one correct answer. It is difficult to
situations research. construct but easy to check.
through sound Pencil-and-Paper As the name suggests, the test is written on paper and requires
reasoning, Test a pencil to write. However, in modern times, a pencil-and-paper
informed test can also be translated to an electronic version, which makes
decision- the test "paperless.”
making and Simple Recall This is the most common tool to measure knowledge.
Varieties of Simple Recall Test, to include:
judicious use
 Fill-in-the-Blanks
of resources.  Enumeration
Degree of Apply skills in 3. Work 3. Work 3. Highly  Identification
Indepen- varied independent independent independe  Simple recall
dence situations with ly alone or in ly nt in work. Alternative This is the type of paper and pencil test, where two options or
minimal teams. initiate and Response Test choices are provided.
supervision. lead and  True of False - Example: The Philippine population has
initiate reached one million.
 Yes or No- Example: Has the Philippine population reached
others
one million?
Multiple Choice This is the type identified as the most versatile test type because
Matching the Competencies and Outcomes with the PQF by Doing Test it can measure a variety of learning outcomes. It consists of a
Learning Assessment problem and a list of suggested solutions.
 Stem
 The mastery of the learning outcomes in terms of knowledge,
 Alternatives, options or choices
process, understanding, performances are measured in formal  Answer
education starting with basic education. The measurement is  Distracters, distractors, or decoys
often referred to as assessment.  Stimulus material
Correct Answer Type - Other alternatives are clearly wrong and
 In 2012, DepEd issued Department Order No. 73 which the K to 12
only one is the correct answer. This can be constructed in either
Grading system. direct question or completion of the sentence.

Perfect Matching Type - The number of premises in Column A is

Learning Description of Learning Sample Guide Questions less than the number of responses in Column B. The response
Level Outcomes can only be used once.
Level 1 KNOWLEDGE- factual 1. What do you want your
knowledge; conceptual students to know in terms Imperfect Matching Type - The number of premises in Column A
knowledge; procedural of facts, concepts, is not equal to the number of the responses in Column B, or the
knowledge, procedure and multiple other way around. The response or the premise can be used
metacognition. thinking? more than once.
Example: Parts of the The most common matching type test is made up of two parallel
body Is the sky blue? How columns, the first column (A) is the premise that presents the
to dissect a frog. Describe problem, and the second column (B) provides the answer. There
a typhoon are many modified matching types as well.
Level 2 PROCESSES- skills that the 1. What do you want your
students use based on students to do, with what Subjective Test
the facts and information they know?  Learning outcomes which indicate learners’ ability to originate and
for making meaning and Example: Dissect a frog
understanding. and identify the different express ideas is difficult to test through objective type test.
major body parts Essay Test items allow students freedom of response.
Level 3 UNDERSTANDING- 1. What do you want  Restricted Response Item
making meaning to big students to understand?  Extended Response Item
ideas and concepts. Example: How do the Restricted This is like an expanded form of a short answer type objective
element of weather Response Item test. There is a limit on both the content scope and the form of
interact to produce student response.
climate change?
Level 4 PRODUCT/ 1. Does your portfolio What are the main body of plant? Describe each part.
PERFORMANCE- Products display evidence to show Extended The students is generally free to select any factual information
(material) or performance learning outcomes Response Item that can help in organizing the response.
(oral, visual, written) or achieved?
projects are evidences of 2. Can you create a one What can you say about NATO’s position on ISIS?
learning. act play to show the
principles of
dramatization? Assessment Tools for Learning Performance and Products
3. What research paper Performance Assessment Tool
can you undergo to Checklist Is a tool that consists of a list of qualities that are expected to be
report on the observed as present or absent. The presence is to be marked and the
conservation of absence is marked X.
indigenous plants? Rating Is a tool that uses a scale in a number line as a basis to estimate the
Scale numerical value of a performance or a product.
Assessment Tools for Each Level of Learning Outcomes Rubric A portfolio is a compilation of the experiences as authentic learning
Knowledge, Process, Understanding (KPU) Learning Outcomes for outcomes presented with evidence and reflection.
Portfolio

Types of Tests to Measure Knowledge, Process and Understanding

Levels of Assessment Describe Levels of the Learning Outcomes
Objective Tests
Levels of Assessment Describe
 MARIE PARCON | BEED III

Levels of the Learning Outcomes period.

 Levels of assessment describe levels of the learning outcomes Quarterly Assessment Synthesize all the learning Once, at the end of the
(QA) skills, concepts, and quarter.
which are (1) Knowledge, (2) Process or Skills, (3) Understanding values learned in an
(4) Products or Performance. The levels of learning outcomes are entire quarter.
also used to describe the levels of assessment. Through the DepEd
Order 73, s. 2012 levels of learning outcomes are also the levels of How are Grades computed at the end of the School Year?
assessment. In other words, the levels of assessment follow also For Kindergarten:
the levels of thinking skills from lower level to higher level.  Checklist, anecdotal records and portfolios are presented to the
Levels of Learning What to Type of Percentage Value parents at the quarter for discussion.
Outcomes/ Test/Assess? Assessment in Assessment
Assessment
For Grades 1 to 10:
Level 1- Who, What, Pencil & Paper/ 15%  The average of the quarter grades produces the end of the year
Knowledge When, How, Why Non-paper-and- grade.
Pencil  The general average is computed by dividing the sum of all final
Level 2- Process Constructed Pencil & Paper/ 25%
grades by the total number of learning areas each learning area
Skills meaning from Non-paper-and-
Knowledge Pencil has equal weight,
Level 3- Explanations, Pencil & Paper 30% Components Language, AP, ESP Science, Math MAPEH, EPP/TLE
Understanding Interpretations, Written works 30% 40% 20%
Applications, Performance task 50% 40% 60%
Empathy, Quarter
20% 20% 20%
Perspective and assessment
Self Knowledge.
Big ideas,
principles and
generalization D.O. 8, S. 2015

Placing Value to the Assessment Results in the New Grading System

(DepEd Order 8, s. 2015)
 The four levels may be employed in the formative assessment but
the result is not recorded. It will just tell how the students are
progressing. On the other hand, KPUP format is required for
summative assessment which are recorded for grading purposes.
The computed value of the four levels of assessment will be
described according the value of the composite scores of the
students.
Components Purposes When given
Written Work (WW) 1. Assess learners' At the end of the topic or
understanding of unit.
concepts and application
of skills in written form.
2. Prepare learners for
quarterly assessments.
Performance Task (PT) 1. Involve students in the At the end of the lesson
learning process focusing on a topic/skill
individually or in lesson
collaboration with team Several times during the
mates over a period of quarter
time.
2. Give students
opportunities to
For Grades 11 to 12:
demonstrate and
integrate their  The average of the Quarterly Grade produces the semestral grade.
knowledge,  The General Average is computed by dividing the sum of all
understanding and skills semestral Final Grades by the Total Number of Learning Areas.
about topics or lessons
learned in a specific real-
Academic Track Technical-Vocational and
life situation by
Livelihood (TVL)/ Sports/
performing and / or
Arts and Design Track
producing evidence of
All other Work All other Work
their learning.
Subjects Immersion/ Subjects Immersion/
3. Give students the Core
Research/ Research/
freedom to express their Subjects
Business Exhibit/
learning in appropriate
Enterprises Performance
and diverse ways.
Simulation/
4. Encourage student
Exhibit/
inquiry, integration of
Performance
knowledge,
understanding, and skills Written 25% 25% 35% 20%
in various contexts works
beyond the assessment Performance 50% 45% 40% 60%
task
 MARIE PARCON | BEED III

Quarterly 25% 30% 25% 20% Republic Act 10533

assessment  Known as the Enhance Basic Education Act of 2013
 The Enhanced Basic Education Act of 2013 popular known as K To
Reporting Summative Grade by Quarter and Summative Grade at the 12 includes one (1) year of KINDEGRARTEN EDUCATION. Six (6)
End of the Year years of Elementary Education, and six (6) years of secondary
 Interpretation of the numerical values of all subject areas is based education.
on the minimum initial grade of 60, transmuted into an equivalent  The six-year secondary education includes four (4) years of Junior
of 75 in the report card. The numerical grades are described in the HighSchool and two (2) years of Senior Highschool
different levels of proficiency in the different competencies set in
the subject areas. Why K to 12?
 K-12 makes the Philippine education system at par with the
Level of proficiency descriptors Grading Scale Based on international standard of 12 years basic education thereby
transmuted Grades contributing to a better educated society capable of pursuing
Advanced 90% and above productive employment, entrepreneurship, or higher education
Proficient 85%-89% studies.
Approaching Proficient 80%-84%  Every K to 12 graduates are also expected to be equipped with
Developing 75%-79% 21st century skills like information, media and technology skills,
Beginning Below up to 74% learning and innovation skills, effective communication skills, and
life and career skills.
Planning, Implementing and Evaluating: Understanding the
Connections When K to 12 launched in 2012. many Filipinos were apprehensive.
 The discussion will tackle about how planning, implementing and And some said:
evaluating all relates to the development of the curriculum.  The additional two years are added burden for the average Filipino
family.
The Evaluation Cycle: The Connections  K to 12 program is doomed to fail!

Comparison of 2002 BEC and K to 12

Planning
 Planning is an initial process in curriculum development. It includes
determining the needs through an assessment. Needs would include
those of the learners, the teachers, the community and the society as
these relate to curriculum.
 Planning is an initial process in curriculum development. It includes
determining the needs through an assessment. Needs would include
Let’s consider these existing realities in the Philippine education that
those of the learners, the teachers, the community and the society as
these relate to curriculum.
became bases of the k to 12 implementations.
Implementing 1. Mastery of basic competencies is insufficient due to congested
 The planned curriculum which was written should be implemented. It has curriculum.
to be put into action or used by a curriculum implementor who is the 2. The Philippine is the only remaining country in Asia with a 10-year
teacher. Curriculum plans should not remain as a written document. basic education program.
Evaluating
 The focus of this chapter is evaluation after planning, and implementation National Achievement Test Results of 4th year students in
was done. It is very necessary to find out at this point, if the planned or Mathematics
written curriculum was implemented successfully and the desired
learning outcomes were achieved.

What has been planned, should be implemented and what has been
implemented should be evaluated.

FINALS
Curriculum Development Reforms and Enhancement
Module 6: Gearing Up for the Future: Curriculum Reforms
Lesson 6.1: Reform for Basic Educatation Curriculum
 MARIE PARCON | BEED III

industry because secondary

education did not prepare
students for life.
1949 UNESCO Mission Restoration of Grade VII in
Survey Primary Education
1950 Swanson Survey
1953 Educational Act Revising the primary school
system by adding one year
(Grade VII)
1960 Swanson Survey Restoring grade 7 in Primary
Education
1970 PCSPE Extending secondary
education by one year to
In 2005-2006 better prepare students who
 Mathematics results, only 15% of the students acquired mastery have no plans to take up
of the Mathematics competencies while majority (59.09%) of the university education
high school students belonged to the low mastery level. 1991 EDCOM Report Retaining the 10-year basic
education phase while
National Achievement Test Results of 4th year students in Science institutionalizing career
counseling in Primary and
secondary schools in
preparation for higher
education
1998 Philippine Education Prioritizing student learning
Sector Study (World through curricular reforms, the
Bank and ADB) provision of textbooks, the use
of the vernacular in lower
Primary grades, and the
institution of a longer basic
education cycle.
2000 PCER Implementing a compulsory
 The achievement results in science was even more discouraging one-year pre- baccalaureate
since only 3% of the 4th year high school students in 2005-2006 stage as prerequisite for
mastered the Science processes and skills. students interested in
enrolling in higher education
Considerations degree programs
 The Philippines performed poorly as revealed in 2003 TIMSS 2006 Philippine EFA 2015 Lengthening the educational
(Trends in International Mathematics and Science) scores. National Action Plan cycle by adding two years to
 In Grade IV Science and Math, the Philippines ranked 23 out of 25 formal basic education (one
participating countries. each for Primary and high
 In High School II Science, the Philippines ranked 43 out of 46 and School)
in Math ranked 34 out of 38. 2008 Presidential Task Extending pre-university
 Factors that contribute to the low performance in achievement Force on Education education to a total of 12
test is the congested basic education curriculum. years, benchmarking the
content of the eleventh and
Graduates of Philippine schools are not automatically recognized as twelfth years with
professionals outside the country due to the lack of 2 years in basic international programs.
education.
Bologna Accord Employability of Filipino High School Graduates
 Imposes 12 years of education for university admission and  K to 12 curriculum prepares the students for the world of work,
practice of profession in European Countries. middle level skills development, entrepreneurship and college
Washington Accord education.
 Prescribes 12 years basic education as an entry to recognition of
engineering professionals. Grade 7 & Grade 8 Grade 10 & Grade 12

Researchers on Philippine Basic Education Curriculum and their Subjects in the four areas of Students is supposed to have
Recommendation Technology and Livelihood obtained a:
Year Source Recommendation Education (TLE)
1925 Monroe Survey Training of graduate student in  Home Economics  National Certificate (NC)
agriculture, commerce, and  ICT Level I
 MARIE PARCON | BEED III

 Industrial Arts and  NC Level II From TESDA  Research in Daily Life 2

 Pagsulat sa Filipino sa Piling Larangan
Agriculture  NC I and NC II make a Grade  Entrepreneurship
 Fishery Arts 12 graduate employable  Empowerment Technologies (E-tech): ICT PT
 Research Project/ Culminating Activity
The K to 12 Curriculum Specification Subjects, Academic Track, ABM
 Curricular standards which the curriculum developers adhered to  Applied Economics
 Business Ethics and Social Responsibility
in crafting the K to 12 curriculums:  Fundamentals of Accountancy, Business Management 1
1. The curriculum shall be learner-centered, inclusive and  Fundamentals of Accountancy, Business Management 1
developmentally appropriate  Business Math
2. The curriculum shall be relevant, responsive and research-based;  Business Finance
 Organization and Management
3. Curriculum shall be culture- sensitive;  Principles of Marketing
4. The curriculum shall be contextualized and global;  Work Immersion/Research/Career Advocacy/Culminating
5. Curriculum shall use pedagogical approaches that are Specification, Academic Track, HUMSS
constructivist, inquiry-based,  Creative Writing
6. The curriculum shall adhere to the principles and framework of  Creative Non-Fiction: The Literacy Essay
 World Religions and Beliefs Systems
Mother Tongue-Based Multilingual Education (MTB-MLE)  Trends, Networks and Critical thinking in the 21st Century
7. The curriculum shall use the spiral progression approach to ensure  Philippine Politics and Governance
mastery of knowledge and skills after each level; and  Community Engagement, Social Participation and Citizenship
8. The curriculum shall be flexible enough to enable and allow  Disciplines and Ideas in the Social Sciences
 Disciplines and Ideas in the Applied Sciences
schools to localize, indigenize and enhance the same based on  Work Immersion/Research/Career Advocacy/Culminating
their respective educational and social contexts. Specification, Academic Track, (GAS)
 Humanities 1*
Core Curriculum  Humanities 2*
Curriculum Tracks  Social Sciences 1**
 Applied Economics
 Organization and Management
Senior High School can choose among four tracks:  Disaster Readiness and Risk Reduction
 Academic  Elective 1 (from any track/strand)
 Technical- Vocational-Livelihood  Elective 2(from any track/strand)
 Work Immersion/Research/Career Advocacy/Culminating
 Sports track
Specification, Sports
 Art and Design Track  Safe and First Aid
The Academic track includes four strands:  Human Movement
 Accounting, Business, and management (ABM)  Fundamentals of Coaching
 Humanities and Social Sciences (HUMSS)  Sports Officiating and Activity Management
 Fitness, Sports and Recreation Leadership
 Science, Technology, Engineering, Mathematics (STEM)  Psychosocial Aspects of Sports and Exercise
 General Academic Strand (GAS)  Fitness Testing and Exercise Programming
 Practicum (in-campus)
Core Subjects  Work Immersion/Research/Career Advocacy/Culminating
Language Oral Communication Specification, Arts and Design
Reading & Writing  Introduction to Applied Arts and Design Production
Komunikasyon at Pananaliksik sa Wikang  Introduction to Performing Arts
Filipino at Kulturang Filipino  Understanding Elements and Principles of the Different Arts
Pagbasa at Pagsusuri ng Iba't Ibang  Work Environment in Various Arts Fields
Teksto Tungo sa Pananaliksik  Developing Filipino Identity in the Arts
Humanities 21" Century Literature from the  Leadership and Management
Philippines and the World  7 & 8. Apprenticeship and Exploration of Different Arts Fields.
 (Production and Performing: Music, Dance and Theater)
Contemporary Philippine Arts from the
 9. Apprenticeship and Exploration of Different Arts Design
Regions
 Production (Media Arts, Visual Arts and Literary Arts)
Communication Media & Information Literacy
Mathematics General Mathematics
Statistics & Probability Outcome-Based Education for Teacher Preparation Curriculum
Science Earth and Life Sciences Lecture and Definition of Outcomes-Based Education (OBE)
Laboratory  Among the many advocates of OBE in the early years was W.
Physical Sciences Lecture and Laboratory
Spady (1994). He defined OBE as clearly focusing, and organizing
Social Science Personal Development/Pansariling
Kaunlaran everything in the educational system around the essential for all
Understanding Society & Culture the students to do successfully at the end of their learning
Philosophy Intro to Philosophy of the Human experiences. It starts with a clear picture of what is important for
Person/Pambungad sa Pilosopiya ng Tao students to be able to do, then organizing the curriculum,
PE and Health-Physical Education and
Health
instruction and assessment to make sure that learning happens.

Other Descriptive Titles for the 7 Contextualized/ Applied Subjects for To define and clarify further, answers to the following questions should
All the Tracks be addressed by the teachers.
 English for Academic and Professional Purposes 1. What do we want these students to learn?
 Research in Daily Life 1 2. Why do we want students to learn these things?
 MARIE PARCON | BEED III

3. How can we best help students to learn these things? From traditional view To OBE view
4. How will you know when the students have learned? Instruction Learning
Inputs and resources Learning outcomes
Spady premised that in Outcomes-Based Education; Knowledge is transferred by the Knowledge already exist in the
1. all students can learn and succeed, but not at the same time or in teacher mind of the learners
the same way: Teacher dispenses knowledge Teachers are designer of method
2. successful learning promotes even more successful learning and Teachers and students are Teachers and students work in
3. schools and teachers control the conditions that will determine if independent and in isolation teams
the students are successful in school learning.
Principles of Assessment of learning outcomes in OBE
Four Essential Principles in OBE 1. Assessment procedure should be valid. Procedure and tools should
Principle 1: Clarity of Focus actually assess what one intends to test.
 A clear focus on what teachers want students to learn is the 2. Assessment procedure should be reliable. The results should be
primary principle in OBE. Teachers should bear in mind, that the consistent.
outcome of teaching is learning. To achieve this, teachers and 3. Assessment procedure should be fair. Cultural background and other
students should have a clear picture in mind of what knowledge, factors should not influence assessment procedure.
skills, values must be achieved at the end of the teaching-learning 4. Assessment should reflect the knowledge and skills that are
process. This is like looking straight ahead so that the target will important to the students.
be reached. 5. Assessment should tell both the teachers and students how
Principle 2: Designing Backwards students are progressing.
 This principle is related to the first. At the beginning of a 6. Assessment should support every student's opportunity to learn
curriculum design, the learning outcome has to be clearly defined. things that are important.
What to achieve at the end of formal schooling is 7. Assessment should allow individuality or uniqueness to be
Principle 3: High Expectations demonstrated.
 Establishing high expectations, challenging standard of 8. Assessment should be comprehensive to cover a wide range of
performance will encourage students to learn better. This is linked learning outcomes.
to the premise that successful learning, promotes more successful
learning as mentioned by Spady in 1994 This is parallel to
Thorndike's law of effect, which says that success reinforces Learner's Responsibility for Learning
learning, motivates, builds confidence and encourages learners to As a student,
do better. 1. What do I have to learn?
Principle 4: Expanded Opportunities 2. Why do I have to learn it?
 In OBE all students are expected to excel, hence equal expanded 3. What will I be doing while I am learning?
opportunities should be provided. As advocates of multiple 4. How will I know that I am learning, what I should be learning?
intelligences say, "every child has a genius in him herself, hence is 5. Will I have any say in what I learn?
capable of doing the best." Learners develop inborn potentials if 6. How will I be assessed?
corresponding opportunities and support are given to nurture.
Enhanced Teacher Curriculum Anchored on OBE
Teaching-Learning in OBE Teacher Education Curriculum Anchored on OBE
 Teachers must prepare students adequately. This can be done if 1. Desire outcomes of the Teacher Education Programs (Ideal Graduate
the teachers know what they want the students to learn and what of Teacher Education Program Competencies)
learning outcomes to achieve. Prerequisite knowledge is Question: What kind of teacher do we desire to graduate in the
important; thus, a review is necessary at the start of a lesson. future? What kind of teacher will you be? What qualities will you
 Teachers must create a positive learning environment. Students process?
should feel, that regardless of individual uniqueness, the teacher  Recognizing the demand of K to 12, the framework of the National
is always there to help. Teacher and student relationship is very Competency-Based Teacher Standards (NCBTS) and global
important. The classroom atmosphere should provide respect for requirements of ASEAN 2015, a need to harmonize the teacher
diverse kind of learners. competencies is very critical. With OBE, these competencies will
 Teachers must help their students to understand, what they have form the desired outcomes of the teacher education program.
to learn, why they should learn it (what use it will be now and, in  The 21st century, the teacher education curriculum must
the future,) and how will they know that they have learned. emphasize teacher's values, skills and knowledge that are
 Teachers must provide students with enough opportunities to use fundamental to good teaching.
the new knowledge and skills that they gain when students do  The roles and responsibilities of teachers should be viewed
this, they can explore with new learning, correct errors and adjust collaboratively with other professionals because of new job
their thinking. Application of learning is encouraged rather than opportunities.
mere accumulation of these.  Teachers may not remain in the classrooms but may take on tasks
 Teacher must help students to bring each learning to a personal as course designers, program evaluators, training specialists, and
closure that will make them aware of what they learned. others which are also related to teaching.

Here are additional key points in teaching-learning in OBE which show Competencies for all Future Teachers in the Teacher Education
the shifts from a traditional to an OBE Vide Curriculum
 MARIE PARCON | BEED III

 It is desire that all graduate of any teacher education program 2. Teacher Education Curriculum: An Example
should have the following competencies to be ready to teach in  Using the OBE framework, the competencies previously stated are
the classroom. Here are the suggestions based on CMO 30. S. now translated into outcomes. These are the outcomes we need
2004 and the NCBTS. to see in every graduate.
1. Demonstrate basic and higher levels of literacy for teaching and Teacher Education Program Outcomes
learning  At the end of the degree plan for elementary or secondary
2. Demonstrate deep and principled understanding of the teaching and teaching, the future teacher must have:
learning process. 1. Demonstrated basic and higher levels of literacy for teaching and
3. Master and apply subject matter content and pedagogical principles learning.
appropriate for teaching and learning 2. Demonstrated deep and principled understanding of the teaching
4. Apply a wide range of teaching related skills in curriculum and learning process.
development, instructional material production, learning assessment 3. Mastered and applied the subject matter content and pedagogical
and teaching delivery. principles appropriate for teaching and learning.
5. Articulate and apply clear understanding of how educational 4. Applied a wide range of teaching related skills in curriculum
processes relate to political, historical, social and cultural context. development, instructional material production, learning
6. Facilitate learning in various classroom setting diverse learners assessment and teaching delivery.
coming from different cultural backgrounds 5. Articulated and applied clear understanding of how educational
7. Experience direct field and clinical activities in the teaching milieu as processes relate to political, historical, social and cultural context.
an observer, teaching assistant or practice teacher. 6. Facilitated learning in various classroom setting diverse learners
8. Create and innovate alternative teaching approaches to improve coming from different cultural backgrounds.
student learning. 7. Experienced direct field and clinical activities in the teaching
9. Practice professional and ethical standards for teachers anchored for milieu as an observer, teaching assistant or practice teacher.
both local and global perspectives. 8. Created and innovated alternative teaching approaches to
10. Pursue continuously lifelong learning for personal and professional improve student learning.
growth as teachers. 9. Practiced professional and ethical standards for teachers anchored
 Using the National Competency-Based Standards as a frame, as a for both local and global perspectives.
global Filipino teacher let us analyze the intended competencies/ 10. Pursued continuously lifelong learning for personal and
outcomes that are addressed by the different NCBTS domains, professional growth as teachers.
(TCSE Progress Report, 2013)
TEACHER STANDARD DOMAINSS ADDRESSED IN Content and Pedagogy to Achieve the Outcomes
OUTCOMES NCBTS 1. Course or Degree Content
❖ Uses specialized knowledge •Diversity of Learners  A degree is made up of courses or subjects which are clustered as
and skill in a variety of school •Learning Environment -setting general education courses, professional education courses and
context and in diverse student’s •Curriculum major or specialized subject courses.
background. Example of course or degree content
❖Applies inquiry with the use of •Diversity of Learners  Elementary Level Teaching for K to Grade 6- General Education
research approaches and utilize •Planning, Assessing and Courses, Professional Teacher Education Courses, Areas of
evidence-based knowledge to Reporting Specialization or Additional Subjects in a Specialized Field.
improve teaching. •Personal Growth and  Secondary Level Teaching for Grade 7-10 (Junior High)- General
Professional Development Education Courses, Professional Teacher Education Courses,
•Social Regard for Learning Major Discipline (English, Math, Science, others)
❖Self-directs continuous •Personal Growth and  Secondary Level Teaching for Grade 11-12 (Senior High
learning related to own Professional Development School)- General Education Course, Professional Teacher
expertise for enhancement of • Social Regard for Learning Education Courses, Major Discipline (higher level of contents)
student’s outcomes and
strengthening of professional Example of Probable Subjects in the Professional Teacher Education
identity. A. Foundation Courses
❖Maximize the involvement of •Community Linkages -  Child and Adolescent Learners and Learning Principles
education stakeholder and non- partnership of the school and  The Teacher and Society
education communities to work community  The Teaching Profession
in collaboration for relevant  School Culture and Organizational Leadership
educational reforms  School-Community Linkages
 Foundations of Special and Inclusive Education
From the identified competencies, standards and outcomes the IDEAL B. Pedagogical Content Knowledge Courses
GRADUATE of the teacher education program as a new breed of  Facilitating Learner-Centered Teaching and Learning
TEACHERS are:  Assessment of Learning
 Multiliterate  Sensitive to issue  Technology for Teaching and Learning The Teacher and the
 Reflective  Multicultural School Curriculum
 Master subject content  Innovative  Building and Enhancing Literacy Skills Across the Curriculum
 Highly skilled  Highly professional  Content and Pedagogy of the Mother Tongue (Elementary level
only)
 MARIE PARCON | BEED III

 ICT Literacy
2. Methods of Teaching and Teaching Delivery Modes Life Skills  Flexibility and adaptability
 The methods of teaching should be varied to address the different  Initiative and Self Direction
kinds of learners. Time-tested methods as well as current and  Teamwork and
emerging strategies shall be utilized. The methods of teaching Collaboration
should replicate what should be used in the work place or schools.  Social and Cross-Cultural
 The use of technology for teaching and learning in all subject Skills
areas is encouraged so that every future teacher will develop the Citizenship Skills  Valuing of Diversity
skills to be ready to guide future learners, most of whom are  Global Awareness
digitally skilled is necessary.  Environment Awareness
3. Assessment of learning  Values, Ethics, and
 College learning shall be assessed in similar manner as all other Professionalism
means of assessment. It has to be remembered that in the
Philippine Qualifications Framework (PQF) there are three levels The Five frames of thinking
of competencies that all undergraduate students should possess Five Frames of thinking Description
as evidence of e of their learning outcomes. The Disciplined Mind Makes use of the ways of
 Planning (Degree Outcomes and Attributes of an Ideal thinking necessary for major
Graduate) scholarly work and profession
 Evaluating (Assessment of Learning to indicate if degree The Synthesizing Mind Selects crucial information from
outcomes have been achieved) the voluminous amounts
 Implementing (Contents, Methods of Delivery) available, processing such
information in ways that make
The 21st Century Curricular Landscape in the Classroom sense to self and others
 What are the emerging factors and conditions that will shape the The Creating Mind Goes beyond existing
curriculum of the century? knowledge, possess new
questions, offers new solutions
The Respectful Mind Sympathetically and
constructively adjust to
Emerging Curricula of the 21st Century Learners individual differences
The different Issues The Ethical Mind Considers one’s role as citizen
 Globalization of economies and independence on international consistently and strives toward
markets. good work and good citizenship
 Increase concerns and actions about environmental degradation,
water and energy shortage, global warming, pandemic.
Education 4.0 in the school curriculum
 Nations competing for power block thus generating conflict but
Industrial revolution (ir)
gives opportunities to build alliances and cooperation.
 The transition from creating goods by hand to using machines.
 Increased global migration and opportunities for working
 "New technologies and novel ways of perceiving the world [that]
overseas.
trigger a profound change in economic and social structures." —
 Science and technological revolution
Schwab
 Knowledge economy as a generator of wealth and jobs.
Industrial revolution (ir)
IR 1.O  Invention of the steam engine
Characteristics of the curriculum
(1760-1840)  Human labor was replaced by the machine
 Provides appropriate knowledge, skills and values to face the
IR 2.O  The age of science and mass production
future.
(1840-1870)  Invention gasoline engines, airplanes, chemical
 Is based on knowledge drawn from research.
fertilizer
 Is a product of consultative, collaborative development process.
 henry ford's company where by the early part of
 Supports excellence and equity for all learners.
the 20th century mass-produced cars with
gasoline engine built on an assembly line
Need to develop 21st century skills of learners in the curriculum
 What are the skills needed by 21st century learners in order to IR 3.O  Digital revolution
cope with the curriculum? (1870-1914)  Antenna (analog) to internet connected (digital)
Cluster of skills for the Specific Descriptors IR 4.O  Computers connected to computers
21st Century Present  Robots, driverless cars, genetic sequencing and
editing, miniaturized sensors, and 3d printing
Learning and Innovation Skills  Critical Thinking and
Problem solving
 Creativity and Innovation Education 4.0
 Oral and Written  A learning approach associated with the fourth industrial
Communication revolution, aims to transform education in the future through
cutting-edge technology and automation.
Knowledge, Information, Media  Content Mastery
 Education 4.0 is the response of the education to all changes
and Technology Literacy Skills  Information Literacy
brought by IR 4.0.
 Media Literacy
 MARIE PARCON | BEED III

family income.
To be relevant, schools should consider some statistics: Enhanced Instructional Management by Parents, Community and
 80% of the skills trained in the last 50 years can now be Teachers (e-IMPACT) for Primary education
outperformed by machines  It is meant to address issues both ACCESS and QUALITY by
 65% of children who entered in 2018 will work in a job that have enabling schools to deliver complete level (1-6) despite
not been invented yet shortage of teachers, classrooms, etc.). Implemented in all 6-
 49% of current jobs have the potential for machine replacement level using the Community Learning Center
(Statistics, Whelsh, 2018) 3.Distance Learning
 With the efficiency of machines, routinized jobs can be done by  This is a mode of education that includes delivery of educational
machines with greater efficiency than human laborers. content online, digitally or through radio and television. It is an
 Human laborers must be taught how to use the machines at their option for students who may not be physically at school.
advantage. 4.Home Schooling
 Lack in human creativity, flexibility, compassion and empathy.  Another flexible learning option that provides learners with access
to format education while staying in and out of school
10 skills demanded by IR 4.0 by the World Economic Forum Report as environment. It is meant for learners in unique circumstances such
follows: as illness, frequent travel special education needs and another
 Complex Problem  Emotional Intelligence similar context.
 Solving Critical Thinking  Judgement and Decision 5.Alternative Learning System
 Creativity Making  It is a parallel learning system in the Philippines that provides a
 People Management  Service Orientation practical option to the existing formal instruction. When one does
 Coordinating with others  Negotiation not have or cannot access formal education in schools, ALS is an
 Cognitive Flexibility alternate or substitute. ALS includes both the non-formal and
informal sources of knowledge and skills.
 Education 4.0 must be intentionally and formally include program TWO MAJOR PROGRAMS ON ALS
outcomes, course outcome and learning outcome that are focused  Implemented by the Department of Education, through the
on the development of the 10 skills for success in IR 4.0 Bureau of Alternative Learning System (BALS)
 They must be taught to welcome machines and other features  Basic Literacy Program
brought by industrial revolution 4.0.  Continuing Education Program - Accreditation and
 Learners should be taught that artificial intelligence can enhance Equivalency (A&E).
and optimize creativity.  Both programs are modular and flexible

Model of teaching shall be flexible. Curriculum Response of Higher education for teacher education Amid
 We can have flipped classrooms where students are given the Pandemic and Beyond
problems or questions in class and they go out to search for Teacher Education Curriculum Response in the COVID 19 Pandemic
answers to the problems or questions then come back to share and Beyond
their answer. A. Curriculum Modification
Assessment of learning will not be limited to paper and pencil test  Curriculum modification is the process of making adjustments to
 The assessment of knowledge, skills and values is done through existing programs in higher education, specifically teacher
more authentic modes of assessment. education in order to respond to the needs of the learners amid
the post pandemic.
Curriculum Modification in Basic Education During and Post Pandemic 1. Focusing on the Essentials: Mapping the Needed and Enduring
Most Essential Learning Competencies (MELC'S) Outcomes in the Recommended and Written curriculum
 The reduction of number of competencies may lead to more  The challenge during the pandemic is how to create a balance between relevant
focused teaching. basic competencies for the students to acquire and the teachers' desire to achieve
the entire outcomes of the curriculum. To solve this challenge, the teacher needs
 Teaching should focus on essentials and important to revisit the existing curriculum and analyze the outcomes of the program or
course. The mapping of the course outcomes should be done to determine the
Various Curriculum Delivery Modes needed and the enduring outcomes and which outcomes should be emphasized.
1. Online Learning Needed outcomes Enduring outcomes
 Education made available through internet. Needed outcomes are the enduring outcomes are
 DepEd considers valid concerns of stakeholders related to online. desired knowledge, skills and competencies that are
2. Alternative Delivery Mode values that are required to necessary not just for
 A non-traditional education program recognized by the learn. higher concepts. They are succeeding in a certain topic but
Department of Education (DepEd), a flexible learning philosophy defined as competencies that are useful beyond a single unit
and a curricular delivery program. learners need for continuation or study. They are knowledge,
 Include the use of facilitator-aided and interactive self- to subsequent level of concept. skills and values that have
instructional. It is a non-traditional education program. They are considered as overarching applicability in real-
Modified In- School and Off-School Approach (MISOSA) prerequisite competencies. life situations. In curriculum
 It is meant to address the problem of overcrowding due to the modification, enduring
classroom. Teacher shortage etc.) Alto for seasonal absentees, outcomes can be given
those living in conflict/disaster areas, chronically ill indigenous emphasis.
children and those engaged in earning a living to augment the
 MARIE PARCON | BEED III

Box A. Existing Statement of Box B. Modified Statement of 2. Wear face mask. This will provide a personal protection that no
Outcomes in a Syllabus Outcome to Cover the Essential droplets due to coughing or talking of a transmitter will be passed
At the end of the 3-unit course, At the end of the 3-unit course, on to another person.
the students should be able to: the students should be able to: 3. Keep distance. Social distancing or keeping away from another
1. Mount an art exhibit 1. Create their own work of person at least one meter away will break the circuit of
(concept development, post art through virtual transmission.
production, marketing, production or exhibit. 4. Practice health etiquette. When coughing, cover mouth or cough
documentation, critiquing) (In this way there is only on your sleeves, not on the person in front of you.
2. Create their own works of one outcome instead of 5. Do exercise. Physical exercise whether indoor or outdoor when
art and curate their own two) allowed is recommended.
production of exhibit. 6. Eat healthy food that will build the immune system.

2. Rearranging the college course offerings In short, the general health protocols to be followed include the
 Another way of modifying the curriculum during the pandemic is following:
to rearrange the course offerings. KEEP WEAR
STAY AT HOME WASH HANDS
3. Offering of effective or cognate courses that relate to pandemic DISTANCE FACE MASK
 In the global crisis, it is imperative that the curriculum be adjusted
by offering courses that are needed to survive amidst the 2. The Learners and the Teachers
pandemic.  Like all learners, college students are diverse in reference to their
readiness to learn under the pandemic. Teacher Education
Institutions (TEIS) are spread all over the country and there are
Some of the proposed elective courses that are deemed essential more that 1200 of these institutions.
especially in the teacher education programs are the following:  Before the pandemic, students come from diverse backgrounds
 Change Management based on geographical location (rural or urban); economic status
 Disaster Risk Management (rich or poor) schools in attendance (big universities or small local)
 Flexible Learning and Teaching Strategies and many more. Likewise, the teachers are also coming from
 Resilient Education similar contexts.
 Alternative Assessment  Because of this diversity, it can be said that to shift from face-to-
 Remote Teaching face to online or flexible learning maybe difficult for both the
 Health and Mental Wellness learners and teachers. Thus the choice of delivery must be
 Instructional Materials Development for Blended Instruction appropriate to the condition.
 Active Learning Principles and Practices Psycho-Social Support 3. Appropriate Teaching Delivery During the Time of Pandemic and
during Crisis Beyond
4. Modifying the taught curriculum  So what kind of teaching delivery, may be appropriate for the
 Another way of modifying the curriculum and ensuring learning learners' and teachers context? This is a difficult question to
continuity during the pandemic is the implementation of multiple answer because there are several factors to consider aside from
learning delivery modalities. Considering that face- to-face the learners and teachers.
modality is not feasible, teachers may consider flexible distant 
learning options like correspondence teaching, module- based What kind of teaching delivery can be used if the students and
learning, project-based, and television broadcast. teachers have:
5. Modifying the assessed curriculum No Internet Limited Internet Excellent Internet
 Adjustments on the assessment measures can also be considered Connectivity? Connectivity? Connectivity?
amid the pandemic. There is a need to limit requirements and Here are some ways: Here are some ways: Here are some ways:
focus on the major essential projects that measure the enduring 1. Use of printed 1. Asynchronous 1. Synchronous
learning outcomes like case scenarios, problem-based activities self- learning Learning- a Learning- real
and capstone projects. modules or teaching-delivery time teaching and
learning packets where students learning using on
which are are doing their line platforms like
B. Curriculum Considerations
distributed work Zoom, Facebook,
1. The Context of Teaching and Learning through means independently Messenger,
 Since the World Health Organization (WHO) has declared a that will follow based on what Google Meet, or
people's way of life. The havoc that Covid 19 has brought in social distancing. has been Google
pandemic time in March, 2020 everything has changed, including Can be picked up instructed on line Classroom. This is
reclaiming more than 10 million lives (and still counting) is from strategic by the teacher. Or also called remote
unprecedented in human history. distribution they can access learning
centers. on-line learning at a. Teacher prepares
The Context - Based on the initial scientific studies, COVID 19 is a rare 2. In places with no different times. an instructional
risk of Covid 19, a This will allow guide (IG) like a
disease which is caused by a new virus. By the nature of the virus, the
group of not more flexibility in the lesson plan where
WHO issued fundamental guidelines for everybody to follow to avoid than ten students learner's most of the
its contamination and transmission. These are: may meet face to schedule. They delivery will be
1. Wash hands frequently with soap and water. Avoid touching the face but health can learn on their lecture or
eyes, nose and mouth with unwashed hands. protocols should own pace. demonstration. It
 MARIE PARCON | BEED III

be followed. a. Students are is similar to whole

(Social Distancing, provided with class instruction.
Use of Mask, learning materials There is a very
Wash Hands or packets which little interaction
Often, and others) may either be at the end of the
printed, recorded session through a
tutorials. Question
b. Open Educational b. and Answer (Q &
Resources or A)
OERS will be c. Synchronous
provided. learning can also
be followed by an
asynchronous
learning.