LESSON PLAN
THE TEACHER AND THE SCHOOL CURRICULUM
(NATURE OF CURRICULUM)
A. Objectives
Define and analyze the meaning of curriculum
B. Content/Topic
Topic: Nature of Curriculum
Sub-Topic: Definition of Curriculum
Reference: The Teacher and The School Curriculum
A Guide to Curriculum Development Practice
Greg Tabios Pawilen
pp. 1-2
Material/s: PowerPoint presentation
C. Procedures
C.1 Introductory Activity
(5 minutes)
Motivation
“Word Association”
What comes to mind when they hear "curriculum"?
Note: The students will write their responses on the board.
C.2 Activity
( 10 minutes )
Individual Activity
“Think and Share”
Share a brief, relatable anecdote about a personal experience with a curriculum (e.g., a challenging or
rewarding class, a favorite subject).
C.3 Analysis
(15 minutes)
Group Activity
“Analyze Me!”
The class will be divided into small groups. Each group will be provided with a different definition of
curriculum (sourced from various educational theorists like Tyler, Schwab, etc.), and will:
1. Read and discuss their assigned definition.
2. Identify key terms and concepts within the definition.
3. Create a short, visual representation (diagram, mind map, etc.) summarizing their
understanding.
Criteria:
Content – 10; Relevance – 10; Cooperation – 10
“Spot the Difference”
Each group will present their definition and visual representation. Facilitate the class discussion
focusing on:
1. Comparing and contrasting the different definitions.
2. Identifying similarities and differences in their interpretations.
3. Exploring the implications of each definition for curriculum development and implementation.
Questions to guide the discussion:
a. How do these definitions differ in their focus (e.g., subject matter, learning experiences, learner
outcomes)?
b. Which definition resonates most with your understanding of curriculum, and why?
c. How might these different perspectives influence teaching practices?
Criteria:
Content – 10; Relevance – 10; Cooperation – 10
C.4 Abstraction
(10 minutes)
1. What are the essential components of a curriculum?
2. How can we synthesize the different perspectives into a unified understanding?
3. What are the limitations of each definition?
C.5 Application
(10 minutes)
Group Activity
“ReAct”
Each group will present a scenario (e.g., designing a new curriculum for a specific subject or grade
level). The students will apply their newly developed understanding of the curriculum to this scenario,
considering the different perspectives they have explored.
Questions to guide the application:
a. How would you approach designing this curriculum, considering the various definitions discussed?
b. Which aspects of the definitions would be most relevant to your design process?
c. How would you ensure that your design aligns with your chosen definition of curriculum?
Criteria:
Content – 10; Relevance – 10; Cooperation – 10
D. Assessment/Evaluation
E. Assignment
Define each type of Curriculum and give examples. (Notebook)
