SYNTHESIS REPORT
Module 1: The School Curriculum and the Teacher
Name: Dave, Benj Paul
Course: BSIE – IA 3A
Subject: PROFED 11 (Curriculum Development and Evaluation)
Professor: Ms. Jolina N. Litan
I. INTRODUCTION
The essential factor of education is the manner in which lessons are taught in the
classroom and the material that is shaped by the curriculum. The curriculum is
"standards based," which means that it is created with specific constraints and goals
based on what is thought to be the best method for providing the teaching and learning
process meaningfully. In other words, the curriculum shapes the foundation of teaching
and learning and acts as a central source of guidance for all teachers. Teachers are
also
the most significant contributors to making education more collaborative and relevant,
as
they are essential to the development and implementation of the curriculum. They make
sure it adheres to norms and regulations and is focused on the needs of the students.
Moreover, this synthesis report stresses the various curriculum styles and the critical
role
that curriculum specialists play in the classroom.
II. SUMMARY OF SOURCES
The first module emphasizes the relationship between the many curricula offered in the
schools and the comprehension of the role of teachers as curricularist. It highlights the
importance of teachers playing an active role in curriculum creation besides of being an
educator. Teachers are seen as "curricularist," which means they actively participate in
the full curriculum building process. Teachers are supposed to match their methods of
instruction to the curriculum, adapting it to fit the different needs of their students.
Teachers use the curriculum as a guide to help them decide what to teach, how to teach
it, and how to assess their students' learning. To continuously improve educational
approaches, educators need to work together and participate in continuous professional
development. The symbiotic interaction between curriculum and teachers serves as
evidence of the meaning of the teaching and learning process.
III. ANALYSIS AND SYNTHESIS
The evolution of educational systems in reaction to societal changes is exemplified
by
"The Sabre-Tooth Curriculum." The current Philippine educational system, which is
governed by the DepEd, TESDA, and CHED, does actually incorporate this idea. The
criteria and guidelines provided by each of these organizations influence the numerous
curricula that are available for use in different learning environments and at different
educational levels. First, the recommended curriculum which refers to the regulatory
bodies who supplied the needed requirements and regulations. Second, written
curriculum the texts that follow the recommended curriculum, like syllabi and modules.
Third, curriculum that is taught: It is the actual subject matter that educators teach in the
classroom. Fourth, supported curriculum are those educational materials and tools that
facilitate instruction. Fifth, assessed curriculum. An assessment of the supported and
taught curriculum is conducted in order to measure its effectiveness. Sixth, a learned
curriculum is what students genuinely understand, acquire and retain the lesson. Lastly,
the unwritten, unofficial, and frequently unintended lessons, values, and viewpoints that
pupils pick up in school are referred to as the hidden curriculum.
Furthermore, the teacher's crucial position as a "curricularist," which entails seven
essential roles, including curriculum knowing (knows the curriculum), writing (writes the
curriculum), planning, (plans the curriculum), initiating (initiates the curriculum),
innovating (innovates the curriculum), implementing (implements the curriculum and
evaluating (evaluates the curriculum).The term "curricularist" was originally used to
describe educational philosophers such as John Dewey, but it is currently used to
describe a classroom teacher who work with the curriculum on a daily basis. In addition
to putting the curriculum into practice in the classroom and assessing its effectiveness,
teachers must be subject matter experts, record learning resources, organize lessons,
introduce new curricula, and innovate to make education current. These varied
responsibilities guarantee that teachers continuously mold, adjust, and enhance the
learning environment for their students, positioning them as key players in the creation
and execution of curricula. Being a teacher is the same as being a curricularist, even if
one does not share the same status as John Dewey or others. However, a curricularist
is
someone who writes, plans, initiates, innovates, implements, and assesses the
curriculum in schools and classrooms, much like the advocates and role models in
curriculum development.
IV. CONCLUSION
In conclusion, Module 1 explores various types of curricula that exist in the teacher
classroom and school. Further, Module 1 describes the significant roles of a teacher as
a
curricularist who engages in different facets of curriculum development in any
educational
level. Teachers play a critical role in developing curricula. Teachers that are curricularist
actively participate in the creation, development, and modification of curriculum to fit the
requirements of a varied students’ needs in addition to teaching content. With the
teacher's knowledge, the classroom environment, and the needs of the students all
taking
into account, the curriculum becomes more than just a collection of specified criteria.
And
in order to integrate the curriculum with the intended learning goals, collaboration
between educators and other stakeholders in the curriculum creation process are also
essential.
V. RECOMMENDATION
In order to enhance the way curricula are implemented in educational institutions, I
propose that educators should be given additional chances to contribute to the creation
of
curricula both at the district and school levels. As a result, the curriculum will reflect
student needs and classroom realities. Moreover, in order to maintain the curriculum's
relevance, it has to be examined and updated so that it can adjust to the changing
needs
of students and society.
VI. REFERENCE
Bilbao, P. P., Dayagbil, F. T., & Corpuz, B. B. (2016, April 6). Curriculum development for
teachers. Lorimar Publishing, Inc
Rhode Island Department of Education. (2023). Curriculum definition.
https://ride.ri.gov/instruction-assessment/curriculum/curriculum-definition
