The Components of Design
F. Curriculum Change-
VII. CURRICULUM ALIGNMENT
Curriculum Alignment - alignment between curriculum and one or more of the following elements, state standards, standardized test/state test, curriculum embedded tests, student's assignments, lesson plans, textbooks and instruction
• Vertical Alignment - planning curriculum across the grade levels from kindergarten through high school, building upon insbuction based upon standards
• Horizontal Alignment - alignment of the curriculum being taught by teachers in common grade level
Written Curriculum - specifies what Is to be taught ?nd is produced by the state, the school system, the school and the classroom teacher
Taught Curriculum - what the teacher actually teach in tffe classroom .
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Tasted Curriculum - provides valuable feedback about each student’s
under-Benefits of Curriculum Alignment
1) Improves students test scores by making sure the Information a teacher teaches in her classroom lines up with the Information cov
ered on standardized test
2) Teachers can coflaborate together more effectively of they all have the ' same basic goal for their classrooms.
3) Helps a school or Individual teacher prove the students are learning material that lines up with state standards.
4) Students can travel from school to school and still have the same
basic instruction. •
5) Ensures an increased In the students academic performance.
Or. Ma. Corazon B . Sigua and Prof. B ert J . Tuga.
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PART II - ANALYZING TEST ITEMS
' D ire ctio n s: Read and analyze each item and select the correct option that answers each question. Analyze the items using the first 5 Items as your sample. Write only the letter of your choice in your answer sheet.
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. Which is NOT a provision for the development of each learner in a good curriculum?A. Extensive arrangements are made for the educational diagnosis of Individual learners.
B. Self-directed, Independent study is encouraged wherever possible and advisable.
C. Self-motivation and self-evaluation are stimulated and emphasized through
out the learning opportunities of the school.
D. The program provides a wide range of opportunities for individuals with same abilities, needs, and interests.
Analysis:
Option D is CORRECT. Notice the word NOT in the question above. This entails that the answer to the question Is a provision or activity which does not promote the development of each learner. While option D mentions of a program which provides a wide range of opportunities for individuals, it only focuses on Individuals with the same level of abilities, needs and interest It fails to consider individual differences.
Option A Is INCORRECT. The provision of extensive educational diagnosis of learn
ers will really help address the specific needs of children.
Options B and C are INCORRECT. Self-directed, independent study and self-mo
tivation and evaluation highlight the ability of children to construct and direct, their pwn learning. These enable them to develop their potentials to the fullest.
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. Teacher Lily would like to take part in developing a subject-centered curriculum•because she believes that all subjects in this type of curricuiuifi are geared towards the holistic development of the learner, is her belief about the subject-centered curriculum true?
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---Dr. Ma.*Cora7X>n B . Sigua and Prof. Bert J.T u g a * •
C u r r ic u lu m D e v e lo p m e n t
A. Yes, because the subject-centered curriculum focuses on the learners needs,
interests, and abilities. •
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. No, because itjs the experience-centered curriculum that emphasizes the teaching of facts and knowledge for future use.C. Yes, because the subject-centered curriculum involves cooperative control..
D. No, because it is the experience centered and not the subject-centered curriculum that emphasizes integration of habits and skills in teaming the knowledge component of a subject areas.
Analysis:
Option 0 is CORRECT. The belief of Teacher Lily about the subject-centered curric
ulum is not acceptable. Holistic development covers physical, socio-emotkmal, men
tal and moral development of learners. This is possible under an experience-cen- tered curriculum.
Option B is INCORRECT. While it agrees to the premise that Teacher Lily's con
ception about the subject-centered curriculum is not true, this option could not be accepted because It presents conflicting information. It is' subject-centered curric
ulum, not experience-centered cunriculum, which emphasizes the teaching of bets end knowledge.
Option A and C are INCORRECT. The consideration of learners' needs, interests, and abilities including cooperative practices in the classroom are seme of the im
portant traits of experience-centered curriculum.
3. In the elementary level, English literature and Social studies relate well. While his
tory is being studied, different literary pieces during the historical period is being studied as well.What curriculum design is shown here?
A. Separate Subject design C.
B. Correlation design -D.
Analysis:
Option C is CORRECT. Subjects are related to one another but individual subject, maintains its identity. In the question above, English literature and-social studies
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| relate well. The literary pieces being studied in English literature reflect the culture, social activities even the problems and issues in each historical period.
Options A and B are INCORRECT. Both separate subject design and discipline design are compartmentalized. They stress so much on cluster of topic, content and academic disciplines. .
Option D is INCORRECT. Like correlation design, .broadfiejd design was made to prevent compartmentalization of subjects. However, unite correlation design, broad field considers wider integration of subjects that are fused into one subject. Thus,
| the identity of each subject combined is lost.
4. This phase of curriculum development involves decisions, among other things, on grade placement and sequencing of content. Which phase is this?
A. Curriculum planning C. Curriculum organization B. Curriculum evaluation 0. Curriculum implementation Analysis:
Option C Is CORRECT. Decisions on sequencing of content and grade placement are done on the level of curriculum organization/design. In this level, the curriculum developer determines the scope and sequence of content in each subject based on the design of the curriculum.
Option A, C and D are INCORRECT. Planning involves, among others, diagnosis of needs and social demands which will make up the goals/objectives of the curric
ulum. This is done at the Initial phase of curriculum development process. Imple
mentation is more concern on the actual delivery of the curriculum in the schools/
classrooms. This process is conducted after the content, grade placement, etc. had been finalized. Evaluation is the terminal part of the curriculum development process where the'efficiency, effectiveness, aria impact of the'curriculum are measured.
5. One example of this design of subject-centered curriculum is that which shows social studies being combined with geography, civics and culture, and history to
■ comprise one subject area. Which design is this?
A. Correlated C. Separate Subject
•B. Broadfletds ' D. Core
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Analysis; .
Option B Is CORRECT. Broadfield design was made to prevent the compartmen- talization of subjects and integrate the contents that are related to each other. Thus geography, civics and culture, and history are fused into one subject-called social studies. Eventually, the identity of each subject is lost. Broad field draws around themes and integration.
Option A is INCORRECT. Correlated design relates the content of two subjects in order to reduce fragmentation. However, the identity of each subject is maintained.
This is not the case in the question above.
Option C is INCORRECT. Separate subjects design is highly compartmentalized and fragmented.
Option D is INCORRECT. Core design revolves around general education and the problems are based on common human activities.
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. Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identifying related concepts in Math. What pattern of organizing subjects did Ms. Ortiz consider?
A. Broadfield C. Cere
B. Correlated D. Separate Subject
7. Which design is easy to deliver because complementary books and materials are commercially available?
A. Experience centered design C. Process design B. Problem design D. Subject centered design
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. What refers to the matching between the curriculum and the test to be used to assess the learners?-A. Alignment . C. Articulation
B. Auditing D. Delivery
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. Ms. Mateo, a History teacher considers the element of time in arranging the con-, tent of her lessons in World History. What way of establishing sequence is given■ emphasis by Ms. Mateo? . .
A. Simple to complex C. Concrete to abstract
B. Part to whole 0. Chronological .
Dr. Ma. Cmnz.un B. Sigua and Prof. B ert j . Tuga
P ro fe ssio n a l Education
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10. Mr. Rivera, a new teacher believes that education is a process of development and is life Itself; therefore, experience related to the child’s need and interest should be given primary consideration. What educational philosophy is being exhibited by Mr. Rivera?
A; Idealism C. ProgressMsm
B. Reconstructionism D. Realism
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, A stakeholder in curriculum development, Mr. Cruz, a district supervisor and a member of the school board has one of the following primary roles. Which one is this? .A. Support and participate in parent-school organization activities.
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Authorize school expenditures for curriculum development, implementation and evaluation.a Enact legislations to effect curriculum improvement.
W&Recommend changes In curriculum.
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*!me schools in the 1“ District plan to adopt the reading program used in the 3"*District What level of curriculum improvement is used?
A. Variation C. Substitution
B. Value orientation D. Restructuring
13. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the curriculum content, it is better that throughout the high school years, economic geography concepts be used to recur and be repeated with depth for effective learning. What criterion in content selection is shown here?
A. Validity C. Significance •
( f ) Continuity D. Leamabillty
14. ine Filipino learners envisioned by the Department of Education in the light of the K-12 Curriculum Is
A. Technologically literate or toQtsticaHy developed Filipino B J Functionally literate or logtsflcaHy developed Filipino .C. Scientifically Advanced and Values Oriented Filipino
‘ D. National Oriented and internationally Competitive Filipinos . •
Dr. Ma. Corazon B . Sigua and Prof. Bert J . Tuga
Curriculum Developmcni
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15. Teacher Dominguito believes that a new respect for the child is fundamental In cur- ' riculum. Thus, all activities in the classroom are.geared towards thesdevelopmenl
of the child - the center of the educative process. To which approach in curriculum does Teacher Dominguito adhere?
Learner-centered C. Problem-centered
Subject-centered D. Pragmatic
16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy.
Captain in the school to solicit inputs for a new curriculum in Social Science which highlights indigenous knowledge In the community. What is shown in this situa
tion?
A. Community members as supporters of curriculum 0 } Community members as curriculum resources
C. Community members as managers of curriculum 0. Community members as beneficiaries of curriculum
17. Teacher Bert puts emphasis on the immediate felt Interests and needs of his stu
dents and not on the anticipated needs and interests. What type of curriculum does teacher Bert adheres?
A. Subject-centered C. Bqaerience-centered
B. Learner-centered D? Culture-based
18. What type of curriculum divides the school day into different periods such as lan
guage arts, social studies, science and health, arithmetic, etc.?
A. Correlated C. Integrated
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. Broad fields D. Separate Suttfect19. Which curriculum design element is taking place when Eduardo, a 4* year student can connect the lessons he learned in a subject area to a related content in an
other subject area?
A. Artculation . C. Continuity ’
B. Balance • D. Integration
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C u r r ic u lu m D e v e lo p m e n t
20. The following curricular changes took place in what particular period? Restore Grade VII, double'-single session was abolished and more textbooks were written by Filipino authors.
A. American Period - C. Japanese Occupation B. Philippine Republic D. New Society
21. This concept includes the sub-processes of curriculum planning, organization, im
plementation and evaluation. Which concept is this?
A. Curriculum development C. Curriculum management IS. Curriculum assessment D. Curriculum and instruction 22. If curriculum is the *means", what Is the "end'? •
A. Strategies C. Technique
B. Instruction D. Approaches
23. The curriculum used during this period in Philippine history terminated the use of English as a medium of instruction. What period was this?
A. American C. Commonwealth
B. Spanish D. Japanese
24. Which of the following statements about the concept of curriculum is NOT quite acceptable?
A. It refers to all Ihe experiences that both the school and the teacher provide the students with.
B. It is the set of acquired knowledge, habits, and skills.
C. It consists of everything that goes within the school.
DL It Is a planned action for instruction.
25. What process is being undertaken by curriculum developers when they enrich, or modify certain aspects of a particular program without changing Its fundamental
conceptions? ,
A. Curriculum improvement C. Curriculum, design B. Curriculum change D. Curriculum implementation
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