FS 4

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FIELD STUDY 4

EXPLORING THE CURRICULUM

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Field Study 4 - Exploring the Curriculum 1. The Meaning of Curriculum

2. The Types of Curricula in Schools 3. The Teacher as a Curriculalist

4. The Teacher as a Knower of Curriculum 5. Approaches about School Curriculum

6. Curriculum Development: Processes and Models 7. Foundations of Curriculum Development

8. Crafting the Curriculum: The Teacher as a Designer 9 Approaches to Curriculum Design

10. Implementing the Curriculum:

The Teacher as Curriculum Implementer and Manager 11. Stakeholders in Curriculum Development

12. Curriculum Evaluation and the Teacher

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My FS Learning Episode Overview

The episode unfolds the meaning of curriculum from the student’s point of view, from authoritative sources and from different people of various discipline.

My Desired Learning Outcomes

 Give the meaning of curriculum from different point of view.  Analyze the different meanings of curriculum.

 Prepare/accomplish matrix on the evolving meaning of curriculum.

My Performance Criteria

I will be rated along the following:

 quality of my observations and documentation,  completeness and depth of analysis

 depth and clarity of classroom observation-based reflection,  completeness, organization, clarity of portfolio and

 time of submission of portfolio

My Learning Essentials

The word curriculum may be defined in various ways. The definitions may be limited or broad in scope.

Limited Definitions of the Curriculum

Broad Definition of the Curriculum  A set of courses constituting an

area of specialization

 Is an identification of proper goals  Can be considered as system of

dealing of people and process  Is a means of attaining the aims

or philosophy of education  Planned learning experiences

 Sum total of all the earning experiences inside and outside the school

 The set of learnings and

experiences for students/ learners planned by the school to attain the aims of education

 Is the entire range of experiences, undirected and directed,

concerned with the unfolding the abilities of the individual

 Is a plan of action or written document which includes

strategies for achieving desired goals or ends.

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 Serves as the operational medium through which the school displays and coordinates the patterns of transmission, translation, and transposition of the educative experiences which it assumes responsibility

My Map

Write a letter of request to visit the school.

Upon approval, go to the designated persons to be interviewed. Analyze the results of the interview.

Visit the school library or surf the internet. Get two (2) meanings of the word curriculum.

Evolve your own definition based on your interview.

Write your reflection on the first activity. Prepare your portfolio To ensure that I will be able

to do this activity, I must follow the steps in reaching the

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My Learning Activities Activity 1

Interview people from different schools in various disciplines. Get their opinions on the meaning of curriculum.

Name (s) Designation Meaning Signature

1. Offers different subjects to teach 2. It Is the different subjects being taught, guided by the school administrator 3. A prescribed source of study. A guideline to be followed by the school administrators and teachers Conclusion

(After analyzing the results of the interview, what can you conclude?)

As I analyze the result of the interview, I conclude that curriculum is the guideline offered to different courses to teach by the teachers. This serves as their basis on how to implement different courses.

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Activity 2

Visit the school library/surf the internet or consult the dictionary. Write two (2) meanings of curriculum taken from authoritative sources.

Meaning of Curriculum Reference (s)

Whole body of course in an educational institution or by a department.

A written document that systematically describes goals, planned objectives, content, learning activities, evaluation procedures and so forth.

New International Dictionary

Pratt, 1980

My Analysis

As I’ve read the meaning of the curriculum, It gives an idea that the curriculum is the heart of the teaching and learning process. It directs every teachers on what to teach and on how to teach based on the curriculum. It guides every teacher in teaching.

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Activity 3

Evolve your own definition of curriculum. Consider of all the meanings you have taken from the different sources and from authoritative sources.

What is Curriculum? My Key Learning Points

Curriculum is the whole body of course, planned and organized that offer different subjects that helps learners to achieved total learning experiences under the guidance of the teacher.

How did I feel after the activities?

I feel relieved because the answers to all my queries were solved or answered based on these activity about the curriculum.

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My Reflections/Insights Why is curriculum important?

Curriculum is important because these are the set of subjects, content, material and programs that will be taught in school, these will be the guide of every teacher How can one enrich the curriculum in every school?

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Integrating Theory and Practice

Directions: Read the items given below and encircle the correct answer.

1. In a curriculum development class, the teacher asked the students to give an enriched definition of the curriculum. Which among the following encompasses the true essence of the term??

A. Curriculum is a list of subjects to take to complete a course.

B. Curriculum is the sum total of all the learning experiences in the teaching-learning process.

C. Curriculum is a list of courses in order to graduate. D, Curriculum is a never ending process in education. 2. Ordinary people consider curriculum as ________. I. a list of subjects

II. courses to complete III. subjects to undertake

A. I only C. III only

B. II only D. I, II, and III

3. Curriculum may be defined in many ways. What does this prove? A. The concept of curriculum is based on those given by experts.

B. The concept is limited and narrow in scope.

C. The curriculum is characterized as fragmentary, elusive and confusing. D. The concept of curriculum may be define form different perspectives.

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Learning Portfolio Pieces of Evidence Documents

Records Pictures

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2 THE TYPES OF CURRICULA IN SCHOOLS

The episode describes the different types of curricula in schools. This learning episode allows you to differentiate the types of curricula existing in the different schools

My Designed Learning Outcomes

 summarize the existing types of curricula in various school  reflect on the importance of the different types of curricula  complete the matrix on the types of curricula

My Performance Criteria

 quality of my observations and documentations,  completeness and depth of analysis

 time of submission of portfolio My Learning Essentials

There are several types of curriculum existing in schools. Types of Curriculum In Schools

1. Recommended Curriculum These are recommendations in the form of memoranda or policy, standards and guidelines that came from government agencies such as DepEd, CHED and TESDA and professional organizations or international bodies suxh as UNESCO.

2. Written Curriculum This includes documents based on the recommended curriculum. They come in the form of course of study, syllabi, modules, books, instructional guides among others. Example of written curriculum is the teacher’s lesson plan. 3.Taught Curriculum The teacher and the learners will put life to the

written curriculum. The skill of the teacher to facilitate learning based on the written

curriculum with the aid of instructional materials and facilities is necessary.

4. Supported Curriculum These are support materials that the teacher needs, This includes print materials like books,

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chats, worksheets and non-print materials like PowerPoint presentation and other electronic illustrations. It also includes facilities like science laboratory and playground.

5. Assessed Curriculum This is the curriculum that is evaluated after it has been taught. It can either be assessment for learning, assessment as learning or assessment of learning. If the process is to find the progress of learning, then assessed curriculum is for learning, but if it is to find out how much has been learned or mastered, then it is assessment of learning.

6. Learned Curriculum These are measured by tools in assessment, which can indicate the cognitive, affective, and psychomotor outcomes. Learned curriculum also demonstrates higher order and critical thinking and lifelong skills.

7. Hidden/Implicit Curriculum This is the unwritten curriculum – peer influence, school environment, media, parental pressures, societal changes, cultural practices, natural calamities are some factors that create hidden curriculum.

My Map

1. Interview a teacher based on the given question.

2. Visit the schools near your place or you Alma Mater. Interview a teacher or administrator or former teacher in your school.

3. Write your reflection and insights. 4. Answer the assessment question. 5. List down the tools used by the school. 6. Prepare your portfolio.

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Visit the school near your place or your Alma Mater. Interview a teacher or

administrator or former teacher in your school. Find out what curriculum is being used in the schools/college/universities in your place. Check the corresponding column. Name(s) of Schools/ Colleges/Univers ities R e co m m e n d e d C u rr ic u lu m W ri tt e n C u rr ic u lu m Ta u u g t C u rr ic u lu m S u p p o rt e d C u rr ic u lu m A ss e ss e d C u rr ic u lu m Le a rn e d C u rr ic u lu m H id d e n C u rr ic u lu m 1. 2. 3. Activity 2

Interview a teacher from a school. Ask this question:

Why must the teacher be aware and sensitive to the hidden curriculum?

___________________ Sig na tu re of t he In te rvi ewe e Ove r P rin te d N am e

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Activity 3 List down some of the tools used by the school to assess their curriculum.

Tools used by the school to assess their curriculum

My Reflections/Insights

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Integrating Theory and Portfolio

1. The Philippine Association for Teachers and Educators (PAFTE) proposed a new curriculum for Teacher Education to make the graduates globally competitive. What type of curriculum is this?

A. Supported curriculum B. Hidden Curriculum C. Assessed Curriculum D. Recommended Curriculum

2. In order to have an effective teaching and learning, there must be an adequate utilization of learning materials. What type of curriculum is this?

A. Assessed curriculum B. Hidden curriculum

C. Recommended Curriculum D. Supported Curriculum

3. When teachers conduct a series of evaluation to determine the extent of teaching, what must be implemented?

A. Hidden curriculum B. Taught curriculum C. Learned curriculum D. Assessed Curriculum

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Pieces of Evidence Records

Documents Pictures

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3 THE TEACHER AS A CURRICULARIST My FS Learning Outcomes

 define role of teachers as curricularist  discuss the roles of teachers s curricularist

 reflect on how those roles affect the teaching-learning process My Performance Criteria

 quality of my observations and documentation.  Completeness and depth of analysis,

 Depth and clarity of classroom observation-based reflection,  Completeness, organization, clarity of portfolio and

 Time of submission of portfolio. My Learning Essentials

A curricularist is a professional who is curriculum specialist. A teacher’s role is broader and inclusive off other functions and so a teacher is a curricularist. What does it take to be a curricularist. What does it take to be a curricularist?

Knows the curriculum (Knower)

As a teacher, one has to master what are included in the curriculum. Writes the curriculum (Writer)

A classroom teacher takes record of knowledge concepts, subject matter or content. Plans the curriculum (Planner)

A teacher’s role is to make yearly, monthly, or daily plan of the curriculum which serves guide in the implementation of the curriculum.

Initiates the curriculum (Initiator)

Implementation of new curriculum requires the open mindedness of the teacher, and the full belief that the curriculum will enhance learning.

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Innovates the curriculum (Innovator)

A teacher makes innovations in the curriculum Creativity and innovation are hallmarks of an excellent teacher.

Implements the curriculum (Implementer)

An implementor gives life to the curriculum plan. It is where the teaching, guiding facilitating skills of the teacher are expected at the highest level.

Evaluates the curriculum (Evaluator)

Determines if the desired learning outcomes have been achieved.

My Map

To ensure that I will be able to do this activity, I must follow the foot prints. 1. Present the letter to the school Principal.

2. Go to the designated person for interview.

3. Get samples/pieces of evidence to prove that the teacher is a curricularist. 4. Get research findings on the roles of Curricularist.

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Interview a teacher on the specific roles he/she play as a curricularist. Your interview must include a teacher in basic education and in the tertiary level. Complete the matrix given below.

Levels Roles as a Curricularist

Early Childhood Name of Teacher School: Signature: Elementary Name of Teacher School: Signature: Secondary Level Name of Teacher School: Signature: Tertiary Level Name of Teacher

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School:

Signature:

Activity 2

After the interview, get samples/pieces of evidence to show that the teacher is a curricularist. Write/Paste or post them here.

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Activity 3

Research in the library and look for a topic about the role of teacher as a curricularist. Complete the template below:

Research Title:

Researcher(s):

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My Reflections/Insights

Aware of the roles of teachers as a curricularist, How do you perceive your role as curricularist?

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1. This curricularist uses unique and out-of-the box strategies to make his/her class highly engaging. He/She is a/an _____.

A. knower B. innovator C. writer

D. implementer

2. This curricularist has published researches, book, manuals, and other instructional materials. He/She is a/an ____________.

A. implementer B. evaluator C. planner D. writer

3. This curricularist attends seminars, workshops and pursues graduate work. He/she is a/an ________.

A. innovator B. knower C. writer D. evaluator

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Documents Pictures

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4 THE TEACHER AS A KNOWER OF CURRICULUM My FS Learning Episode Overview

The episode is meant to enable you to distinguish the traditional from the progressive curriculum. It cites the differences and similarities between the two. This provides a wider perspective on the nature and scope of these types.

My Desired Learning Outcomes

 analyze the teacher as a knower of curriculum  explain some viewpoints of other curriculum

 complete the Venn diagram of traditional and progressive curriculum My Performance Criteria

I will be rated along the following

 quality of my observations and documentation,  completeness and depth of analysis,

 time of submission of portfolio. My Learning Essentials

Point of view about the curriculum can either be traditional or progressive according to their philosophical and psychological orientations. These views can also define what a curriculum is all about.

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Robert Hutchins Views curriculum as “permanent studies” where rules of grammar, reading, rhetoric, logic and mathematics for basic education are emphasized. The 3Rs(Reading, Writing, ‘rithmetic’) should be emphasized in basic education while liberal education should be emphasis in college

John Dewey Believe that the education is experiencing. Reflective thinking is a means to unify curricular

elements that are tested by

application.

TRADITIONAL PROGRESSIVE

Arthur Bestor Believes that the mission of the school should be intellectual training. Curriculum should focus on the fundamental intellectual disciples of grammar, literature and writing. It should include Mathematics, Science, History and Foreign Language. Hollis Caswell Kenn Campbell Bothe educators viewed “curriculum as all experiences children have under the guidance of teachers.”

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Philip Phenix “Curriculum should consist entirely of knowledge which comes from various disciples.” Colin Marsh George Willis Viewed curriculum as all the experiences in the classroom which are planned and enacted by the teacher and also learned by the students

.

My Map

To ensure that I will be able to do this activity, I must follow the following:

1. Present a letter of request.

2. Interview a teacher and administrator on their view points on traditional and progressive curriculum.

3. Interview a parent and ask her/his viewpoints on traditional and progressive curriculum.

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4. Research the differences of traditional and progressive curriculum. Accomplish the H chart.

5. Call/Interview your friends from other institutions and ask the same question. 6. Prepare your portfolio.

Interview an administrator, a student and a parent. Find out their view points on the traditional and progressive curriculum.

Name of Student:______________________________________________ School:______________________________________________________ Signature:___________________________________________________

Aspects Traditional Progressive

Roles of Teacher Roles of Pupils Modes of Instruction Instructional Materials Modes of assessment Activity 1.1

Interview a teacher and an administrator. Find out their viewpoints on the traditional and progressive curriculum.

Name of Faculty member:______________________________________________ School:______________________________________________________

Signature:___________________________________________________

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Roles of Pupils Modes of Instruction Instructional Materials Modes of assessment Name of Administrator:______________________________________________ School:______________________________________________________ Signature:___________________________________________________

Roles of Teacher Roles of Pupils Modes of Instruction Instructional Materials Modes of assessment Activity 1.2

Interview a parent. Find out their viewpoints on the traditional and progressive curriculum.

Name of Parent:______________________________________________ School:______________________________________________________ Signature:___________________________________________________

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Roles of Pupils Modes of Instruction Instructional Materials Modes of assessment My Reflections Activity 2

Research on the differences of the traditional and progressive curriculum. Accomplish the H-Chart given below. Write the similarities at the center and the differences on each side.

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Activity 3

Call up your friends from other Teacher Education Institutions. Find out what is their own point of view of curriculum. Put a check ( ) mark on the corresponding

column. Names of the Students/Schools

Traditional Progressive Both

1. 2. 3. 4. 5. My Insights

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Certificate of Completion Is awarded to

Name of FS Student

Name of Teacher Education Institution In the City/Province of

_______________ Region _____________ For having satisfactorily completed

the required number of hours (18 hours) for Field Study Course 4

Exploring the Curriculum

Given this ______ day of ___________ In the year of our Lord,

Two Thousand and ___________

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(Name of School)

College of Education Certificate of Completion

on EXPERIENTIAL LEARNING COURSES ( FIELD STUDY AND PRACTICE TEACHING ) is awarded to

Name

Bachelor of ____________________________________ Education Course

for having satisfactorily completed

Field Study Courses and Practice Teaching as EXPERIENTIAL LEARNING COURSES

in the TEACHER EDUCATION PROGRAM With the following PERFORMANCE RATINGS

Experiential Learning Courses Grade Obtained

A. FIELD STUDY COURSES FS 1 FS 2 FS 3 FS 4 FS 5 FS 6 FS 7 Average

B. Practice Teaching / Practicum

Given this ___ day of ___ in the year of our Lord, Two Thousand and __________

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Pieces of Evidence

1. When a school believes that curriculum should highly focus on Math, Science and other fundamental intellectual disciplines, this

school believes in the curriculum views of ________. A. John Dewey

B. Hollis Caswell C. Arthur Bestor D. Philip Phenix

3. In analysing the curriculum, the teacher should consider the following except.

I. vision, mission, goals, and core values of the school II. learning resources and faculties of the school

IV. all must be considered A. I only C. III only

2. The following are characteristics of progressive curriculum except.

A. focuses on the experiences of the students and supervised by the teacher.

B. takes into account all the curricular elements and tests these elements through real life application

C. the classroom is only one place for the students to learn; learning can take place anywhere

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Records Documents Pictures

Other Learning Proofs/Pieces of Evidence

5 AAPPROACHES ABOUT SCHOOL CURRICULUM My Fs Learning Episode Overview

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This episode is concerned with the different approaches about school curriculum. It elaborates on suggested criteria in the selection of knowledge or subject matter. It also discusses the basic principle of curriculum.

 describes the guides in the selection of content in the curriculum  apply the different approaches about school curriculum

 reflect on the basic principles of curriculum development My Performance Criteria

 quality of my observations and documentation  completeness and depth of analysis

 depth and clarity of classroom observation base reflection  completeness, organization, clarity of portfolio and

Curriculum can be approached or see in three (3) ways. It can be defined as content, a process or as an outcome. First, is to approach it as content or body of knowledge to be transmitted. Second, is to approach it as a product or the learning outcomes desired of learners. Third, is to approach it as a process or what actually happens in the classroom when the curriculum is practiced.

My Map

1. Complete the matrix using varied sources. Three Approaches to Curriculum Curriculum as a Product Curriculum as a Process Curriculum as a Content Or Body Of

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2. Interview a teacher and inquire about the criteria in the selection of knowledge/subject matter.

3. Ask samples on how the principles of curriculum content are applied in their school.

4. Prepare your portfolio.

Accomplish the template given below by following the given examples.

Subjects Content Process Product

E.g. Curriculum Development with Field Study 4. Definition of curriculum  Clustering  Read post Categorize  Interview Evolved a contextualized definition of curriculum 1.

Subjects Content Process Product

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3.

4.

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Activity 2

There are six criteria in the selection of knowledge/subject matter. Interview a teacher, the indicators for each of the criteria by answering the given question.

Criteria Questions Indicators

Significance How do you know the significance in the content of the curriculum

Validity How do you know if the

curriculum is valid?

Usefulness When do we know that the

curriculum is useful? Learnability When do you know that

the content is within the range of your learners experience?

Interest When do you know that

the learners are interested in the content?

My Insights

Activity 3

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Principle I: Curriculum Content Sample

B

alance

Equitable assignment of contents,

time, experiences and other elements

*write the contents in one subject area for the first grading period*

A

rticulation

Curriculum is arranged vertically or

horizontally

* Write a sample content of one topic in a subject from level to level or grade to grade*

S

cope

Content topics learning experiences and organizing the threads of an educational plan

*write sample topics in a subject area*

I

ntegration

Curriculum is integrated and interconnected

*cite a lesson which is integrated in other subjects*

C

ontinuity

Vertical repetition and recurring approaches of content

*Write a sample topics in a subjects area where content is organized in spiral fashion in breadth and depth

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1. Miss Lim started off her lesson plan with the outcomes she expects her students to achieves at the end of the lesson, this curriculum approach is________?

I. Curriculum as a body of knowledge II. Curriculum as a process

III. Curriculum as a product IV. all of the above

A. I only C. III only B. II only D. I, II, and III

2. When curriculum is viewed as a process, what should the teacher consider primarily in designing his/her lessons?

A. Different models of assessments B. Various methods and strategies C. Outcomes-based learning objectives

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Piece s of Evidence

Records Documents Pictures

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6 CURRICULUM DEVELOPMENT: PROCESS AND MODELS My FS Learning Episode Overview

This episode is concerned with summarizing the curriculum processes and models. It emphasizes that curriculum is ever dynamic and so undergoes a continuous process.

 explain the curriculum process and models

 make a flow chart of the curriculum development process  research on different curriculum models

 time of submission of portfolio and My Learning Essentials

Curriculum development is a dynamic process involving many different people and procedures. In curriculum development, there are always changes intended for improvement. Let us look into the Curriculum Development Process Models. Ralph Tyler Model:

FOUR BASIC PRINCIPLES

Also known as Tyler’s rationale, the curriculum development model emphasizes the planning phase.

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2. Educational experiences related to the purposes 3. Organization of the experiences

4. Evaluation of the experience Hilda Taba Model:

GRASSROOTS APPROACH

Hilda Taba improved on Tyler’s model. She believed that teachers should participate in developing a curriculum. She presented seven (7) major steps:

1. Diagnosis of learners’ needs 2. Formulation of learning objectives 3. Selection of learning contents 4. Organization of learning contents 5. Selection of learning experiences

6. Determination of what to evaluate and the means of doing it Galen Saylor and William Alexander

Curriculum Model

Galen Saylor and William Alexander described curriculum as “a plan for providing sets of learning opportunities to achieve broad educational goals and related specific objectives for an identifiable population served by a single school center.” 1. Goals, Objectives and Domains

2. Curriculum Designing 3. Curriculum Implementation 4. Evaluation

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My Map

1. Visit your Alma Mater and interview an administrator on curriculum models. 2. Interview a teacher and find out how the Taba Model is applied in real life situation.

3. Complete the staircase of the curriculum development process. Give examples for each.

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Visit the school and interview an administrator on at least one (1) curriculum model. Accomplish the given matrix below

Curriculum Model Best Features Insights

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Activity 2

These are the steps in the model of Hilda Taba. Interview a teacher and inquire how these steps are applied by accomplishing the given chart by giving concrete

examples.

Steps Application to Real Teaching

1. Diagnosis of Learners’ Needs and Expectations of Larger Society

2. Formulation of Learning Objectives

3. Selection of Learning Objectives

4. Organization of Learning Content

5. Selection of Learning Content

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Activity 3

Complete the staircase of the Curriculum Development Process according to Tyler. Write the answers in the steps. Give examples for each step.

1 2 3 4

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1. Which of the following processes usually comes first in developing curriculum? A. Selection of educational content

B. Evaluating educational experiences C. Identifying learning goals and objectives D. Organization of learning experiences

2. Considering the curriculum is a dynamic process, this person put premium in the role of the teachers’ participation in developing the curriculum :

A. William Alexander B. Galen Saylor C. Hilda Taba D. Ralf Tyler

3. The best feature of Tyler’s Rationale is the ______. A. planning phase

B. identifying the purpose C. organizing the experiences

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D. evaluating the experiences

Documents Pictures

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7 FOUNDATIONS OF CURRICULUM DEVELOPMENT My FS Learning Episode Overview

This episode emphasizes the importance of curriculum development. It vividly describes how the philosophical, historical, psychological and sociological foundations of curriculum are interrelated.

 describes the different foundations of curriculum

 explain how those foundations reflect the development of curriculum in the 21st_{century classroom}

 accomplish the template on the foundations of the curriculum My Performance Criteria

 quality of mu observations and documentations  completeness and depth of analysis,

Curriculum development is anchored on a very solid foundation. What philosophical, historical, psychological and sociological influences from the current school

curriculum? Who are some of the identified curriculum with these foundations? PHILOSOPHICAL

FOUNDATIONS Philosophy of the curriculum answers questions like: What are

HISTORICAL FOUNDATIONS

The historical foundations show the chronological development along a

PSYCHOLOGICAL FOUNDATION OF CURRICULUM

Psychology provides a basis to understand the teaching and learning

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schools for? What subjects are important? What outcomes should be achieved? Why?? There are many philosophies in education. An example is Perennialism

Aim: To educate the rational person; cultivate intellect

Role: Teachers assist students to think with reason (critical thinking HOTS)

Focus: Classical subjects, literary analysis?

Trends: Use of great books

timeline. Some of the many whom we consider to have great

contributions are: Hollis Caswell (1901-1989) who believed that curriculum, instruction and learning are interrelated and Hilda Taba (1902-1967) who helped lay the foundation for diverse student

population.

process. Questions which can be addressed by psychological foundations of education are. How should curriculum be organized to enhance learning? What is the optimal level of students’ participation in learning the various contents of the curriculum?

My Map

1. Complete the timeline and write your personal insights.

2. Interview an administrator or faculty and write the contribution of each person. 3. Cite specific example on how this is applies in daily life.

Complete the timelines by indicating the significant contribution of each person.

Franklin Bobbit 1876-1956 Harold Rugg 1886-1960 William Klipatrick Werret Charters Peter Olivia 1992-2012 Hilda Taba 1902-1967 Ralf Tyler 1902-1994 Hollis Caswell 1901-1989

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Activity 2

Interview an administrator, a faculty and cite specific examples in each of the items given below. Complete the Table.

Foundations of Curriculum Samples/Situations 1. Philosophical Foundations

2. Historical Foundations

3. Psychological Foundations

4. Social Foundations

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Activity 3

Evolve your own philosophy based on the existing philosophies of education.

Illustrate through a graphic organizer. Explain on how this will be applied, if you are going to put up your own school.

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1. All these questions should be answered by curriculum except: A. What subjects are important?

B. Who will benefit from well-designed learning experience? C. What outcomes should be achieved?

D. What qualifications should teachers have?

2. Mrs. Valdez ask her Grade 10 class to read biographies, encyclopaedias, history books and the like during their free time. She is a believer of what

philosophy? A. Existentialism B. Behaviourism C. Perennialism D. Essentialism

3. These foundations show the chronological development of curriculum, mostly shown using a timeline.

A. Historical Foundations B. Legal Foundations C. Philosophical Foundations

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Documents Pictures

Other Learning Proofs/Pieces of Evidence

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This episode illustrates the vital role of teachers as curriculum designers. It enumerates the ten (10) axioms for curriculum designers and explains the

elements/components of curriculum design. My Desired Learning Outcomes

 identify the fundamentals of curriculum design

 cite the important roles of teachers in curriculum designing  explain the elements/component of curriculum design My Performance Criteria

 depth and clarity of classroom observation-based reflection and  completeness, organization, clarity of portfolio,

Peter Olivia’s 10 Axioms for Curriculum Designers.

(An Axiom – self-evident or universally recognized truth; a maxim)

1. Curriculum change is inevitable, necessary and desirable. Societal development and knowledge revolution come so fast that the need to address the changing condition requires new curriculum designs.

2. Curriculum is a product of its time. Curriculum should be “timeless” which means it responds to changes that came from current social forces, educational reforms, etc.

3. Curriculum changes made earlier can exist concurrently with newer curriculum changes. The change that occurs in curriculum development can co-exist; oftentimes overlaps for long period of time.

4. Curriculum change depends on people who will implement the change. It is best that teachers design and own the changes.

5. Curriculum development is a cooperative group activity. Any significant change in the curriculum should involve a board rage of stakeholders to gain their understanding, support and input.

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6. Curriculum development is a decision- making process made from choices of alternatives. A curriculum developer or designer must decide what contents to teach/what methods or strategies to use?

7. Curriculum development is an ongoing process. As the needs of learners change, as society changes, and as new knowledge and technology appear, the curriculum must change.

8. Curriculum development is more affective if it is comprehensive

process, rather than “piecemeal”. A curriculum design should be based on a careful plan, intended outcomes clearly established, etc.

9. Curriculum development is more effective when it follows a systematic process. A curriculum design should always be SMART.

10. Curriculum development starts from where the curriculum is. An existing design is a good starting point for any teacher who plans to enhance and enrich a curriculum.

My Map

1. Interview an administrator and ask how the 10 axioms are realized in the school setting.

2. Observe a class and request for a sample lesson. 3. Analyze the components of the sample lesson plan. 4. Cite the similarities in the different components. 5. Prepare your portfolio.

Accomplish the matrix by interviewing an administrator and a teacher to explain how the ten (10) axioms are the realized in the school setting. The administrator or the teacher has the option to choose the axiom that she/he wishes to explain.

Ten (10) axioms for Curriculum designers

Situations/Samples on How These Axioms are Realized in the School

Setting 1. Curriculum change is inevitable,

necessary and desirable.

2. Curriculum reflects its own time. It is a product of its time.

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3. Curriculum changes made earlier can exist concurrently with newer curriculum changes.

4. Curriculum change depends on people who will implement the change.

5. Curriculum development is a cooperative group activity. 6. Curriculum development is a decision-making process made from choices or alternatives.

7. Curriculum development is an on-going process.

8. Curriculum development is more effective if it is a comprehensive process not piecemeal.

9. Curriculum development is more effective when it follows a systematic process.

10. Curriculum development starts from where the curriculum is.

Activity 2

Observe a class or get a lesson plan. Using the elements/component, write a sample curriculum using the template given below.

Intended Learning Outcomes Subject Matter or Learning Content Teaching/Learnin g Methods Assessment/Eval uation

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Activity 3

Request a sample lesson. Analyze the components present in the plan. Paste the lesson plan below.

Directions: Read the items below and encircle the correct answer.

1. What axiom emphasizes that curriculum design should be based on a careful plan, intended outcomes clearly established, etc.?

A. Curriculum change is inevitable, necessary and desirable B. Curriculum is a product of its time..

C. Curriculum development is more effective when it follows a systematic process. D. Curriculum development is more effective if it is a comprehensive process, rather than “piecemeal”.

2. In order to have an effective teaching and learning, there must be an adequate utilization of learning materials. What type of curriculum is this?

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A. Curriculum changes made earlier can exist concurrently with newer Curriculum changes.

B. Curriculum development starts from where he curriculum is. C. Curriculum design should always be SMART.

D. Curriculum development is a cooperative group activity.

3. Who are the primary movers in the implementation of the changes made on curriculum?

A. Teachers B. Learners C. Parents

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Learning Portfolio

Collect three (3) sample lesson plans from various schools. Evaluate the similarities and differences using the Venn diagram.

________________________ Name of School ________________________ Name of School ___________________ Name of School

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9 APPROACHES TO CURRICULUM DESIGN

This episode emphasizes the different ways at working at the curriculum. It explains various curriculum design models and how these are applied in the school setting.

 explain the characteristics of each curriculum design model  cite situations on how these models are used in various schools

 observe classes how these curriculum models are applied in school setting My Performance Criteria

 depth and clarity of classroom observation-based reflection and  completeness, organization, clarity of portfolio,

 time of submission of portfolio. My Learning Essentials

Types of Curriculum Design Model

1. Subject-Centered 1.1 Subject Design

 Is curriculum design has variations which are focused on the

individual subject, specific discipline and a combination of subjects or disciplines thus interdisciplinary.

1.2 Discipline Design 1.3 Correlation Design

1.4 Broad Field Design/Interdisciplinary

2. Learner-Centered 2.1 Child-Centered Design The learner is the center of the

educative process.

2.2 Experience-Centered Design 2.3 Humanistic Design

3. Problem-Centered

This design draws on social problems, need, interest and abilities of the learners.

3.1 Life-Situations Design 3.2 Core Problem Design

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My Map Prepare your portfolio. Visit a Teacher Education Institutions and secure a copy of an OBE-based syllabus. Interview four (4) people and ask them about

their perceptions on

the K + 12.. Interview a

teacher and ask the features of each curriculum

model. Write your insights.

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My Learning Activities Acttvity 1

There are types of Curriculum Design Models. Complete the template given below by citing their best features/advantages.

Curriculum Design Models Best Features 1. Subject-Centered Design

1.1 Subject Design 1.2 Discipline Design 1.3 Correlation Design

1.4 Scrap field Design/Interdisciplinary Design 2. Learner-Centered Design 2.1 Child-Centered Design 2.2 Experience-Centered Design 2.3 Humanistic Design 3. Problem-Centered Design 3.1 Life Situation Design 3.2 Core Problem Design My Personal Insights

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Activity 2

Interview at least for (4) people and ask them about their perceptions about the K to 12 program. Complete the comic strip balloons.

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Activity 2

Visit a Teacher Education Institution. Secure a copy of an OBE-based syllabus. Analyze each component of the given syllabus. How are the components stated? Are the activities aligned with the intended learning outcomes and modes of assessment?

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Integrating Theory into Practice

1. A barangay official suggested that fishing and marine life be included in the barangay public school so that learners will have a background on the primary livelihood in their area. This is based on what curriculum design model?

A. subject-centered B. learner-centered C. problem-centered D. career-centered

2. Which of the following does not belong in the group? A. Child-centered design

B. Life-Situations design

C. Experience-centered design

3. Which is the primary characteristic of a subject-center design model of curriculum?

A. interrelated B. interdependent C. correlated D. interdisciplinary

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Learning Portfolio

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10 IMPLEMENTING THE CURRICULUM: THE TEACHER AS CURRICULUM IMPLEMENTER AND MANAGER

This episode explores the process of curriculum implementation. It allows the students to categorize the changes made in the curriculum. It also elaborates on the different changes happening in the curriculum at present.

 define the curriculum implementation/change

 elaborate on the different categories of curriculum changes

 analyze the different changes in the curriculum at the present time My Performance Criteria

Change is inevitable in curriculum development. To be relevant, we need to change, a change for the better. This can be obviously seen through effective implementation. What is curriculum implementation? Let us look into the different definitions.

SADC MoE Africa, 2000

Curriculum implementation means putting into practice the written curriculum that has been designed in syllabi, course studies, curricular guides and subjects.

Classroom Context

-Teaching what has been written in the lesson plan.

-Implementing means using the plan as guide to engage the learners in the teacher-learning process.

-It involves the different strategies of teaching with the support of instructional materials.

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Ornstein and Hunskins, 1998

-Shift from what is current to a new or enhanced curriculum -Change requires effort; hence, goals should be achievable.

Other meaning of curriculum

Curriculum implementation means putting the curriculum into operation with the different implementing agents. It takes place in a class, a school, a district, etc. It requires time, money, personal interaction, personal contacts and support.

My Map

1. Interview administrators/students about changes in the curriculum. 2. Get samples of the different curriculum changes in the schools you visit. 3. Answer the question, “why do you need to change the curriculum”. 4. Prepare your portfolio.

Interview teachers, administrators and students. What changes are happening in the curriculum?

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Activity 2

These are the categories if curriculums change.

Categories of Curriculum Change Situation/Samples

1. Substitution

Replace the present with a new one. 2. Alternation

Introduce minor changes or

modification of the current one.

3. Restructuring

Introduce major changes or

modification of the current curriculum.

4. Perturbation

Changes happen within a fairly short

time.

5. Value Orientation

Respond to shift in emphasis within in

the vision/mission of the school.

Activity 3

Answer the question briefly. Why do we need to change the curriculum from

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Integrating Theory and Practice Directions:

1. As an implementor of curriculum, the teacher has to perform all these tasks except _______.

A. write appropriate lesson plans.

B. utilize suitable instructional materials C. design reliable and valid assessment tools D. all of the above

2. Implementation means putting into practice the experiences which has been written in all except _________.

A. internet resource sites B. syllabi

C. course outline D. curriculum guides

3. All are involved in “teaching” except _______. A. employing strategies

B. using instructional materials C. utilizing varied activities D. meeting with the parents

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Learning Portfolio

Get one (1) clipping from newspapers or from an internet source about the current trends and issues in education. Paste it on this page. Write your insights about the article on this page.

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11 STAKEHOLDERS IN CURRICULUM DEVELOPMENT My FS Learning Episode Overview

This episode gives the roles of the various stakeholders in the community in the enrichment of the curriculum. This also cites the importance of the various stakeholders in curriculum development, implementation and evaluation. My Desired Learning Outcome

 explain the roles of stakeholders in curriculum development, implementation and evaluation

 elaborate on the importance of these stakeholders in designing and evaluating the curriculum

 cite situations on how the stakeholders participated in curriculum implementation

 depth and clarity of classroom observation-based reflection,  completeness organization, clarity of portfolio and

Stakeholders are individuals or institutions that are interested in the curriculum. They get involves in many different ways.

Curriculum Stakeholders

Learners are at the core of the curriculum. Teachers are curricularists.

School Learners/Administrator are curriculum managers. Parents are significant school partners.

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Community serves as the curriculum resource and learning environment. Other Stakeholders are members of the school and larger community such as local government officials.

My Map

1. Interview different stakeholders and inquire about their roles in curriculum. 2. Interview parents on the extent of their participation.

3. Reflect on the importance of stakeholders in the curriculum. 4. Write your insights.

5. Prepare your portfolio.

Interview different stakeholders and inquire about their roles in curriculum development.

Stakeholders of the Curriculum Development

Roles in Curriculum Development 1. Learners

2. Teachers

3. School Leader/Administrator

4. Parents

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6. Other Agencies

My Reflections

Activity 2

Interview the parents about the extent of their participation in enriching the curriculum. Use the scale given below.

4

Very Large Extent (VLE) 3 Large Extent (LE) 2 Moderate Extent (ME) 1 Little Extent (LE)

Activities

Extent of Participation 4 (VLE) 3 (LE) 2 (ME) 1 (LE) 1. Resource Speaker 2. Teacher Aide 3. Judge/Coach/Ment or 4. Donor (Instructional Materials, etc.) 5. Others (pls. specify) My Personal Insights

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Activity 3

Reflect on the importance of stakeholders in curriculum implementation.

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Directions: Read the items given below and encircles the correct answer.

1. The following are the roles of the stakeholders in curriculum development except ___________.

I. help in formulating the appropriate learning experiences

II. create an environment that allows for a child’s holistic development III. participate in the implementation of the curriculum

IV. all are roles of the stakeholders

A. I only C. III only

2. These stakeholders are direct partners of the school in strengthening learning experience in home.

A. Community

B. School administrators C. Parents

D. Government officials

3. These stakeholders are at the core of the curriculum. They are primary beneficiaries of the curriculum.

A. Teachers B. Learners C. Community D. Parents

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Learning Portfolio

Paste pictures of stakeholders involved in curriculum implementation.

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This learning episode provides activities on the what, why, and how to evaluate a curriculum. This episode also elaborates on the need to evaluate the various curriculum models.

 describe curriculum evaluation

 explain the importance of curriculum evaluation  elaborate on the process of curriculum evaluation tool My Performance Criteria

 depth and clarity of classroom observation-based reflection,  completeness organization, clarity of portfolio and

Curriculum evaluation is a new idea for many teachers, not knowing that every day; the teacher is involved in several components of evaluation. There are two (2)

ways of looking at curriculum evaluation.

My Map

 Curriculum Program Evaluation may focus on the overall aspects of a curriculum or the curriculum itself. More often it refers to big curriculum program.

 Examples of these programs that may undergo a curriculum program

evaluation are the K to 12 Curriculum and the Outcomes-Based Approach in

1

Curriculum Evaluation

2

 Curriculum Program Component

Evaluation. A curriculum component may include separate evaluation of (a) achieved learning outcomes, (b) curriculum process and (c)

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1. Ask several people why there is a need to evaluate the curriculum.

2. Interview a school principal, how they evaluate the curriculum. Write your reflection.

3. Secure a copy of a curriculum evaluation checklist. 4. Prepare your portfolio.

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Ask at least six (6) teachers, why there is a need to evaluate the curriculum.

Why there is a need to evaluate the curriculum?

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Activity 2

Interview a principal/administrator, find out how they evaluate their school’s curriculum.

My Reflections Excerpts of the Interview

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Activity 3

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Integrating Theory Directions:

Read the items given below and encircle the correct answer. 1. All are importance of evaluating the curriculum except:

A. To be able to boast of a new and improved curriculum every time. B. To constantly keep up with the changing times.

C. To answer to the changing needs of the learners.

D. To identify which parts and aspects of the implement curriculum needs to be improved, modified or changed.

2. Which component can be included in curriculum evaluation? A. Learning outcomes

B. Teacher performance

C. Strategies and methods used D. Instructional materials

3. When do we need to evaluate the curriculum? A. Every academic year

B. Every quarter

C. When somebody suggests it D. Whenever necessary

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My Learning Rubric Field Study 4

Name of FS Student: Date Submitted: Year and section: Course:

Learning Episodes Exemplary 4 Superior 3 Satisfactory 2 Needs Improvemen t 1 Learning Activities

All task were done with outstanding quality; work exceeds expectations 4

All or nearly all tasks were done with high quality. 3 Nearly all tasks were done with acceptable quality. 2 Fewer than half of tasks were done, or most objectives were met but need improvemen t 1 Analysis of the Learning Episode All questions/episod es were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling 4 Analysis questions were answered completely. Clear connection with theories Grammar and spelling are superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactor y. 1 Reflections/Insi ghts Reflection statements are profound and clear; supported by experiences from the learning episodes Reflection statements are clear, but not clearly supported by experiences from the learning episodes Reflection statements are shallow; supported by experiences from the learning episodes Reflection statements are unclear and shallow and are not supported by

experiences from the

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4 3 2 learning episodes 1 Learning Portfolio Portfolio is complete, clear, well-organized and all supporting; documentations are located in sections clearly designated 4 Portfolio is complete, clear, well-organized; most supporting documentation s are available and logical and clearly marked locations 3 Portfolio is incomplete; supporting documentatio ns are organized but are lacking 2 Analysis questions were not answered Grammar and spelling unsatisfactor y 1 Submission of Learning Episode Submitted before the deadline 4 Submitted on the deadline 3 Submitted a day after the deadline 2 Submitted two days or more after the deadline 1 COMMENT/S

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below Grade 1.0 1.25 1.5 1.75 2.0 0 2.2 5 2.50 2.7 5 3.00 3. 5 5.00 99 96 93 90 87 84 81 78 75 72 71-Below ___________________ ___________________

Signature of FS Teacher Date

Above Printed Name

Rating: (Based on transmutation)

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