LA SALLE UNIVERSITY

Ozamiz City

Syllabus in ED321 – Curriculum Development

LA SALLE UNIVERSITY VISION AND MISSION

Vision
La Salle University is an autonomous university, the center of excellence in Southern Philippines and accessible to all, especially the poor and youth-at-risk.

Mission
To Realize This Vision We Commit Ourselves To:
 Recruiting and retaining highly qualified faculty and staff;
 Providing a learner-centered education committed to life-long learning;
 Generating new knowledge to address the needs of the community, church and society; and,
 Producing Lasallians who have the spirit of faith, zeal for service, and communion in mission.

Goal
An autonomous university, La Salle University aims to be institutionally and internationally accredited.

Objectives
To realize its Vision, accomplish its Mission, and attain its Goal, the university endeavors to:
 Empower the faculty and staff through professional enhancement and post graduate studies;
 Provide quality Christian education to the poor and youth-at-risk;
 Become the resource of the society in generating new knowledge; and
 Produce faith-filled, service-oriented, and socially-responsible graduates.

Core Values
Inspired by the teaching of St. John Baptist De La Salle, the members of the university community shall live by these core values.
Faith
LSU nurtures a community with unwavering belief in God.
Service
LSU leads to promote a just, safe, and progressive society.
Communion
LSU collaborate with all in improving peoples’ quality of life in the light of gospel values.
COLLEGE OF TEACHER EDUCATION

Vision - Mission

The College of Teacher Education, composed of highly qualified and excellent faculty, envisions itself to be a Center of Excellence in teacher training.
It aims to produce not only LET passers but teachers who are imbued with Lasallian core values of faith, service and communion. To realize this, the College of
Teacher Education provides holistic training to the students through excellent instruction, relevant curricular and co-curricular programs, sustainable community
extension services and applied research.

Goals and Objectives

In consonance with the university’s vision-mission statement, the College of Teacher Education specifically aims to:

 Develop humane teachers who are deeply committed to serve the youth, especially the poor and youth at risk;
 Equip students with adequate knowledge, skills, and attitudes necessary for the efficient performance of their teaching profession;
 Produce research outputs to improve the teaching and learning processes;
 Align the curricular and co-curricular activities for the holistic development of the Teacher Education students
 Conduct sustainable community extension services to improve quality of life
 SYLLABUS

I. General Description
Subject : Education 21
Descriptive Title : Curriculum Development
Unit Credit : 3 units
Co-requisite : FS4

II. Course Description

This course is intended to introduce the Education students to effective curriculum design and assessment. The course topics include curriculum models,
principles and approaches in designing, delivering and assessing the curriculum, innovations and new trends in curriculum development.

III. INSTITUTIONAL LEARNING OUTCOMES:

The graduates of La Salle University
1. Employ personal and professional skills in solving problems and making decisions
2. Exhibit social responsibility to address needs and problems (socially responsible)
3. Engage in lifelong learning to improve quality of life
4. Transmit ideas responsibly and proficiently in written, oral and other forms of communication (effective communicator)
5. Assess judiciously national and global issues and challenges (globally competent)
6. Work competently at par with international standards (competent)
7. Participate actively in the promotion of faith and life
8. Conduct publishable relevant research related to specific fields (researcher)

PROGRAM INTENDED LEARNING Code Performance Indicators

OUTCOMES:

By the end of the four-year program, the graduates

have the ability to:
1. Demonstrate in depth understanding of the PO1 A. Identify and design lessons according to the stages of learners’ growth and development
development of diverse types of learners B. Utilize the potentials and uniqueness of individual learners in teaching

2.Exhibit comprehensive knowledge of various PO2 A. Discuss and share insights on the subject area’s learning goals, instructional procedures and
learning areas in the elementary/secondary curriculum content in the secondary/elementary curriculum
to meet the needs of diverse learners B. Facilitate collaboration among diverse learners
C. Utilize English and Filipino languages effectively in delivering instruction
3. Design and implement teaching and learning PO3 A. Use appropriate teaching – learning strategies to sustain interest in learning
strategies and materials appropriate to the high B. Select, develop or adapt updated technology in support of instruction
school/elementary learners C. Use improvised and indigenous materials for meaningful learning

4. Create and utilize assessment tools and procedures to PO4 A. Balance the use of traditional and non-traditional assessment techniques
measure complex learning outcomes B. Interpret and use assessment data and information to improve teaching and learning
C. Adjust assessment tools and procedures to reflect school policies and guidelines
5. Produce publishable relevant research outputs to PO5 A. Submit a publishable relevant research output
address national and global educational issues B. Present the submitted research output to local and international for a
C. Create learning modules that give emphasis on cultural awareness and appreciation, gender
equality, and environmental preservation
6. Demonstrate the Lasallian core values of faith, PO6 A. Integrate Lasallian core values in the practice of their profession
service and communion in mission in the practice of B. Show positive attitude towards work and colleagues
their profession
7. Take part in addressing the needs of the community PO7 A. Join tree planting and mangrove planting in different partner communities
and take actions in local and global issues B. Volunteer in catechetical work in different public schools within the locality and literacy
initiated activities to Subanen communities
C. Participate in the Early Childhood Care and Development training of Day Care Workers of
Ozamiz

COURSE LEARNING OUTCOMES& MAP

Upon completion of the course, the students will be able to:

A. Cognitive

PROGRAM OUTCOMES
COURSE OUTCOMES
PO1 PO2 PO3 PO4 PO5 PO6
PO7
1. Discuss comprehensively and correctly the theories and principles of curriculum development. D D P
2. Integrate appropriate learning styles, instructional approaches and teaching-learning process in curriculum
development. D D D
3. Design a model curriculum demonstrating considerations for a selected age group and setting including appropriate P
community linkages/stakeholders D D D
4. Construct instruments correctly for monitoring and evaluating the effectiveness of a curriculum and curriculum D D
implementation. P
Legend: I-Introduced (The student gets introduced to concepts/principles
P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different settings with minimal supervision)

B. Affective
PROGRAM OUTCOMES
COURSE OUTCOMES
PO1 PO2 PO3 PO4 PO5 PO6 PO7
1. Appreciate and acknowledge the importance of curriculum in the teaching-learning process. D D D D P
2. Listen to and respect the ideas presented by classmates during class discussion and activities. D D D D P
3. Participate actively in the various learning activities in class. D D D D P
Legend: I-Introduced (The student gets introduced to concepts/principles
P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different settings with minimal supervision)

C. Psychomotor
PROGRAM OUTCOMES
COURSE OUTCOMES
PO1 PO2 PO3 PO4 PO5 PO6 PO7
1. Create an OBE syllabus for a grade/year level assigned to them specializing on their program with 90% accuracy. p P D D P
2. Visit at least two classes at BMSLS and one school outside LSU to observe the implementation and evaluation of the
P
curriculum to gain more insights on curriculum development. D D D D
Legend: I-Introduced (The student gets introduced to concepts/principles
P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different settings with minimal supervision)

COURSE OUTLINE
 COURSEOUTLINE ANDTIMEFRAME
TERM Course Content/Subject Matter
PRELIM: 13 hrs. 1. Curriculum Development
a. Nature and Purpose (4 hours)
b. Elements/Components of Curriculum (3 hours)
c. The Learning Process & Its Relationship to Curriculum Development (2 hours)

2. Crafting the Curriculum

a. Curriculum Models/Types (4 hours)

MIDTERM: 13 hrs. b. Dimensions and Principles of Curriculum Design (3 hours)

c. Approaches to Curriculum Design (2 hours)

3. Implementing/Delivering the Curriculum

a. Roles of the Stakeholders (2 hours)
b. Beliefs/Factors that Influence Delivery of the Curriculum (2 hours)
c. Role of Technology in Delivering the Curriculum (2 hours)
d. Pilot Testing, Monitoring and Evaluating the Implementation of the Curriculum (2 hours)
MIDTERM: 13 hrs.
PRE-FINAL: 13 hrs 4. Assessing the Curriculum
a. Intended, Implemented, Achieved Curriculum (1 hour)
b. Criteria for Curriculum Assessment (4 hours)

5. Linking Curriculum, Instruction and Assessment

a. Assessment in the Curriculum Development Process (2 hours)
b. Instructional Approaches that Support the Curriculum (3 hours)
c. Using Assessment to Support the Curriculum (3 hours)

FINALS: 13 hrs. 6. Innovations and New Trends in Curriculum Development (12 hours)
7. Curriculum Issues, Concerns and Responses (1 hour)
LEARNINGPLAN
Textbook/
Desired Learning References (with page no.)/ Instructional
Week Hours Strategy/Activities Assessment Tasks/Tools
Outcomes Course Content/ Online References Materials
Subject Matter
Week 13  Interviewed I. Curriculum  Bilbao, P.B. &  Q and A  With a classmate, students  PowerPoi
1-5 hours different Developmen et.al. (2008).  Interview will interview a teacher, nt
stakeholders t: Nature Curriculum method school principal, student  Interview
on what is and Purpose Development. teacher, and non-education notes
curriculum Adriana Printing college student on what  Graphic
to them in a Co.: Quezon City. curriculum is to them in a Organize
matrix form  Pawilen, G.T. matrix. Then, they will r
(2015). Curriculum analyze their answers for
Development. Rex similarities and differences.
Printing Co.:
Quezon City.

 Analyzed II. Elements  Bilbao, P.B. &  Critiquing  The students will get a copy  Sample
the different and et.al. (2008). Method of a lesson plan of an Lesson
elements of Component Curriculum  Discussion elementary/high school plan
a curriculum s of Development.  Reporting teacher. Then, they will read  PowerPoi
through a Curriculum Adriana Printing every detail of the lesson nt
sample Co.: Quezon City. plan and specifically look  Report
lesson plan  Pawilen, G.T. into the elements present in materials
(2015). Curriculum the plan.
Development. Rex
Printing Co.:
Quezon City.

 Filled a III. The  Bilbao, P.B. &  Discussion  With their groupmates, the  PowerPoi
matrix to Learning et.al. (2008).  Giving of students will study a matrix nt
match Process and Curriculum examples given and discuss their  Graphic
 teaching and its Development.  Brainstormi answers. Then, they will fill Organize
learning Relationshi Adriana Printing ng in the matrix to match r
p to Co.: Quezon City. teaching and learning
Curriculum  Pawilen, G.T. considering teaching as the
Developme (2015). Curriculum role of the teacher and
nt Development. Rex learning as the
Printing Co.: responsibility of the learner.
Quezon City.

 Discussed IV. Crafting  Bilbao, P.B. &  Library/inte  The students will go to the  Books
how given the et.al. (2008). rnet work library and read about the  Internet
persons Curriculum Curriculum  Discussion given persons. Then, they  PowerPoi
influenced : Development.  Reflection will find out how each n
the Curriculum Adriana Printing person influenced
curriculum Models and Co.: Quezon City. curriculum designs.
design Types  Pawilen, G.T.
through (2015). Curriculum
Internet/libr Development. Rex
ary search Printing Co.:
Quezon City.
Week 13  Explained V. Dimensions  Bilbao, P.B. &  Discussion  The students will borrow a  PowerPoi
6-10 hours what and et.al. (2008).  Q&A lesson plan of an experienced nt
curriculum Principles Curriculum  Report of teacher (with 5 years or more  Borrowe
design is of Design the Analysis in teaching). Then, they will d lesson
Development.
used in a of resource study closely and find out plan
borrowed Adriana Printing what curriculum design is  Report
material on-
lesson plan Co.: Quezon City. hand used explaining why they materials
of an consider it to be using that
experienced  Pawilen, G.T. design.
teacher (2015). Curriculum
Development. Rex
Printing Co.:
 Quezon City.

 Debated on VI.  Bilbao, P.B. &  Debate  The class will be divided into  PowerPoi
the given Approaches et.al. (2008).  Interpolatio four groups. Groups A and B nt
issue about to Curriculum n should be the debating teams.  Timer
the edge of Curriculum Development.  Giving of C will be the one to organize  Adjudicat
child- Design Adriana Printing adjudication and sponsor the debate. D ion sheet
centered s will form the Jury.
Co.: Quezon City.
approach  Q&A Issue: “In the light of the
over  Pawilen, G.T.  Synthesis current global situation, the
subject- child-centered approach has
(2015). Curriculum
centered a greater edge over the
Development. Rex subject-centered approach.”
Printing Co.:
Quezon City.

 Presented a VII. Implem  Bilbao, P.B. &  Discussion  With their group members,  PowerPoi
guided enting/Deliv et.al. (2008).  Brainstormi they will plan for a nt
roleplay of ering the Curriculum ng roleplaying presentation of at  Costume
the different Curriculum Development.  Group least three stakeholders as  Guide
roles of the : Roles of roleplay main characters. Guide questions
Stakeholder Adriana Printing questions will be provided
curriculum copy
stakeholders s Co.: Quezon City for them.  Script of
 Pawilen, G.T. the
dialogue/
(2015). Curriculum conversat
Development. Rex ion
Printing Co.:
Quezon City.

 Designed a VIII. Roles of  Bilbao, P.B. &  Discussion  The students will design  PowerPoi
futuristic Technology et.al. (2008).  Brainstormi through cut-outs from print nt
classroom in Curriculum ng publications the future  Art
 showing the Delivering Development.  Collage classroom. materials
influence of the Adriana Printing making  Cut-out
technology Curriculum Co.: Quezon City. materials
in the
curriculum  Pawilen, G.T.
through a (2015). Curriculum
collage Development. Rex
Printing Co.:
Quezon City.

 Interviewed IX.Pilot  Bilbao, P.B. &  Discussion  The students will go to their  PowerPoi
a principal Testing, et.al. (2008).  Interview cooperating school and nt
or school Monitoring Curriculum  Synthesis interview the principal or  Interview
head about and Development. school head about SBE. They notes
the School- Evaluating may uses the given questions  Recordin
the Adriana Printing
based or make their own. gs
evaluation Implementa Co.: Quezon City.
using the tion of the
 Pawilen, G.T.
given Curriculum
questions (2015). Curriculum
Development. Rex
Printing Co.:
Quezon City.
Week 13  Created a X. Assessing  Bilbao, P.B. &  Discussion  The students will list five  PowerPoi
11-15 hours table the et.al. (2008).  List and activities which they have nt
showing Curriculum Curriculum sort activity done in their previous  Graphic
their : Intended, Development.  Reporting professional education organizer
previous Implemente Adriana Printing of output subject. Then, they will write  Reportin
professiona d, Achieved Co.: Quezon City. its objectives to be g
l education Curriculum  Pawilen, G.T. accomplished in each activity materials
subject’s (2015). Curriculum and answer whether the
 objectives, Development. Rex activity was accomplished by
activities, Printing Co.: writing proofs of
and Quezon City. accomplishment.
evaluation
results

 Gave their XI. Criteria  Bilbao, P.B. &  Discussion  With a partner, the students  PowerPoi
own for et.al. (2008).  Think-Pair- will discuss about the criteria nt
concept of Curriculum Curriculum Share for curriculum assessment  Report
the criteria Assessment Development.  Synthesis and gave their own concept materials
for Adriana Printing about it.
curriculum Co.: Quezon City.
assessment  Pawilen, G.T.
(2015). Curriculum
Development. Rex
Printing Co.:
Quezon City.

 Summarize XII. Linking  Bilbao, P.B. &  Discussion  The students will get a  PowerPoi
d their Curriculum et.al. (2008).  Think-Pair- partner and discuss their nt
understandi , Curriculum Share understanding about  Report
ng about Instruction Development.  Brainstormi curriculum, instruction and materials
the and Adriana Printing ng assessment. After the
interaction Assessment Co.: Quezon City.  Reporting discussion, summarize their
of the three  Pawilen, G.T. understanding and place their
elements (2015). Curriculum answer on the intersection of
Development. Rex the elements.
Printing Co.:
Quezon City.
Week 13  Discussed XIII.  Bilbao, P.B. &  Discussion  The students will go to the  PowerPoi
16-20 hours additional Innovations et.al. (2008).  Library/Inte school library or the internet nt
curriculum and New Curriculum rnet work station to find an additional  Research
innovations Trends in Development.  Group curriculum innovation and materials
through Curriculum presentation make a description of it to  Report
Developme Adriana Printing
library/Inter of trends share it to the class. Then, materials
net search nt Co.: Quezon City. they will also create a class
 Pawilen, G.T. list of additional innovations
(2015). Curriculum that has been added.
Development. Rex
Printing Co.:
Quezon City.

 Conducted XIV. Curricul  Bilbao, P.B. &  Discussion  With their group, the students  PowerPoi
and reported um Issues, et.al. (2008).  Group will interview three teachers nt
interviews Concerns Curriculum interview (1 from elementary, 1 from  Report
from and
Development.  Reporting HS, 1 from college) as their materials
teachers Response informants. Then, they will  Recordin
representing Adriana Printing ask the teachers with the gs
each levels Co.: Quezon City. given interview questions.  Interview
of education  Pawilen, G.T. notes
as (2015). Curriculum
informants Development. Rex
Printing Co.:
Quezon City.
Classroom Policies:
1. Courtesy requires the students to secure the teacher’s permission to leave the classroom when necessary.
(Student Handbook 1.2. on Classroom Behavior and Attendance page 79.)
2. Students are expected to cooperate with classroom routine procedures. Creating chaos inside the classroom should be avoided.
(Student Handbook 1.1. on Classroom Behavior and Attendance page 79.)
 3. During examinations, no student must signal or attempt any form of cheating.
(Student Handbook 1.1. on Classroom Behavior and Attendance page 118.)
Policy on Absences:
1. Please refer to the Student Handbook on the Policy on Absences pages 79 & 80.
Grading System:
The grades of the students are based on quizzes or short tests, recitation, homework or term paper, etc., and the periodical tests.
Grade limits in each period are as follows
HIGHEST GRADE LOWEST GRADE
Preliminary 100 65
Midterm 100 65
Pre-Final 100 65
Final 100 65

The passing score is 70% of the perfect score.

Computation of Periodical Grades

2 1
MidtermGrade = Class Standing + Exam
3 3
2 1
Temporary Final Grade = 3Class Standing + 3 Exam
𝑚𝑖𝑑𝑡𝑒𝑟𝑚 𝑔𝑟𝑎𝑑𝑒+𝑡𝑒𝑚𝑝𝑜𝑟𝑎𝑟𝑦 𝑓𝑖𝑛𝑎𝑙 𝑔𝑟𝑎𝑑𝑒
Final Grade = 2
Consultation Hours:

Days Time Venue/Room

Mondays 9:00 am-10:00 am CTE Office
3:00 pm-4:00 pm
Wednesdays 9:00 am-10:00 am CTE Office
3:00 pm-4:00 pm
Fridays 9:00 am-10:00 am CTE Office
3:00 pm-4:00 pm

Prepared by: Noted by: Approved by:

MS. JENEL S. CRUZ MRS. MARY GRACE O. DAGA-ANG DR. FLORDELIS J. EJERCITO
Faculty Member Subject Coordinator Dean

I have read the course syllabus and I understand that I have to comply with the requirements of the course and the expectations from me as a student of
ED321 during the First/Second Semester of SY _____-_____. I am fully aware of the consequences of non-compliance with the abovementioned
requirements and expectations.

Printed name and signature of student Date