Baliwag Polytechnic College

Dalubhasaan Kong Mahal

1st semester
A.Y. 2023– 2024

BELAC

PREPARED BY:

Lourdes Capistrano Hizon

Instructor

BENCAC 1
 Baliwag Polytechnic College
Dalubhasaan Kong Mahal
1st Semester
A.Y. 2023 – 2024

STUDY GUIDES

Your success to finish this module lies in your hand. This module is prepared for you to
learn new concepts and invaluable skills diligently, intelligently, and independently. As future
young professional, doing these will greatly help prepare you to become a responsible student.
Set your goals and invest for your future. This is your first step towards your priceless
investment for a brighter tomorrow. Do not waste your time, effort and energy. Always stay
motivated and inspired to make your dreams come true. The following guides and house rules
will help you further to be on track and to say at the end of the module.

1. Schedule and manage your time wisely for you to accomplish the given tasks in this
module.
2. If there are things that you do not understand, go over and focus on the lesson. If this will
not work, seek the help of your family members or leave me a message so I can give
assistance.
3. Before you start doing anything else, read and understand the learning tasks carefully.
Always aim for the best and do not settle with low grades.
4. Think before you write. In answering all the assessment activities, write legibly and
follow the instructions as needed.
5. Do not hesitate to keep an open communication with me through any available platforms.
I am more than willing to help you to accomplish your goals.
6. Once you are done in the module, you can proceed doing other tasks in the succeeding
units that are scheduled for the finals.
7. You are expected to answer all the printed-based activities, assignments and reflection
guides for you to pass in this course.
8. Remember you are the student hence, you are expected to accomplish and study the
module on your own. You can seek help and support from your family members and
friends but the actual activities must be done by you.
Dates Module/Topic

Week 1 – 4 Module 1 Nature, Concept and Origin – Vision

Mission – Goals and Philosophy
Lesson 1 The Curriculum
Lesson 2 Curriculum Development
Lesson 3 Teaching-Learning Processes and
Curriculum Development

Week 5- 9 Module 2 Curriculum

Lesson 1 Basic Curriculum Model
Lesson 2 Curriculum Modelling

BENCAC 2
 Module 3 The Role of the Teacher in the
Building and Enhancing New Literacies
Week 10 - 12 Across Curriculum

Lesson 1 The Role of the Teacher and

The Curriculum
Lesson 2 The Role of the Teacher in
Curriculum Development
Module 4 CO-CURRICULAR
STRUCTURES AND SUPPORT SERVICES
Lesson 1
Product Rating Scale,
Week 13- 15 Performance Tests,
Oral Questioning,
Observation and Self Report
Lesson 2 Properties of Assessment
Method

Module 5 Research/Preparation in
Publishing Paper

Lesson 1 Preparing and Publishing a

Week 16 - 18
Research

FINALS

COURSE CODE - BELAC

COURSE TITLE - Building and Enhancing New Literacies Across Curiculum

Course Description

The course introduces concepts of new literacies in the 21st century as an evolving social
phenomena and shared cultural practices across learning areas. The 21st century literacies shall
include (a) globalization and multi-cultural literacy, (b) social literacy, (c) media literacy, (d)
financial literacies, (e) cyber literacy/digital literacies, (f) eco-literacy and (g) arts and creativity
literacy. Field based-interdisciplinary explorations and other teaching strategies shall be used in
this course.

COURSE OBJECTIVES

 Utilize appropriate various sociocultural and historical materials in explain current issues.
 Organize communities towards self-reliance and self-sufficiency.
 Demonstrate leadership skills that will help in teaching or training students who will
empower their communities.
 Integrate local and global perspective in teaching the principle of the common goal.
 Employ the principle of sustainable development in teaching and learning.
 Show scholarship in research and further learning
 Display the qualities of an innovative teacher who has mastery of the subject matter.

BENCAC 3
 Introduction

Let’s Read

This module on Building and Enhancing New Literacies Across Curriculum to align
teacher education with CHED-prescribed new teacher education curriculum that is reflective of
the National Competency-Based Teacher Standards with the end view of contributing to the
formation of the ideal professional teacher as concretely described in the seven integrated
domains of the teaching and learning process. The task activities or exercises in every lesson
were intended not only for drill and evaluative purposes but also for purposes of advocacy for
current trends in education such as reflective education, multiple intelligences, multicultural
education, interactive and brain-based teaching, authentic assessment and of bridging the gap
between theory and practice.

My goal is for you to learn how to facilitate not just your future students’ learning but for
your own learning as well. This module is your faithful companion. This will help you practice
reflective thinking. Hopefully you make reflection your enduring habit. The modular lessons
develop with the 4A’s – Activity, Analysis, Abstraction and Application.

In the Activity phase, you are engaged in the learning exercise, after which you are made
to analyze with the help of guide question.

The Analysis part is a thinking exercise for you to integrate bits of information and
concepts to enable you to draw generalizations in the Abstraction phase.

In this Abstraction phase, your generalizations are clarified and sieved through your
teacher’s input of the thoughts of prominent psychologists.

Transfer of learning takes place in the Application phase. Here, you are expected to
apply what you learned in a new but relevant context.

You will note that in all the steps of lesson development, you cannot escape from actively
participating in the different activities.

Don’t worry! We begin every lesson with what you know and what you are familiar with
and gradually bring you to what you do not yet know, the abstractions.

Ready? The buckle down for learning. May you enjoy and make the most of every
learning moment.

Good luck! But don’t depend on luck. This good luck is something you have to WORK
on.

Do a great job at have a fruitful learning at the end.

BENCAC 4
 Module 1

Nature, Concept and Origin – Vision - Mission – Goals and Philosophy

Let’s Read

The Nature of educational Aims

In the context of their nature, concept and origin, teacher provides a platform to student
to acquire the required tacit knowledge, skills, potentiality, ability, talents and develop positive
attitude, values and beliefs. This can be done with the help of a planned interaction – the
curriculum. The “curriculum” is a conceptual framework (abstract) that an individual learner
“walkway” of their training field which both the school, teacher and student meet together using
their common Vision, Mission and Goals (VMGs) to reach-out the individual dream to finish the
course/curriculum/program of studies (academic taught). The “course” also is an abstract
framework until supported by “prospectus” turn to become concrete. Thus, the prospectus is a
sheet of paper where the line-up or arranged mandated subject by the Commission on Higher
Education (CHED)/ Technical Education of Skills and Development Authority
(TESDA)/Department of Education (DepEd) are found on the list and added by the institutional
specialized subjects. Thus, the quality of the learner, teacher and school produced invariably due
to the curriculum offered during their training period. After which, reviewing various researches
RRLS (Review of Related Literature and Studies) on curriculum making and development
processing significant results revealed “favorably” on the building and enhancing new literacies
across curriculum on the following categories focuses and encompasses on: 1) curriculum and
curriculum development; 2) the role of the teacher; 3) the support program; and 4) the research
orientation and discipline. Now, set-back and relax before we explore the heart of the article.
What is curriculum and how do curriculum work in the “personal” vision and mission of an
individual teacher? Can the teacher benefit to the creation of the curriculum? How do they do it?
And why do they do it.

This module is composed of three lessons:

Lesson 1 The Curriculum

Lesson 2 Components of Curriculum and Curricular Approaches
Lesson 3 Teaching-Learning Processes and Curriculum Development

After studying this module, you should be able to:

 Define Curriculum and explain its development

 Discuss the components of curriculum and curricular approaches.
 Explain the teaching-learning processes and curriculum development

Lesson 1
Curriculum

Curriculum plays an important role in the ‘playing’ field of the teacher/teaching course.
Curriculum is the “planned interaction” of pupils/learner/student with instructional content,
materials, resources, and processes for evaluating the attainment/program of studies/course of
educational objectives. The word curriculum is derived from the Latin word 'currier' which
means 'run' and signifies 'run-away' or course which one runs to reach a goal. Curriculum mean
all the learning which is planned or guided by the school, whether it is carried in groups or

BENCAC 5
individual, inside or outside the school. Reiterating further, curriculum is the “planned
interaction.” It is the learning plan taught by the school of a certain field of specialization. There
are mandated subjects governed, supervised and managed by the Commission on Higher
Education (CHED) as required and added to the
subjects required to meet the VMGs (Vision, Mission and Goals) of the school. That is the
reason school differs in their offering of the courses because it matters on the approved
curriculum applied by the school to “fit and merit” their institutional VMGs. Now, teacher
benefited the curriculum, as implementor on the “planned interaction” in the classroom learning
environment. It is a plan that guides, facilitate, direct, supervise, manage and control the
“planned interaction.” It prescribes definite action to do. It prescribes curricular, co-curricular
and extracurricular activities of the teaching learning environment structured and organized. It is
also a collective effort coming from the different sectors in a socially engaged diverse
community. It meets the needs on the ever changing needs of the time, space and circumstances.
Are you ready to understand why develop a curriculum? how curriculum develop? And, how do
they do it? What makes a difference?

Lesson 2
Components of Curriculum and Curricular Approaches

This lesson will introduce you to the elements of curriculum and some curricular
approaches. These topics will strengthen your knowledge and understanding of the nature,
concepts and purposes of the curriculum.

Elements/Components of the Curriculum:

1. Aims, goals and objectives

2. Subject matter/concept
3. Learning experiences
4. Evaluation approaches

Each component can be addressed by the following:

1. What is to be done?
2. What subject matter is to be included?
3. What instructional strategies, resources and activities will be employed?
4. What methods and instruments will be used to assess the results of the curriculum?

BENCAC 6
 COMPONENT 1: CURRICULUM AIMS, GOALS AND OBJECTIVES

Schools are established institutions which are either run by the government or by the private
sector. Based on the 1987 Philippine Constitution, all schools shall aim to:

 Inculcate patriotism and nationalism

 Foster love of humanity
 Promote respect for human rights
 Appreciate the role of national heroes in the historical development of the country
 Teach the rights and duties of citizenship
 Strengthen ethical and spiritual values
 Develop moral character and personal discipline
 Encourage critical and creative thinking
 Broaden scientific and technological knowledge and promote vocational efficiency

Aims of Elementary Education (Education Act of 1982)

 Provide knowledge and develop skills, attitudes, values essential to personal development
and necessary for living in and contributing to a developing and changing society;
 Provide learning experiences which increase the child’s awareness of and responsiveness
to the changes in the society;
 Promote and intensify knowledge, identification with and love for the nation and the
people which he belongs; and
 Promote work experiences which develop orientation to the world of work and prepare
the learner to engage in honest and gainful work.

Aims of Secondary Education

 Continue to promote the objectives of elementary education; and

 Discover and enhance the different aptitudes and interests of students in order to equip
them with skills for productive endeavor and or to prepare them for tertiary schooling

Aims of Tertiary Education

 Provide general education program which will promote national identity, cultural
consciousness, moral integrity and spiritual vigor;
 Train the nation’s manpower in the skills required for national development;
 Develop the professions that will provide leadership for the nation; and
 Advance knowledge through research and apply new knowledge for improving the
quality of human life and respond effectively to changing society.

BENCAC 7
 In sum, each school should be guided by its vision, mission and goals and its curricula should
also revolve around these.

VISION

The school’s vision is a clear concept of what the institution would like to become in the
future. It provides the focal point or unifying element according to which the school staff,
faculty, students perform individually or collectively. It is the guiding post around which all
educational efforts including curricula should be directed.

Example:

1. A model performing high school where students are equipped with knowledge, skills and
strength of character to realize their potential to the fullest.
2. Commits to the Exemplary Christian Education for Life and responsive to the needs of
the total person and the world.

MISSION

Spells out how it intends to carry out its vision. It targets to produce the kind of persons
the students will become after having been educated over a certain period of time.

Example:

1. To produce globally competitive learners.

2. Commits to the total development of individuals for life adjustment and to the upliftment
of the economically deprived but deserving students through quality instruction, updated
facilities and curricula responsive to the needs of the times.

GOALS

The vision and mission of schools are translated into goals which are broad statements or
intents to be accomplished. Sources of school goals include the learners, the society and the fund
of knowledge.

Examples:

1. Build a strong foundation of skills and concepts.

2. Efficient and effective administration responsive of the needs of the university and
community.

BENCAC 8
EDUCATIONAL OBJECTIVES

 Are explicit information of the way in which students are expected to be changed by the
education process; and
 Intent communicated by statement describing a proposed change in learners.
 These objectives direct the change in behavior which is the ultimate aim of learning.
They provide bases for the selection of learning content and learning experiences. They
also set the criteria against which learning outcomes will be evaluated.

Domains of Objectives:

COGNITIVE This domain of thought process

DOMAIN 1. Knowledge-recall, remembering of prior learned materials
in terms of facts, concepts, theories and principles. It is the
lowest level of cognitive level.
2. Comprehension-ability to grasp the meaning of material.
3. Application-ability to use learned material in new and
concrete situation
4. Analysis-ability to break down material into component
parts so that its organizational structure may be understood
5. Synthesis- ability to put parts together to form a new whole
6. Evaluation- ability to pass judgment on something based on
given criteria
AFFECTIVE Is the domain of valuing, attitude and appreciation;
DOMAIN 1. Receiving-students’ willingness to pay attention to
particular event, stimuli or classroom activities
2. Responding-active participation on the part of the students
3. Valuing-concerned with the worth or value a student
attaches to a particular phenomenon, object or behavior
4. Organization-concerned with bringing together different
values and building a value system
5. Characterization by a value or value complex-developing a
lifestyle from a value system
PSYCHOMOTOR Uses the psychomotor attributes:
DOMAIN
1. Perception-use of sense organs to guide motor activities
2. Set-refers to the readiness to take a particular type of action
3. Guided response-concerned with the early stages in learning
complex skills. Imitation and trial and error are some of the
ways of doing.
4. Mechanism-responses have become habitual. Performance
skills are with ease and confidence.
5. Complex overt responses-skillful performance and with
complex movement patterns
6. Adaptation- skill well developed that the ability to modify is
very easy
7. Origination- refers to creating new movements patterns to
fit the situation. Creativity is evident

COMPONENT 2: CURRICULUM CONTENT OR SUBJECT MATTER

All curricula have content. Content is more than simply information to be learned in
school. To some specialists, it is another term for knowledge. It is a compendium of facts,
concepts generalization, principles and theories. The fund of human knowledge represents the
repository of accumulated discoveries and inventions of man down the centuries, due to man’s
exploration of his world. This is the subject centered view of curriculum. On the other hand,
those who view knowledge as learner-centered relates to knowledge to the individual’s
BENCAC 9
personal and social world and how he or she defines reality. The following are examples of
learning content for each subject area:

COMMUNICATION Skills in listening, speaking, reading and writing as well as the

ARTS effective use of language in daily living
MATHEMATICS Numeric and computational skills, geometry and measurement,
algebra, logic and reasoning
SCIENCE All branches of natural sciences, exploration and discovery dealing
with natural phenomena and the use of scientific method of
investigation
SOCIAL STUDIES Basic elements of Geography, History, Sociology, Anthropolgy,
Economics, Civics, Political Science and Psychology
MUSIC Basic music theory, practice in listening, singing, playing musical
instruments and music preparation
PHYSICAL Health and physical fitness, individual and team sports, spectatorship
EDUCATION and wise use of leisure
VOCATIONAL Psychomotor and manipulative skills in basic crafts and trades,
EDUCATION design, work ethic and appreciation of manual productive work

Some criteria which can be utilized in the selection of subject matter content or
knowledge for the curriculum:

SELF- According to Scheffler, the prime guiding rule for content selection is
SUFFICIENCY helping the learners to attain maximum self-sufficiency in learning but
in the most economical manner. It means less teaching effort and
educational resources, less learners’ effort but more results and
effective learning outcomes.
SIGNIFICANCE Subject matter is significant if it will develop the cognitive, affective
and psychomotor skills of learners. The subject matter is also
significant if it will contribute to basic ideas, concepts, principles and
generalization to achieve the overall aim of the curriculum.
VALIDITY Refers to the authenticity of the subject matter selected. Subject matter
should thus be checked or verified at regular intervals so as to
determine if the content that was originally valid continues to be.
INTEREST A learner will value the content if it is meaningful to him or her.
Students’ interests should be considered and adjusted taking into
consideration maturity, prior experiences, educational and social value
of their interest among others.
UTILITY Usefulness of the content or subject matter may be relative to the
learner who is going to use it.
LEARNABILITY Subject matter should be within the range of the experiences of the
learners. There are ways of presenting subject matter or content which
can easily be learned. Optimal placement and appropriate organization
and sequencing of contents are the two ways by which these can be
done.
FEASIBILITY Can the subject matter or content be learned within the time allowed,
resources available, expertise of the teacher, and the nature of the
learners? Content selection should be considered within the context of
the existing reality in schools, in society, and government.

As a guide, the subject matter or content can be selected if these are:

1. Frequently and commonly used in daily life;

2. Suited to the maturity levels and abilities of students;
3. Valuable in meeting the needs and the competencies of a future career;
4. Related to the other subject areas; and

BENCAC 10
 5. Important in the transfer of learning.

Guidelines in putting together or organizing learning contents:

BALANCE Curriculum content should be fairly distributed in depth and breadth of

the particular learning are or discipline to ensure that the level or area
will not be overcrowded or less crowded.
ARTICULATION When each level of subject matter is smoothly connected to the next,
glaring gaps and wasteful overlaps in the subject matter will be avoided.
Teamwork among teachers will enhance articulation of contents in the
curriculum.
SEQUENCE Refers to the logical arrangement of the subject matter; the deepening
and broadening of content as it is taken up in the higher levels.
INTEGRATION Refers to the horizontal connections needed in the subject areas that are
similar so that learning will be related to one another. This will help the
learner get a holistic or unified view of reality and outlook in life.
CONTINUITY Learning requires a continuing application of the new knowledge, skills,
attitudes or values so that these will be used in daily living. The constant
repetition, review and reinforcement of learning is referred to as
continuity.

COMPONENT 3: CURRICULUM EXPERIENCES

Teaching strategies convert the written curriculum to instruction. The actions are based
on planned objectives, the subject matter to be taken and the support materials to be used. These
will include a multitude of teaching methods and educational activities which will enhance
learning. Among these are the time-tested methods, inquiry approaches, constructivist and other
emerging strategies that complement new theories in teaching and learning. Here are some
guides:

 Teaching methods are means to achieve the end. They are used to translate the objectives
into action.
 There is no single best teaching method.
 Teaching methods should stimulate the learners desire to develop the cognitive, affective,
psychomotor, social and spiritual domain of the individual.
 In choosing the teaching methods, the learning styles of the students should be
considered.
 The method should lead to the development of the learning outcomes in the three
domains.
 Flexibility should be a consideration in the use of the teaching methods.

COMPONENT 3: CURRICULUM EVALUATION

Curriculum evaluation refers to the formal determination of the quality, effectiveness or

value of the program, process, and product of the curriculum. It means the meeting the goals and
matching them with the intended outcomes. A test that can be used in curriculum evaluation is
Stufflebeam’s CIPP (Content, Input, Product, Process) Model.

CONTEXT Refers to the environment of the curriculum or the real environment

where the curriculum is operating. This is also known as situation analysis
INPUT Refers to the ingredients of the curriculum which include goals,
instructional strategies, the learners, the teachers, the contents and all the
materials needed.
PROCESS Refers to the ways and means of how the curriculum has been
implemented.

BENCAC 11
 PRODUCT Indicates if the curriculum accomplishes its goals. It will determine to
what extent the curriculum objectives have been achieved.
Regardless of the methods and materials evaluation to be utilized, a suggested plan of
action for the process of curriculum evaluation is introduced. Here are some steps:

1. Focus on one particular component of the curriculum and specify the objectives of the
evaluation;
2. Collect or gather the information.
3. Organize the information by coding, organizing, storing and retrieving date for
interpretation.
4. Analyze information.
5. Report the information.
6. Recycle the information for continuous feedback, modification and adjustments to be
made.

CURRICULUM APPROACHES

There are five curriculum approaches that can be utilized in planning, implementing, and
evaluating the curriculum. Let us study and understand them.

BEHAVIORAL Based on a blueprint where goals and objectives are specified, contents
APPROACH and activities are also arranged to match with the learning objectives. In
factory for example, the worker will be paid according to his output
produced within a specific period of time. The change in behavior
indicates the measure of the accomplishments.
MANAGERIAL Under this approach, the principal is the curriculum leader and at the same
APPROACH time the instructional leader who is supposed to be the general manager.
The latter sets the policies and priorities, establishes the direction of
change and innovation, and planning and organizing curriculum and
instruction.

Curriculum managers have the following roles:

1. Help develop the school’s education goals

2. Plan curriculum with students, parents, teachers and other
stakeholders
3. Design programs of study by grade levels
4. Plan or schedule classes or school calendar
5. Prepare curriculum guides or teacher guides by grade level or
subject area
6. Help in the evaluation and selection of textbooks
7. Observe the teachers
8. Assist teachers in the implementation of the curriculum
9. Encourage curriculum evaluation and change
10. Develop standards for curriculum and instructional evaluation.
SYSTEMS Under this approach, the parts of the total school district or school are
APPROACH examined in terms of how they relate to each other. The organization
chart of the school represents this approach.
HUMANISTIC Considers the formal or planned curriculum and the informal or hidden
APPROACH curriculum. It considers the who child and believes that in curriculum, the
total development of the individual is the prime consideration. The
teacher is at the center of the curriculum.

BENCAC 12
Let’s Try

REFLECT

1. Is the Philippine education really deteriorating? Choose a particular level and specific
subject area as a point of reference.

2. In what component/s of your curriculum do you find some difficulties or weakness?

Identify at least 3.

 Goals and objectives

 Curriculum content
 Curriculum experiences
 Curriculum evaluation

3. Describe the weakness or difficulties.

4. Are there solutions to these conditions? What do you propose?

SELF-CHECK

YES NO
Can a school curriculum succeed without a
clear vision?
Should the school’s mission be reflected in
all its curricula?
Will the subject matter dictate the approach
in the curriculum?
Should the learning activities be congruent
to the objectives of the curriculum?
Should the evaluation of learning outcomes
be based on the experiences of the learners?
As a student of curriculum, will you put
equal emphasis on the four curricular
components?
Does a principal with a humanistic
approach to curriculum emphasize most
memorization of subject matter?
Does the systems approach to curriculum
consider only each part?
Can there be a curriculum without
evaluation?
Can experiences be measured?

BENCAC 13
Lesson 3
Teaching-Learning Process and Curriculum Development

This lesson will focus on the teaching and learning process, as salient components of the
curriculum. Both processes provide experiences which will accomplish the goals of education.

Teaching as a Process in Curriculum

Good teaching is difficult to agree upon. Effective teaching is one that will bring about
the intended learning outcomes.

To the traditionalists, teaching is a process of imparting knowledge and skills required to

master a subject matter. It is a process of dispensing knowledge to an empty vessel which is the
mind of the learner. Teaching is showing, telling, giving instruction, making someone understand
in order to learn. In this case, the person who teaches, controls learning.

As the progressive and humanist education advance, however, the meaning of teaching
has broadened to fit the psychological meaning of the term. It is now perceived as stimulating,
directing, guiding the learner and evaluating the learning outcomes of teaching. The teacher’s
role in teaching becomes complex but has given the learner the responsibility to learn. Teaching
then is a process that enables the learner to learn on his/her own.

Let us look at the teaching process as a series of actions from PLANNING,

IMPLEMENTING and EVALUATING.

PLANNING PHASE Includes decision about (a) the needs of the learners, (b) the
achievable goals and objectives to meet the needs, (c) the selection
of the content to be taught, (d) the motivation to carry out the goals,
(e) the strategies most fit to carry out the goals, and (f) the
evaluation process to measure learning outcomes.

IMPLEMENTATION Requires the teacher to implement what has been planned. It means
PHASE to put into action the different activities in order to achieve the
objectives through the subject matter.
Most often the planning phase directs what will be done in the
activity but such can also be flexible.
EVALUATION A match of the objectives with learning outcomes will be made. The
PHASE kind of information should be determined so that the type of
evaluation should be chosen to fit the purpose. It will answer the
question if the plans and implementation have been successfully
achieved.
FEEDBACK AND To give a feedback is to give information as to whether the three
REFLECTION phases were appropriately done and gave good results. Feedback is
the reflection on the feedback.

Reflection is a process embedded in teaching where the teacher

BENCAC 14
 inquires into his or her actions and provides deep and critical
thinking.
Learning as a Process in Curriculum

Learning is usually defined as a change in an individual’s behavior caused by experiences

or self-activity. It implies that learning can only happen through the individual’s activity or
his/her own doing. Most learning is intentional like when a learner acquires knowledge in the
classroom or when one observes a demonstration activity. Intentional learning occurs when
activities are purposefully arranged for the students to participate and experience. Learning can
also be unintentional like when a child touches a lighted candle and feels it is hot.

Two Types of Learning Theories

1. Behavioral learning theories- emphasize observable behavior such as new skills,

knowledge, or attitudes which can be demonstrated. These forms of behavior are
observable and measurable. According to this group of theories, if the individual has
changed behavior, he has learned.
Examples: Ivan Pavlov’s Classical Conditioning Theory, Edward Thorndike’s Laws of
Learning
2. Cognitive learning theories – concerned with human learning in which observable
mental processes are used to learn and remember new information or acquire skills.
Related to these theories is the concept of meaningful learning through cognitive models.

Three Models of Teaching anchored on learning theory

Jerome Bruner’s States that the individual learns from his own discovery of the
Discovery Learning environment. Learners are inherently curious, thus, they can be
Theory self-motivated until they find answers to the problems. Each
individual is capable of learning how to learn.
David Ausubel’s To Ausubel, though learners are inherently curious, they may not
Reception Learning be able to know what is important or relevant and they need
external motivation in order to learn. This is in contrast to the
discovery learning theory.
Robert Gagne’s Events Proposes that an act of learning involves a series of 8 internal
of Learning events:

1. Motivation Phase- learner must be motivated to learn by

expectation that learning will be rewarding.
2. Apprehending Phase- learner attends or pays attention if
learning has to take place
3. Acquisition Phase- while learner is paying attention, the
stage is set and the information presented. Learner
transforms information into meaningful form. The mental
images formed associates the new information with old
information. This is where advance organizers are useful.
4. Retention Phase- newly acquired information must be
transferred from short-term to long-term memory. This
may take place by means of practice, elaboration or
rehearsal.
5. Recall Phase- recall previous learned information. To
learn to gain access to that which has been learned is a
critical phase in learning.
6. Generalization Phase- transfer of information to new
situations allow application of the learned information in
the context in which it was learned.
7. Feedback Phase- students must receive feedback on their

BENCAC 15
 performance. This will serve as reinforce for successful
performance.

Learning based on the theories of learning may include the following:

1. Learning does not take place in an empty vessel. Each learner is assumed to have prior
learning and maybe able to connect these to present learning.
2. Learning is a social process where interactions with other learners and the teacher are
needed.
3. Learning is a result of individual experiences and self-activity.
4. Learning is both observable and measurable.
5. Learning takes place when all the senses are utilized.
6. Learning will be enhanced when the learner is stimulated, directed, guided and feedback
is immediately given.
7. Each learner has his/her own learning styles.

Teaching and Learning Go Together

How does teaching and learning connect to each other? One process cannot succeed
without the success or support of the other. A teacher cannot claim she/he has taught if the
learners have not learned substantially. The teaching styles of the teachers should jibe with the
learners’ learning styles. Unless the two are fit, teachers and learners will be existing in 2
different worlds.

Teaching is a process cannot be taken independently in its entirety. With so many

ingredients needed, the most important is still the learner. The learner being in the center of the
teaching, will influence to a great extent teaching. It is therefore important that the knowledge of
the learner and his learning styles be considered. With the advancement of information about the
uniqueness of each learner, the multiple intelligences theory and many more, teaching has to
consider more factors in order to be effective.

On the other hand, the concepts of learning have become so vast that the simple stimulus-
response theory alone cannot explain it. Thus, as learners become complex individuals capable
of learning on their own, their repertoire of teaching should also increase. The different teaching
styles with the support of simple to sophisticated teaching materials are now necessary to effect
good learning.

In many cases, it has been observed that teaching is the cause and learning is the effect.
Learning outcomes can indicate teaching performance. The quality of teaching is related to the
quality of learning. If the students fail to learn, the greater factor is the failure in teaching. We
always attribute the kind of learning of the kind of teaching.

As the direct relationships of teaching and learning become clear, success of both brings
out something like, “learning in teaching and teaching for learning.” This means that while the
teacher teaches, he or she also learns in the process. On the other hand, as the students learn, they
are also teaching themselves how to learn.

Some Ways of Doing Teaching and Learning

According to the 1. Large Group Teaching- composed of 30 or more students;

number of students for large groups, methods like lecture, expository, panel
discussion, seminar, forum, demonstration or a combination
of lecture demonstration are appropriate.
2. Small Group Teaching- composed of 2 to 30 members;

BENCAC 16
 methods like role playing, buzz session, workshop, process
approach, discovery learning, cooperative learning in
various forms, laboratory methods are few examples.
3. Individualized Teaching-modular instruction, e-teaching,
programmed instruction are some examples.
Traditional time-tested 1. Inductive method and deductive method
methods 2. Type study method
3. Project method
4. Laboratory method
5. Question and answer method or Socratic method
6. Lecture method
Improved teaching 1. Integrative technique
practices 2. Discovery approach
3. Process approach
4. Conceptual approach
5. Mastery learning
6. Programmed instruction
7. E-learning
8. Simulation
9. Case-based teaching
10. Cooperative learning

Ways of Learning

Learning by trial and This is related to stimulus-response theory. When the result is
error correct or satisfying then the response will be repeated. When the
reaction is wrong or negative, then it will not be repeated.
Learning by Training is the simple term to describe learning here, thus even
conditioning animals can be trained to do something but such action does not
refer to learning. Learning is a product of what the individual does
which will result to either pleasant or unpleasant behavior. Drill
and practice are some learning activities based on conditioning.
Learning by insight In this type of learning, a higher level of intelligence is being
utilized. Insight is looking into oneself with deeper thinking. A
sudden flash of idea or solution to a problem sometimes called
“aha” learning is an example of insightful learning.
Learning by This process of learning assumes that one learns from someone.
observation and Anchored on the social learning of Albert Bandura, learning by
imitation through observation and imitation requires a model, hence it is referred to
modeling as “no-trial” learning. This process involves four phases: where the
learner copies, practice or rehearse what has been observed;
reproduction phase, where the learner matches their behavior to the
model and motivational phase where learners will imitate the
behavior for getting a chance to be reinforced by becoming like the
one from whom the behavior was copied.

Teaching and Learning in the Curriculum

BENCAC 17
 One of the crucial issues today is not what the students should learn but rather how the
student should learn how to learn. The deluge of information in our midst and the different ways
of retrieving them have become a challenge to both teaching and learning. The curriculum seems
to be overloaded: too many subjects to cover, too may topics to teach. Sometimes the curriculum
is fragmented or is simply boxed. Unfortunately, the learners’ life is not compartmentalized as
subject matter overlaps and integrates naturally and holistically.

Teaching and learning give life and meaning to the curriculum. Each complement and
supplement each other. The value placed in teaching will help reap the same value in learning,
thus good curriculum can be judged by the kind of teaching and the quality of learning derived
from it.

TAKE ACTION

Fill in the matrix to match teaching and learning. Consider teaching as the role of the teacher and
learning as the responsibility of the learner.

Teaching (Role of the Teacher) Learning (Responsibility of the Learner)

Example: Shows the different colors of a Memorize the different colors of the rainbow
rainbow
1. Take students on a field trip to a zoo
2. Organizes class to conduct experiment
3. Assigns groups to interview different
professionals on their contribution to
the community
4. Reads a story about the life of Jose
Rizal
REFLECT

Consider the following. You have been going to the school for several years now.

 Can you recall what you have learned from what they taught?

 Are there other things you learned which were not taught by your teachers?

 Have your teachers taught you how to learn on your own?

 When you become a teacher, would it be good if you teach your students to learn how to
learn?
SELF-CHECK

1. Based on the lesson, give at least 5 words to describe teaching and also 5 words to
describe learning.

BENCAC 18
 TEACHING LEARNING

2. Why are teaching and learning important elements in the curriculum?

3. Why are teaching and learning important elements in the curriculum?

Curriculum Development

Curriculum and curriculum development were born in the middle of the 1700 A.D. from
the concept of an engineer who carefully plan to finish the program of work in constructing a
prestigious building of a king. Achieving within the “targeted” period to finish the program for
occupation. Planned and concerted “human and physical resources” interaction must be set
together the powerhouse of the working leg on manpower. Barrowing this concept from the
engineer; educator planned, a purposeful, progressive, and systematic process to create positive
improvements in the climate of educational system. While from the educator point of view
material structure is immaterial in processing the curriculum. However, in achieving the vision,
mission and goals is an X-factor of the school. Thus, from the context of this study the following
content outline incorporated in developing the curriculum from the structuralist and
constructivist lens are: (a) globalization and multi-cultural literacy; (b) social literacy; (c) media
literacy; (d) financial literacy; (e) cyber literacy/digital literacy; (f) eco-literacy; (g) arts and
creativity literacy; (h) Field based- interdisciplinary explorations; and (i) other teaching
strategies shall be used in this course to be multiculturalist in the pluralistic society.
As curriculum describes ways in which teaching and different training organizations plan
and guide learning groups or an individual. Curriculum development local, regional, and national
processes learner teacher difficulty must be understood. In their lens, it is something undertaken
by authorities with years of experience in educational system. The expectation is that they will
learn “how” to teach and thereby become effective transmitter of knowledge, skills,
potentialities, talents, ability and attitudes associated with a particular subject or program.
Education practioners with years in the profession know differently. Successful practice in the
classroom is inextricably linked to curriculum development on how to teach. In other words, the
purpose of curriculum development is really to meet the needs of the learner and the community
in order to become self-sufficient and self-determine worth living life to the fullest.
From that end, the development of the curriculum as a “guide” of a “planned interaction”
between the needs of the community, the school, teacher and student are born. “Planned
interaction” for short, medium and long ranged of program of studies are made for specialization
of learning as known to be a “course.” These are made and done for the purpose of meeting the
needs of the community and thereby “employability” is assured. It’s an investment engaging
certain course that one can employ so that return investment is done. Gaining, profiting probably
in the form of “money,” “labor,” and “services” is already a human capital. Thus, looking these
self-sufficient and self-determined individual competitiveness is the language. This is the
“gateguard” of self-liberation. As get way, are you ready to understand how do the curriculum do
it?
From the lens of an educator cognizable curriculum by the Commission on Higher
Education (CHED) are governed by the CMOs (CHED Memorandum Orders). All mandated

BENCAC 19
subjects are given; it’s up the school, what subjects to be added to meet the VMGs of the school.
See to it that, the added subjects are provided by the CHED Memorandum Orders so that the
PSG (Policy Standard Guidelines) are followed to avoid CHED disapproval for the application
on the “course recognition.” How this added subject incorporated in the set policy standard and
guidelines of the course being done? Call-up the community partners for “conference/”
“summit/” “consultation/” “dialogue/” “cooperation and collaboration framework.” Business,
company and industry partners are expert on the field. They owned the state-of-the-art facility.
Listen to their demand of labor and services. Establish Memorandum of Understanding (MOU)
in their Partnership to sustain collaboration. These is where linkages and networking comes-in.
Hire expert personnel from the field to your community partner to teach in the school room so
that they may be able to bring the I-intelligence and the state-of-the art facilities in business,
company and industry partners from theory to practice.

Module 2
Basic Curriculum Model

Let’s Read

This topic refers to the documents used in education to determine specific aspects of
teaching, such as subject, time frame, and manner of instruction. There are two longstanding
models of curriculum: the 1) process model and the 2) product model. As we define curriculum
development as the process of creating planned interaction, syllabus or Outcomes – Based
Teaching Learning Plan (OBTLP), teaching, training, and exhibition modes is the answer. It is a
term used to refer to the process of instituting and putting precise guidelines of instruction for the
curriculum. When this idea came to my mind it means that there are methods, procedure and
steps to follow in arriving such decision. Meaning, we have the Desired Learning Outcomes
(DLO), Course Content/Subject Matter, Textbooks/Material References, Teaching and Learning
Activities (TLAs), Assessment Tasks (ATs), Resource Materials and Time Table to implement.
These are the salient point that one may understand, identify and classify in looking an adaptive
model. One chosen the model on the belief that the VMGs jibe to the on-going plan.

This module is composed of two lessons:

Lesson 1 Basic Curriculum Model

Lesson 2 Curriculum Development Process

After studying this module, you should be able to:

 Familiarize with the basic curriculum model

 Discuss the process of curriculum development

Lesson 1
Basic Curriculum Model

CURRICULUM MODEL
He wrote down his ideas in a book Basic Principles of Curriculum
and Instruction for his students to be guided about the principles for
making a curriculum Model. The following four “PEOE” steps are:
1) Determine the school's purpose;
2) Identify educational experiences related to purpose;

BENCAC 20
Ralf Tyler 3) Organize the experiences;
4) Evaluate the purpose

Tyler seen the needs of the “community” and believed that,

“successful
Teaching and learning techniques can be determined as a result of
scientific inquiry.” He believed that this mark the cornerstone of
curriculum decision-making and teaching strategies.

She wrote Interactive/Instructional Strategies model a multipurpose teaching

model that utilizes the use of multiple processes such as:
1) Listing
2) Grouping
3) Labeling
4) Regrouping
5) Synthesizing
Hilda Taba Taba is an inductive teacher she developed the belief that teachers are awre
of the student need. One of the responsible partners to develop the
curriculum.
Thus, according to the belief of Taba “the usual efforts—institutes, lectures,
required attendance of college classes— curricular, co-curricular and extra-
curricular activities not over a period of years produced much curriculum
improvement and did not seem promising for making changes in the
structure of the curriculum.” She added, “in the four areas of objectives—
“knowledge” is the foundation. The selection of content does not develop the
techniques and skills for thinking, change patterns of attitudes and feelings,
or produce academic and social skills . These objectives can be achieved
through planned learning experiences and conducted in the classroom.”
His model of curriculum design is derived from school of learning
“experiences and knowledge” For him, the collection of information for
decision-making about curriculum are needed. For him the essential
elements are:
1. Objectives
2. Knowledge
John Kerr 3. Evaluation
4. School learning experiences

For him curriculum is “all learning planned and guided by the school,
whether it is carried on in groups or individually, inside or outside the
school” Thus, the institutional Vision, Mission and Goals walks ahead
the curriculum. It is searchlight ahead.
For him, curriculum is derived from the cyclical/interactive model which
corroborate and support’s Taba’s model. He presented the five
interconnected stages
1. Aims, goals and objectives
2. Selection of learning experiences
3. Selection of content
4. Organization and integration
D.K. Wheeler 5. Evaluation

His belief that curriculum provides process of learning target,

planning, time allocation, classroom arrangement and assessment. In
rejoinder, Decker Walker curriculum in his naturalistic/process model.
His model includes three important essential elements:
1. Platform that provides the beliefs or principles to guide the
curriculum developers
2. Deliberation which is the process of decision-making from

BENCAC 21
 alternatives
3. Design the organization and structure of the curriculum

He belief on curriculum is a “process of consensus.”, involving the

different community counterpart.
For him, curriculum model is “like the recipe for a dish, is first imagined as
a possibility, then the subject of experiment.” His belief is that curriculum is
Lawrence like a menu that curriculum maker must ass “palatable ingredients” to be
Stenhouse salable to the client.
He advocates on Student- centered model. This simply attached to the
learning environment of \the child. As a curriculum maker he gave a caveat
H.W.R. Hawes to whom the curriculum is design, lacking money and personnel for
implementation and underestimate the community supports.
Systematic-Aesthetic Model offers a systematic and dimensional view of
curriculum. He advocates on combines behavioral principles with aesthetic
components to form a curriculum planning model. Eisner indicated that the
kind of school need to pursue five dimensions:
1. Intentional
Elliot Eisner 2. Structural
3. Curriculum
4. Pedagogical
5. Evaluative

He advocates on design, practice and environment must altogether be

with the learning environment of the child.

Let’s Try

REFLECTION JOURNAL

I learned the following from this lesson.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I was particularly interested in the subtopic

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I want to learn more about

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Good work! You made it!

Lesson 2
Curriculum Development Process

Curriculum development is dynamic process it changes according to the need of the

society and the stakeholders of the education system. Curriculum is like a living organism. It is
adaptive to the ever changing needs of time, space and circumstances. Curriculum development
process includes several stages such as planning, preparing, designing, developing,
implementing, evaluating, revising, improving and budgeting. No budget means no institutional
machinery works. Traditionally, curriculum development has been seen as planning for a

BENCAC 22
sustained process of teaching and learning in a formal institutional setting. Curriculum
development is systematic and dynamic process sensitive to time, space and circumstances in
which preparation, development, implementation and evaluation steps are involved.
To be practical in understand about curriculum development and process “change and
develop” the curriculum waits for the “prescriptive” period of the curriculum design. And, let the
learner to finish their own curriculum. The role of teachers in the curriculum process is to help,
plan, guide, facilitate and strategies on the student needs to develop and engaged relationship
with the content. Active learning will increase the focus and retention of the curriculum,
resulting in an exciting learning environment. Let the learner understand about the direction of
the curriculum towards their “dream” and allows them to come-up their personal Vision, Mission
and Goals (VMGs) to relate and connect their carrier path towards their academic advocacy and
journey.
Curriculum also helps in creating benchmarking in learning and a guide to
misconceptions. Broadly speaking, the function of teachers is to help students learn by imparting
knowledge to them and by setting up a situation in which students can and will learn effectively.
A teacher as an implementing tool/facility/machinery we need to equip him/her the “tacit
knowledge.”
The curriculum implementation process can be divided into four phases: Planning,
Content and Methods, Implementation, and Evaluation and Reporting. Teacher Education
provides platform to student-teachers to acquire the required knowledge, skill, talents,
potentiality, ability and develop positive attitude, values and beliefs. After reviewing various
researches (RRLS) on the curriculum and significant role of teachers' in framing the curriculum;
the processing of curriculum development was decentralized. We hope for the devolution will
empower the different sector in our socially engaged diverse community be truly the counterpart
in health and sickness in the journey of our school to the most critical and reflective teaching
learning environment.

Let’s Try
REFLECTION JOURNAL

I learned the following from this lesson.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I was particularly interested in the subtopic

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I want to learn more about

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Good work! You made it!

Module 3
The Role of the teacher in the Building and Enhancing New Literacies Across Curriculum

Let’s Read

BENCAC 23
 Do you take interest in the curriculum you are in? Have you wondered what contribution
you as students have done to enhance a written curriculum? Most curricula like yours were
crafted by experts and in cooperation with some people who have stakes in education. as students
you were not involved in its writing, but maybe your teachers were. All teachers are curriculum
writer. Do you know why? You will learn the answer to that question in this module. As
students, you, too, can actively participate in the implementation of a written curriculum. There
are many other persons, institutions, organizations that are directly involved in the
implementation of the curriculum.

This module is composed of two lessons:

Lesson 1 Role of the Teacher and the Curriculum

Lesson 2 The Role of Teacher in the Curriculum Development

After studying this module, you should be able to:

 Identify the role of the teacher in Curriculum development

 Discuss the importance of teacher and other stakeholders in curriculum development

Lesson 1
The Role of the Teacher and the Curriculum

A curriculum guides the instructional lessons that teachers use. A curriculum defines
what the learner will learn and can possibly guide when the learner learns the information from
the lesson. A curriculum offers teachers the ideas and strategies for assessing student progress. A
student must meet certain academic requirements in order to go to the next level. Without the
guidance of a curriculum, teachers cannot be certain that they have supplied the necessary
knowledge or opportunity for student success at the next level, whether the levels involve,
college or career. Curriculum can help students to achieve some personal control over their
learning, to plan their semester, and to manage their time effectively, and describes Active
Learning. Students often conceive of learning as the acquisition of correct information, but they
may not know what
it means to take an active role in the process, beyond rote memorization and recall, students
should be given some idea about what they should already know and what skills they should
already have before taking the course so they can realistically asses their readiness, sets the
course in a Broader Context for Learning, describes Available Learning Resources. A WIFI and
a Psyfi teacher constructivistly and pragmatistly engage the curriculum into a more realistic
teaching learning plan into employability. Thus, a teacher does not make a strategy within the
realm of the RRLS but into the marketability of the curriculum for placement. Meaning,
Outcomes-Based Teaching Learning curriculum-driven directed towards employability.
In the teaching and learning process, the other side of the coin is the teacher. Most
curricula start to gain life from the time it is conceived and written. Planning and writing the
curriculum are primary roles of the teacher. A teacher is a curriculum maker. He/she writes a
curriculum daily through a lesson plan, a unit plan or yearly plan. The teacher prepares activities
for the students to do. The teacher addresses the goals, needs, interests of the learners by creating
experiences from where the students can learn. The teachers, enriches, and modifies the
curriculum to suit the learner’s characteristics. As a curriculum developer, teachers are part of
textbooks committees, faculty selection boards, school evaluation committee or textbooks writers
themselves. Teachers are empowered to develop their own school curricula taking into
consideration their own expertise, the context of the school and the abilities of the learners. By so
doing, teachers become architects of the school curriculum. Here are some views of the students
about the teacher as a curriculum maker and implementer.

BENCAC 24
  “Teachers are the most crucial persons in the implementation of a curriculum. As an
adult in the teaching-learning process, he/she holds the key in operationalizing what
activities have planned. With full support of the principal, supervisor and other school
administrators, the teachers who are empowered will be able to select, organize, carry
out and evaluator learning experiences of a curriculum. His/her ability to translate what
has been written to action is the key to effective curriculum implementation. “
 “Teachers shape the school curriculum by sharing the experiences that they have and
the resources they are capable of giving or imparting to the learners. But as the old
saying goes, “ What can give if you have nothing to give? Applies to this demand of
teaches in curriculum implementation.”

In school organization, there is always a curriculum manager or school

administrator. In fact, for school principals, one of their functions is being a curriculum
manager. They supervise curriculum implementation, select and recruit new teachers,
admit students, procure equipment and materials needed for effective learning. They also
plan for the improvement of school facilities and physical plants.

Why are school administrators and curriculum managers important to curriculum

implementation?

 “The school administrators play an important role in shaping the school

curriculum because they are the people who are responsible in the formulation
of the schools’ vision, philosophy, mission and objectives. They provide
necessary leadership in evaluating teaching personnel and school program.
Keeping records of curriculum and reporting learning outcomes are also the
managers’ responsibilities.”
 “The school administrators have the responsibility of running the entire school
effectively. They have to oversee the smooth transition of the child from one
grade level to another and they should see to it that the curriculum is
implemented vertically or horizontally with very minimal overlaps. Instead there
should be continuity, relevance, balance, so that overall curriculum will produce
a well rounded person.”

Indeed the role of the administrators can never be ignored. The principal of command
responsibility and institutional leadership rests on the shoulders of the school administrators. The
final decision making in terms of the school’s purpose rets on the shoulder of school
administrators.

Role of the Teacher and the Curriculum

The teacher is in complete charge of the class, what students do, what
The Controller they say and how they say it. In the classroom, the teacher is mostly the
center focus.
The teacher encourages the students to participate and makes suggestions
The Prompter about how students may proceed in an activity. When learners are literally
‘lost words’, the prompter can encourage by discreetly nudging students.
The teacher is a kind of walking resource center ready to offer help if
needed, or provide learners with whatever language they lack when
The Resource performing communicative activities. Teachers, as a resource can guide
learners to use available resources for learning. Teachers must make her
available for consultation of the students.
The teacher assumes this role to see how well students are performing or
The Assessor how well they performed. Feedback and correction are organized and
carried out.
Giving instructions is vital in this role as well as setting up activities. The
The Organizer organizer can also serve as a demonstrator, this role allows a teacher to
get involved and engaged with learners.
This role improves the atmosphere in the classroom in the class when the

BENCAC 25
 The teacher takes part in an activity. However, the teacher takes a risk of
Participant dominating the activity when performing it. Here the teacher can enliven a
class.
The acts as a coach when students are involved in project work or self-
The Tutor study. The teacher provides advice and guidance and helps students
clarify ideas and limit tasks

Let’s Try

REFLECTION JOURNAL

I learned the following from this lesson.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I was particularly interested in the subtopic

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I want to learn more about

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Good work! You made it!

Lesson 2
The Role of the Teacher in Curriculum Development

Let’s Read

Teacher know the needs of all stakeholders. Teachers understand the psychology of the
learner. Teacher are aware about the teaching methods and teaching strategies. Teachers also
play the role as evaluator for the assessment of learning outcomes. So, teachers must possess
some qualities such as planner, designer, manager, evaluator, researcher, decision maker and
administrator. Teachers play the respective role for each step of curriculum development process.
Curriculum planning involves analysis of vision, mission, philosophy, social forces, needs, goals
and Objectives, treatment of knowledge, human development, learning process & instruction,
and decision. Curriculum preparation involves systematic data, content, selection, collection,
assessment, organization. Design factors includes school (levels, types, Structures), educational
technology, systemic vocational, social reconstruction.

A teacher develops and designs curriculum, analysis of social needs, translating the needs
into course/general/ learning/terminal objectives, splitting the objectives into specific objectives,
grouping the specific objectives into subjects, deriving the subjects from the above classification,
specifying enabling objectives, unitizing each subject matter, specification of required time, and
syllabus formulation. Curriculum development phases consist of Instructional development,
Materials & media development, Methods of teaching & testing Implementation of the
Curriculum involves Instructional scheme of each subject to be completed in the semester,
Planning the lessons as per timetable, Using the transactional strategies, Using the appropriate

BENCAC 26
media, Providing the learning resources, Promoting classroom learning experiences, Progressive
testing Curriculum evaluation involves, Intra-curricular evaluation, Teacher evaluation of
students, Student evaluation of teachers, Materials evaluation, Verification of methods,
Evaluation of tests and examinations, Checking the learning outcomes while on the field,
Curriculum review/ improvement/ change/ modification and lastly, System revision. After
evaluating the prepared curriculum, it is observed that the curriculum is not satisfactory then
developer turns for revising and improving phase.

Thus, after the rigorous planning the following criteria needed in the Building and
Enhancing New Literacies Across the Curriculum is to avoid mismatching labor and services to
the community counterparts of the institutionalized curriculum. To “fit and merit” the
“educational qualification, relevant experience and performance. The following “mantra” must
be observed are:

A. Program of Studies (CHED No 52, s. 2007; CHED Manual of Operation 2015; ALCU Operation
Manual, 2017; CHED No 56, s. 2007; CHED No l5, s. 20l7; CHED No 55, s. 20l7; Manual of
Regulation for Private Higher Education; MORPHE; CHED No 10, s. 2018; CHED No 7l, s. 20l7;
Revised PSG – MORPHE, 2013; CMO, No. 21, s. 2017; CMO No. 75, s. 2017; DepEd & CMOs &
other relative laws)

The program of studies required and implemented by the school/college/university should

meet prescribed standards. It should work the Vision, Mission and Goals (VMGs) of the college
towards the specific objectives of the institution and of the courses concerned. The program of
studies should provide for a curriculum with clear-cut goals for human and national development
and for practical experience directly related to the professional roles for which the students are
being prepared. Provisions should be made for a “planned interaction” and periodic reassessment
of the curriculum both community counterpart, alumni, parents, administration, faculty and
students should be involved. And, this is provided by the CHED & HEIs concern.

B. Instructional Procedures (CHED No 52, s. 2007; CHED Manual of Operation 2015; ALCU
Operation Manual, 2017; CHED No 56, s. 2007; CHED No l5, s. 20l7; CHED No 55, s. 20l7; Manual
of Regulation for Private Higher Education; MORPHE; CHED No 10, s. 2018; CHED No 7l, s. 20l7;
Revised PSG – MORPHE, 2013; CMO, No. 21, s. 2017; CMO No. 75, s. 2017; DepEd & CMOs &
other relative laws)

The OBTLP (Outcomes-Based Teaching Learning Plan) is an effective forerunner

approach of the generations. The methods used in imparting instruction are employed with a
view of guiding the student’s self-realization through the development of his/her analytical and
critical judgments and the stimulation of his/her social awareness. They are adapted to the
subject matter, situational needs and individual differences, and are conducted on a collegiate
level. A variety of instructional procedures is normally to be expected, such as lectures, team-
teaching, group techniques, cooperative, collaborative, buzzing, dialectic, panel, video
conferencing, computer – aided Instruction, simulation, report, collage making, pictorial, think
piece & journal making, analysis, laboratory, field trip, experimentation, and etc. The college
should make judicious use of a number of teaching devices, such as audio-visual aids, computer
– aided instruction, modern information technology, graphical, etc. see to it that the teaching
learning plan covers the prescribed CHED/ TESDA/DepEd required minimum Prescribed
Standard Guides (PSG) and number of hours needed for the program of studies.

C. Classroom Management (CHED No 09, s. 2013; CHED No 52, s. 2007; CHED Manual of
Operation 2015; ALCU Operation Manual, 2017; CHED No 56, s. 2007; CHED No l5, s. 20l7; CHED
No 55, s. 20l7; Manual of Regulation for Private Higher Education; MORPHE; CHED No 10, s. 2018;
CHED No 7l, s. 20l7; Revised PSG – MORPHE, 2013; CMO, No. 21, s. 2017; CMO No. 75, s. 2017;
DepEd & CMOs & other relative laws)

The rules and practices relating to classroom management should be conducive to

effective instruction and should be carefully observed. Number of students in the classroom may
vary according to the available size of the classroom. Standard number of students at least 50 to
65 sets. Measures should be undertaken to ensure punctuality of attendance of faculty members

BENCAC 27
in their scheduled classes. Student absences should not exceed the number specified by the
institution. Records of these absences should be kept. Teacher will monitor these absences
through their respective beadle wherein attendance be check and monitor. Set plan are made for
immediate response and shall report these absences to the office of the dean of student services
and development for proper sanction. If needed for disciplinary action the dean of student affairs
will take charge however, if counselling is needed the guidance counsellor will do the
intervention. Support program and services to the student must be made available such as:
library, canteen, medical and dental clinic, sports and wellness center (auditorium or covered
court), student launch, counselling and testing center, laboratories, drinking water, comfort
rooms, herbarium and landscape other student delivery services amenities.
Overcrowding of classrooms should be avoided. The number of students should be
appropriate to the size and acoustics of the room. Ventilation must be the priority if possible,
classroom is not air-conditioning so as to afford the natural climate and atmosphere of the
classroom learning environment. Proper discipline should be maintained. The classroom
atmosphere should be conducive to learning. And, the hygienic teaching learning environment
must be upholded as child friendly and considered as the second home of the child.

Class size will be considered satisfactory if they remain within the following limits:
▪ For regular lecture classes, the class size shall have a maximum of 50 students.
▪ For language courses, the class size shall have a maximum of 40 students.
▪ For laboratory and research classes, the class size shall have a maximum of 25 students.
▪ For computer laboratory classes, a ratio of one computer per student is recommended.
▪ For special lectures with class size of more than 50 students may be allowed as long as
the appropriate facilities are provided.
▪ For purely lecture classes, the class size will be considered depending on appropriate
physical facilities.

Enumerated above are the mandated provisions in the CHED, ALCU and ALCUCOA
checklists. Employer and the one who are running the school as an institution are accredited and
recognized per subjects, course (curriculum) and as an institution. Failure to comply the needed
requirements for the legate existence consider no school as an institution existed.

D. Assessment of the Academic Performance (CHED No 52, s. 2007; CHED Manual of Operation
2015; ALCU Operation Manual, 2017; CHED No 56, s. 2007; CHED No l5, s. 20l7; CHED No 55, s.
20l7; Manual of Regulation for Private Higher Education; MORPHE; CHED No 10, s. 2018; CHED
No 7l, s. 20l7; Revised PSG – MORPHE, 2013; CMO, No. 21, s. 2017; CMO No. 75, s. 2017; DepEd
& CMOs & other relative laws)

Students’ response to instruction should be evaluated according to procedures which

ensure just appraisal of student performance. Individual differences (the exceptional, the slow
but persevering student) should be considered. Graphs should be drawn up showing percentages
of promotions and failures. Score must be given with the over-all items below. If possible, give
the equivalent percentage so as to make clear to the child/learner regarding to the performance
shown. Do not allow the student to check the paper. However, if the purpose of checking is to let
them know their mistake do it in the class and give the feedback immediately. Give the non-
traditional assignment as prepared in the OBTLP, outline and the learning plan being the checker
of the learner to follow-up their lesson at home and away from home. As soon as they comeback
to the school they are ask regarding what do they do at home and research. Allow the teaching
learning student-centered/child centered/learner centered atmosphere free from moral and legal
impediments (calling their attention, recitation, immediate call-up the attention, etc)

E.Support for Effective Instruction (CHED No 52, s. 2007; CHED Manual of

Operatio2015; ALCU Operation Manual, 2017; CHED No 56, s. 2007; CHED No l5, s. 20l7; CHED No
55, s. 20l7; Manual of Regulation for Private Higher Education; MORPHE; CHED No 10, s. 2018; CHED
No 7l, s. 20l7; Revised PSG – MORPHE, 2013; CMO, No. 21, s. 2017; CMO No. 75, s. 2017; DepEd &
CMOs & other relative laws)
Supervision of instruction include practical measures such as: requirement of syllabi,
outline, OBTLP (Outcomes-Based Teaching Learning Plan) & the NTP (Non-Teaching Plan),

BENCAC 28
visits to classes, informal dialogues with faculty and students, evaluation of tests, and
examinations (both of questions and of the manner of correcting papers). The faculty should
encourage to join seminars, training, convention, forum, conference, dialogue, workshop,
membership of educational associations, research team (group) and experiment where feasible,
with new approaches in teaching learning.
Building and enhancing new literacies across curriculum need an intrinsic motivation.
Driving factor in “learning” includes the support unit to sustain the viability and feasibility of the
conducive teaching learning environment. This would mean “adaptability.” Embracing the WIFI
(wireless technology) into PSYFI (action and behavior reader) environment takes time.
However, the interest of an individual learner would push the button to oil the education machine
to move. Equipping one to advance educational qualification is personal. It’s a personal
educational growth. It would mean promotion and increase of salary. Therefore, to attend
seminars, conventions, conferences, seminar and workshop and other educational forum is
personal academic development. However, the school is required to send their representative for
the institutional and individual participation for faculty development program and services are
accounted.
Mentioning above, other support amenities from these units/offices and department for
effective instructional services and development are indispensable such evidence are needed are:
1) registrar (Manual); 2) Students Affairs (Manual); 3) Guidance Counselling (Manual); 4)
Canteen (Manual); 5) library (Manual); 6) laboratory (Manual); 7) audio visual room (Manual);
8) comfort room (Manual); 9) finance (Manual); 10) engineering and maintenance (Manual); 11)
and other allied support units directly and indirectly affect the organizational behavior of the
school. Thus, to make these machinery works below must be reflected and pondered.
In the support for effective instruction is no easy task because it need POSDCORBng
(Planning, Organizing, Staffing, Directing, Coordinating, Operating, Reviewing, and Budgeting).
The institution has the responsibility to cooperate with the family and other social institutions as
the counterpart partners of the school to develop the total personality of the student. Thus, a
program of student services, directed and coordinated by a professionally trained staff, is an
integral part of institutional planning and operation. This program should be designed to assist
the individual student to attain maximum self-realization and to become effective in his social
teaching
learning environment. The institution’s program of student services should complement the
academic and non-academic program such as: administration, admission, guidance program and
services, student development program and services, student organization and activities, Student
Assistance Program, Specialized Student Services and alumni relations. Thus, the following
discourses are:

A. Administration and Supervision

The institution’s program of student services should clearly reflect the (VMGs) purposes and
objectives of the institution. It is very clear that the line of command is directly from the Office
of the Student Affairs services and development of which the source of authority is from the vice
President for the academic affairs because of its nomenclature as support instructional unit. It
should be supported by the needed physical facilities (Inventory Lists) and adequate financial
resources to meet its objectives (evidence program of works). Lines of administrative
relationship and cooperation should be clearly shown (Organizational Structure). Its objectives
and program of activities and services should be known and accepted by the community
counterpart partners, alumni, administration, faculty and students (MOU).

B. Admission
The admission program of the institution should provide proper selection and direction of
prospective students. Entrance test and classifying exam are given to rank the qualified students
for enrolment. However, Policies and practices should clearly reflect the VMGs of the institution
(Administrative Manual and Faculty Manual), college (Manual) and the unit department
(Manual) of the institution and meet government regulations (Student Handbook). Through
established admission criteria (Admission Manual), the institution should be able to select and
classify applicants who show reasonable chance for success in the different courses that they
BENCAC 29
have chosen. The institution has the right to establish their own quality standard by upholding the
retention level and other provisions relative to the admission of the students so as to afford the
quality they earned approved by the Board of Trustees (BOT Resolution).

C. Guidance Program and Services

The college should have a program designed to orient new students as well as to reorient
old students to the VMGs, philosophy and the characteristic core values of the particular
institution. This program, which could be concentrated into a few days prior to the beginning of
regular course work, or extended for a longer period, should include general class lectures, group
and individual conferences and social activities

D. Student Development Program and Services

In order to have a holistic development of the students, the institution should provide
programs pertaining to sports development and socio-cultural development, and the institution
should also establish a student’s publication. And through this programs, students physical,
artistic, creative and writing skills will be harness and honed.

E. Student Organizations and Activities

The institution provides a variety of suitable curricular, co-curricular and extracurricular
activities contributory to student development and supportive of the institution’s VMGs. The
curricular, co-curricular and extracurricular programs are well-organized and directed by
competent staff including qualified faculty members. Students are encouraged to take advantage
of such activities that would contribute to the development of their skills, talents, potentials and
abilities. Programs and activities are evaluated so as to determine their effectiveness in
promoting student development.

F. Student Assistance Program

The institution should have student assistance program like scholarship or grants. The
scholarship should provide students privileges such as monthly stipend, book allowance, uniform
allowance and board and lodging. Likewise, there should have clear policies and guidelines in
the selection and retention of academic scholars and grantees. The CHED/ALCU/ALCUCOA/
and other community counterpart partners/stakeholder may sponsor the scholarship grants or
programs. The school has her own assistantship grants and program to those deserving student.
This provision is showing that the institution is supporting the advocacy of the government that
“No One is Left Behind.”

G. Specialized Student Services

The institution should guarantee the effective delivery of specialized students services
such as Health Services, Food Services and Information and Communication Technology
Services. Good and Best Practices of the school are groom here. It is the student manages and
lead the operation of the hot and cold kitchen for the “showcasing” on food services in the
institutional “cafeteria.” Likewise, entrepreneurial ship / individual / team / group / made by the
student has always the greater role during the curricular, co-curricular and extracurricular
activities. Intramurals (Sports and Athletic Development & Services) and foundation days
(promotion and showcasing on the Academic State-of-the-Art and cultural heritage output),
entrepreneurial days (Showcasing the Agro-Industrial product), adopt the community programs
(program of activities showing the program of studies) and other relative activities which the
college/university showcasing their best practices.

H. Alumni Relations
The influence of the college/university extends beyond the wall through alumni. The
alumni are formally organized and institutionalized, has a designated director (s) responsible for
BENCAC 30
alumni relations. School VMGs of the alumni association are clear and well-disseminated
Manual). The association has specific role in the general program of the institution and services
are available to alumni through a distinct alumni office. Frontline duties, responsibilities
obligation and services are stipulated in their Alumni Manual and in the Registration on the
Security and Exchange Commission (SEC) or in the Cooperative Development Authority
(CDA).

F. Academic Counseling, Curricular, Co-Curricular & Extra-curricular Activities (CHED

No 52, s. 2007; CHED Manual of Operation 2015; ALCU Operation Manual, 2017; CHED No 56, s.
2007; CHED No l5, s. 20l7; CHED No 55, s. 20l7; Manual of Regulation for Private Higher
Education; MORPHE; CHED No 10, s. 2018; CHED No 7l, s. 20l7; Revised PSG – MORPHE, 2013;
CMO, No. 21, s. 2017; CMO No. 75, s. 2017; DepEd & CMOs & other relative laws)

The students should be oriented on the availability of academic guidance and counseling.
Manual, brochures and other platforms of information dissemination must be done for the
availability. Persons in charge of academic counseling are available to the students and the
general clientele for consultation. Co-curricular activities should be given proportionate role in
the overall academic program. A well-rounded student personality should result from
participation in such a program. Para student and teacher counselor are encouraged, curricular,
co-curricular and the extra-curricular activities are also encouraged to build-up the image of the
school.

G. Mechanism for Monitoring and Review of Curriculum (CHED No 52, s. 2007; CHED Manual of
Operation 2015; ALCU Operation Manual, 2017; CHED No 56, s. 2007; CHED No l5, s. 20l7; CHED No 55, s.
20l7; Manual of Regulation for Private Higher Education; MORPHE; CHED No 10, s. 2018; CHED No 7l, s. 20l7;
Revised PSG – MORPHE, 2013; CMO, No. 21, s. 2017; CMO No. 75, s. 2017; DepEd & CMOs & other relative
laws)
The Academic Administrator from the DepEd experience (Secretary of Education,
director, Superintendent, Supervisor, Principal, Head Teacher, Master Teacher and the Teacher)
from the CHED experience (President, Vice President for the Academic Affairs, Deans,
Chairman and the Teacher) should exercise sound judgment in the development and management
of the curriculum. Periodic conferences with Deans, heads, faculty, students and the community
counterpart partners should be oftenly held.

G. Graduation Requirements (CHED No 52, s. 2007; CHED Manual of Operation 2015; ALCU
Operation Manual, 2017; CHED No 56, s. 2007; CHED No l5, s. 20l7; CHED No 55, s. 20l7; Manual
of Regulation for Private Higher Education; MORPHE; CHED No 10, s. 2018; CHED No 7l, s. 20l7;
Revised PSG – MORPHE, 2013; CMO, No. 21, s. 2017; CMO No. 75, s. 2017; DepEd & CMOs &
other relative laws)

The institution has a college/department with the following functions for admission,
promotion, retention, survival rates and graduation. Inform the students of the college
requirements at the start of the program. Provides a system for student transferees to meet the
college residence requirements. Formulates policies/guidelines for candidates for graduation.
Requires graduating students to conduct and complete research projects/practicum in their major
fields and areas of concentration. Organizes the committee in the selection of honors and awards.
Gives appropriate recognition for academic and non-academic performance. Clear students of
any responsibilities from the institution upon graduation. Gives provisions for students to
complete their degrees or certificates within the required time frame. And lastly, hold simple but
meaningful graduation rites. The office needs qualified personnel submitted to the CSC by the
institutional quality standard guidelines to follow.

Let’s Try

Reflect

BENCAC 31
 Let us deeply think on the roles of the different stakeholders in the implementation of the
curriculum.

Situation:

In one school, the parents got involved that collectively, they interfered with the transfer
of the classroom location because they have contributed so much to its improvement. The school
authorities sustained a position that the school plant plan should be honored. The Parents
Association has invested in the improvement of the classrooms, but the school’s administration’s
plan should be upheld. Anyway, the classes will be transferred to equally good classrooms that
would enhance learning. Because of the school’s decision, the parents threatened to pull out
their children. If you are the principal of the school, how would you handle the situation.

Write your reflection.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

MODULE 4
Co- Curricular structures and Support Services

Let’s Read

Co-Curricular Activities

Co-curricular activities are meant to bring social skills, intellectual skills, moral
values, personality progress and character appeal in students. It includes athletics, cultural
events, Library activities, science lab activities, classroom activities, creative arts and
meditation etc.
Co-curricular activities are activities that take place outside the classroom but
reinforce or supplement classroom curriculum in some way. They are ungraded and do not offer
any form of academic credit, but they do provide complementary learning of some form.
Examples of co-curricular activities might include National Honor Society, student council,
school sports teams, math clubs, chess clubs, talent shows, spelling bees, writing competitions,
debates, mock trials, school newspapers, and drama productions. All of these activities take place
outside the traditional classroom and offer no grade or academic credit, but they provide
supplementary and complementary instruction and education for students.

BENCAC 32
This module is composed of two lessons:

Lesson 1 Co-Curricular Activities

Lesson 2 Different Types of Co-Curricular Activities in School

After studying this module, you should be able to:

 Identify the different co-curricular activities of the of the students

 Discuss the importance of co – curricular activities in the life of the students
 Enumerate the advantages of co-curricular activities.

Co-curricular activities are those activities that take place outside of the regular
classroom. In this lesson, we'll explore the definition of co-curricular activities as well as their
advantages and disadvantages

Sample situation for co-curricular activities

Amy is a busy high school student. She is very focused on her regular core studies, but
she is also involved in the school band and likes to participate in the debate club. Amy loves
taking part in many activities, but she knows that it is important to balance her time and manage
her priorities so as not to become overwhelmed. The activities that she is involved in, also called
co-curricular activities, are important to her and she wants to be successful in everything she
does.
Co-curricular activities are activities that take place outside the classroom but reinforce
or supplement classroom curriculum in some way. They are ungraded and do not offer any form
of academic credit, but they do provide complementary learning of some form. Examples of co-
curricular activities might include National Honor Society, student council, school sports teams,
math clubs, chess clubs, talent shows, spelling bees, writing competitions, debates, mock trials,
school newspapers, and drama productions. All of these activities take place outside the
traditional classroom and offer no grade or academic credit, but they provide supplementary and
complementary instruction and education for students.

Extracurricular Activities
It should be noted that there is a definite, though sometimes fuzzy difference between co-
curricular and extracurricular activities. Where co-curricular activities are connected in some
way to the school and to academic learning, extracurricular activities step outside of this
realm. Extracurricular activities are those activities that occur outside of the educational
setting and do not provide instruction or experience to supplement the academic curriculum.
Involvement in a sport that happens outside of the school, for example, would be considered an
extracurricular activity. Other examples of extracurricular activities might include church related
activities, music classes that are not associated with the school, dance recitals, Girl Scouts or Boy
Scouts, or martial arts competitions.

Co-Curricular Advantages
Co-curricular activities can provide students with a lot of interesting and important
experiences outside the traditional classroom. There are many advantages to involvement in co-
curricular activities, including:
1. Allowing students to explore strengths and talents outside of academics
2. Helping students develop stronger time-management and organizational skills
3. Teaching the importance of following through on commitments
4. Giving students the opportunity to build friendships and participate in group activities outside of the tight
circle of the regular classroom
5. Helping to build confidence and self-esteem
6. Providing a way to keep students supervised outside of school hours

BENCAC 33
 7. Channeling their energies in positive directions rather than toward drug abuse or crime
8. Building skills that are not necessarily taught in the classroom but are still important for the future
9. Looking good on a school transcript or college application

Co-Curricular Disadvantages
While there are many advantages to student involvement in co-curricular activities, there
are also some disadvantages. These disadvantages should be taken into consideration before
encouraging student participation in co-curricular activities:

Let’s Try

Reflect on the following situations

Situation 1:

Co-curricular activities have become part and parcel of academic life, used to improve
skills and to supplement college applications. Imagine that you are a college counselor whose
role it is to evaluate applicants for college enrollment. How much emphasis would you place on
co-curricular activities? Do you think that participation in co-curricular activities would be
predictive of success in college? What types of co-curricular activities do you think would be
most beneficial for a future academic career in college and why? Write two to three paragraphs
explaining your stance on this issue. For example, you may feel that co-curricular activities
would be highly predictive of college success in that college students are required to apply their
knowledge rather than to engage in simple rote memorization, and you may believe co-curricular
activities such as a debate club would be especially predictive since they require students to think
on their feet and synthesize knowledge from various sources.

Situation 2:
What is your opinion on co-curricular activities, which are affiliated with a school and
are usually connected to academic learning, versus extracurricular activities, which are not
affiliated with a school and have nothing to do with the academic curriculum? Imagine that you
are a school psychologist and you have parents coming to you with questions about the different
types of activities. Write down a list of bullet points with the pros and cons (at least four of each)
for both co-curricular activities and extracurricular activities that you could share with the
parents. For example, a pro of co-curricular activities could be that they build on the learning in
the classroom, deepening a student's knowledge. A pro of extracurricular activities could be that
they expose children to completely different types of experiences rather than just being an
offshoot of school learning, leading to a more well-rounded child. At the end of your list, write
your conclusion as to which types of activities you would recommend to the parents.

Types of Co-curricular Activities In School You Can Choose

BENCAC 34
 The different types of co-curricular activities in school are chosen to develop an overall
personality of a student. Selection of the right kind of extracurricular activities at school can
polish your child’s skills and keep him engaged.
Co-curricular activities help a student concentrate more in the classroom and teach them
valuable life lessons. The importance of extracurricular activities at school has been proven by
many types of research.
Children should engage in at least two co-curricular activities to utilize their energy
completely and explore their talents. You should create a right mix of co-curricular activities that
will stimulate a child’s mind and body both.

Different Types of Co-curricular Activities in School

1. Academic Related Co-curricular Activities

 Book clubs
 School magazine editor
 Poetry recitation
 Story-writing
 Debates
 Organizing exhibitions
 Preparing charts

BENCAC 35
2. Leisure Related Co-curricular Activities

 Model making
 Coin collection
 Stamp collection
 Train enthusiast
 Museum
 Monument excursion
 Gardening

3. Social development Related Co-curricular Activities

 Scouting and guiding

 School council activities

4. Picnics and excursions Related Co-curricular Activities

 Hiking
 Special visits
 Trekking
 Visiting places of historical and geographical importance

5. Physical Related Co-curricular Activities

 Outdoor and indoor games

 Mass drill
 Mass P.T
 N.C.C

6. Cultural Development Related Co-curricular Activities

 Dance
 Music
 Folk dance

BENCAC 36
  Folk songs
 Fancy-dress competitions

7. Civic Values Related Co-curricular Activities

 Organizing camps, such as first aid camp, cleanliness week.

 A celebration of the special day

8. Arts and Craft Related Co-curricular Activities

 Album making
 Doll making
 Cooking
 Photography
 Flower decoration
 Clay modelling
 Collage making
 Basket making
 Knitting

How do you select co-curricular activities for your child?

Selection of co-curricular activities should be done keeping in mind that it should not take
away from the family time and the child should thoroughly enjoy going to the classes. It is
important to take your child’s vote into consideration while selecting the activities. Create a list of
co-curricular activities that your child might be good or interested in and then sit down for
discussion.
Selection of co-curricular activities should be done during the selection of the schools, this
is also one step in admission process.
Engaging in extracurricular activities in school is a great way to nurture your child’s
hidden talents. It will also ensure that your child is utilizing the time effectively.

Let’s Try

REFLECTION JOURNAL

I learned the following from this lesson.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I was particularly interested in the subtopic

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I want to learn more about

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Good work! You made it!

Module 5

BENCAC 37
 A Teacher as a Researcher

Let’s Read
Introduction

Teacher as Researcher

Teacher as Researcher, a concept found within the preschool-based philosophy of Reggio

Emilia, explores the idea that we, as teachers, play a crucial role in understanding our students
and designing meaningful learning experiences that reflect their needs and interests.
The teacher’s role within the Reggio Emilia approach is to be first and foremost a learner
alongside the children. We are co-researchers and guides whose primary responsibilities are to
carefully observe our students, listen to their questions and their stories, scaffold their learning,
find what interests them and then provide them with meaningful opportunities to explore these
interests further. In the corresponding photo of a classroom at our Infant Toddler Center, children
expand their recent study of rocks by making predictions about what they will observe when they
break open a geode.

How do young children learn? From navigating social dynamics, to constructing letter
knowledge, to delving into the history of our country, children look to their teachers not only for
guidance, but to respond to their unique needs as individual learners. This is our responsibility.

As we continue in our own pursuit of knowledge as educators and researchers, we wish not only
to accompany our students on their educational journey, but also seek to hone our craft; learning
ever more about the ways in which children acquire information and understand their world. At
the Preschool, this often means getting down on the floor with students and following their lines
of thought as they construct knowledge of the world around them.

As children age into our Lower School program, our goal is twofold – to truly understand our
students as unique individuals, full of tremendous social and academic potential and secondly, to
recognize the vastly changing landscape of education and the ever-evolving demands of the
global world. We strive to prepare our students for this world, equipped with the skills and talent
to enter a global playing field with confidence, resilience, and compassion – Thus, as educators,
we are really researchers, forever engaged in a process of inquiry that calls upon us to best

BENCAC 38
understand the individual child, their learning strengths and needs, their passions, interests, and
ideas.

Simultaneously, it requires of us a deep understanding of academic standards across all subjects

so that we may carefully design the learning experience in a manner that produces academic
success, tapping into each child’s potential. In the childhood and middle school years our
pedagogical practices are greatly informed by various philosophies, such
as constructivism, balanced literacy, project-based learning, and growth-mindset, as well as by
thought-leading organizations – The Reading and Writing Project of Teachers College, Teaching
Tolerance-Diversity, Equity, and Justice, The Framework for 21st Century Learning, Common
Sense Media, and so many more. As Teacher as Researcher, we strive to inform our pedagogy
with the best and most relevant theories that guide us to design a learning environment that is
challenging, exciting, and a place that engages and invests students in their own learning.

This module is composed of two lessons:

Lesson 1 The Role of a Teacher as a Researcher

After studying this module, you should be able to:

 Identify the Roles of the teacher as a researcher.

 Discuss the importance of research for the teacher.

Lesson 1

BENCAC 39
 The Role of the Teacher as a Researcher

Let’s Read

Roles of a Teacher in the Classroom

 font size

Teachers play vital roles in the lives of the students in their classrooms. Teachers are best
known for the role of educating the students that are placed in their care. Beyond that,
teachers serve many other roles in the classroom. Teachers set the tone of their classrooms,
build a warm environment, mentor and nurture students, become role models, and listen
and look for signs of trouble.

Teaching Knowledge

The most common role a teacher plays in the classroom is to teach knowledge to children.
Teachers are given a curriculum they must follow that meets state guidelines. This curriculum is
followed by the teacher so that throughout the year, all pertinent knowledge is dispensed to the
students. Teachers teach in many ways including lectures, small group activities and hands-on
learning activities.

Creating Classroom Environment

Teachers also play an important role in the classroom when it comes to the environment.
Students often mimic a teacher’s actions. If the teacher prepares a warm, happy environment,
students are more likely to be happy. An environment set by the teacher can be either positive or
negative. If students sense the teacher is angry, students may react negatively to that and
therefore learning can be impaired. Teachers are responsible for the social behavior in their
classrooms. This behavior is primarily a reflection of the teacher’s actions and the environment
she sets.

Role Modeling

Teachers typically do not think of themselves as role models, however, inadvertently they are.
Students spend a great deal of time with their teacher and therefore, the teacher becomes a role
model to them. This can be a positive or negative effect depending on the teacher. Teachers are
there not only to teach the children, but also to love and care for them. Teachers are typically
highly respected by people in the community and therefore become a role model to students and
parents.

BENCAC 40
Mentoring

Mentoring is a natural role taken on by teachers, whether it is intentional or not. This again can
have positive or negative effects on children. Mentoring is a way a teacher encourages students
to strive to be the best they can. This also includes encouraging students to enjoy learning. Part
of mentoring consists of listening to students. By taking time to listen to what students say,
teachers impart to students a sense of ownership in the classroom. This helps build their
confidence and helps them want to be successful.

Signs of Trouble

Another role played by teachers is a protector role. Teachers are taught to look for signs of
trouble in the students. When students’ behaviors change or physical signs of abuse are noticed,
teachers are required to look into the problem. Teachers must follow faculty procedures when it
comes to following up on all signs of trouble.

A teacher often has many roles to play. A teacher leader role is one that needs to be embraced if
he or she wants to function effectively in the classroom.

Five roles of a teacher as a researcher

1. Resource
One of the top roles a teacher must fill is that of a resource specialist. There will be many people
who will come to the teacher seeking information. Even if the person is only seeking a source of
information, the teacher is the one who must know how to find what the student is looking for.

Once the teacher has given the information to the student or coworker, he or she will often have
to instruct the student on how to use the information.

2. Support
Students are the ones who need support when learning a new skill or piece of information. A
teacher must act as the support person when the student needs this help. Support can come in
many forms such as a coach, leader and even a counselor. In professional circles, a teacher may
even have to support other teachers leading a particular subject matter.

3. Mentor
One of the biggest roles a teacher may have is that of a mentor. Students look up to teachers and
may pattern their own behavior and work ethic to match the instructor. An older teacher can even
be a mentor to a younger teacher who is just starting out in the profession.

4. Helping hand
A leader in a school is a person who takes on extra tasks such as leading the PTA meetings and
even helping set up a gym for a big event. Teachers who are active in the school will often have
more jobs than just the one they were hired to perform. Often, the goals of the teacher will match
the direction that the school is taking.

5. Learner
One last important role a teacher must fill is that of a learner. Anyone who has been involved in a
profession long enough knows that there is always something new to learn. A learner is a person
who is always growing in life and will never claim that they know it all. A teacher will be
challenged everyday with a new task that will help them grow into a better person.

BENCAC 41
A teacher is a person who will have to fill many roles. They are people with educational
leadership skills and they must continue to grow and develop as professionals. Anyone seeking
to be a teacher should take advantage of any chance they get to grow as a person and as a
teacher.

Let’s Try

REFLECTION JOURNAL

I learned the following from this lesson.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I was particularly interested in the subtopic

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I want to learn more about

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Good work! You made it!

Module 6

Research/Preparation in the Publishing Paper

Let’s Read

Collaborative research – the student should create team or group … each team composed of 7
members – they’ve to assign principal author and co-authors. They’re required to submit the
research output one week before the scheduled final examination. The paper is following the
APA format. It is an advice that the minimum of 5pages to the maximum of 15pages ring-bound
research paper will be submitted.

Preparing and Publishing a Research

The publication of original research in a peer-reviewed and indexed journal is the ultimate and
most important step toward the recognition of any scientific work. However, the process starts
long before the write-up of a manuscript. The journal in which the author wishes to publish
his/her work should be chosen at the time of conceptualization of the scientific work based on
the expected readership.
The journals do provide information on the “scope of the journal,” which specifies the scientific
areas relevant for publication in the journal, and “instructions to authors,” which need to be
adhered to while preparing a manuscript.
The lack of technical and writing skills, institutional hurdles, and time constraints are considered
as the major hurdles for any scientific publication. It is extremely challenging to dedicate some
time for research and writing in such a scenario.

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Maintaining the ethics and science of research and understanding the norms of preparing a
manuscript are very important in improving the quality and relevance of research in our country.
This article brings together various aspects to be borne in mind while creating a manuscript
suitable for publication. The inputs provided are relevant to all those interested, irrespective of
whether they have an academic or institutional affiliation. While the prospect of becoming an
author of a published scientific work is exciting, it is important to be prepared for minor or major
revisions in the original article and even rejection. However, persevering in this endeavor may
help preserving one’s work and contribute to the promotion of the goal.
Important considerations for writing a research include the following:
- Conceptualization of a clinically relevant scientific work.
- Choosing an appropriate journal and an alternative one.
- Familiarizing with instructions to authors.
- Coordination and well-defined task delegation within the team and involvement
of a biostatistician from the conception of the study.
- Preparing a skeletal framework for writing the manuscript.
- Delegating time for thinking and writing at regular intervals.

STEPS INVOLVED IN Research PREPARATION

A research should both be informative and readable. Even though the concept is clear in
the authors’ mind, it is important to remember that they are introducing some new work for the
readers, and, hence, appropriate organization of the research is necessary to make the purpose
and importance of the work clear to the readers.

1. Choosing the appropriate journal for publication: The preferred choice of journal should be one
of the first steps to be considered, as mentioned earlier. The guidelines for authors may change
with time and, hence, should be referred to at regular intervals and conformed to. The choice of
journal principally depends on the target readers, and it may be necessary to have one or more
journals in mind in case of non-acceptance from the journal of first choice. A journal’s impact
factor is to be considered while choosing an appropriate journal.

2. Title and authorship: The title of a manuscript gives the first impression about the manuscript. It
is estimated that a reader dedicates less than 2 s to read the title. Most of the search engines use
keywords to locate relevant articles, and, consequently, the title needs to be well thought of. A
comprehensive title may have the following three important keywords: general, indicating the area
or specialty the article belongs to; intermediate, referring to a specific disease or condition; and
specific, referring to particular tests or interventions. It is important for the title to convey the new
information the concerned study is offering. Abbreviations should be avoided, and many journals
have limitations on the number of characters to be included in the title. In addition, some journals
3. Abstract: An abstract is a stand-alone part of the research giving a brief overview of the contents;
it may influence the editors, peer reviewers, and readers regarding the quality of the manuscript. It
can be free styled or structured as per the journals’ norm. A structured abstract has sections
pertaining to Background, Aim, Materials and Methods, Results, and Conclusion. There is a word
limit of 250 words for abstracts in majority of the journals. The abstract should be revised every
time the manuscript is revised or changed.

Keywords: are mentioned at the bottom of the Abstract section. These words denote the important
aspects of the manuscript and help identify the manuscripts by electronic search engines. Most of the
journals specify the number of keywords required, usually between 4 and 8. They need to be simple and
specific to the manuscript; a good title contains majority of the keywords.

4. Introduction: The Introduction section sets the tone of the manuscript and, hence, should be
focused. It provides a relevant background for the study with appropriate references and
establishes the context of the work. Any word or name with standard abbreviation should be
written in its expanded form the first time, with the abbreviation in parenthesis. Subsequently,
only the abbreviation should be used throughout the manuscript. The Introduction section is
generally in the form of a funnel, with the first paragraph highlighting the magnitude and
importance of the disease in question. Subsequent paragraphs summarize the relevant facts known
and the areas with uncertainty in the context of the study question; this is followed by the
relevance of the current study and ends with the aim of the study.

BENCAC 43
 Important components of the Introduction section

A common error while

writing an
introduction is an
attempt to review the
entire evidence
available on the topic. This becomes confusing to the reader, and the purpose and
importance of the study in question gets submerged in the plethora of information
provided. Issues mentioned in the Introduction section will need to be addressed in the
Discussion section, and it is important to avoid repetitions and overlapping. Some may
prefer to write the Introduction section after preparing the draft of the Materials and
Methods and Results sections.

The last paragraph in the Introduction section defines the aim of the study or the study
question using active verbs. If there is more than one aim for the study, specify the
primary aim and address the secondary aims in a separate sentence. It is recommended
that the Introduction section should not occupy more than 10–15% of the entire text.
5. Materials and Methods: The Materials and Methods section is the link between the Introduction
and Results sections. The entire section is described in past tense. It describes the methods and
means used to conduct the study in such a way that other researchers should be able to perform a
similar study with the given information. The type of the study (prospective/retrospective;
interventional/observational; and cohort/randomized controlled/case–control study) should be
clearly documented. It is then important to describe the place where it was conducted, the time
duration taken, and to specify whether ethical approval had been sought and granted. The
subsequent paragraph describes the study participants with selection and exclusion criteria, and
provides information regarding the informed consent.
This is followed by a detailed description of the study protocol. At times, some of the methods used may be
very elaborate and not very relevant to majority of the readers.
Statistical analysis: One of the most important deterrents for publishing clinical research is the inability to
choose and perform appropriate statistical analysis. With the availability of various user-friendly software
systems, an increasing number of the researchers are comfortable performing complex analyses without
additional assistance. It is important to use the appropriate statistical methodologies for a more complete
representation of the data to improve the quality of a manuscript. It may be helpful to refer to a recent
review of the most widely used statistical analyses and their application in clinical research for a better data
presentation. There is some evidence that structured training involving data analysis, manuscript writing,
and submission to indexed journals improves the quality of submitted manuscripts even in a low-resource
setting.

6. Results: The Results section mirrors the Materials and Methods section and, for every
step/intervention performed, there would be a result. It is a useful practice to put together the
results in an orderly manner at the beginning of the manuscript preparation so that the message to
be given becomes clear. It starts with the sample size, inclusion and exclusion details, which may
be shown effectively as a flow chart, and followed by the basic characteristics of the study sample,
usually represented in the form of a table.

The results of the study are summarized in the form of tables and figures. Journals may
have limitations on the number of figures and tables, as well as the rows and columns in
tables. The text should only highlight the findings recorded in the tables and figures and
should not repeat every detail. Primary analysis should be presented in a separate
paragraph. Any secondary analysis performed in view of the results seen in the primary
analysis should be mentioned separately.
7 Discussion: The Discussion section provides the interpretation of results and describes
them in the context of available evidence. The first paragraph summarizes the main
results in 2–3 sentences. The subsequent paragraphs should review the results in the
context of available body of literature elaborating the similarities and differences. Any

BENCAC 44
 result not conforming to expectations or previous evidence should be analyzed, and any
unexpected result should be highlighted as such.

Important components of the Discussion section

- Summary of main findings

- Ensure that the results answer tha main study question
- Compare the results with the studies
- Strenghts and limitations of the study
- Highlights implications for future research
- Introduction and discussion sections together form a hourglass pattern
- No new results to be presented in this section, and no repetition of the actual data
presented in the results section
- One-line conclusion
8 References: A referencing tool such as EndNote may be used to store and organize the
references. The references at the end of the manuscript need to be listed in a manner
specified by the journal.

A referencing tool such as EndNote may be used to store and organize the
references. The references at the end of the manuscript need to be listed in a manner
specified by the journal.
9 Acknowledgements: This section follows the Conclusion section. People who have helped
in various aspects of the concerned research work, statistical analysis, or manuscript
preparation, but do not qualify to be authors for the study, are acknowledged, preferably
with their academic affiliations.
10 Conflicts of Interest (COI): It is important for authors to declare any COI relevant to the
manuscript. The COI may be personal, commercial, political, academic, or financial. These
may have negligible to very significant impact on the quality of the manuscript.[27] Holding a
post in a pharmaceutical company or being a beneficiary of grants from pharmaceutical
industry may have COI with the quality of research.[28] Even reviewers and the editorial
board members need to declare COI before accepting to review an article.

Additional Factors Influencing The Research Quality

Plagiarism: Plagiarism is a serious threat to scientific publications and is described by the office of
Research Integrity as “theft or misappropriation of intellectual property and the substantial unattributed
textual copying of another’s work and the representation of them as one’s own original work.” The primary
responsibility of preventing plagiarism lies with the authors. It is important to develop the skill of writing
any manuscript in one’s own words and when quoting available evidence, substantiate with appropriate
references. However, the use of plagiarism detection tools and a critical analysis by the editorial team prior
to submitting an article for peer review are also equally important to prevent this menace. The
consequences of plagiarism could range from disciplinary charges such as retraction of the article to
criminal charges.
Language: One of the important limitations to publication is the problem of writing in English. This can be
minimized by seeking help from colleagues or using the language editing service provided by many of the
journals.
Professional writing support: In recent years, it is acknowledged that the lack of time and linguistic
constraints prevent some of the good work from being published. Hence, the role of teacher writing support
is being critically evaluated.

Let’s Try

Submission of Collaborative research – You are required to submit the research output
on your chosen topic based on the guidelines in making a research.

BENCAC 45
 CONCLUSIONS

Building and enhancing new literacies across curriculum is a new program of studies in
the college of education. It is reinvented, reengineered, and enhanced to encompass the
OutcomesBased Teaching Learning delivery plan and moods required by the HEIs. It is
enhanced due to the demand on the given generation of time, space and circumstances. It is
beyond 3Rs (Reading, Riting (Writing) & Rithmetic (Arithmetic)). The new literacies we are
going to enhance are typical to the educative learning environment of an individual. Such as:
Social, cultural, political, economics, psychological, and other allied social sciences directly
and indirectly involved in the making on the growth and development of individual search to
final meaning. Let it be Traditional, Thematic, Programmed, Classical, and Technological
literacies. The bottom line is the tacit knowledge built-in by an individual in order that these
literacies be use across curriculum. In other words, enhancing the multiple intelligences of the
learners inside the school room “facilitate” the learner to be the best way they are. Teacher will
use the arsenal of methods, approaches and strategies to enhance the new literacies of the
learner across the curriculum on the following: 1) social; 2) political; 3) economics; 4)
religious; 5) cultural; 6) education and etc. New literacies to be enhance in the sociological
perspective are: 1) population; a) distribution; b) birth rate - natality; c) death rate – mortality;
d) mobility; e) migration; f) immigration g) tribes; h) clans; i) cacique and other relative issues
on the trend of the time and space. 2) political perspective is: a) people; b) territory; c)
government; d) sovereignty; e) recognition; f) power and power struggle; g) governance; h)
forms of government; i) principles and policy of the state; j) citizenship; k) bill of rights; l)
suffrage; m) executive body; n) legislative body; o) judicial body; p) local and national
governance; q) accountability of public officials; r) national economy and patrimony of nations;
s) ombudsman and Sandigang bayan; t) education, culture and sports; u) family and other
relative political issues. 3) economic perspective is: a) land; b) labor; c) capital; d) utility; e)
goods and f) services. Religious perspective is: a) the role of the church in the earthly city; b)
separation between the church and the state. Cultural perspective is: a) the role of the
indigenous peoples in the national development. Education perspective is: a) DepEd program -
kinder; b) DepEd program - elementary; c) DepEd - secondary – junior – middle – senior high
school (k12 program); d) TESDA – vocational training and development; e) CHED – tertiary,
graduate program and post-graduate studies. Knowledge on the enumerated allied social
sciences across curriculum would made a teacher meaningful in the systemic behavior of the
school. Tacit knowledge founded by the teacher Build-up Cathedral and conglomerate the
methodic austere life of a teacher while enhances the pile on the scholastic information, data-
banking availability for the teacher reinventiveness, exploratory and discovery

Note:

By now, you may have realized and observed that learning is an active process. Only you
can learn for yourself! No one can do the learning for you. As your teacher, I am just here to
facilitate the learning process and reinforce what you read. The greater is your involvement in
learning activities, the greater is the amount of learning you get. This one thing is sure! Do a
great job! Apply what you learned in every situation. Please do your task at your own leisure
time and you are welcome to text or call me between 8:00 AM to 5:00 PM from Monday to
Friday.

Congratulations for finishing the lesson for the entire semester. Your next task is to
prepare for the Final examinations and to submit your research. Get ready to compile your
reviewers. Browse your notes and your books. The date of the examination will be posted in our
Google classroom or in our group chat.
REFERENCES

Anderson, M. (2015). Technology device ownership: 2015. Retrieved from Pew Research Centre
website: http://www.pewinternet.org/2015/10/29/technology-device-ownership-2015/.

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Brown, S. (2016). Young learners' transactions with interactive digital texts using ereaders.
Journal of Research in Childhood Education, 30(1), 42-56.

Cohen, N., Ganley, P., Hall, T. E., & Vue, G. (2015). Addressing learning disabilities with UDL
and technology: strategic reader. Learning Disability Quarterly, 38(2), 72-83.

Chan, R. Y. Y., Li, S. & Hui, D. (2014). Social epistemic cognition in online interactions.
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI 2014),
Toronto, Canada, 3289–3298. Retrieved from https://doi.org/10.1145/ 2556288.2556977.

Chun, D., Smith, B., & Kern, R. (2016). Technology in language use, language teaching, and
language learning. The Modern Language Journal, 100(S1), 64–80. http://dx.doi.org/10.1111
/modl.12302.

Council of Chief School Officers and National Governors Association for Best Practices. (2017).
Common core state standards initiative: preparing america's students for college & career.
Retrieved from Common Core State Standards Initiative: http://www.corestandards.org/read-
thestandards/

Forzani, E., Leu, D. J., Timbrell, N., & Zawilinski, L. (2015). Best practices in teaching the new
literacies of online research and comprehension. In L. B. Gambrell, & L. M. Morrow (Eds.), Best
Practices in Literacy Instruction (5th ed., pp. 343-364). New York: The Guilford Press.

Godwin-Jones, R. (2015). Contributing, creating, curating: Digital literacies for language

learners. Language Learning & Technology, 19 (3), 8–20. Godwin-Jones, R. (2018). Chasing the
butterfly effect: Informal language learning online as a complex system. Language Learning &
Technology, 22 (2), 8–27.

Gomez, Frederick W. (2019). The ABC of the Methods of Educational Research and Statistics
https://www.scribd.com/document/388281971/Dr-Frederick-W-Gomez-the-ABC-on-the-Meth
ods-of-Educational-Research

Gomez, Frederick W. (2019). Research – Methods – IG. https://www.academia.edu/37423410/

Research-Methods_IG.pdf

Prepared by: Checked by:

LOURDES C. HIZON JOHN ERICK CAUZON

Instructor Program Director, Institute of Education

Approved:

MARIA N. CUSIPAG Ph.D

Dean Institute of Education

AIDA S. RAMOS, ED.D.

Vice President for Academic Affairs and Research

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