ED 319:

The Teacher and the School Curriculum

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COLLEGE OF EDUCATION
VISION
The College of Education is a research oriented department for teacher training, continuing
professional development for teachers, and the advancement of distinctive leadership in
education.
MISSION
The College of Education develops proficiency in research and communication, nurtures teacher
competence, and cultivates leadership which are imbued with moral and spiritual values. While
advancing research and scholarly work, it adheres to intellectual integrity, which eventually
inculcates love for country, and promotes service to humanity.
GENERAL OBJECTIVES
The College of Education aims to be a center of excellence in teacher education equipped with
functional knowledge and competencies, research skills, mastery skills, critical thinking
competitive abilities, wholesome attitude, and moral and spiritual values.
SPECIFIC OBJECTIVES
1. Provide essential curricular offerings enriched with functional knowledge and
competencies responsive to the global demands.
2. Acquire the basic skills and competencies of efficiency and effectiveness to pre-service
teacher on the teacher- learning process.
3. Exhibit wholesome attitude and professionalism in the exercise of ones teaching career.
4. Develop virtuousness, endurance, enthusiasm, responsibility, democratic leadership and
equality amidst diversity.
5. Strengthen the spirit of nationalism and nurture the individual character.
6. Acts as a role model in workmanship an achievement in the service of humanity.

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 COURSE STUDY GUIDE CONTENTS

Week Module Topic Page

No.
CURRICULUM ESSENTIALS: Curriculum and the 6
Teacher
1 Curriculum in Schools 8
The Teacher as the Knower of the Curriculum 15
CRAFTING THE CURRICULUM: The Teacher as
a Curriculum Designer 32
2 Fundamentals of Curriculum Designing 34
Approaches to Curriculum Designing 37
IMPLEMENTING THE CURRICULUM: The
Teacher as a Curriculum Implementor and 41
Manager
Implementing the Designed Curriculum as a Change
3 Process 43
Implementing a Curriculum Daily in the Classrooms 47

The Role of Technology in Delivering the Curriculum 59

THE TEACHER AS A CURRICULUM EVALUATOR:
Curriculum Evaluation and the Teacher 61
What, Why and How to Evaluate a Curriculum 63
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Curriculum Evaluation Through Learning
Assessment 69
Editorial Office
Course
Developer/s Jhon Mark I. Aroa, LPT, MEd

Content Expert/s Nerissa S. Lopez, LPT, EdD

Felix M. Diano, Jr., LPT, PhD

Language Ian V. Rojas, LPT, EdD

Editor/s Carodina R. Ginolos, LPT, MAT
Design/Media
Specialist/s Niña Bienna Marie Y. Monterde, LPT, MAEdc

DISCLAIMER NOTE
This course packet is not intended to be presented as the original work of the course developer. It is
meant to be a primary reference material for the course composed of the flexible learning syllabus,
learning plans, course content, and assessment compiled from various sources. Accordingly, the sale
and distribution of such outside the University of the Visayas is strictly prohibited.

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FLEXIBLE COURSE SYLLABUS

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5
 UNIT 1
CURRICULUM ESSENTIALS:
Curriculum and the Teacher

INTENDED LEARNING OUTCOMES:

a. Identify the types of the curriculum in schools and roles of

the teacher as a curricularist;
b. Explain the significance of the teacher as an expert of the
curriculum;
c. Discuss how the teacher as a knower of the curriculum may be
applied and emphasized in the classroom setting.

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 COURSE STUDY GUIDE

College of EDUCATION
Program BEED
Course Code ED 319
Course Title The Teacher and the School Curriculum
University of the Visayas Credit Unit 3
Lesson 1 WEEK NO. 1
Module Topic CURRICULUM ESSENTIALS: Curriculum and the Teacher
a. Identify the types of the curriculum in schools and roles of the teacher as a
curricularist;
b. Explain the significance of the teacher as an expert of the curriculum;
Intended Learning c. Discuss how the teacher as a knower of the curriculum may be applied and
Outcomes emphasized in the classroom setting.
No. of Hours
13.5 hours (12 hours self-directed learning and 1.5 hours of assessment tasks)
a. What is your concept of a curriculum?
Study Questions b. Why curriculum is important for teachers?
c. How will you prepare yourself as a knower of a curriculum in teaching?

Learning Resources Required Suggested

Print Unit 1.Module on The Teacher Purita P. Bilbao, Ed. D, Filomena T. Dayagbil, Ed.
and the School Curriculum. D, Brenda B. Corpuz, Ph. D, (2015).
College of Education. Curriculum Development for Teachers, Quezon
University of the Visayas City; Lorimar Publishing
Digital

a. With the given course study guide (module), the students are required to read
Unit 1 Curriculum Essentials: Curriculum and the Teacher. In addition, they can
utilize the given learning resources as a reference to counterpart the lesson/
Learning Activity
topic.
b. After learning the lesson/ topic in the module, students are expected to answer
“assessment task” which will served as evaluation of the instructional unit.

Required Output
Interview-reflection, application activity

Assessment Task Learning Task (phase for transfer of learning)

Assessment Tool
Rubrics for: Learning task
Creative and innovative individuals, critical & analytical thinkers, and confident &
Target Competency
self-directed lifelong learners

Prepared by: Reviewed by: Approved for Use:

Jhon Mark I. Aroa, MEd Carodina R. Ginlos, MAT Nerissa S. Lopez, EdD
Faculty Program Coordinator Dean
Date: Date: Date:

Revision #002

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 LESSON 1

Curriculum in Schools

The concept of curriculum is sometimes characterized as fragmentary, elusive and

confusing. However, numerous definitions indicates dynamism that connotes diverse
interpretations of what curriculum is all about. The definitions are influenced by modes
of thoughts, pedagogies, political as well as cultural experiences.

Traditional points of view of Curriculum

In the early years of 20th century, the traditional concepts held of the “curriculum
ins that it is a body of subjects or subject matter prepared by the teachers for the
students to learn.” It was synonymous to the “course of student” and “syllabus”.
Robert M. Hutchins views curriculum as “permanent studies” where the rules of
grammar, reading, rhetoric and logic and mathematics for basic education are
emphasized. Basic Education should emphasize the 3R‟s and college education should
be grounded on liberal education.
Arthur Bestor, an essentialist, believes that the mission of the school should be
intellectual training. Curriculum should focus on the fundamental intellectual discipline of
grammar, literature and writing. It should also include mathematics, science, history
and foreign language.
Joseph Schwab’s view of curriculum is that discipline is the sole source of
curriculum. He said that curriculum should consist only of knowledge which comes from
discipline which is the sole source.
In our education system, curriculum is divided into chunks of knowledge we call
subject areas in the basic education such as English, Mathematics, Science, Social
Studies and others. In college, discipline may include humanities, sciences, languages
and many more. Most of the traditional ideas view curriculum as written documents or a
plan of action in accomplishing goals.

Progressive points of view of Curriculum

Curriculum is defined as the total learning experiences of the individual. This
definition is anchored on John Dewey’s definition of experience and education. He
believe that reflective thinking is a means that unifies curricular. Thought is not derived
from action but tested by application.
Caswell and Campbell viewed curriculum as “all experiences children have under
the guidance of teachers”.
Marsh and Willies vies curriculum as all the “experiences in the classroom which
are planned and entered by the teacher, and also learned by the students.”
Smith, Stanley and Shores defined curriculum as a “sequence of potential
experiences set up in schools for the purpose of disciplining children and youth in group
ways of thinking and acting”.

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 Curriculum is a dynamic process. Development connotes changes which are
systematic. A change for the better means any alteration, modification or improvement
of existing condition. To produce positive changes, development should be purposeful,
planned and progressive. This is how curriculum evolves.

---Educational Levels---

BASIC EDUCATION

Elementary: Kindergarten,
Grade 1 to Grade 6

Junior High: Grade 7 to

Grade 10

Senior High: Hrade 11 to

Grade 12

K to 12 Enhanced Curriculum of 2013 of the Department of Education

TECHNICAL VOCATIONAL EDUCATION

• Is a post-secondary technical vocational educational and training taken care by the

Technical Education and Skills Development Authority (TESDA).
• For the TechVoc track in Senior High for DepEd
• DepEd and TESDA work in close coordination

HIGHER EDUCATION INSTITUTION

Baccalaureate or Bachelors Degree

• Colleges and Universities

Graduate Degrees (Master’s and Doctorate

• Colleges and Universities

CHED (Commission on Higher Education)

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TYPES OF CURRICULA IN SCHOOLS

RECOMMENDED • Curricula that found in schools for Basic

CURRICULUM Education, these are recommended by the
Department of Education(DepEd), for Higher
Education- Commission on Higher Education
(CHED) and for Vocational education by TESDA.
• The recommendations come in the form of
memoranda or policies, standards and
guidelines.
WRITTEN CURRICULUM • This includes documents based on the
recommended curriculum. They come in the
course of study, syllabi, modules, books or
instructional guides among others.
• Teachers Lesson Plan is a packet of this
curriculum
• The most recent written curriculum is the K to
12 Curriculum for the Philippine Basic Education
TAUGHT CURRICULUM • From what has been written or planned, the
curriculum has to be implemented or taught.
• The teacher and the learners will put life to the
written curriculum
• The taught curriculum will depend largely on the
teaching style of the teacher and the learning
style of the learners.
SUPPORTED • This is described as support materials that the
CURRICULUM teacher needs to make learning and teaching
meaningful.
• This include print materials like books, charts,
posters, worksheet, or non-print materials like
power point presentations, movies, slides,
models, realias, mock-ups and other electronic
illustrations.
• also includes facilities where learning occurs
inside or outside the four walled building. Places
where authentic learning through direct
experiences occur.
ASSESSED • Taught and supported curricula have to be
CURRICULUM evaluated to find out if the teacher has
succeeded or not in the facilitating learning
• In the process of teaching and at the end of
every lesson or teaching episode, an
assessment is made. It can be either be
assessment for learning, assessment as learning
or assessment of learning.
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LEARNED CURRICULUM • How do we know if the student has learned? We
always believe that if a student changed
behavior he/she has learned
• The positive outcome of teaching is an indicator
of learning
• Also demonstrate higher order and critical
thinking and lifelong skills.
HIDDEN CURRICULUM • This curriculum is not deliberately planned, but
has great impact on the behavior of the learner.
• Peer influence, school environment, media,
parental pressures, societal changes, cultural
practices, natural calamities, are some factors
that create the hidden curriculum.

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 The Teacher as a
CURRICULARIST

The Teacher as a Curricularist

KNOWER

EVALUATOR WRITER

TEACHER

IMPLEMENTOR PLANNER

INNOVATOR INITIATOR

KNOWER Knows the curriculum The teacher as a learner starts with

knowing about the curriculum, the
subject matter or the content.
WRITER Writes the curriculum The teacher writes books, modules,
laboratory manuals, instructional
materials, instructional guides, and
reference materials in paper or
electronic media as a curriculum
writer or reviewer.
PLANNER Plans the curriculum The role of the teacher is to make a
yearly, monthly or daily plan of the

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 curriculum.

The teacher takes into consideration

several factors in planning a
curriculum.
INIATOR Initiates the curriculum Implementation of a new curriculum
requires the open mindedness of the
teacher, and the full belief that the
curriculum will
INNOVATOR Innovates the curriculum A curriculum is always dynamic,
hence it keeps on changing. A good
teacher, therefore, innovates the
curriculum and thus becomes a
curriculum innovator.
IMPLEMENTOR Implements the It is the role of the teacher to
curriculum become the curriculum implementor.
An implementor gives life to the
curriculum plan.
EVALUATOR Evaluates the curriculum Teacher asks questions that will
determine the achievement of the
desired learning outcomes.

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 LEARNING TASK
Gather information from experienced teachers as you ask them how they establish
themselves as a curricularits. Ask the same set of teacher the routine they follow in their
teaching and learning actions.
Criteria for Scoring
Organization and structure 10pts.
Content and development 10 pts.
Elements response to the lesson/ topic 10pts.
Personal connection 10pts.
Grammar, usage, mechanics, and spelling 10pts.

TOTAL: 50 pts.

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 LESSON 2
The Teacher as the Knower of the
Curriculum

THE SCHOOL CURRICULUM

Curriculum Aims, Goals and Objectives

Based on the Philippine Constitution of 1987, all schools shall aim to:
 Inculcate patriotism and nationalism
 Foster love of humanity
 Promote respect for human rights
 Appreciate the role of the national heroes in the historical development of the
country
 Teach the duties 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 of the society
 Promote and intensify knowledge, identification with and love for the nation and
the knowledge to 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 for Secondary Education

 In high school or secondary level, educational curricula aim to;
 Continue to promote the objectives of the elementary education; and
 Discover and enhance the different aptitudes and interest of students in order o
equip with them with skills for productive endeavor and or to prepare them for
tertiary schooling.

VISION, MISSION & GOALS

School’s Vision
 Is a clear concept of what the institution would like to become in the future

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  It provides the focal point or unifying element according to which school staff,
faculty, students perform individual or collectively
 It is the guiding post around which all educational efforts including school curricula
should be directed
 The school‟s vision can be very ambitious but that is a characteristic of a vision

Schools Mission
 Spells out how it intends to carry out its Vision.
 The mission targets to produce the kind of persons the students will become after
having been educated over a certain period of time.

School’s Goals
 The school vision, and mission are further translated into goals which are broad
statement or intents to be accomplished.
 Date for the sources of school goals may include the learners, the society and fund
of knowledge

Educational Objectives

In a curriculum, goals are made simple and specific for the attainment of each learner
Benjamin Bloom and Robert Magger defined the educational objectives in two ways:
1. Explicit informations of the ways in which students are expected to be changed by the
educative process, and
2. Intend communicated by statement describing a proposed change in learners.

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 Approaches to Curriculum

CURRICULUM AS A CONTENT OR BODY OF LANGUAGE

Focus will be the body of knowledge to be transmitted to students using

appropriate teaching method.  The likelihood of teaching will be limited to acquisition of
facts, concepts and principles of the subject matter; however, the content can also be
taken as a means to an end.

Ways of presenting the content in the curriculum:

• Topical approach- much content is based on knowledge, and experiences are

included.
• Concept approach - fewer topics in clusters among major and sub-concepts and their
interaction, with relatedness emphasized.
• Thematic Approach- combination of concepts that develop conceptual structures.
• Modular Approach- leads to complete units of instruction.

Criteria in Selection of Content (Scheffer, 1970 in Bilbao, et al 2009)

Significance
 Content should contribute to the ideas, concepts, principles and generalization that
should attain the overall purpose of the curriculum.
 Content becomes the means of developing cognitive, affective, or psychomotor
skills of the learners.

Validity
 Authenticity of the subject matter forms its validity.
 There is a need for validity check and verification at a regular interval, because
content may not continue to be valid.
 Utility
 Usefulness of the content in the curriculum is relative to the learners who are
going to use this.

Learnability
 The complexity of the content must be within the range of the learners.
 Feasibility
 Can the subject be learned within the time allowed, resources available, expertise
of the teachers and the nature of the learners?
 Are the contents of learning which can learn beyond the formal teaching-learning
engagement?
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  Are there opportunities to learn these?

Interest
 Will the learners take interest in the content?
 What value will the contents have in present and future life of the learners?
 Interest is one of the driving forces for the students to lean better.
Guide in the Selection of the Content in the Curriculum
 Commonly used in the daily life
 Appropriate to the maturity levels and abilities of the learners
 Valuable in meeting the needs and competencies of the future career
 Related to other subject fields or discipline for complementation and integration
 Important in transfer of learning to other disciplines

BASIC principles of Curriculum Content In 1952, Palma proposed the principle

BASIC as a guide in addressing CONTENT in the curriculum.

Balance Content should be fairly distributed in depth and breadth.

Articulation As the content complexity progresses with the educational
levels, vertically or horizontally, across the same discipline
smooth connections or bridging should be provided.

Sequence Logical arrangement of the content.

Integration Relatedness or connectedness to other contents.
Continuity Continuously flow as it was before, to where it is now, and
where it will in the future

CURRICULUM AS A PROCESS

Curriculum happens in the classroom as the questions as by the teacher and

learning activities engaged in by the students. The process of the teaching and learning
process becomes the central concern of teaching to emphasize critical thinking, thinking
meaning-making and heads on, hands-on doing and many others. There are the ways of
teaching, ways of managing the content, guiding learning, methods of teaching and
learning and strategies of teaching or delivery modes.

When curriculum is approached as a PROCESS, guiding principles are presented:

 Curriculum process in the form of teaching methods or strategies is means to
achieve the end.
 There is no single best process in method.
 Curriculum should stimulate the learners' desire to develop the cognitive,
affective, psychomotor domain in each individual.
 In the choice of methods, learning and teaching styles should be considered.
 Every method or process should result to learning outcomes which can be
described as cognitive, affective, and psychomotor.
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  Flexibility in the use of the process or methods should be considered.
 Both teaching and learning are the two important processes in the implementation
of the curriculum.

CURRICULUM AS A PRODUCT

Central to the approach is the formulation of behavioral objectives stated as

intended learning outcomes. These learned or achieved learning outcomes are
demonstrated by the person who has meaningful experiences in the curriculum. All
these result of planning, content and processes in the curriculum.

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 Curriculum Development Process
and Models

Curriculum is a dynamic process. In curriculum development, there are always

changes that occur that are intended for improvement. To do this, there are models
presented to us from well-known curricularists like Ralph Tyler, Hilda Taba, Galen Saylor
and William Alexander which would help clarify the process of curriculum development.
There are many other models, but let us use the three for this lesson.
Curriculum Development Process Curriculum is a dynamic process involving many
different people and procedures. Development connotes changes which is systematic. A
change for the better means alteration, modification, or improvement of existing
condition.
To produce positive changes, development should be purposeful, planned and
progressive. Usually it is linear and follows a logical step-by-step fashion involving the
following phases: curriculum planning, curriculum design, curriculum implementation
and curriculum evaluation.
1. CURRICULUM PLANNING considers the school vision, mission and goals. It also
includes the philosophy of strong education belief of the school. All of these will
eventually be translated to classroom desired learning outcomes for the learners.
2. CURRICULUM DESIGNING is the way curriculum is conceptualized to include the
selection and organization of the content, the selection and organization of
learning experiences or activities and the selection of the assessment procedure
and tools to measure achieved learning outcomes. A curriculum design will also
include the resources to be utilized and the statement of the intended learning
outcomes.
3. CURRICULUM IMPLEMENTING is putting into action the plan which is based on
the curriculum design in the classroom setting or the learning environment. The
teacher is the facilitator of learning and, together with the learners, uses the
curriculum as design guides to what will transpire in the classroom with the end in
view of achieving the intended learning outcomes. Implementing the curriculum is
where action takes place. Implementing the curriculum is where action takes
place. It involves the activities that transpire in every teacher‟s classroom where
learning becomes an active process.
4. CURRICULUM EVALUATING determines the extent to which the desired
outcomes have been achieved. This procedure is on-going as in finding out the
progress of learning (formative) or the mastery of learning (summative). Along
the way, evaluation will determine the factors that have hindered or supported the
implementation. It will also pinpoint where improvement can be made and
corrective measures, introduced. The result of evaluation is very important for
decision making of curriculum planners, and implementors.

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CURRICULUM PROCESS MODELS
Ralph Tyler’s Model
Four Basic Principles/ Tyler’s Rationale
He posited four fundamental questions/principles in examining any curriculum in
schools.

1. What educational purposes should the school seek to attain?

2. What educational experiences can be provided that are likely to
attain these purpose?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or
not?

Hilda Taba
Linear Model / Grassroots Approach
She improved Tyler’s Rationale by making a linear model. She believed that
teachers who teach or implement the curriculum should participate in developing it. She
presented seven major steps to her model where teachers could have major input.

1. Diagnose of learner’s needs and expectations of the larger society.

2. Formulations of learning objectives.
3. Selection learning content.
4. Organization of learning content.
5. Selection of learning experiences
6. Organization of learning activities
7. Determination of what to evaluate

Galen Saylor and William Alexander Curriculum Model (1974)

They viewed curriculum development as consisting of four steps. Curriculum is “a
plan for providing sets of learning opportunities to achieve broad educational goals and
related specific objectives for an identifiable population served by a single school center.

1. Goals, Objectives and Domains. Curriculum planners begin by specifying

the major educational goals and specific objectives they wish to
accomplish. Each major goal represents a curriculum domain: personal
development, human relations, continued learning skills and specialization.
2. Curriculum Designing. Designing a curriculum follows after appropriate
learning opportunities are determined and how each opportunity is
provided.
3. Curriculum implementation. a designed curriculum is now ready for
implementation. Teachers then prepare instructional plans where
instructional objectives are specified and appropriate teaching methods
and strategies are utilized to achieve the desired learning outcomes among
students.
4. Evaluation. The last step of the curriculum model is evaluation. A
comprehensive evaluation using a variety of evaluation techniques is

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 recommended. It should involve the total educational programme of the
school and the curriculum plan, the effectiveness of instruction and the
achievement of students. Through the evaluation process, curriculum
planner and developers can determine whether or not the goals of the
school and the objectives of instruction have been met.

Through the evaluation process, curriculum planner and developers can determine
whether or not the goals of the school and the objectives of instruction have been met.
All the models utilized the process of (1) curriculum planning, (2) curriculum designing,
(3) curriculum implementing, and (4) curriculum evaluating.

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 LEARNING TASK
Which among the curriculum process model struck you the most? Pick one of them and
discuss thoroughly how you plan to apply them in your classroom in the future.
Criteria for Scoring
Organization and structure 10pts.
Content and development 10 pts.
Elements response to the lesson/ topic 10pts.
Personal connection 10pts.
Grammar, usage, mechanics, and spelling 10pts.

TOTAL: 50 pts.

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 Foundations of Curriculum
Development

Philosophical Historical

Foundations
of
Curriculum

Psychological Social

Philosophical Foundations of Curriculum

This provides educators, teachers and curriculum makers with framework for
planning, implementing and evaluating curriculum in schools. It helps in answering
what schools are for, what subjects are important, how students should learn and what
materials and methods should be used. In decision making, philosophy provides the
starting point and will be used for the succeeding decision making.
The philosophy of a curriculum planner, implementer or evaluator reflects his or
her life experiences, common beliefs, social and economic background and education.
Ralph Tyler‟s framework shows that philosophy is one of the five criteria in
selecting educational purposes.

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Four Educational Philosophies

Perennialism

aim of education
• to educate the rational person;
• to cultivate the intellect

role of education
• teachers help students think with reason

focus in the curriculum

• classical subjects, literary analysis and
curriculum is constant

curriculum trends
• use of great books and return to liberal arts

Essentialism

aim of education
• to promote the intellectual growth of the
individual and educate a competent person

role of education
• the teacher is the sole authority in his or
her subject area or field of specialization.

focus in the curriculum

• essential skills of the 3R's and essential
subjects of English, Science, History, Math
and Foreign Language.

curriculum trends
• excellence in education, back to basics and
cultural literacy.

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Progressivism

aim of education
• to promote democratic and social living

role of education
• knowledge leads to growth and development
of lifelong learners who actively learn by
doing.

focus in the curriculum

• subjects are interdisciplinary, integrative and
enteractive. Curriculum is focused on
studentss' interests, human problems and
affairs.

curriculum trends
• school reforms, relevant and contextualizes
curriculum humanistic education

Reconstructionism

aim of education
• to improve and reconstruct the society
• education for change

role of education
• teachers act as agents of change and
reform in various educatinal projevts
including research

focus in the curriculum

• focus on present and future trends and
issues of national and international
interests.

curriculum trends
• equality of educational opportunities in
education; access to global education.

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Historical Foundations of Curriculum

Franklin Bobbit • He started the curriculum development

movement.
• Curriculum is a science that emphasizes
student’s needs.
• Curriculum prepares learners for adult life.
• Objectives and activities should group
together when tasks are clarified.
Werret Charlters • Like Bobbit, he posited that curriculum is
science and emphasizes student’s needs.
• Objectives and activities should match.
Subject matter or content relates objectives.
William Kilpatrick • Curricula are purposeful activities which are
child-centered.
• The purpose of the curriculum is child
development and growth. He intriduces this
project method where teacher and students
plan activities
Harold Rugg • Curriculum should develop the whole child. It
is child-centered.
• With the statement of objectives and related
learning activities, curriculum should produce
outcomes
Hollis Caswell • Curriculum is organized around social
functions of themes, organized knowledge
and learners interest
• Curriculum, instruction and learning are
interrelated
• Curriculum is a set of experiences
Ralph Tyler • Curriculum is a science and an extension of
school’s philosophy. It is based on student’s
needs and interest.
• The process emphasizes problem solving.
Curriculum aims to educate generalist and not
specialist
Hild Taba • She contributed to the theoretical and
pedagogical foundations of concepts
development and critical thinking in social
studies curriculum.
• She helped lay the foundation for diverse
student population

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Psychological Foundations of Curriculum
Psychology provides a basis for the teaching and learning process. It unifies the
elements of the learning process and some of the questions which can be addressed by
psychological foundations of education.

Three Major Groups of Learning Theories:

• Behaviorist psychology
• Cognitive psychology
• Humanistic psychology

BEHAVIORIST PSYCHOLOGY

Connectionism
•Edward Thorndike (which influence Tyler and Taba, the well known curricularists)

Modeling and Observation Theory

•Albert Bandura

Hierarchical Learning
•Robert Gagne

Classical Conditioning
•Ivan Pavlov

Operant Conditioning
•B.F Skinner

Consider that learning should be organizes in order that students can experience
success in the process of mastering the subject matter.

The method is introduced in a step by step manner with proper sequencing of task
which is viewed by other educational psychologist as simplistic and mechanical.

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COGNITIVE PSYCHOLOGY

Cognitive
Development • Jean Piaget
Stages
Social
• Lev Vygotsky
Constructionism

Multiple
• Howard Gardner
Intelligence

Learning Styles • Felder and Silverman

Emotional
• Daniel Goleman
Intelligences

To the cognitive theorists, learning constitutes a logical method for organizing and
interpreting learning.

Learning is rooted in the tradition of subject matter and is similar to the cognitive
development theory.

Teachers use a lot of problem and thinking skills in teaching and learning. These
are exemplified by practices like reflective thinking, creative thinking, intuitive thinking,
discovery learning and many more.

HUMANISTIC PSYCHOLOGY
Humanist psychologist are concerned with how learners can develop their human
potential; the process not the products; personal needs not the subject matter;
psychological meaning and environmental situations.
In summary, psychology has great influence in the curriculum. Learners are not
machines and the mind is not a computer. Humans are biological beings affected by
their biology and cultures. The psychological foundations will help curriculum makers in
nurturing a more advanced, more comprehensive and complete human learning.

SOCIAL FOUNDATIONS OF EDUCATION

Schools exist within the social context. Societal culture affects and shapes schools
and their curricula.

29
 In considering the social foundations of curriculum, we must recognize that
schools are only one of the many institutions that educate society. The home, the
family, community, likewise, educates the people in the society. But schools are formal
institutions that address more complex and interrelated societies and the world.
Society as ever dynamic is a source of very fast changes which are difficult to cope
with and to adjust to. Thus, schools are made to help to understand these changes. In
order for schools to be relevant, schools curricula should address diversity, explosion of
knowledge, school reforms and education for all.
The relationship of curriculum and society is mutual and encompassing. Hence, to
be relevant, the curricula should reflect and preserve the culture of society and its
aspirations. At the same time, society should also imbibe the changes brought about by
the formal institutions called schools.

30
 LEARNING TASK
Interview several school teachers. Ask about the philosophical foundation of curriculum
(philosophical, historical, psychological, and social) that they have always practiced in
their profession. Let them explain how these foundations promote the teaching-learning
process in the classroom. Criteria for Scoring
Organization and structure 10pts.
Content and development 10 pts.
Elements response to the lesson/ topic 10pts.
Personal connection 10pts.
Grammar, usage, mechanics, and spelling 10pts.

TOTAL: 50 pts.

31
 UNIT 2
CRAFTING THE CURRICULUM: The
Teacher as a Curriculum Designer

INTENDED LEARNING OUTCOMES:

a. Identify the fundamentals and approaches in

crafting the curriculum;
b. Explain the role of the teacher as a curriculum
designer;
c. Reflect the role of the teacher as a curriculum
designer.

32
 COURSE STUDY GUIDE

College of EDUCATION
Program BEED
Course Code ED 319
Course Title The Teacher and the School Curriculum
University of the Visayas Credit Unit 3
Lesson 2 WEEK NO. 2
Module Topic CRAFTING THE CURRICULUM: The Teacher as a Curriculum Designer
a. Identify the fundamentals and approaches in crafting the curriculum;
Intended Learning b. Explain the role of the teacher as a curriculum designer;
Outcomes c. Reflect the role of the teacher as a curriculum designer.
No. of Hours
13.5 hours (12 hours self-directed learning and 1.5 hours of assessment tasks)
a. What are the factors that a teacher must consider in designing a
curriculum?
Study Questions b. How can be quality instruction be ensured when designing a curriculum?
c. What could be the consequence of designing poor curriculum?
d. Why curriculum design is important?

Learning Resources Required Suggested

Print Unit 2.Module on The Teacher Purita P. Bilbao, Ed. D, Filomena T. Dayagbil, Ed.
and the School Curriculum. D, Brenda B. Corpuz, Ph. D, (2015).
College of Education. Curriculum Development for Teachers, Quezon
University of the Visayas City; Lorimar Publishing
Digital

a. With the given course study guide (module), the students are required to read
Unit 2 CRAFTING THE CURRICULUM: The Teacher as a Curriculum Designer. In
addition, they can utilize the given learning resources as a reference to
Learning Activity
counterpart the lesson/ topic.
b.After learning the lesson/ topic in the module, students are expected to answer
“assessment task” which will served as evaluation of the instructional unit.

Required Output
Application activity

Assessment Task Learning Task (phase for transfer of learning)

Assessment Tool
Rubrics for: Learning task
Creative and innovative individuals, critical & analytical thinkers, and confident &
Target Competency
self-directed lifelong learners

Prepared by: Reviewed by: Approved for Use:

Jhon Mark I. Aroa, MEd Carodina R. Ginlos, MAT Nerissa S. Lopez, EdD
Faculty Program Coordinator Dean
Date: Date: Date:

Revision #002

33
 LESSON 1
Fundamentals of Curriculum
Designing

The Six (6) Features of a Curriculum

 The Teacher
 The Learners
 Knowledge, Skills, Values
 Strategies and Methods
 Performance
 Community Partners

TEACHER  quality education requires quality teachers

 good teachers bring a shining light into the learning
environment ideal companions of the learners
 With advances in communication technology, good
teachers are needed to sort out the knowledge from
the information from the data that surround the
learners and from the wisdom from the knowledge.
LEARNER  they are at the center stage in the educative process
 the most important factor in the learning environment
 there is no teaching without them
 their diverse background should be accepted
 their needs should be addressed and met
 they should be provided with learning opportunities
and varied experiences
KNOWLDEGE,  a “curriculum oriented to tomorrow” should be
SKILLS AND designed to help learners cope with the rapid changes
VALUES  educational process should lie not only in what they
learn, but how they learn and how good they will be in
continuing to learn after they leave school
 teachers should prepare his/her syllabus or a course of
study as his vehicle for instruction
 learning goals, instructional procedures and content
must be clearly explained to students
 there must be balance of theory and practice
 learner‟s sustained interest in the subject should be
made meaningful and relevant
STRATEGIES  teachers should remember that there is no best
AND METHODS strategy that could work in a million of different
student background and characteristics
 teachers must use appropriate methodologies,
34
 approaches and strategies “capped with
compassionate and winsome nature” to objectives of
the lesson
 teachers should select teaching methods, learning
activities and instructional materials or resources
appropriate to learners and aligned to objectives of
the lesson
 situations should be created to encourage learners to
use higher order thinking skills
 utilize information derived from assessment to
improve teaching and learning and adopt a culture of
excellence
PERFORMANCE  knowledge, skills and values to be developed by the
learners serve as guiding post of the teachers
 at the end of the teaching act, it is necessary to find
out if the objectives set were accomplished (in
curriculum these are called learning outcomes)
 these learning outcomes indicate both the
performance of both the teacher and the students
 learning outcomes are the product of performance of
the learners as a result of teaching
 performance is a feature of a curriculum that should
be given emphasis
 the curriculum is deemed to be successful if the
performance of the learners is higher than the target
set
 if the performance is low then it follows that the
curriculum has failed
 a good curriculum is one that results in high or
excellent performance
COMMUNITY  teaching is a collaborative undertaking
PARTNERS  to be effective, teachers must draw upon the
resources of their environment even if they are the
focal Point in the learning process
 teachers must establish relationship with parents,
NGO‟s, and their stakeholders
 partnership is a means and not an end to be pursued
 an absence of partnership often means a poor
definition of education ends
 as society changes, teachers will have a new
beginning, an opportunity to recast their roles in their
communities, to change their attitude to their
communities, to challenge the attitude of their
communities and societies about them

35
 LEARNING TASK
As a future teacher, reflect on how you will apply the features of the curriculum
and what could be the challenges you might come across in teaching and learning.
Criteria for Scoring
Organization and structure 10pts.
Content and development 10 pts.
Elements response to the lesson/ topic 10pts.
Personal connection 10pts.
Grammar, usage, mechanics, and spelling 10pts.

TOTAL: 50 pts.

36
 LESSON 2
Approaches to Curriculum
Designing

As a teacher, one has to be a curriculum designer, curriculum implementor and a

curriculum evaluator. Hence it would be a great help to know how school curricula are
being made or crafted.

CRAFTING A CURRICULUM - Is like writing a lesson plan a curriculum can be

organized either:
1. Horizontal Organization- the direction of the curriculum elements is sideways.
2. Vertical Organization- the direction of the curriculum elements follow a vertical
design.
STRUCTURES OF CURRICULUM DESIGN

1. Subject-centered design model - focuses on the content of the curriculum -

firm believers: Henry Morrison William Harris

SUBJECT DESIGN  The teacher becomes the dispenser of

knowledge and the learners are the simply
empty vessel to receive the information or
content from the teacher.
DISCIPLINE DESIGN  It caters only on the cluster of the content,
discipline design focuses on academic
disciplines.

CORRELATIONAL  The subjects are related to one another and

DESIGN still maintain their identity.

BROAD FIELD DESIGN  It was made to cure the compartmentalization

of the separate subjects and integrate the
contents that are related to one another.

2. Learner-Centered design- the learner is the center of the educative process.

CHILD CENTERED  Anchored on the needs and interests of the

child.
 Learns by doing - Learners actively create,
construct meanings and understanding
(collaborative effort) Learning is a product of
the child‟s interaction with environment
37
 EXPERIENCED-BASED  Experiences of the learners become the starting
point of the curriculum.
 Learners are made to choose from various
activities that the teacher provides.
 Activities revolve around different emphasis
such as touching, feeling, imagining,
constructing, relating and others.
HUMANISTIC DESIGN  The development of self is the ultimate
objective of the learning.
 It considers the cognitive, affective and psycho
motor domains to be interconnected and must
be addressed in the curriculum.
 Stresses the development of positive self-
concept and interpersonal skills.

3. Problem-centered design- Various problems are given emphases. There are

those that centered on: - life situation - contemporary life problems - areas of
living and many others In this curriculum content cuts across subject boundaries
and must be: - based on the needs - concern and abilities of the students.

LIFE SITUATION DESIGN Based on Herbert Spencer‟s curriculum writing his

emphases where activities that sustain life,
enhance life and rearing children, maintain the
individual‟s social and political relations and
enhance leisure, tasks and feelings. The
connection of subject matters to real situations
increases the relevance of the curriculum.
CORE PROBLEM DESIGN Centers on general education and the problems
are based on common human activities. Ways on
how to proceed a core design of curriculum:

The problem is selected by either the teacher or

students.
 A group consensus is made to identify the
important problems and interest of the class.
 Problems are selected on the basis of
developed criteria for selection.
 The problem is clearly selected and defined.
 Areas of study are decided, including dividing
the class by individual or group interests.
 Needed information is listed and discussed.
 Resources for obtaining information are
listed and discussed.
 Information are obtained and organized.
 Tentative conclusion are stated and tested.
38
 A report is presented to the class on an
individual or group basis.
 Conclusions are evaluated.
 New avenues of exploration toward further
problem solving are examined.

39
 LEARNING TASK
Which among the approaches of curriculum designing you like the most? Pick one of
them and discuss thoroughly how you plan to apply them in your classroom in the
future.
Criteria for Scoring
Organization and structure 10pts.
Content and development 10 pts.
Elements response to the lesson/ topic 10pts.
Personal connection 10pts.
Grammar, usage, mechanics, and spelling 10pts.

TOTAL: 50 pts.

40
 UNIT 3
IMPLEMENTING THE CURRICULUM: The
Teacher as a Curriculum Implementor
and Manager

INTENDED LEARNING OUTCOMES:

 Discuss the process in implementing the curriculm in the

classroom;
 Explain the significance of the teacher as a curriculum
implementor and as a manager;
 Prepare an instructional plan with the alignment of intended
learning outcomes, teaching and learning activities, and
assessment.

41
 COURSE STUDY GUIDE

College of EDUCATION
Program BEED
Course Code ED 319
Course Title The Teacher and the School Curriculum
University of the Visayas Credit Unit 3
Lesson 3 WEEK NO. 3
IMPLEMENTING THE CURRICULUM: The Teacher as a Curriculum Implementor and
Module Topic Manager
a. Discuss the process in implementing the curriculm in the classroom;
b. Explain the significance of the teacher as a curriculum implementor and as a
manager;
Intended Learning c. Prepare an instructional plan with the alignment of intended learning outcomes,
Outcomes teaching and learning activities, and assessment.
No. of Hours
13.5 hours (12 hours self-directed learning and 1.5 hours of assessment tasks)
a. Why is there a need for a lesson plan in implementing the curriculum?
b. How will you implement a curriculum in a classroom setting?
Study Questions
c. In what way curriculum planning similar and different from curriculum
implementation?

Learning Resources Required Suggested

Print Unit 3.Module on The Teacher Purita P. Bilbao, Ed. D, Filomena T. Dayagbil, Ed.
and the School Curriculum. D, Brenda B. Corpuz, Ph. D, (2015).
College of Education. Curriculum Development for Teachers, Quezon
University of the Visayas City; Lorimar Publishing
Digital

a. With the given course study guide (module), the students are required to read
Unit 3 IMPLEMENTING THE CURRICULUM: The Teacher as a Curriculum
Implementor and Manager. In addition, they can utilize the given learning
Learning Activity
resources as a reference to counterpart the lesson/ topic.
b. After learning the lesson/ topic in the module, students are expected to answer
“assessment task” which will served as evaluation of the instructional unit.

Required Output
Application activity and application-lesson plan

Assessment Task Learning Task (phase for transfer of learning)

Assessment Tool
Rubrics for: Learning task
Creative and innovative individuals, critical & analytical thinkers, and confident &
Target Competency
self-directed lifelong learners

Prepared by: Reviewed by: Approved for Use:

Jhon Mark I. Aroa, MEd Carodina R. Ginlos, MAT Nerissa S. Lopez, EdD
Faculty Program Coordinator Dean
Date: Date: Date:

Revision #002

42
 LESSON 1
Implementing the Designed
Curriculum as a Change Process

Curriculum Implementation
 It is the phase where teacher action takes place.
 It is one of the most crucial processes in curriculum development although many
education planners would say: “A Good plan is work half done ‟‟.
 Curriculum implementation means putting into practice the written curriculum that
has been designed in syllabi, course of study, curricular guides and subjects.
 It is a process wherein the learners acquire the planned or intended knowledge,
skills, attitudes that are aimed at enabling the same learners to function
effectively in the society.

Ornstein and Hunkins (1998) as the interaction between the curriculum that has been
written and planned and the person who are in charged to deliver it. To them,
curriculum implementation implies the following:
 Shift from what is the current to a new or enhanced curriculum.
 Change in knowledge, actions, and attitudes of the person involved.
 Change in behavior using new strategies and resources.
 Change which requires efforts hence goals should be achievable.

Loucks and Lieberman (1983)

• The trying out of a new practice and what it looks like when actually used in a school
system.

In the classroom context: Teaching

 Implementing means using the plan as a guide to engage with the learners in the
teaching learning process with the end in view that learning has occurred and
learning outcomes have been achieved.
 It involves the different strategies of teaching with the support instructional
materials to go with the strategy.

In the larger scale:

• Putting the curriculum into operation with the different implementing agents. •
Curriculum implementation takes place in a class, a school, a district, a division, or the
whole higher education system.

In higher education
• happens for the course, a degree program, the institution or the whole higher
education system. It requires time, money, personal interaction, personal contacts and
support.
43
CURRICULUM IMPLEMENTATION AS A CHANGE PROCESS

Kurt Levin’s Force Field Theory and Curriculum Change  Kurt Levin (1951)
• As the father of social psychology explains the process of change, the model can be
used to explain curriculum change and implementation.

In the educational landscape

There are always two forces that oppose each other. These are the driving force and the
restraining force.

Categories of curriculum change

 Substitution – The current curriculum will be replaced or substituted by a new
one. Sometimes, we call this a complete overhaul.
 Alteration – there is a minor change to the current or existing curriculum.
 Restructuring – building a new structure would mean major change or
modification in the school system, degree program or educational system.
 Perturbations – these are changes that are disruptive, but teachers have to
adjust to them within a fairly short time.
 Value orientation – To McNeil, this is a type of curriculum change. Perhaps this
classification will respond to shift in the emphasis that the teacher provides which
are not within the mission or vision of the school or vice versa.

3 elements of Curriculum implementation:

 Developmental
-should develop multi perspective and make learning autonomous. There should
be teacher support in trying new task, reflection on the new experiences and
challenge.
 Participatory
-for curriculum implementation to succeed. Because other stakeholder like peers,
school leader, parents and curriculum specialist necessary.
 Supportive
- curriculum implementation is required in the process of change. Material support
like supplies, equipment, conductive learning environment like classroom,
laboratory should made available.

Time is an important commodity for a successful change process. And Support from
peers, principal, external stakeholder will add to the success of implementation.

44
 LEARNING TASK
Attachment:
a. Look for a sample lesson plan for any subject and topic. Study the objectives and
find out which one belongs to each of the three domains of learning. Identify its
level within the specific domain of learning.
b. Using the same lesson plan, find out whether the objectives cover the essential
content and address the necessary outcomes for the topics on the study. Improve
the objectives if necessary.
c. Determine the instructional approach/es used to teach the content and realize the
objectives which are suited to the objectives and content.
d. Check whether the assessment presented in the lesson plan is appropriate for the
objectives of the lesson.
e. Create a graphic organizer to present information regarding the instructional
methods/ approaches that are appropriate for teaching as specific content.

45
46
 LESSON 2
Implementing a Curriculum Daily
in the Classrooms

Teachers of all public elementary and secondary schools will not be required to
prepare detailed lesson plans. They may adopt daily lesson logs which contain the need
information and guide from the Teacher Guide (TG) and Teacher Manual (TM) reference
material with page number, interventions given to the students and remarks to indicate
how many students have mastered the lesson or are needing remediation.

Guiding Principles in Determining and Formulating Learning Objectives:

 Begin with the end in mind

We must begin our lesson with clearly defined lesson objectives.
With a clear and specific lesson objective we will have a sense of direction.
With a definite lesson objective in mind, we do not lose sight of what we intend to teach.

 Share lesson objectives with the students

This lesson objective when shared and possessed by our students will become their
personal target.

 Lesson objectives must be in the two or three domains knowledge

(cognitive) skill (psychomotor) and values (affective)
COGNITIVE is for the HEAD to nurture the MIND in order to KNOW
AFFECTIVE is for the HEART to nurture the SPIRIT in order to LOVE
PSYCHOMOTOR is for the BODY to move the LIMBS in order to SERVE

 Work on significant and relevant lesson objectives

The students level of self-motivation all the more increases when our lesson objective is
relevant o their daily life, hence, significant.

 Lesson objective must be aligned with the aims of education as embodied

in the Philippine constitution
This means that the aims and goals of education as provided for in our laws filter down
to our lesson objectives.

 Aim at the development of critical and creative thinking

Our teaching strategies and techniques must be such that they serve as catalyst in the
development of critical and creative thinking.

 Lesson objectives must be SMART

When our lesson objective is SMART it is quite easy to find out at the end of our lesson if
we attained our objective or not.

47
Starting the Class Right: Laying Down the Curriculum Plan

I. INTENDED LEARNING OUTCOMES (ILO)

 These are desired learning that will be the focus of the lesson.
 Learning outcomes are based on Taxonomy of objectives
presented to us as cognitive, affective and psychomotor.
 A statement of what students can do.
 Describes a specific task that students are able to perform.

Guidelines in Writing Intended Learning Outcomes:

 There must be a performer (learner)
 There must be something to perform (action verb)
 The focus should be on the performance (activity)

COGNITIVE DOMAIN
This refers to the intellectual operation from the lowest level of simple recall of
information to complex, high-level thinking process.
CATEGORIES EXAMPLE KEYWORDS

Remembering: Recall or retrieve defines, describes, identifies, knows, labels,

previous learned information lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states
Understanding: Comprehending comprehends, converts, defends,
the meaning, translation, distinguishes, estimates, explains, extends,
interpolation, and interpretation generalizes, gives an example, infers,
of instructions and problems. interprets, paraphrases, predicts, rewrites,
summarizes, translates
Applying: Use a concept in a applies, changes, computes, constructs,
new situation applies what has demonstrates, discovers, manipulates,
48
 been learned in new situation modifies, operates, predicts, prepares,
produces, relates, shows, solves, uses
Analyzing: Separates material or analyzes, breaks down, compares,
concepts into component parts so contrasts, diagrams, deconstructs,
that its organizational structure differentiates, discriminates, distinguishes,
may be understood. Distinguishes identifies, illustrates, infers, outlines,
between facts and inferences. relates, selects, separates
Evaluating: Make judgments appraises, compares, concludes, contrasts,
about the value of ideas or criticizes, critiques, defends, describes,
materials. discriminates, evaluates, explains,
interprets, justifies, relates, summarizes,
supports
Creating: Builds a structure or categorizes, combines, compiles,
pattern from diverse elements. composes, creates, devises, designs,
Put parts together to form a explains, generates, modifies, organizes,
whole, with emphasis on creating plans, rearranges, reconstructs, relates,
a new meaning or structure. reorganizes, revises, rewrites, summarizes,
tells, writes

Levels of Knowledge:

• Factual Knowledge – The basic elements students must know to be acquainted

with a discipline or solve problems.
• Conceptual Knowledge – The interrelationships among the basic elements
within a larger structure that enable them to function together.
• Procedural Knowledge – How to do something, methods of inquiry, and criteria
for using skills, algorithms, techniques, and methods.
• Metacognitive Knowledge – Knowledge of cognition in general, as well as
awareness and knowledge of one‟s own cognition.

AFFECTIVE DOMAIN
The affective domain hierarchy includes from the least internalized to the most
internalized.
CATEGORIES EXAMPLE KEYWORDS

Receiving: Awareness, acknowledge, asks, attentive, courteous,

willingness to hear, selected dutiful, follows, gives, listens, understands
attention.
Responding: Active participation answers, assists, aids, complies, conforms,
on the part of the learners. discusses, greets, helps, labels, performs,
Attend and react to a particular presents, tells
phenomenon.

49
 Valuing: The worth or value a appreciates, cherish, treasure,
person attaches to a particular demonstrates, initiates, invites, joins,
object, phenomenon, or justifies, proposes, respect, shares
behavior.
Organizing: Organizes values compares, relates, synthesizes
into priorities by contrasting
different values, resolving
conflicts between them, and
creating an unique value system.
Internalizes Values acts, discriminates, displays, influences,
(characterization): Has a value modifies, performs, qualifies, questions,
system that controls their revises, serves, solves, verifies
behavior. The behavior is
pervasive, consistent, predictable,
and most important characteristic
of the learner.

PSYCHOMOTOR DOMAIN
The hierarchy in the psychomotor domain ranges from simple gross locomotor control to
the most creative and inventive behaviors.
CATEGORIES EXAMPLE KEYWORDS

Perception (awareness): The chooses, describes, detects, differentiates,

ability to use sensory cues to distinguishes, identifies, isolates, relates,
guide motor activity. selects.
Set: Readiness to act. It includes begins, displays, explains, moves, proceeds,
mental, physical, and emotional reacts, shows, states, volunteers.
sets.
Guided Response: The early copies, traces, follows, react, reproduce,
stages in learning a complex skill responds
that includes imitation and trial
and error.
Mechanism (basic assembles, calibrates, constructs,
proficiency): This is the dismantles, displays, fastens, fixes, grinds,
intermediate stage in learning a heats, manipulates, measures, mends,
complex skill. mixes, organizes, sketches.

Complex Overt Response assembles, builds, calibrates, constructs,

(Expert): The skillful dismantles, displays, fastens, fixes, grinds,
performance of motor acts that heats, manipulates, measures, mends,
involve complex movement mixes, organizes, sketches.
patterns.

50
 Adaptation: Skills are well adapts, alters, changes, rearranges,
developed and the individual can reorganizes, revises, varies.
modify movement patterns to fit
special requirements.

Origination: Creating new arranges, builds, combines, composes,

movement patterns to fit a constructs, creates, designs, initiate,
particular situation or specific makes, originates.
problem.

CHOOSING THEMES

Themes are important in planning a thematic unit of study. These serve as the
core in undertaking group activities. Further, themes serve as reference points in
conceptualizing, analizing, synthesizing, and consolidating learning experiences for a
given unit.
When selecting themes that are drawn from a given discipline or learning area,
teachers should consider the interest of the students and the broad scope of the lesson
to enable the planners to further subdivided a given topic into smaller subtopics for
further investigation.

II. SUBJECT MATTER OR CONTENT

 Comes from a body of knowledge
(facts, concepts, procedures, and metacognition)
that will be learned through the guidance of the teacher.
 Subject matter is WHAT in teaching.
In a plan, this is followed by the references.

51
 A guide on how to use the curriculum guide by the Department of Education (DepEd)

III. INSTRUCTIONAL MATERIALS

 Considering the teaching methodologies
and the learning styles, the different support
materials should be varied. This will ensure
that the individual differences will be considered.
 IMS should complement Visual,
auditory and tactile or a combination of three.

52
 Edgar Dale’s Cone of Experience

IV. PROCEDURE/ LEARNING ACTIVITY

 This is the crux of curriculum implementation.
 HOW a teacher will put life to the intended outcomes and the subject matter to
be used depends on this component.

Teaching APPROACHES of the Subjects in the K to 12 Curriculum

Section 5 of the Enhanced Basic Education Act of 2013, states, to wit:
The DepEd shall adhere to the following standards and principles in developing the
enhanced basic education curriculum:
 The curriculum shall be learner-centered, inclusive and developmentally
appropriate;
 The curriculum shall be relevant, responsive and research based;
 The curriculum shall be culture sensitive;
 The curriculum shall be contextualized and global;
 The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative, and integrative.
 The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level.

METHODS
• is a systematic plan to achieve a learning objective.
• it is a procedure that must followed “strictly” to attain a goal.

53
 • refers to a series of related progressive acts performed by the teacher and the
students to achieve the objectives of the lesson.

STRATEGIES
• a teachers unique way of presenting a topic to the learners
• characterized by adeptness in performing the steps with utmost care to insure the
attainment of the learning objective.

TECHNIQUES
• refers to the art, style, or manner of a teachers performance in following a
procedure.
• includes ones ability or expertise in carrying out a task in a cautious and
“watchful” way.

****************************************
1. Directed Demonstration Methods: Guided Exploratory/ Discovery Approach,
Inquiry Method, Problem-based Learning (PBL), Project method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells (LAC),
Think-Pair-Share.
3. Deductive or Inductive Approaches: Project Method, Inquiry-Based Learning.
4. Other Approaches: Blended Learning, Reflective Teaching, Integrated Learning,
Outcomes-Based Approach

IV. EVALUATION/ ASSESSMENT

 At the end of the activity, the teacher will
find out if the intended learning outcomes (ILO)
have been converted into achieved learning outcomes.
 The rule of the thumb is what has been taught
should be measured, to find out if the
intended outcomes set at the beginning has
been achieved.

54
 LEARNING TASK
Experiential Activities:
a. Choose a topic and write a lesson plan with appropriate objectives for it. Prepare
learning activities that you think are suited for the objectives.
b. Choose instructional materials that fit the learning activities prepared.
c. Construct appropriate assessment tools for your lesson.

Lesson Plan Title:

I. Intended Learning Outcomes/ Objectives:

II. Content/ Subject Matter:

III. Instructional Materials/ Materials:

55
IV. Teaching and Learning Activities:

56
V. Evaluation/ Assessment:

VI. Homework:

57
 Rubric for Lesson Plan
Performance Beginning Developing Accomplished Exemplary Rubric
Expectation 1.9-2.5 1.6-1.8 1.3-1.5 1.0-1.2 Score
Standards No reference made to the Related content Related content Related content
standard or standards standard(s) are minimally standard(s) are mostly standard(s) are fully
identified detailed from the SAS detailed from the K to 12
Portal or Common Core Curriculum Guide
Objectives/ Learning Lesson objective(s) lack Lesson objective(s)are Lesson objective(s) are Lesson objectives are clear
Targets clarity &/ or somewhat clear and clear and measurable; and and measurable; learning
measurability; connection measurable; partial specific to the standard progression is evidenced
to standard not apparent connection to the standard
Materials and Use of List of materials and use of Detailed list of materials/ Detailed list of materials/ Detailed list of materials/
Technology technology given limited technology is incomplete technology is provided and technology is provided for
attention in the lesson and inaccurate. Teacher accurate for both teacher both teacher and the
plan created handouts and/ or and the student. All student. All handouts, both
other produced handouts handouts, both teacher teacher created and those
that are not attached to the created and those from other resources, are
lesson plan. produced from other referenced in the
resources, are attached to procedures and attached
the lesson plan. to the lesson plan.
Introduction Little or no attempt to Inadequate attempt to Introduces the lesson by Introduces the lesson by
gather student’s attention gather student’s attention sharing purpose, sharing purpose,
and/or set a purpose for and/or set purpose for the relevance, and eliciting relevance, and eliciting
the lesson lesson schema in student friendly schema in student friendly
language; fully states what language; partially states
the teacher will say what the teacher will say
Procedures Lesson plan has no match Lesson plan has limited Lesson plan has explicit Lesson plan has explicit
between procedures and match between match between match between
objective(s); no modeling; procedures and procedures and procedures and
no evidence for guided & objective(s); limited objective(s); adequate objective(s); multiple
independent practice; plan teacher modeling or teacher modeling or teacher modeling or
necessary details for examples provided; few examples provided; some examples provided; with
teacher’s actions opportunities for guided & opportunities for guided & opportunities for guided &
independent practice; plan independent practice; independent practice;
missing necessary details sufficiently details the thoroughly details the
for teacher’s actions teacher’s step-by-step teacher’s step-by-step
actions in the first person actions in the first person
(I) (I)
Assessment No assessment provide for Assessment provided for Formative and/or Formative and summative
(Formative and the lesson, or assessment the lesson but inaccurately summative assessment has assessments are defined,
Summative) does not measure measures the objective(s) clear relationship to the showing clear relationship
objective(s) lesson objective(s) to all objectives address in
the lesson
Closure Lesson ends without Lesson ends with limited Teacher reviews the lesson Students review the lesson
review; limited to clean-up review; focus on clean-up by summarizing and/or by summarizing and/or
and/or transition to next rather than student review what was taught; sharing what they learned,
activity learning some student engagement teacher revisits the lesson
Differentiation Superficial or little Differentiation is not Differentiation is linked to Anticipates and plans
attempt to differentiate linked to learner individual learner ahead for any necessary
characteristics characteristics with class-wide differentiation
adequate detail
Professional Writing Poor quality of Fair quality of professional Professional writing is Professional attention to
professional writing is writing is evidenced by 5-7 evidenced by 1-4 errors in formal writing is
evidenced by 8 or more errors in clarity of writing, clarity of writing, spelling, evidenced by clarity in
errors in clarity of writing, spelling, usage and or usage and or grammar writing as well as absence
spelling, usage and or grammar of , spelling, usage and or
grammar grammar

*Adopted from Principles of Teaching 2 by: B. Corpuz, Ph.D. and G. Salandanan, Ph.D pp. 95-96

Comments:____________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________

58
 LESSON 3
The Role of Technology in
Delivering the Curriculum

In delivering curriculum the role of technology is very important - right at the

planning phase of any instruction, aside from formulating the objectives and among
other considerations, there is a need to identify what instructional media are to be
utilized in the implementation.

Each lesson should have a clear idea of:

 General specific goals and analyze your learners
 Instructional objectives
 Content
 Plan instructional activities
 Assess instructional media technology
 Materials/ choose an instructional media
 Implement instruction
 Assessment and evaluation on how objectives have been achieved
 Revise instruction

Instructional media
• Instructional media should not be confused with the terms media technology or
learning technology.
• Instructional media also refer red as media technology or learning technology, or
simply TECHNOLOGY

TYPES OF INSTRUCTIONAL MEDIA

NON- PROJECTED MEDIA PROJECTED MEDIA

 Models  Overhead transparencies
 Field trips  Opaque projection
 Kits  Slides
 Real objects  Filmstrips
 Printed materials (books,  Films
worksheets)  Video
 Visuals (drawings, photographs,  VCD
graphs, charts, posters)  DVD
 Visual boards (chalkboard, white  Computer/multimedia
board, flannel board) presentations
 Audio materials.

59
FACTORS FOR TECHNOLOGY SELECTION

PRACTICALITY
• Is the equipment (hardware) or already prepared lesson material (software) available?
If not, what would be the cost in acquiring the equipment or producing the lesson in
audial or visual form?

APPROPRIATENESS
• It is in relation to the learners
• Is the medium suitable to the learner‟s ability to comprehend? Will the medium be a
source of plain amusement or entertainment, but not learning?

ACTIVITY/SUITABILITY
• Will the chosen media fit the set instructional event, resulting in information,
motivation, or psychomotor display?
Objective-matching
• Over-all, does the medium help in the learning objective(s)?

The Role of Technology in Curriculum Delivery:

• Upgrading the quality of the teaching-and-learning in schools.

• Increasing the capability of the teacher to effectively inculcate learning, and for
students to gain mastery of lessons and courses
• Broadening the delivery of education outside the schools through non-traditional
approaches to formal and informal learning such as Open Universities and lifelong
learning to adult learners

60
 UNIT 4
THE TEACHER AS A CURRICULUM
EVALUATOR: Curriculum Evaluation
and the Teacher

INTENDED LEARNING OUTCOMES:

 Identify the what, why and how in evaluating the

curriculum;
 Determine appropriate evaluation materials used in
evaluating the curriculum;
 Prepare suitable learning activities that suits for planning,
implementing and evaluating a curriculum.

61
 COURSE STUDY GUIDE

College of EDUCATION
Program BEED
Course Code ED 319
Course Title The Teacher and the School Curriculum
University of the Visayas Credit Unit 3
Lesson 4 WEEK NO. 4
THE TEACHER AS A CURRICULUM EVALUATOR: Curriculum Evaluation and the
Module Topic Teacher
a. Identify the what, why and how in evaluating the curriculum;
b.Determine appropriate evaluation materials used in evaluating the curriculum;
Intended Learning c. Prepare suitable learning activities that suits for planning, implementing and
Outcomes evaluating a curriculum.
No. of Hours
13.5 hours (12 hours self-directed learning and 1.5 hours of assessment tasks)
a. What factor should you consider in evaluating the curriculum?
Study Questions b. Why do teachers assess or evaluate the curriculum?
c. How will you assess or evaluate the curriculum?

Learning Resources Required Suggested

Print Unit 4.Module on The Teacher Purita P. Bilbao, Ed. D, Filomena T. Dayagbil, Ed.
and the School Curriculum. D, Brenda B. Corpuz, Ph. D, (2015).
College of Education. Curriculum Development for Teachers, Quezon
University of the Visayas City; Lorimar Publishing
Digital

a. With the given course study guide (module), the students are required to read
Unit 4 THE TEACHER AS A CURRICULUM EVALUATOR: Curriculum Evaluation and
the Teacher. In addition, they can utilize the given learning resources as a
Learning Activity
reference to counterpart the lesson/ topic.
b. After learning the lesson/ topic in the module, students are expected to answer
“assessment task” which will served as evaluation of the instructional unit.

Required Output
Major task (paper and pencil test)

Assessment Task Learning Task (phase for transfer of learning)

Assessment Tool
Objective type of test (paper and pencil)
Creative and innovative individuals, critical & analytical thinkers, and confident &
Target Competency
self-directed lifelong learners

Prepared by: Reviewed by: Approved for Use:

Jhon Mark I. Aroa, MEd Carodina R. Ginlos, MAT Nerissa S. Lopez, EdD
Faculty Program Coordinator Dean
Date: Date: Date:

Revision #002

62
 LESSON 1
What, Why and How to Evaluate a
Curriculum

CURRICULUM EVALUATION
 is a component of curriculum development that responds to public
accountability. It looks into educational reforms or innovations that happen in
the teacher‟s classrooms, the school, district division or the whole educational
system as well
.
There are two ways of looking at curriculum evaluation:
1. Curriculum Program Evaluation
2. Curriculum Program Component Evaluation

Curricularists/Persons Defintion
Ornstein, A. & Curriculum evaluation is a process done in order to
Hunkins, F. (1998) gather data that enables one to decide whether to
accept, change, eliminate the whole curriculum of a
textbook.
McNeil, J (1997) Evaluation answers two questions:
1. Do planned learning opportunities, programmers,
courses and activities as developed and organized
actually produce desired results?
2. How can a curriculum best be improved?
Gay, L. (1985) Evaluation is to identify the weaknesses and
strengths as well as problems encountered in the
implementation, to improve the curriculum
development process. It is to determine the
effectiveness of and the returns on allocated finance.
Olivia, P. (1988) It is a process of delineating, obtaining and
providing useful information for judging alternatives
for purposes of modifying, or eliminating the
curriculum.

REASONS FOR CURRICULUM EVALUATION

• Curriculum evaluation identifies the strengths and weaknesses of an existing
curriculum that will be the basis of the intended plan, design or implementation.
• When evaluation is done in the middle of the curriculum development, it will tell if the
designed or implemented curriculum can produce or is producing the desired results.
• Based on some standards, curriculum evaluation will guide whether the results have
equaled or exceeded the standards, thus can be labeled as success.

63
• Curriculum evaluation provides information necessary for teachers, school managers,
curriculum specialist for policy recommendations that will enhance achieved learning
outcomes.

CURRICULUM EVALUATION MODELS

Bradley Effectiveness Model for Curriculum Development Indicators

(1985)
Indicators Descriptive Questions Yes or
No
Vertical Curriculum Does, the curriculum reflect the format (i.e K
Continuity to 12, OBE, Inquiry, etc.) that enables
teachers quickly access what is being taught
in the grade/ year levels below or above the
current level? (example: if you are looking at
Science 5, below means Science 4 and
above means, Science 6)
Horizontal curriculum Does the curriculum provide content and
continuity objectives that are common to all classes of
the same grade level? (Example: All English
101 for all 1st year college students.)
Instruction Based on Are lesson plans/ syllabi/ course design
Curriculum derived from the curriculum and strategies?
Are materials used correlated with the
content, objectives and activities
Broad Involvement Is there evidence of involvement of the
different curriculum stakeholders in the
planning, designing and implementation and
review of the curriculum?
Long Range Planning Is review cycle followed within the period of
planning and implementation of the
curriculum?
Positive Human Relations Did the initial thoughts about the curriculum
come from teachers, principals, curriculum
leaders and other stakeholders?
Theory-Into Practice Is there clarity of vision, mission, graduation
outcomes, program philosophy, learning
outcomes in the curriculum?
Planned Change Are there tangible evidence to show that the
internal and external publics accept the
developed program?
If any of the indicators is answered with a
“No”, actions should be made to make it Yes.

64
 Tyler Objectives Centered Model (1950) Curriculum Elements Evaluation
Process
Curriculum Elements Evaluation Process Action
Taken:
Yes or No
Objectives/Intended Pre- determine intended learning
Learning Outcomes outcomes or objectives.
Situation or Context Identify the situation/context that gives
opportunity to develop behavior or
achieve objectives.
Evaluation Select, modify and construct evaluation
Instruments/Tools instruments or tools. Check its objectivity,
reliability and validity.
Utilization of Tool Utilize the tools to obtain results.
Compare the results obtained from
several instruments before and after to
determine the change.
Analysis of Results Analyze the results obtained to determine
strength and weaknesses. Identify
possible explanation about the reasons
for the particular pattern.
Utilization of Results Use the results to make the necessary
modifications.

Daniel Stufflebeam Model-Context, Input, Process Product Model (CIPP)

Stages of the CIPP Model Steps taken in All the Stages
Context Evaluation Step 1: Identify the kind of decision to be made.
Input Evaluation Step 2: Identify the kinds of data to make that
Product Evaluation decision.
Step 3: Collect the data needed
Step 4: Establish the criteria to determine quality of
data.
Step 5: Analyze data based on the criteria.
Step 6: Organize needed information needed for
decision makers.

THE DEFINITION OF CIPP STAGES

• Context Evaluation – assess needs and problems in the context for decision makers
to determine the goals and objectives of the program/curriculum.
• Input Evaluation – asses alternative means based on the inputs for the achievement
of objectives to help decision makers to choose options for optimal means.
• Process Evaluation – monitors the processes both to ensure that the means are
actually being implemented and make necessary modifications.
65
 • Product Evaluation – compares actual ends with intended ends and leads to a series
of recycling decisions.

Stake Responsive Model (1975)

The curriculum evaluator follows the steps below
Step 1 Meets with stakeholders to identify their perspectives and intentions
regarding curriculum evaluation.
Step 2 Draws from Step 1 documents to determine the scope of the evaluation.
Step 3 Observes the curriculum closely to identify the unintended sense of
implementation and any deviations from announced intents.
Step 4 Identifies the stated real purposes of the program and the various
audience.
Step 5 Identifies the problems of the curriculum evaluation at hand and
identifies an evaluation design with needed data.
Step 6 Selects the means needed to collect data or information.
Step 7 Implements the data collection procedure.
Step 8 Organizes the information into themes.
Step 9 Decides with stakeholders the most appropriate formats for the report.

Scriven Consumer Oriented Evaluation (1967)

Criteria + O - NA
yes all right No or not
or but not poor applicabl
good so good e
1. Content covers a significant portion of the
course competencies.
2. Content are up-to-date.
3. Reading level is appropriate for most
students who will use the material.
4. Intended learning outcomes, competencies
are stated.
5. Formative and summative assessments are
included.
6. Activities are varied to meet the needs of
students.
7. Teacher‟s guide is included with
management suggestions.
8. Materials are presented in logical order.
.9. Learning outcomes, competencies and/or
tasks.
10. Degree of match between learning
activities and intended learning outcomes.
11. Quality of test items and degree of match
with intended learning outcomes.
66
 12. Quality of direction on how students will
process through the materials.
13. Quality of drawings, photographs, and/or
other materials.
14. Overall design of the learning activities for
individual instruction.
15. Quality of management procedures for
teachers (TGs)
16. Optional (List course map competencies
covered by the instructional Material)

A SIMPLE WAY OF CURRICULUM EVALUATION PROCESS

1. Does the curriculum emphasize learning outcomes?

2. Does the implemented curriculum require less demands?
3. Can this curriculum be applied to any particular level?
4. Can the curriculum aspects be assessed as (a) written (b)taught (c) supported (d)
tested and (e) learned?
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide for qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision making?
10. Are the findings of evaluation available to stakeholders?

STEPS IN CONDUCTING A CURRICULUM EVALUATION

Steps What to consider

1. Identifying primary Curriculum Program Sponsors, Managers and
audiences. Administrators, School Heads, Participants
(Teachers and Students) Content Specialist; other
stakeholders.
2. Identifying critical Outcomes ( expected, desired, intended) Process
issues/problems (Implementation) Resources ( Inputs )
3. Identifying data source. People (teachers, students, parents, curriculum
developers) Existing documents; Available records;
Evaluation Studies.
4. Identifying techniques for Standardized Test, Informal tests; Samples of
collecting data. Students Work; Interviews; Participant
Observations, Checklist, Anecdotal records.
5. Identifying established Standards previously set by agency; DepEd, CHED,
standards and criteria. Professional Organization.
6. Identifying techniques in Content Analysis, Process Analysis, Statistics,
data analysis. Comparison, Evaluation Process.
7. Preparing evaluation Written; Oral; Progress; Final; Summary;
report. Descriptive, Graphic, Evaluative and Judgmental;

67
 List of Recommendations.
8. Preparing modes of Case Studies; Test Scores Summary; Testimonies;
display. Multi media representation; Product Display (
exhibits ); Technical Report.

68
 LESSON 2
Curriculum Evaluation through
Learning Assessment

ACHIEVED LEARNING OUTCOME

 Defined in outcome-based education as a product of what are have been intended

in the beginning of the learning process.
 Standards and competencies are used as the indicators and measure of these
outcomes.

PHILIPPINE EDUCATIONAL SYSTEM

69
70
 ASEAN REFERENCE QUALIFICATION FRAMEWORK

ARQF is a tool or device that enables comparisons of qualification across ASEAN

member states. Knowledge, process, understanding, performance reflect different
learning outcomes that are arranged in hierarchy or complexity.

LEARNING DESCRIPTION OF LEARNING GUIDE QUESTIONS FOR

OUTCOME TEACHERS
LEVEL 1 KNOWLEDEGE- – factual What do you want your students to
knowledge; conceptual know in terms of facts, concept,
knowledge, procedural procedure and multiple thinking? i.e.
knowledge, metacognition. parts of the body, the sky is blue,
how to dissect a frog, describing a
typhoon from different views.
LEVEL 2 PROCESS- skills that the What do you want your student to
students use based on facts and do, with what they know? i.e.
information for making meaning identify the arts of the frogs body
and understanding. after dissecting it.
LEVEL 3 UNDERSTANDING- – big ideas What do you want students to
or concepts understand? i.e. how do the
elements of weather interact to
produce climate change?
71
 LEVEL 4 PRODUCT/PERFORMANCE- what 1. Can you place in a portfolio all
products (material, tangible) or the evidence to show your learning
performance (oral, visual, outcome?
written, etc) as evidence of 2. Can you create a one act play
learning? i.e. portfolio, showing the principles in
paintings, drama, research, dramatization?
projects, etc. 3. Present a research report on
conversation of indigenous plants.

TYPES OF TESTS TO MEASURE KNOWLEDGE, PROCESS AND UNDERSTANDING

Two General Categories of Test Questionnaire

1. Objective items which require students to select the correct response from several
alternatives or to supply a word or short phrase to answer a question or complete a
statement.
Objective items include:
- matching
- completion
- true-false
- multiple choice

2. Subjective or essay items which permit the student to organize and present an
original answer.
Subjective items include:
- short-answer essay
- extended-response essay
- problem solving
- performance test items

When to Use Essay or Objective Tests

Essay tests are appropriate when:
 the group to be tested is small and the test is not to be reused.
 you wish to encourage and reward the development of student skill in writing.
 you are more interested in exploring the student‟s attitudes than in measuring
his/her achievement.

Objective tests are appropriate when:

 the group to be tested is large and the test may be reused.
 highly reliable scores must be obtained as efficiently as possible.
 impartiality of evaluation, fairness, and freedom from possible test scoring
influences are essential.
Either essay or objective tests can be used to:
 measure almost any important educational achievement written test can
measure.
 test understanding and ability to apply principles.
 test ability to think critically.
 test ability to solve problems.
72
MATCHING TYPE
• The matching-type item is basically a multiple choice test in which the examinee
associates an item in one column with a choice in the second column.
• Items are usually listed in the first column and options in the second column.
• Matching items are useful in measuring students ability to make associations,
discern relationships, make interpretations, or measure knowledge of a series of
facts.
• The items in the first column are called premises and the answers in the second
column are the responses.
• The convention is for learners to match the premise on the left with a given
response on the right.
• By convention, the items in Column A are numbered and the items in Column B
are labelled with capital letters.

COMPLETION ITEMS
• The completion test is the most structured of all constructed – response items and
it offers the least freedom in giving response.
• The task is presented in a sentence in which a word, a number, a symbol, or a
series of words has been omitted.
• Students are asked to finish the sentence by constructing a response that makes a
complete statement.

TRUE OR FALSE ITEMS

• true-false questions are those in which a statement is presented and the student
indicates in some manner whether the statement is true or false.
• True-false questions are well suited for testing student recall or comprehension.
Students can generally respond to many questions, covering a lot of content, in a
fairly short amount of time.

MULTIPLE CHOICE TEST

• A standard multiple-choice test item consists of two basic parts: a problem (stem)
and a list of suggested solutions (alternatives).
• The stem may be in the form of either a question or an incomplete statement, and
the list of alternatives contains one correct or best alternative (answer) and a
number of incorrect or inferior alternatives (distractors).
• Multiple choice items are considered to be among the most versatile of all item
types

ESSAY ITEMS
• A typical essay test usually consists of a small number of questions to which the
student is expected to recall and organize knowledge in logical, integrated
answers.
• An essay test item can be an extended response item or a short answer item.
Extended Response
• Compare the writings of Bret Harte and Mark Twain in terms of settings, depth of
characterization, and dialogue styles of their main characters. (10 pts. 20 minutes)
Short Answer
73
 • Identify research methods used to study the S-R (Stimulus-Response) and S-O-R
• (Stimulus-Organism-Response) theories of personality. (5 pts. 10 minutes)

DOMAINS OF LEARNING

COGNITIVE DOMAIN
The cognitive development of our brain is responsibly monitored and controlled
by the brain’s cerebral neo-cortex. It is said that the real test of one’s intelligence is
through the interconnected levels of thinking process in our brain.
KNOWLEDGE In terms of recall of previously learned
This is defined as remembering knowledge, the examples are as follows:
previously learned material. These Direct Question:
includes recall of a wide range of material 1.What are the three geographical
from specific facts to complete theories regions in the Philippines?
that requires the mind to appropriate Completion Type:
information. 1. Andres Bonifacio is the founder of
the_______
Multiple Choice-Direct Question:
1. What is the capital of the
Philippines?
A. Cabanatuan
B. Quezon
C. Manila
D. Tacloban
Multiple Choice-Identification Type:
1. The capital of the Philippines
A. Cabanatuan
B. Quezon
C. Manila
D. Tacloban
Multiple Choice-Single Analogy Type
Kuala Lumpur: Malaysia;
__________Philippines
A. Cabanatuan
B. Quezon
C. Manila
D. Tacloban
COMPREHENSION In terms of understanding of facts and
This is defined as the ability to grasp the information, causes and effect of a
meaning of the material. This maybe problem, issue or phenomena. The
shown by translating material from one examples are as follows:
form to another (words to number), by Direct question:
interpreting material (explaining or 1. Why did Andres Bonifacio launch
summarizing) and by estimating future the revolution despite Jose Rizal’s
trends (predicting consequences). disapproval?

Completion Type:
74
 1. Too much pollution in the land, air
and water can_______

Multiple Choice- Completion Type:

1. Byzantine science was more
advanced than that of the Greeks
and the Roman. This would mean:
A. Change
B. Growth
C. Development
D. Prosperity

Multiple Choice-Direct Question:

1. Among the Aztecs, to be chosen for
a human sacrifice is an honor. What
does this emphasize?
A. Courtesy
B. Loyalty
C. Curiosity
D. Piety
APPLICATION These deals with the utilization of the
This refers to the ability to use the previously learned acknowledge as a
learned material in new and concrete concrete example of learning transfer.
situations. This may include the Direct Question:
application of such things as rules, 1. With the present economic crisis,
methods, concepts, principles, laws, and how can we apply the law of supply
theories. Learning outcomes in this area and demand more effectively as
require a higher level of understanding citizen?
than those under comprehension.
Completion Type:
1. If there is a shortage of supply in
the market, the consumers will
learn to_________

Contrived Multiple Choice Type:

1. The Sioux lived in river valley of
Missouri as farmers in order to
survive from poverty. As a student,
what is the desirable thing to do in
order to avoid poor grades in
school?
A. He/ she should find a river –valley
too like the Sioux in order to live.
B. He/ She should become a farmer in
order to produce crops for his/her
survival.
C. He/ She should find a place near a
75
 river-valley in order to study hard.
D. He/ She should find a time and set
priorities in school and at home to
study hard.
ANALYSIS This deals with the examination and
This refers to the ability to breakdown investigation of information or problems.
material into its component parts so that This is exemplified through this
its organizational maybe understood. examples:
This may include the identification of Multiple Choice-Double Analogy
parts, and recognition of the organization Type:
principles involved. 1. Kuala Lumpur:
Learning outcomes here represent a Malaysia:_______________
higher intellectual level than A. Juresalem: Israel
comprehension and application because B. Manila: Philippines
they require n understanding of both C. Beijing: China
content and the structural form of the D. New Delhi: India
material.
Multiple Choice:
1. Had it been known for the Moslems
that the franks led by the Charles
Martel would resist and fight them
in Tours?

A. Yes, because their aim is to

attack the enemy.
B. Yes, because they were guided
with Moslem faith
C. No, because their forces were
strong and powerful.
D. No, because France was properly
given enough protection.

SYNTHESIS This level deals with the summary of

This refers to the ability to put parts what the students learned in the topic
together to form a new whole. selection. This includes the following
This may involve the production of a examples:
unique communication (theme or Direct Question:
speech), a plan of operations (research 1. What are the factors attributed for
proposal), or a set of abstract relations the successful People Power
(scheme for classifying information). Revolution at EDSA?
Learning outcomes in this area stress Multiple Choice-Completion Type:
creative behaviors with a major emphasis 1. The Malayas in the Yucatan
on the new patterns or structure. Peninsula planted maize, beans,
sweet potatoes, pepper, squash,
cassava, cotton, tobacco, and
cacao. This statement proves that
the Mayas were excellent
76
 A. agriculture
B. farmer
C. florist
D. horticulturist
Multiple Choice-Direct Question Type:
1. The Hunters in North America
became farmers. What conclusion
led to this development?
A. There was a high demand for
food.
B. The Animals are getting wild and
limited for hunting expedition.
C. the Fertile Valleys and deltas
were suited for farming.
D. they were lost and trapped by
mountains.
EVALUATION This levels deals with judgments of facts,
This concerns with the ability to judge the information, events, attitude, attitudes
value of the material (statement, novel, and values. This include the following
poem, research, report) for a given questions.
purpose. The judgments are to be based Multiple Choice-Direct Question:
on definite criteria. 1. The Incas lived in the snow-clad
Learning outcomes in this area are stress terrains and foothills of the Adean
creative behaviors with major emphasis ranges. What value is worth
on the formulation of new patterns or emulating from them despite the
structure. difficult environment they had but
still they persisted to settle and
earn a living?
A. Adaptability
B. Flexibility
C. Courage
D. Endurance

Multiple Choice-Completion Type:

1. A wigwam is a kind of American
Indian tent made out from animal
skin which can be constructed an
dismantled anywhere they go.
What attitude does one have to
emulate in this reality? One
would______
A. Be realistic of having a house
made of animal skin
B. Have sense of proper utilization
of resources out of the discarded
animal skin.
C. Develop a practical attitudes
77
 towards work entertainment
D. Become aware of their use and
flexibility everywhere he/ she is

Authentic assessment is sometimes called alternative assessment or

performance assessment. This refers to the assessment of learning which cannot be
measured effectively in the traditional paper and pencil tests. In more cases, students
respond positively to authentic assessment because it helps them to understand where
they are strong and where they are weak. With the use of authentic assessment,
students are gradually guided in producing quality products. It is usually accompanies
by scoring rubrics to measure performance-based tasks and portfolios. Authentic
assessment makes the students realize the significance of learning by doing.

WHAT IS ASSESSMENT?
Assessment is systematic process of getting information about student
performance. It is an ongoing process of gathering and analyzing evidence of what
students know and what they do not know. Group discussion, observation, anecdotal
records, asking questions, and demonstrations are example of assessments.

WHAT IS AUTHENTIC ASSESSMENT?

Authentic assessment is sometimes called alternative assessment or
performance assessment.
Authentic assessment utilizes two instruments to evaluate the teaching-learning
process like:
1. Performance-based Assessments. These are authentic assessments that
measure skills and understanding by directly measuring student performance in a
natural setting
2. Portfolio Assessment. A portfolio is a collection of students‟ school work that can
be used to documents achievement overtime.

GUIDELINES IN USING PORTFOLIOS FOR ASSESSMENT

1. The portfolio should not be graded or compared in any way with those of other
students
2. Determine what materials should be kept in the portfolio and announce clearly
when, how and by what criteria portfolios will be reviewed.
3. Contents off the portfolio should reflect grade level goals, learning standards,
and target objectives.
4. Everything that goes into the portfolios should be dated by the students.
5. Portfolio maintenance should be the students‟ responsibility.
6. Portfolios should not leave the classroom.
7. Students should be encouraged to personalize their portfolios.

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2 Types of Portfolio:

Working Portfolio
 A repository of portfolio documents that the student accumulates over a certain
period of time.
 Other types of process information may also be included, such as drafts of student
work or records of student achievement or progress over time.

Showcase or model portfolio

 A portfolio consisting of work samples selected by the student that document the
student‟s best work.
 The student has consciously evaluated his or her work and selected only those
products that best represent the type of learning identified for this assessment.

RATING SCALES

Rating scales is sometimes called scoring rubrics or scoring guide. These are
called assessment guides. These are statements that describe different levels of
accomplishments for a specific outcome. Scoring rubrics are applicable in assigning
marks to evaluate essay tests, portfolios, and other learning activities usually referred to
as performance tests.

CHECKLIST

A checklist is the least complex form of scoring that examines the presence or
absence of specific elements in the product of a performance. All elements are generally
weighted the same and the gradations in quality are typically not recognized

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RUBRICS

A rubric is a chart or matrix which includes indicators that describe different levels
of achievement for the major components or „elements‟ of a performance. A typical
rubric contains a scale with a range of possible points for assessing work. Usually high
numbers are associated with strong student performance and low numbers with poor
student performance. Rubrics also use descriptors to assess student mastery and
performance levels. The following list of templates will help get you started.

TYPES OF RUBRICS:

Analytic Rubrics
An analytic rubric resembles a grid with the criteria for a student product listed in
the leftmost column and with levels of performance listed across the top row often using
numbers and/or descriptive tags. The cells within the center of the rubric may be left
blank or may contain descriptions of what the specified criteria look like for each level of
performance. When scoring with an analytic rubric each of the criteria is scored
individually.

Example Analytic Rubric

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Holistic Rubrics
A holistic rubric consists of a single scale with all criteria to be included in the
evaluation being considered together (e.g., clarity, organization, and mechanics). With a
holistic rubric the rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale)
based on an overall judgment of the student work. The rater matches an entire piece of
student work to a single description on the scale.

Example Holistic Rubric

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 MAJOR TASK

Directions: Read each question carefully and comprehensively. Choose the best answer.
Encircle the letter of your best choice.

1. In a curriculum development class, the teacher asked the students to give an

enriched definition of the curriculum. Which among the following encompasses the
true essence of the term?
A. Curriculum is a never ending process in education.
B. Curriculum is the sum total of all the learning experiences in the teaching-learning
process.
C. Curriculum is a list of subjects to take to complete a course.
D. Curriculum is a list of courses in order to graduate.

2. Ordinary people consider curriculum as __________.

I. A list of subjects
II. Courses to complete
III. Subjects to undertake

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

B. I only D. III only

3. What characteristics of a good curriculum does this imply? “The curriculum must
adapt the educational activities and services to meet the needs of a modern and
dynamic community.”
A. The curriculum is continuously evolving.
B. The curriculum is democratically conceived.
C. The curriculum is based on the needs of the people.
D. The curriculum is a complex of details

4. Which holds true when each level of subject matter is smoothly connected to the
next level and glaring gaps, wasteful overlaps in subject matter are avoided?
A. The curriculum must be sequenced.
B. The curriculum must be articulated.
C. The curriculum must be integrated.
D. The curriculum must be continued.

5. Teacher Apollo is interested in getting involved in school-related functions. He asked

“Why should schools need a curriculum?”
A. Socio-philosophical C. Historical
B. Psychological D. Technological

6. Which curriculum foundations could give him some ideas for an answer?
A. Socio-philosophical C. Historical
B. Psychological D. Technological

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7. Learning constitutes a logical method for organizing and interpreting learning. This is
one thinking of the:
A. Behaviorist C. Cognitivist
B. Sociologist D. Humanist

8. If you are a constructivist, what assumptions about learning and learner govern your
thinking?
A. For learners to learn, knowledge should be transmitted directly from teachers to
learners.
B. Learners are capable of constructing meaning of what is taught to them.
C. Teachers are the only source of knowledge.
D. Learners are empty receptacles waiting to be filled.

9. As a member of the curriculum committee, your chief concern is to give the child
freedom to choose what to learn and believe, as you allow them to set their own
identities and standards. What philosophy will you consider?
A. Realism C. Existentialism
B. Pragmatism D. Idealism

10. Suppose that in developing a curriculum, your intention is to put a lot of

importance in developing the mind and spirit of the learners. What philosophical
belief will help you on this?
A. Axiology C. Pragmatism
B. Idealism D. Reconstructionism

11. While having supper, Mrs. Garcia asks her two children what they learned in
school earlier that day. Which level of curriculum is shown in this situation?
A. Institutional C. Societal
B. Experiential D. Instructional

12. Dr. Fernandez, the provincial hospital director, plans to attend a school board
meeting where a new high school science curriculum will be discussed. Which level of
curriculum is shown in this situation?
A. Experiential C. Institutional
B. Instructional D. Societal

13. When a school applies the systems approach to curriculum planning, what is
expected?
A. Only the internal stakeholders are consulted for curriculum planning purposes.
B. The parts of the school system are considered in terms of how they relate to each
other.
C. The school's external environment is not taken into consideration.
D. Curriculum, instruction and evaluation are the only things that matter in
curriculum planning.

14. When one wants children to develop positive attitude toward life and life problems,
which approach in curriculum planning is most appropriate?
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 A. Problem-centered approach
B. Humanistic approach
C. Systems approach
D. Child-centered approach

15. A barangay official suggested that fishing and marine life be included in the
barangay public school so that learners will have a background on the primary
livelihood in their area. This is based on what curriculum design model?
A. subject-centered C. problem-centered
B. career-centered D. learner-centered

16. Which type of curriculum guides the child toward maturity within the context of a
social group?
A. Experience Curriculum
B. Subject-Centered Curriculum
C. Child-Centered Curriculum
D. Problem-Centered Curriculum

17. Schools divide the school hours to different subjects such as reading, grammar,
literature, math, history, and geography. What curriculum design is described?
A. Culture-based C.Subject-centered
B. Problem-centered D. Learner-centered

18. Teacher Iah, as a Biology teacher tries to enrich the content of her lesson by
identifying related concepts in Math. What curriculum pattern did Teacher Iah
consider?
A. Separate subject C. Correlated
B. Core D. Broadfield

19. Which type of curriculum design serves as a response to society‟s demand for
integration of knowledge and enables the learner to see relationship among various
aspects?
A. Broadfield C. Core
B. Correlated D. Separated

20. The Kalayaan Elementary School uses a curriculum design that recognizes the
ability levels of its pupils. Thus, the contents of each subject areas taught across
grade levels are so organized that the simplest concepts are taken up in the early
grades and the more difficult ones, in the higher levels. This shows a widening and
deepening sequence of similar concepts taught through the elementary levels. Which
curriculum design is this?
A. Correlated C. Spiral
B. Broad-fields D. Core

21. Every curriculum has this dimension. This is both unplanned and implicit but its
instructional effects are often evident in the students‟ behavior, values and
dispositions. This dimension is referred to as
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 A. Hidden curriculum
B. Learned curriculum
C. Taught curriculum
D. Recommended curriculum

22. When teachers conduct a series of evaluation to determine the extent of teaching,
what must be implemented?
A. Assessed Curriculum
B. Hidden Curriculum
C. Learned Curriculum
D. Taught Curriculum

23. What do you call the curriculum when the teacher puts into action all the different
planned activities in the classroom?
A. Recommended curriculum
B. Written curriculum
C. Taught curriculum
D. Supported curriculum

24. Other than the teacher, there must be materials which should help in the
implementation of a written curriculum in order to have a successful teaching. This is
referred to as:
A. Recommended curriculum
B. Supported curriculum
C. Taught curriculum
D. Intended curriculum

25. Teacher Edz attends to seminars, workshops and pursue graduate work. He/She is
a/an ________.
A. Innovator C. Knower
B. Writer D. Evaluator

26. Teacher Aziz have been tasked to prepare the curriculum for the year. He writes
daily guide in implementing the curriculum. In this situation he is a/an __________.
A. Planner C. Implementor
B. Innovator D. Writer

27. Teacher Janus showed the whole mark of being an excellent teacher by being able
to make out of the box positive changes in the curriculum how. As a curricularist, he
is an __________.
A. Innovator C. Implementer
B. Evaluator D. Initiator

28. Which of the following refers to an individual or group of individuals who have a
direct and indirect impact on curriculum development?
A. Stockholders C. Stakeholders
B. Promoters D. Incorporators
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29. Do parents have a role in curriculum implementation and instruction?
A. No, they have no formal training in pedagogy.
B. Yes, they may provide insights on the curriculum.
C. Yes, but only in helping their children with school work.
D. It depends on a school's private or public status.

30. What is the function of the curriculum models?

A. They serve no function
B. To organize what to teach and when
C. To provide framework for curriculum guides
D. They are outdated and don‟t serve function

31. Considering that curriculum is a dynamic process, this person put premium in the
role of teachers‟ participation in developing the curriculum is________.
A. Galen Saylor C. William Shakespeare
B. Hilda Taba D. Ralph Tyler

32. The best feature of Tyler‟s Rationale is the ______________.

A. Identifying the purpose
B. Planning phase
C. Organizing the experiences
D. Evaluating the experiences

33. He introduced a curriculum for individual and societal development?

A. Erasmus C. Luther
B. Da Feltre D. Dewey

34. He believed that curriculum is a set of experiences in which the subject matter is
developed around social functions and learners‟ interests. This is
A. William Kilpatrick C. Harold Hugg
B. Hollis Caswell D. Werret Charters

35. This concept includes the sub-processes of curriculum planning, organization,

implementation, and evaluation. What concept is this?
A. Curriculum and management
B. Curriculum assessment
C. Curriculum and instruction
D. Curriculum development

36. In analyzing the curriculum, the teacher should consider which of the following?
I. Vision, mission, goals and core values of the school
II. Learning resources and faculties of the school
III. Needs and interests of the learners

A. I, II and III C. II only

B. I only D. III only

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37. Which curriculum development phase focuses on alteration of a curriculum's basic
structure and design?
A. Curriculum implementation
B. Curriculum evaluation
C. Curriculum improvement
D. Curriculum change

38. What refers to the matching between the curriculum and assessment to be used
for the learners?
A. Auditing C. Delivery
B. Alignment D. Articulation

39. Which of the following processes usually comes first in developing curriculum?
A. Selection of educational content
B. Organization of learning experiences
C. Evaluating learning experiences
D. Identifying goals and objectives

40. Which of the following is the reason of the continuous appraisal of the existing
curriculum at all levels?
A. New national policies of the government
B. Changing needs and conditions of the society
C. Economic status of the people
D. Political trust of the country

41. Which of the following school activities is closely related and has greater impact to
curriculum development?
A. Review of the textbooks and reference material
B. Monthly meeting with the barangay officials
C. School visit of visitors from other places
D. Principal's evaluation of teachers

42. School curricula reflects the world's economic and political integration and
industrialization. What does this point in curriculum development?
A. The shift in the paradigm of curriculum development from a process-oriented to a
product-oriented one.
B. The trend toward the globalization and localization.
C. The trend towards the classical approach to curriculum development.
D. The trend toward participatory curriculum development.

43. As senior high school class will take up paragraph writing but at a more
sophisticated and advanced level than a first year class. This is one example of what
organization of learning content?
A. Articulation C. Integration
B. Sequence D. Continuity

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44. A curriculum consultant in Economics insists that in selecting the curriculum
content, it is better that throughout high school years, geography concepts be used
to recur and be repeated with depth for effective learning. Which criterion in the
selection of content is shown in this situation?
A. Continuity C. Validity
B. Learnability D. Significance

45. Objectives must be evaluated in the light of practical considerations, including

teacher competence, availability of instructional materials, time allotment, etc.
Which characteristic of educational objective is defined by the aforementioned
statement?
A. Attainability C. Feasibility
B. Consistency D. Validity

46. This is a curriculum design that focuses on the content of the curriculum and
corresponds mostly to the textbook.
A. Subject-Centered Design
B. Problem-Centered Design
C. Learner-Centered Design
D. Student-Centered Design

47. In curriculum designing, what major third element should be aligned with lesson
objectives and methods?
A. Time-frame C. References
B. Activities D. Assessment

48. Which of the following elements of the curriculum includes instructional

strategies put into action?
A. Objectives C. Evaluation
B. Learning experiences D. Content

49. Which of the following elements of the curriculum includes instructional

strategies put into action?
A. Objectives C. Evaluation
B. Learning experiences D. Content

50. This refers to all learning experiences within the context of education.
A. Lesson Plan C. Curriculum
B. Teaching Manual D. Learning Guide

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 REFERENCES
Purita P. Bilbao, Ed. D, Filomena T. Dayagbil, Ed. D, Brenda B. Corpuz, Ph. D,
(2015). Curriculum Development for Teachers, Quezon City; Lorimar Publishing

Victorina C. de Ocampo-Acero, Evelyn J. Sanchez-Javier, Herminia C. Ocampo-

Castro, (2015). Principles of Teaching 1, Sampaloc, Manila City; Rex Bokstore Inc.

https://www.slideshare.net/IvyRoseRecierdo/curriculum-essentials

https://www.slideshare.net/JunilaTejada/approaches-to-school-curriculum

https://www.slideshare.net/DianneCarmelaDelacruz/curriculum-development-processes-
and-models

https://www.slideshare.net/kendytobias/module-2-crafting-the-curriculum

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