UNIT 1.

1 (TTSC)
Curriculum in Schools
VII. End of Module Assessment (EMA)
1. Agree
2. Agree
3. Agree
4. Disagree
5. Agree
6. Agree
7. Disagree
8. Agree
9. Agree
10. Agree
IX. Looking Ahead

✓ Synapse Strengtheners
Self-Reflect. Is it necessary for teachers to learn about school curriculum? Why?
Yes, because a school’s curriculum informs teachers what skills must be taught at each grade
level to ultimately prepare students for postsecondary education or a job. Understanding the
big picture helps teachers align the learning objectives of their own curriculum with the school’s
curriculum. In the absence of a curriculum, teachers wouldn’t know whether students are
building a solid foundation to support learning at the next level. Also A curriculum outlines for
students a sequence of courses and tasks that must be successfully completed to master a
subject and earn a diploma or degree. Students may be more motivated to study if they
understand why certain subjects are taught in the curriculum. A curriculum reassures students
that they’re on the right track to reaching their goals and honing desired skills. It is necessary
for teachers to learn about school curriculum because it has great impact to teachers and
students.
UNIT 2.1 (TTSC)
THE SCHOOL CURRICULUM DEFINITION, NATURE AND SCOPE

✓ Test Your Understanding

Activity 1 - Traditional or Progressive: What is your View of Curriculum?
1. What is your own definition of a curriculum? Write down your answer in the space
provided.
For me, a curriculum is the course of study for a specific school, program, grade or class. A
course has objectives, a curriculum has goals. The courses that are the building-blocks of the
curriculum are included and ordered to help the learner to attain those goals.
2. Do you have a traditional view of a curriculum, a progressive view of both? Explain your
view based on your definition.
Both. Before the modern view came, we already have the traditional view of the curriculum
which gives importance to the cognitive development of the learner. It was already proven to
be
effective for many years but since times are changing, experts proposed a new view of
curriculum called progressive view to be able to go with the flow of the dynamic culture. The
progressive view believes that it is enough to just know the concepts and be able to recite the
theories and definitions learners must be able to actualize these information they learn and
apply them on different and real situations. Progressivism was born out of the traditional view
which means they are related. How? The modern view of curriculum is an extended version of
the traditional one. It’s like a cellphone that got upgraded and contains new features. Old
phones don’t have the camera, bluetooth and even not a touchscreen compared to the new
phones that have features like browsing the internet some even have built in televisions in
them. Just like with the traditional view it lacks the application and student-centered part. The
progressive view is like the new software installed on the traditional curriculum that makes it
work better and even more effectively than before. They work as a very good combination for
the betterment of the students and teachers. As they say, “Two heads are better than one.”

VII. End of Module Assessment (EMA)

✓ Test Your Mastery

Label the description/definition on the left with either Traditional (T) or Progressive (P). Put a
check to your corresponding answer.
(T)/(P)
1. ✓
2. ✓
3. ✓
4. ✓
5. ✓
6. ✓
7. ✓
8. ✓
9. ✓
10. ✓
11. ✓
IX. Looking Ahead

✓ Synapse Strengtheners
Pick up a daily newspaper or surf the internet and read today’s headline or an article. Choose
one and reflect on this headline/article that relates on curriculum and to your becoming a
curricularist. Write your answer in at least two paragraphs.
Self-Reflect
Pick up a daily newspaper and read today’s headline. Choose one and reflect on this
headlines relates on curriculum and to your becoming a curricularist. Write your answer in at
least two paragraph.
September 4, 2020 in Manila Bulletin Newspaper, today’s headline “Students say they have a
hard time with online classes”. Problems have arisen as to how students who do not have
stable
internet connectivity will have access to education amidst this pandemic. Educators, parents,
and students have different views on this issue, but the Department of Education proposed
different modalities of learning. One of which is modular distance learning. Creativity and
innovations are the hallmarks of excellent teacher. You think that this mode of learning is a
response to the call for education among students who prefer the traditional way of learning.
Teachers hand over the printed modules to the parents or guardians of students once a week.
These contain different activities, discussions, and performance tasks which the students need
to accomplish on their own. Thus, the use of a module presents a more flexible learning
environment for both instructors and learners without any internet connections. As a
curricularist, a teacher will be knowing, writing, implementing, innovating, initiating and
evaluating the new curriculum in the school.
UNIT 3.1 (TTSC)
FUNDAMENTALS OF CURRICULUM DESIGNING
Activity 1: Finding an Example
1. Secure a copy of a sample Lesson Plan.
2. Using the matrix given below, analyze the sample you secured and give your
suggestions based on the principles and concepts you learned in this module.

COMPONENTS COPY FROM THE SAMPLE YOUR

COMMENT/SUGGESTION
Title of the Lesson Plan Crafting The Curriculum It covers the influence the
common-core academic
standards are likely to have
on building the online
curricula of the future, the
growing emphasis on
teaching social skills to virtual
school students, how schools
are building courses that
blend face-to-face and online
learning, and the evolving
role of e-assessments.
Intended Learning - Identified the It really fits on the Title of the
Outcomes/Objectives fundamentals of lesson plan. Knowing on how
curriculum designing it really works deserved to be
- Appreciated the task appreciated.
of designing a
curriculum
Content/Subject Matter Building on Peter Oliva’s Every teacher as a
10 Axioms for Curriculum curricularist
Designers should be involved in
designing a
curriculum.
Methods/Strategies  - Cooperative Learning This methods really the best
Activities one in
- Independent learning making the curriculum it
activities teaches the
- Competitive Activities students how to become a
- The use of delivery responsible by following on
mode to provide what they been
 learning experiences assigned task.
is recommended
Online learning and
similar modes are
increasingly
important in many
curricula but these
need to be planned
carefully to be
effective.

Evaluation/Assessment. - Self-assessment This kinds of assessments

- Peer-assessment really
- Teacher’s assessment differ on what learnings been
taught.

Answer briefly:
1. Which one principle of Oliva is reflected in the Lesson Plan? Explain briefly.
Answer: Curriculum reflects as a product of its time. It is because A curriculum to be relevant,
should respond to changes brought about by current social forces, philosophical positions,
psychological principles, new knowledge, and educational reforms. Curriculum changes made
earlier can exist concurrently with newer curriculum changes.
2. If you were to improve the design, what will you add, or subtract or modify?
Write your re-design suggestion.
Problem Centered Design
Draws on the Following:
- Social problems
- Needs
- Interest
- Abilities
I’m going to add the Value of Time because the more we have struggles to think on how we can
manage our time to fully arrange the topic that we been assigned is the more we have a lack of
time to spend or do it properly.
VII. End of Module Assessment (EMA)

✓ Test Your Mastery

Which of the concepts do you clearly understand? Answer Yes or No to the questions that
follow.

Questions Answer
As a curricuralists Yes or No
and curriculum
designer . . . .
1. Do you think Yes
curriculum change is
inevitable?
2. Does curriculum Yes
change not consider
the existing one?
3. Should curriculum No
be designed only by
one person?
4. Should any Yes
change in curriculum
include an
evaluation process?
5. Does curriculum Yes
change means total
overhaul?
6. Should learning Yes
outcomes be
considered first
before the content?
7. Should teaching Yes
methods consider
only the expertise of
the teacher?
8. Are time tested No
methods like
inductive and lecture
no longer useful?
9. Should contents Yes
be updated and
relevant?
10. Is there only one No
design that a teacher
 should know?

IX. Looking Ahead

✓ Synapse Strengtheners
Self-Reflect
Instructions: Provide answers to the incomplete sentences.
After reading and discussing with my classmates, this lesson on fundamentals of curriculum
designing or crafting a curriculum,
1. I realize that
The crafting the curriculum is not easy because not all learners will really
appreciate on how you designed such as important facts. As a teacher can be
curriculum designer, Implementor, Evaluator is great help to know how schools
curricula are being made or designed.
2. I feel that
This curriculum is better to find solutions on designing each part of it.
3. I need to
Follow this kind of curriculum in the future it is because the more we’ve got ideas
on how we can design is the more that we’ve got opportunities to do.
UNIT 3.2 (TTSC)
Approaches to Curriculum Designing

✓ Test Your Understanding

Activity: The K to 12 Curriculum: What Design?
Instruction: Get hold of materials about K to 12. Discuss with your groupmates and answer the
following:
1. What kind of curriculum design influence mostly the k to 12 Curriculum? (A) Subject-
Centered? (B) Learner Centered? (C) Problem-Centered? (You may have more than one
answer.)
2. Cite an illustrative example that relates to your choice.
3. Place your answer on a matrix like one below.

Type of Curriculum in K to 12 Illustrative Example

Subject-Centered It may focus on math,
Design/Approach biology, science and other
subjects in k -12 curriculum.
This type of
curriculum design tends to
focus on the subject
rather than the individual.
Success means
mastery of the content. It is
the most common
type of curriculum used in K-
12 curriculum.
Learner-Centered DepEd introduce 'learner-
Design/Approach centered' curriculum
for Grade 1 and first year
high school students
which will be less on
memorization but more
encouraging of critical
thinking. It is important
that learners develop that
 natural love for
learning and not feel that it is
something imposed
on the learners. It seeks to
produce high school
graduates who are equipped
with skills for the
world of work, have better
needed competencies
for college education and
ready for global
opportunities.
Problem-Centered In K-12 curriculum, one fact is
Design/Approach about teaching
scientific methods being
taught by Science
Teachers. Were we even
taught that this scientific
methods can be applied in
our daily life? Knowing
our real life problems,
observing it and
concluding of what is best to
do on the problem,
were our eyes open this
reality? Little did we
know that scientific methods
can be applied in
our life and our decision
making. In this Problem-
centered design, we can
implant to our students
the most important learning
of their total
experiences. The most
valuable of our teaching is
to integrate our academic
lessons into their real
life situations. In which
through this academic
learning, we can let our
students know how to
deal with life in their social
problems, needs,
 interest and abilities. As
future teacher, I can
embrace this kind of learning
on what to teach in my
students. I can be more
meaningful teacher if
I know how to implement
this strategy and
technique.

VII. End of Module Assessment (EMA)

✓ Test Your Mastery

Identify what kind of design and approach are utilized in the following description
1. Only who master the subject content can succeed. SUBJECT CENTERED APPROACH/SUBJECT
DESIGN
2. Students are encouraged to work together to find answers to their task. LEARNER CENTERED
APPROACH/CHILD – CENTERED DESIGN
3. No learner is left behind in reading, writing and arithmetic. LEARNER CENTERED
APPROACH/EXPERIENCE-CENTERED DESIGN
4. School means survival of the fittest. PROBLEM-CENTERED APPROACH/LIFE-SITUATION
DESIGN
5. Teacher extends class because the children have not mastered the lesson. SUBJECT
CENTERED APPROACH/SUBJECT DESIGN
6. Lesson deals with finding solutions to everyday problem. PROBLEM-CENTERED APPROACH
AND LIFE-SITUATION DESIGN
7. Differentiated instruction should be utilized for different ability groups. LEARNER CENTERED
APPROACH/EXPERIENCE-CENTERED DESIGN
8. Accumulation of knowledge is the primary importance in teaching. SUBJECT CENTERED
APPROACH/BROAD FIELD/INTERDISCIPLINARY
9. Learning how to learn observable among students. LEARNER CENTERED
APPROACH/HUMANISTIC DESIGN
10. Students are problem-finders and solution-givers. PROBLEM-CENTERED APPROACH AND
LIFE-
SITUATION DESIGN
IX. Looking Ahead

✓ Synapse Strengtheners
Self-Reflection:
Choose one statement and reflect on it. What do you think and feel about it?
Statement No.1. “Schools that approach the curriculum as subject-centered, make robots out
of the students.”
Statement No. 2. “In schools where child-centered is the approach, discipline is weak.”
Statement No. 3. “Students are too young to solve life’s problem, why should they do problem
solving in school?”
Answer:
Statement No.1. “Schools that approach the curriculum as subject-centered, make robots out
of the students.”
I agree to that statement, because based on what I've read about the subject-centered
approach is a kind of strategy that most of the thoughts of the teachers came from the book,
this design corresponds mostly to the textbook. Most of the school using this kind of structure
aims for excellence in the subject matter content. But come to think of it, children are also
human beings, they have feelings and emotions too. Yes, they are right in some ways, that they
want the children to learn but not in that kind of way. You must teach them with love for them
to be motivated to learn on themselves. Learners are not passive individuals but one who
engages with his/her environment.

UNIT 3.3 (TTSC)

Curriculum Mapping
✓ Test Your Understanding
Activity – Let’s Apply
Activity 1-Let’s Apply
1. Using the Sample A1 for Science Curriculum Map, what knowledge and understanding
have you learned? Analyze the matrix and answer the questions that follow:
1.1 What are the main clusters of science content that students should learn from G2
to G10?
The main clusters of science content that students should learn from G3 to G10 are; matter,
living things & their environment, force, motion, energy, and earth & space. Those clusters
contain contents that should be teach to students every quarter based on the curriculum
mapping.
1.2 How does science content progress from Grade 3 to Grade 10?
As can be seen in the curriculum map the contents are all the same as the year changes, some
contents are being transferred to different quarter yet they all about that four main contents.
During grade 3 to grade 7 contents are aligned but as the student move to higher grade then
the content changes to simple up to its complex natures. Then, there are some changes with its
sequence from grade 7 to grade 10, same contents yet different quarter to be introduced.
1.3 When you look at and analyze the map, what summary ideas can you give?
During the primary years, students are taught of same sequence of contents yet the topics
became wider as the students move grade levels. We can say that during that time the difficulty
of the contents are the one being rated and observed that are appropriate for the students
since they should enhance and discover new things, and that is one of the importance of proper
sequence of contents. On the other hand, from grade 8 to grade 10, the contents are regrouped
to which quarter to be introduced simply because they are already aligned with simple to
complex topics.
1.4 Science Curriculum is spiral. How do you explain that in terms of what you see in
the map?
Science curriculum is spiral simply because the contents are repeatedly taught to the students,
but deepening and widen content focused as shift from one content to the other. The science
curriculum in the map shows how complex the preparation upon its implementation, topics are
being group to which it belongs by considering its properties, and being able to have smooth
transitions from one content to the other that still interrelate the contents.
VII. End of Module Assessment (EMA)
✓ Test Your Mastery
Make a wise decision. Show me that you understood the lesson. Know the difference between
YES and NO answer o each of the question.
1. Does curriculum mapping help a teacher understand what to accomplish within the
period of time? Yes
2. Is a curriculum map a permanent document? Yes
3. Can a curriculum map help explain to parents what their children are learning in
school? Yes
4. Is curriculum mapping a task of only one teacher? No
5. Can a curriculum map as a tool be used in instructional supervision? Yes
IX. Looking Ahead

✓ Synapse Strengtheners
Self-Reflection: Reflect on the process of curriculum mapping and the sample curriculum map in
this lesson. As a future teacher, how will the process of mapping and the map as a tool help you
in your profession?
As a future teacher, the process of curriculum mapping would greatly help me in my future
teaching experience, because it simply makes my work easy by referring to the guide contents,
mapping it to spiral form to locate which topic is harder than which and to properly make a
sequence of teaching methods and strategies. Also, as a teacher I should make it beforehand
and anticipating the situations, learning outcomes and how the content be delivered to the
students that they would understand clearly. Making this map is a big help for me because I get
to have a concrete plans on what to teach for a specific date and what target outcomes are
expected. Every end of the timeline I should always assess the students because they may be
some revisions needed. Likewise, an effective curriculum needs an appropriate pedagogy that’s
why teachers must mastered they subject are to teach because it will be the basis of his
teaching style, if it was effective or not. To conclude, this mapping should be done intricately
and roper sequence of complexities of contents and be aligned on the level appropriate to the
students’ capability to learn.
UNIT 4.1 (TTSC)
Implementing the designed Curriculum as Change Process

✓ Test Your Understanding

Activity: K to 12: Can We Make a Curriculum Change?
The K to 12 is the current reform in our national basic education curriculum. These are driving
forces as well as restraining forces that affect its implementation. In other words, there are
factors
that will K to12 succeed but there are also factors that will make K to 12 fail.
1. What factors make K to 12 succeed? Write these on the left column A. You may not fill up all
the boxes.
2. What factors make the K to 12 difficult to succeed? Write these on the right column B. You
may not fill up all the boxes.
3. You see that the middle portion is the word equilibrium or balance.

A. Driving Force / Factors E B. Restraining Force / Factor

Tailor-fitting tracks Q Too focused in one area
Preparedness for Tertiary U Urgent shift in environment
Learning
Ready to join the workforce I High school graduates are
younger than 18 years old
and
lack basic competencies and
maturity
Access to quality education L High cost education
Competitive Advantage I Forced to choose a strand
Increasedfocus on vocational B Dropout rates increases
education
Holistic Education R
Easy Recognition as Global I
Citizens and
Professionals
More Skilled and Competent U
Graduates
Sufficient Instructional Time M

1. If A is more that B, there will be a successful curriculum change.

2. If B is more that A, there will be an unsuccessful curriculum change.
3. If A & B are equal, then there will be a status quo.

VII. End of Module Assessment (EMA)

✓ Test Your Mastery

Perfect Match: In Column A are concepts about curriculum implementation. Connect a line
from
the box on the left (A) to the arrow on the right (B) of the correct match.
COLUMN A COLUMN B
Concepts Meaning/ Description
Implementing Minor curriculum change like
the use of e portfolio instead
of
portfolio as an artifact
Restructuring Progressive steps from
orientation to reflection
about the
curriculum that is a
characteristics of a
curriculum
implementation.
Development Major curriculum change like
shifting from face to face to
on
line in the delivery of an
academic program.
Alteration Curriculum process of putting
into action what has been
planned and designed.
Change Process Process that ensures that the
curriculum brings about
something different and
better than before in the
desired
learning outcomes.
IX. Looking Ahead

✓ Synapse Strengtheners
Self-Reflection: As future teacher, what would be your response to curriculum implementation
as part of curriculum change? Are you willing to take part in the implementation? Why? Why
not? Write your answer in the box.

Yes. I will take part in the implementation. This is an era where

curriculum change is needed. New approach to curriculum and
implementation in a new era normally requires schools and teachers to take
more responsibility for student learning. This might present a challenge at any
time, particularly when teachers have been used to more directives and less
professional approaches to curriculum implementation. In order to meet such
a challenge, a new approach to curriculum policy, namely “soft” policy, was
used by policy-makers to implement curriculum reform. With the provision of
substantial resources, it was expected by the policy-makers that schools and
teachers would have better opportunities to develop themselves
professionally and manage the new changes effectively.
UNIT 4.2 (TTSC)
IMPLEMENTING A CURRICULUM DAILY IN THE CLASSROOM
VII. End of Module Assessment (EMA)

✓ Test Your Mastery

Let’s recall! Provide the answer to what is asked in each item.
1. What is the first level of knowledge in Bloom’s Taxonomy? KNOWLEDGE
OR ACQUIRED KNOWLEDGE
2. What is the highest level of cognition in the Revised Bloom’s Taxonomy?
CREATING
3. What DepEd requires a newly hired teacher to write a lesson plan?
DEPED ORDER NO. 70 s. 2012
4. What is referred to as miniscule curriculum that the teachers implements
everyday? LESSON PLAN
5. What is the learning style of a learner, who likes to tinker with many
things? KINESTHETIC
6. What component of a lesson plan requires an active action for a curriculum
to be implemented? PROCEDURES OR METHODS OR STRATEGIES
7. Who provides a visual model to show what instructional support can best
enhance learning? NEIL D. FLEMING
8. Who was Bloom’s student who revised his taxonomy of objectives? LORIN
ANDERSON
9. Who is the frontline curriculum implementer? TEACHER
10. Who provided the original taxonomy for the cognitive domain?
BENJAMIN BLOOM
IX. Looking Ahead

✓ Synapse Strengtheners
Self Reflection: Reflect and answer the statements below, based on the lesson you learned in
this lesson.
1. When I become a teacher,
I will consider the learning styles of my students in order to provide a much effective and
efficient learning for them,
because this will surely help me to come up with best strategies or methods for their learning.
And also, matching the learning styles to the teaching strategies for the curriculum
implementation will let me attain the necessary objectives.
UNIT 4.3 (TTSC)
THE ROLE OF TECHNOLOGY IN DELIVERING THE CURRICULUM
✓ Test Your Understanding
Class activity: Make students in groups decide on (a) a specific lesson to be
taught (b) learning objectives (c) choice of media (d) preparing Ingrid form a Lesson
Plan, as in the following example:
An Example of a Simplified Lesson Plan
Subject : Science
Level : Grade 10
Class size : 30 students
Duration : 1 period (1 hour)
Lesson : Electrical Circuits
Topic : Conductors or Insulators
Specific desired learning outcomes:
At the end of the lesson, learners must have:
- Differentiate conductors from insulators
- Identify common conductors and insulators
- Define resistance as well as circuits
Instructional media
- Youtube video about electrical circuits (15 minutes)
- White board
Activities
- Teacher introduces the general topic and lesson
- Pupils are prepared to view the video material
- After viewing, the teacher engages pupils in a brief motivational discussion
- Teacher highlights meaningful opinions from the class
- Teacher divides the class into groups, each group to fill in a grid brief points
on:

A. Insulators
B. Conductors
C. Resistance
- Teacher asks each group to prepare a board presentation of their brief
output.
- Teacher makes a summary of the lesson.
- Teacher assigns each student to prepare a poster design (with picture and
text) on the subject of Electrical Circuits for presentation and discussion in the
next class.

VII. End of Module Assessment (EMA)

✓ Test Your Mastery
Learners say, we learn 83% through the use of sight, compared with less
effective ways to learn: Hearing (10%), smell (4%), touch (2%) and taste (1%). In the
use of visuals for a wide range of materials (Visual boards, charts, overhead
transparencies, slides, computer-generated presentations), there are basic principles
of basic design.
Assess a visual material or presentation (transparency or slide) using the
following criteria:
Visual elements (pictures, illustrations, graphics)
1. Lettering style or font – consistency and harmony
2. Number of lettering styles – no more than 2 in a static display (chart,
Bulletin board)
3. Use of capitals – short titles or headlines should be no more than 6 words
4. Lettering colors – easy to see and read. Use of contrast is good for
emphasis
5. Lettering size – good visibility even for students at the back of the
classroom
6. Spacing between letters – equal and even spacing
7. Spacing between lines – not too close as to blur at a distance
8. Number of lines – no more than 8 lines of text in each transparency/slide
9. Appeal – unusual/catchy, two-dimensional, interactive (use of overlays or
movable flaps)
10. Use of directional – devices (arrows, bold letters, bullets. Contrasting color
and size, special placement of an item

Overall look:
patterns of alignment, shape, balance, style, color, scheme and color appeal
I assessed one visual material I found in the teaching demonstration prepared by my former
teacher. The learning font is consistent. The letters are written or typed clearly and consistent.
The colors and size of letters are catchy and readable. The spacing is precise. The overall
presentation is appealing and well-made.
IX. Looking Ahead
✓ Synapse Strengtheners
In a proposed mastery approach to instruction, the teacher (a) presents the
lesson to the whole class (b) assesses if the learners attained mastery of the lesson
(c) provides enrichment activities with the use of media technology (d) re-mediates
the non-mastery student (e) moves on to the next lesson.
1. How is the mastery approach better than the traditional one? It is better because
new advancements are adapted to broaden one’s knowledge and of course
approach in teaching-learning process.
2. The mastery approach appears time-consuming and difficult. Do you believe
practice and experience can overcome these difficulties? Yes. Practice and
experience can overcome these difficulties. To come up with a fine and
consistent mastery approach, practice and experience is really needed. You
can’t easily get what you want without having some practice or with lack of
experience.
3. How can technology help in enrichment activities? They provide supplementary
resources and references for teaching and learning. And aside from it,
learning is becoming more effective and one click away because of
technology.
4. Should the effective use of media be also assessed by the teacher? Yes. It is
very much needed by the teacher to assessed the use of media. This will help
them identify and analyze if the media they are using makes an efficient and
effective learning for the students.
UNIT 4.4 (TTSC)
STAKEHOLDERS IN CURRICULUM IMPLEMENTATION
Activity 1: Learn More, Make an Interview
With the use of the interview protocol below, ask two persons (ex: one student or
one
teacher and one LGU) among the Stakeholders. Record your interview data and report to the
class.
Interview Protocol on the Roles of Stakeholders
Name of the Interviewee: Loelle Jay Salvador Interviewer: Alfred Cedrix D. Bornel
Name of School: San jose delmonte national high school
Category: (Check only)
Student: / Teacher: ____ School Head: ____ Parent: ____ Community ____
LGU ____ Gov’t. Agency ____ Non-Gov’t. Agency _____
Lead Questions:
1. What do you know about the curriculum that is taught in this school?
2. Are you involved in the activities in the school? How?
3. Why do you get involved in the school activities?
4. Do the activities contribute to the learning achievement of the students?
5. What is your most important involvement that contributed to the learning of the
students? Give specific example.
6. Would you like to continue what you are doing for the school curriculum? Why?
Note to interviewers:
1. You may use tape recorder or write on your field notebook their answers.
2. Consolidate the answers and write in paragraph form your report for two
individual samples.
3. Submit to your faculty facilitator and make and share your experiences to the
whole class
As a high school student, Jay knew that the K to 12 Curriculum is the curriculum
that is implemented and used in their school. He also said that he actively participates in
school activities. As a matter of fact, he is an officer. He joined several clubs and
organizations. He said that he involved himself in this school activities to prosper and hone
his skills, to perceive new information, and to grow himself individually. Jay also said
that through these school activities, he noticed that he improved a lot and discovered
new skills. He became consistent and as time passed by, he felt that he became developed.
For him, the most important involvement that contributed to the learning of the students
was the program they started called “Officer in Aksyon”, wherein together with the
teachers, they helped other students who can’t read or write well to master this skills. He
said he loved to continue what he is doing cause aside from the fact that it benefits him,
the school benefits as well.
VII. End of Module Assessment (EMA)
✓ Test Your Mastery
Stakeholders: How are they involved in curriculum implementation?
Enter in the matrix the stakeholders and identify their involvement in
Curriculum Implementation
Stakeholders Involvement
Learners Learners have more dynamic
participation from the
planning, designing,
implementing and
evaluating. However, the
degree of their involvement is
dependent on their maturity.
 Teachers Teachers are stakeholders
who plan, design, teach,
implement and evaluate the
curriculum. No doubt, the
most important person in
curriculum implementation is
the teacher.

School Leader Principals and school heads,

too, have important roles in
curriculum implementation
process in
schools. They should
understand fully the need for
change and the
implementation process.
They should be ready to assist
the teachers and the students
in the implementation
Parents Parents are significant school
partners.

IX. Looking Ahead

✓ Synapse Strengtheners
QUESTIONS for REFLECTION: Reflect on this question and answer below.
If all the stakeholders contribute positively in curriculum implementation, do
you think, curriculum change or development will succeed? Why? Or why not?

Yes. If all stakeholders contribute positively in curriculum implementation, the

curriculum change will be successful. Each interested party forms an integral part of
a specific school or the entire educational system. So, basically, all of them are
crucial for the professional development of education, as they can have a positive
impact or, on the contrary, lead to failure. Different stakeholders, whether it be
faculty, community members, or family, can significantly improve children's education
environment if they collaborate and share their ideas, goals, and plans. To be
successful, stakeholder engagement needs to be conscious, comprehensive, and
systematic throughout the process and include decision-making options. The
engagement may apply to the following topics: use of assents, school feedback,
planning of innovations, strategy set-up, parents' engagement, and more. Summing
up, different stakeholders play a crucial role in the education system nowadays. All of
them have their own specific interest and are strongly motivated to assist the
sphere's development.
UNIT 5. 1 (TTSC)
(What, Why, and How to Evaluate a Curriculum)
Test Your Understanding
Activity 1 – Making a Simple Rapid Curriculum Evaluation
1. Choose an existing curriculum in Elementary, Secondary or College.
2. Interview the teacher who is using such curriculum.
3. Using the identified questions, make a rapid evaluation.
4. Fill up the matrix with the answers given by your interviewee (teacher).

Name of School: AGUADA ELEMENTARY SCHOOL

Curriculum to be evaluated: FILIPINO CURRICULUM GUIDE
Questions to be answered based on your evaluation:
1. Does the curriculum emphasize learning outcomes? Y or N Y
2. Does the implemented curriculum require less demands? Y or N Y
3. Can this curriculum be applied to any particular level?
(Kindergarten, elementary, secondary, tertiary)? Write the letter
or letters of your answer that is applicable. a, b, c
4. Which of the curriculum aspects can be assessed? (A) Written
(b) taught (c) supported (d) tested and (e) learned curriculum?
Write the letter or letters of your answer. C
5. Does the curriculum include formative assessment? YES
6. Does the curriculum include summative assessment? YES
7. Can the curriculum provide information needed for decision
making? YES
VII. End of Module Assessment (EMA)
Test Your Mastery
Test I. What Can I Remember?
Persons - Evaluation/Model and Short Description
1. L.H. Bradley - L.H. Bradley wrote a hand book on Curriculum Leadership and Development.
This book provides indicator that can help measure of effectiveness of a developed or written
curriculum. For purposes of the classroom teachers, some of the statement were simplified.
2. Michael Scriven - Michel Scriven introduced this evaluation among any others when
education flooded the market. Consumers of educational products which are needed to
support an implemented curriculum often use consumer- oriented evaluations
3. Robert Stake - Developed the Responsive model is oriented more directly to program
intents. The evaluation focuses more on the activities rather than intent and/or purposes.
4. Daniel Stufflebeam - The CIPP Model of Curriculum Evaluation was a product of the Phi Delta
Kappa committee chaired by Daniel Stufflebeam. The model emphasized that the result should
provide data for decision making.
5. Ralph Tyler - Ralph Tyler proposed a curriculum evaluation model which until now continues
to influence many curriculum assessment process. His monograph was entitled Basic Principle s
of Curriculum and Instruction.
IX. Looking Ahead
Synapse Strengtheners

1) I wonder if my teachers have reviewed the textbooks we used in

High School.
2) I think the textbooks we used in high school have not been
studied by teachers. While I think the principal reviewed the book
before buying and using it, I believe it’s also necessary for teachers
to review the book before using it in the classroom because there
might be something that needs to be evaluated for a better
learning experience.
UNIT 5.2 (TTSC)
(Curriculum Evaluation Through Learning Assessment)
Test your Understanding
Ask a Teacher (in group)
1. Interview a teacher in basic education about how they assess learning
Assessment for learning (AFL) is an approach to teaching and learning that creates feedback
which is then used to improve students' performance. Students become more involved in the
learning process and from this gain confidence in what they are expected to learn and to what
standard.
2. Request some items for their assessment tools.
Assessment Tool: the instrument (form, test, rubric, etc.) that is used to collect data for each
outcome. The actual product that is handed out to students for the purpose of assessing
whether they have achieved a particular learning outcome(s).
VII. End of Module Assessment (EMA)
Test Your Mastery
1. What are the levels of learning outcomes?
The original levels were ordered as follows: Knowledge, Comprehension, Application, Analysis,
Synthesis, and Evaluation. The taxonomy is presented below with sample verbs and sample
learning objectives for each level.
2. What are the levels of assessment?
Level 1 – Assessing individual student learning within courses.
Level 2 – Assessing individual student learning across courses.
Level 3 – Assessing Courses.
Level 4 – Assessing Programs.
Level 5 – Assessing the Institution.
Simplify Your Assessment Needs with Capsim Modular Exam
3. What are the levels of proficiency?
Five major levels of proficiency: Distinguished, Superior, Advanced, Intermediate, and Novice.
The major levels Advanced, Intermediate, and Novice are subdivided into High, Mid, and Low
sublevels.
4. What are the assessment tools to measure learning outcomes?
Information about student learning can be assessed through both direct and indirect measures.
Direct measures may include homework, quizzes, exams, reports, essays, research projects,
case study analysis, and rubrics for oral and other performances.
IX. Looking Ahead
Synapse Strengtheners
Reflect on the question:
“Does the result of a periodical test reflect evaluation of a curriculum? Why?”
The result gathered from a periodical test does reflect towards the evaluation of curriculum in
terms of being able to reassess its effectiveness in the student’s performance. In theory, a set of
subjects within a given curriculum should be easily learned by the students. There has to be
something wrong when the results from periodical examination come back with a high
percentage of failures
UNIT 5.3
Test Your Understanding
Activity 1: A Day in a life of a Teacher in the Classroom
1. Look a Teacher, whom you know personally.
2. Ask her/him to answer the following:
a. What are the teaching plans that you do every day? Give at least three.
- According to Mrs. Villagen from the school Aguada Elementary School, the teaching plans that
she do every day are the First is clear objectives and a sense of purpose, second is expect
learners to succeed. And have a positive attitude and sense of humor.
b. Do you implement these plans? How?
- Yes, everyday by have clear objectives and a sense of purpose. How do you know if you are
driving the right way when you are traveling somewhere new? You use the road signs, maps or
a GPS. In the world of education, your objectives for your learners’ act as road signs to your
destination. Your plan is the map. Making a plan does not suggest a lack of creativity in your
curriculum but rather, gives creativity a framework in which to flourish. Expect learners to
succeed. Learners need someone to believe in them. They need a wiser and older person to
put stock in their abilities. Set the bar high and then create an environment where it’s okay to
fail. This will motivate your learners to keep trying until they reach the expectation you’ve set
for them. Have a positive attitude and sense of humor Good teachers have an upbeat mood, a
sense of vitality and energy. Positivity breeds creativity, humor and wit make a lasting
impression. It reduces stress and frustration, and gives people a chance to look at their
circumstances from another point of view.
c. If you implement these plans, how do you evaluate these?
Develop a conceptual model of the project and identify key evaluation points.
IX. LOOKING AHEAD

Reflect on the information given by the teacher in your interview above.

“Is the teacher’s life a series of planning, implementing, and evaluating? Will this improve
teaching? Why?”

Yes, as a future educator, planning, implementing, and evaluating will not only improve my
teaching. Planning is what you intended to teach. Allow you to think and improve any
shortening you may have about the lesson. It also improves teaching because you can see
what worked, what didn’t work and what could be improved. Without these three series it is
hard to make something you can’t understand. It will complete all about teaching. Planning is
setting the objectives for the lessons. Implementing needs to be flexible with the objectives in
mind. Evaluating means assessing if the content objectives we’ve meet.