CURRICULUM DEVELOPMENT AND EVALUATION WITH EMPHASIS WITH TM II

MODULE 1- Curriculum and The Teacher

MODULE 1

CURRICULUM AND THE

TEACHER
 CURRICULUM DEVELOPMENT AND EVALUATION WITH EMPHASIS WITH TM II
MODULE 1- Curriculum and The Teacher

1.1 Curriculum in Schools

Take some time reading the story “THE SABRE-TOOTH Curriculum by Harold Benjamin
(1939), and find out what curriculum development in the teacher’s classroom.

A man by the name of New Fist-Hammer-Maker knew how to do things in

community needed to have done, he had the energy and the will to go ahead and do
them. By virtue of these characteristics, he was an educated man. New-Fist was also a
thinker. Then, as now there were few lengths which men would no go to avoid the labor
and pin of thought…………………………………………..
New Fist got to the point where he became strongly dissatisfied with the
accustomed ways of his tribe. He began to catches glimpse of ways in which life might
be made better for himself, his family and his group. By virtue of this development, he
became a dangerous man. New-Fist
thought how he could harness the children’s play to the better life of the community. He
considered what adults do for survival and introduces these activities to children in a
deliberate and formal way. These included catching fish with bare hands, clubbing little
wooly horses, and chasing away sabre-tooth tigers with fire. These then become the
curriculum and the community began to prosper- with plenty of foods, hides for attire
and protection from threat. “It is supposed that all would have gone well forever with his
educational system, if conditions of life in the community remained which hid from the
people. The wooly horses were ambitious and decided to leave the region. The tigers
got pneumonia and most died. The few remaining tigers left in their place, fierce tigers
arrived who would not be chased by fire. The community was in trouble.

One day, in desperation. Someone made a net from willow twigs and found a
new way to catch fish and the supply was even more plentiful then before. The
community also devised a system of traps on the path to snare the bears. Attempt to
change education system to include these new techniques however encountered “stern
opposition”

These are also activities we need to know. Why can’t the schools teach them? But most
of the tribe particularly the wise old men who controlled the school, smile indulgently at
this suggestion. “That wouldn’t be education…. It would be mere training”. We don’t
teach fish grabbing to catch fish, we teach it to develop a generalize agility which can
never be duplicated by mere training ……. and so on.

“If you had any education yourself, you would know that the essence of
education is timeless. It is something that endures through changing conditions like a solid
rock standing squarely and firmly in the middle of a ranging torrent”.

The story was written in 1939. Curriculum then was seen as a tradition of organized
knowledge taught in schools of the 19th century. Two centuries later the concept of
curriculum has broadened to include several modes of thought or experiences.
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MODULE 1- Curriculum and The Teacher

Note: No formal, non-formal or informal exist without curriculum. Teachers will have
nothing to do, of there is no curriculum. Curriculum is at the heart of teaching profession.
Every teacher is guided by some sort of curriculum in the classroom or in schools.

In our current Philippine Education System, different schools are established in

different educational levels which have corresponding recommended curricula. These
educational levels are:

1. Basic Education.
These includes the following:

-Elementary– Kindergarten, Grade 1 to Grade 6 -

Secondary- Grade 7 to Grade 10 for Junior High , Grade 11 and 12 for
Senior High

Each has of the level has its specific recommended curriculum. The new basic
education levels are provided in K-12 Enhanced Curriculum of 2013 of the Department
of Education (DepEd).

2. Technical Vocational Education.

This is post-secondary technical vocational educational and training is
taken care of Technical Educational and Skills Development Authority
(TESDA). For the TechVoc track In SHS DepEd, DepEd and TESDA work in
close coordination.

3. Higher Education.
This includes Baccalaureate or Bachelor Degrees, Graduate Degrees
(Master’s and Doctorate) which under the regulation of the Commission on
Higher Education (CHED).

WHAT’S UP?
ANSWER THESE QUESTIONS ON A SEPARATE DOCUMENT: (15 points)

1. After reading the story THE SABRE-TOOTH Curriculum by Harold Benjamin, what can
you conclude?
2. Compare and contrast the curriculum before and now through a VENN DIAGRAM.
3. How do DepEd, CHED and TESDA help each other during this pandemic?

*to be passed on USTEP, students who will be in MODULAR DISTANCE LEARNING will wait
until their modules are fully printed; just write your answers on a clean sheet of paper so
that you’ll be ready.
 CURRICULUM DEVELOPMENT AND EVALUATION WITH EMPHASIS WITH TM II
MODULE 1- Curriculum and The Teacher

In whatever levels of schooling in various types of learning environment, several

curricula exist.

Let’s find out how Allan Glatthorn (2000) as mentioned in Bilbao, et al (2008)
classified these:

Types of Curricula in Schools

1. Recommended- almost all curricula found in our schools are recommended.

For Basic Education, these are recommended by the Department of Education
(DepEd), for Higher Education, by the Commission on Higher Education (CHED)
and vocational education by TESDA. These three government agencies
oversee and regulate Philippine Education. The recommendations come in the
form of memoranda or policies, standards and guidelines. Other professional
organizations or international bodies like UNESCO also recommend curricula in
school.

2. Written curriculum- these includes document based on the recommended

curriculum. They come in form of course of study, syllabi, modules, books or
instructional guides among others. A packet of this written curriculum is the
teacher’s lesson plan. The most written curriculum is the k-12 for Philippine Basic
Education.

3. Taught Curriculum- from what has been written or planned, the curriculum has
to be implemented or taught. The teacher and students will put life to the
written curriculum. The skill of the teacher to facilitate learning based on the
written curriculum. With the aid of instructional materials and facilities will be
necessary. The taught curriculum will depend largely on the teaching style of
the teacher and the learning style of the learners.

4. Supported Curriculum- this is described as support materials that the teacher

needs to make learning and teaching meaningful. These include print
materials, like books, charts, posters, worksheets, or non-print materials like
Power Point presentation, movies, slides, models, realias, mock-ups and other
electronic illustrations.
-also includes facilities where learning occurs where learning occurs outside or
inside the four walled building. These include the playground, science
laboratory, audio-visual rooms, zoo, museums, plaza or the market. These are
the places where authentic learning through direct experiences.

5. Assessed Curriculum- Taught and supported curricula have to be evaluated

to find out if the teacher has succeeded or not in facilitating learning. In the
process of teaching and at the end of every lesson or teaching episode,
assessment is made. It can either be assessment for learning, assessment as
learning, and assessment for learning. If the process is to find the progress of
learning, then the assessed curriculum is for learning, but if it is to find how
much has been learned or mastered, then it is assessment of learning. Either
way, such curriculum is the assessed curriculum.

6. Learned Curriculum-
Question: How do we know if the student has learned?
We always believe that if a student changed behavior, he/she has learned,
For example, from a non-reader to reader or from not knowing to knowing or
from being disobedient to obedient. The positive outcome of student is the
indicator of learning. These are measured by tools in assessment, which can
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MODULE 1- Curriculum and The Teacher

indicate the cognitive, affective and psychomotor outcomes. Learned

curriculum will also demonstrate higher order critical thinking and lifelong skills.

7. Hidden/Implicit Curriculum- this curriculum is not deliberately planned, but has

a great impact on the behavior of the learner. Peer influence, school
environment, media, parental pressure, societal changes, cultural practices,
natural calamities, are some factors that create hidden curriculum. Teachers
must have good foresight to include these in the written curriculum, in order to
bring to the surface what are hidden. In every teacher’s classroom not all these
curricula may be present at one time.

Many of them are deliberately planned like the recommended, written, taught,
assessed and learned curricula. However a hidden curriculum is implied and a teacher
may or may not be able to predict its influence on learning. All of these have significant
role on the life of the teacher as a facilitator of learning and have direct implication to
the life of learners.

WHAT’S YOUR INSIGHTS?

ANSWER THESE QUESTIONS ON A SEPARATE DOCUMENT: (15 points)

1. Enumerate and describe the types of curriculum operating in schools in your OWN
UNDERSTANDING. If it happens that you’ll get information from the internet, please
make sure to have citations to avoid PLAGIARISM.
2. If you had a son or daughter enrolled in this school district, would you be
satisfied with the written curriculum only?
3. Will you use technology to support teaching and learning? How? What are your
goals?

*to be passed on USTEP, students who will be in MODULAR DISTANCE LEARNING will wait
until their modules are fully printed; just write your answers on a clean sheet of paper so
that you’ll be ready.
 CURRICULUM DEVELOPMENT AND EVALUATION WITH EMPHASIS WITH TM II
MODULE 1- Curriculum and The Teacher

Teachers do series of interrelated actions about curriculum, instruction, assessment,

valuation, teaching and learning. A classroom teacher is involved with curriculum
continuously all day. But very seldom teacher been described as Curricularist.

In this lesson, we will start using the word curricularist to describe a professional
who is a curriculum specialist (Hayes, 1991; Ornstein and Hunkins, 2004; Hewitt, 2006). A
person who is involved in curriculum knowing, writing, planning, implanting, valuating,
innovating and initiating may be designated as curricularist.

1.2 The Teacher As A Curricularist

1. Knows the curriculum. Learning begins with knowing. The teacher as a learner
starts with knowing about the curriculum, the subject matter or the content. As a
teacher, one has to master what are included in the curriculum. It is acquiring
academic knowledge both formal (disciplines, logic) or informal (derived from
experiences, vicarious and intended). It is the mastery of the subject of the
subject matter. (Knower)

2. Writes the curriculum. A classroom teacher takes record of the knowledge

concepts, subject matter or content. These need to be written or preserved. The
teacher writes books, modules laboratory manuals, instructional guides, and
reference materials in paper or electronic media as curriculum writer or reviewer.
(Writer)

3. Plans the curriculum. A good curriculum has to be planned. It is the role of the
teacher to make a yearly, monthly or daily plan of the curriculum. This will serve
as a guide in the implementation. The teacher takes into consideration several
factors in planning the curriculum. These factors include the learners, the support
material, time, subject matter or content, the desired outcomes, the context of
the learners among others. By doing this, the teacher becomes a curriculum
planner. (Planner)

4. Initiates the curriculum. In cases where the curriculum is recommended to the

schools from DepEd, CHED, TESDA,UNESCO, UNICEF or other educational
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MODULE 1- Curriculum and The Teacher

agencies for improvement of quality education, the teacher is obliged to

implement. Implementation of a new curriculum requires the open mindedness
of the teacher, and the full belief that the curriculum will enhance the learning.
There will be many constraints and difficulties in doing things first or leading ,
however, a transformative teacher will never hesitate to try something novel
and relevant. (Initiator)

5. Innovates the curriculum. Creativity and innovation are hallmarks of excellent

teacher. A curriculum is always dynamic, hence it keeps on changing. From
content, strategies, ways of doing, block of time, ways of evaluating, kinds of
students, and skills of teachers, one cannot find a single eternal curriculum that
would perpetually fit. A good teacher, therefore innovate the curriculum and
thus become curriculum innovator. (Innovator)

6. Implements the curriculum. The curriculum that remains recommended or written

will never serve its purpose. Somebody has to implement it. It is this role where the
teacher becomes the curriculum implementor. An implementor gives life to the
curriculum plan. The teacher is at the height of engagement with the learners,
with support materials in order to achieve the desired outcome. It is where
teaching, guiding, facilitating skills of the teacher is expected to the highest
level. The success of a recommended, well written and planned curriculum
depends on the implementation. (Implementor)

7. Evaluates the curriculum. How can one determine if the desired learning has
been achieved? Is the curriculum working? Does it bring the desired results?
What do outcomes reveal? Are the learners achieving? Are there some
practices that should be modified? Should the curriculum be terminated or
continued? These are some questions that need the help of a curriculum
evaluator. The person is the teacher. (Evaluator)

WHAT’S IN?
ANSWER THESE QUESTIONS ON A SEPARATE DOCUMENT: (20 points)

1. What is/are the importance of being knowledgeable about the roles of the teacher
as a curricularist?
2. Why is lesson plan so important before starting the class?
3. It is being said that if a teacher is a curricularist, he/she should be more innovative
than her students? Do you agree with this? If yes, why?
4. What is the essence of planning the curriculum well before implementing it?

*to be passed on USTEP, students who will be in MODULAR DISTANCE LEARNING will wait
until their modules are fully printed; just write your answers on a clean sheet of paper so
that you’ll be ready.
 CURRICULUM DEVELOPMENT AND EVALUATION WITH EMPHASIS WITH TM II
MODULE 1- Curriculum and The Teacher

Curriculum Development for Teachers- OBE and K_12 Based Book

Authors: Purita P. Bilbao Ed.D. ,Filomena T. Dayagbil Ed.D, Brenda B. Corpuz Ph.D.
 CURRICULUM DEVELOPMENT AND EVALUATION WITH EMPHASIS WITH TM II
MODULE 1- Curriculum and The Teacher

“You don’t get what you wish for. You get what you work for.” - Daniel Milstein