JOHN VINCENT M.

SEVA
BSED III – English
CHAPTER 8: TEACHERS AS CURRICULUM LEADERS

Activity 36. Reflect on and address the following:

1. Write your own definition of curriculum leadership.
The definition of curriculum leadership is the integration of curriculum, instruction,
evaluation, and assessment to enhance learning and comprehension. To enhance
learning and comprehension, curriculum leadership combines curriculum, instruction,
assessment, and evaluation. Leaders in the curriculum assist teachers in developing
ideas for pedagogy, course content, and instructional tools that will enhance students’
academic success.

2. Identify roles of teachers as curriculum leaders that you observed from

teachers in your school.
Curriculum leadership is:
 Designing instructional plans
 Observer and Assessed students' learning
 Advocate positive curricular reforms to ensure quality of education.
 Selecting and developing instructional materials
 Assessing and reporting students' progress
 Designing learning environment appropriate for the students
 Selecting appropriate teaching strategies and approaches
 Preparing reports and accomplishing official forms
 Guiding students in their school life
 Teaching subjects assigned to them
 Conduct research to enhance curriculum content and improve teaching and
learning.
 Broaden understanding of the teaching and learning process.
 Develop appropriate curriculum for students.
 Evaluate curriculum materials and the implementation of the curriculum.
 Facilitate activities to ensure public understanding of every single curriculum
reform.
 Curriculum Specialist
 Innovate and develop curriculum
Despite the fact that these responsibilities are crucial to the educational process,
instructors must view themselves as curriculum leaders. The idea of curriculum
leadership includes a lot more ideas than just instructional leadership. All teachers can
perceive themselves as advocates and the driving force behind educational reforms at
all levels, including local schools, districts, divisions, regions, and the federal
government, by becoming curriculum leaders.

Activity 37. Select a partner and answer the following questions:

1. What are the challenges that K-12 teachers are currently facing in their
schools?
 Here are the challenges of K-12 that teacher are currently facing in their schools:
 Limited Resources
 Lack of student participation and engagement (or lack of parental support)
 Large class sizes
 students without access to technology
 concerns about students’ well-being
 no face-to-face interactions with students
 no work-life balance
 learning new technology.
 Lack of funding

2. What leadership functions of teachers need strengthening?

One of the leadership duties that teachers have is to increase their knowledge of
the teaching and learning process. This role needs to be strengthened or improved.
This leadership role needs to be improved and strengthened if teachers are to be good
teachers for their students. It’s crucial for a teacher to be familiar with and cognizant of
his or her students. The pupils’ various learning styles allow them to use a variety of
methodologies and instructional techniques. To increase student and teacher
competency and their power to effect societal change, it is very advantageous to
strengthen and improve a teacher’s leadership role. It is the duty of every teacher to
encourage their students to study and understand everything they can in both the
classroom and in real life. The possibility exists that each learner will mature into a
respectable community member, the teachers and students will succeed in their
objectives, and the learning environment in the classroom will be enhanced if a
teacher’s leadership position is created and strengthened through time. Strong and
harmonious relationships with the students are crucial because they will feel like they
belong in the class and will be eager to study as a result.

Activity 38. Identify the important traits of teachers as curriculum leaders in 21 st

century learning. Write your answer below. Share your answer to the class.
The following are the most important traits of teachers as curriculum leaders in
the 21 century learning:
st

 They Empower Teachers and Cultivate Leadership Skills

 Understand and model for students how to address complex problems, collect,
analyze and synthesize information from a range of sources, tolerate ambiguity
and uncertainty, and produce potentially viable solutions.
 They Create Collaborative, Inclusive Learning Environments
 Present balanced viewpoints on global issues and assist students in viewing
issues from multiple perspectives
 Create opportunities for students to reflect on their own learning and the teaching
they have experienced.
 They Are Passionate About Their Work
 They Encourage Risk-Taking
 They Lead by Example
Activity 39. Interview some teachers. Ask them to discuss their involvement in
selecting textbooks and other instructional materials. Write a summary of the
results of your interview.
The choice of textbooks and other teaching tools should be left to the instructors’
discretion. In some institutions, teachers may be required to select the school’s
textbooks; in contrast, administrators frequently select the textbooks for numerous
schools. Since they will be teaching the subject and are more familiar with the
requirements and personalities of their pupils, teachers should be free to choose the
textbooks and educational materials they will use in their classes. Teachers should be
involved in the process because they will be the ones imparting the material, therefore it
makes sense. Teachers are in charge of curriculum development and make sure that all
the instructional materials needed to implement the curriculum are available.
Additionally, they guarantee that the instructional materials are current and meet the
needs of the pupils. Teachers are continually urged to develop their own lesson plans
using resources from their surroundings. They must be inventive and imaginative while
developing relevant instructional materials for their classes.

Activity 40: How can a teacher influence other teachers to become curriculum
leaders? Write your answer below.
A teacher can encourage other educators to take the lead on curriculum
development by giving them the freedom to innovate, take charge, and make critical
decisions in their classrooms and schools. Teachers play a variety of roles and carry out
a variety of tasks that are crucial to the planning, development, and evaluation of
curriculum.
 They provide technical support in curriculum planning.
 They design curriculum from basic education to higher education.
 They help develop the curriculum content and activities including assessment
tools.
 They introduce curriculum innovations.
 Lead in the development or purchase of instructional materials
 They implement the curriculum in various capacities as administrators or as
classroom teachers.

CHAPTER 9: UNPACKING CURRICULUM STANDARDS AND COMPETENCIES

Activity 41. Examine the K-12 Basic Education Curriculum. Write in this matrix
other examples of content standards, performance standards, and learning
competencies to form your favorite subjects.
Subject: English
Grade Level: Grade 7
Content:
CONTENT STANDARD PERFORMANCE LEARNING
STANDARD COMPETENCY

The learner demonstrates The learner transfers The student should be able
understanding of: learning by: resolving to: EN7G-11a-1
Philippine literature during conflicts presented in
the Period of literary selections; using 1. Classify sentence
Apprenticeship as a means tools and mechanisms in according to their
of examining conflicts; locating library resources; uses
various purposeful extracting information and 2. Identify the
listening and viewing noting details from texts to appropriate
strategies; difference write a précis, summary, or punctuation mark in
between literal and paraphrase; distinguishing the sentence.
figurative language; ways between and using literal
to extract and condense and figurative language
information based on and verbal and non-verbal
library sources; verbal and cues; use phrases,
non-verbal cues in oral clauses, and sentences
communication; and types meaningfully and
of phrases, clauses, and appropriately.
sentences.

Activity 42. Reflect on and address the following:

1.Examine the learning competencies. Try to identify whether the learning
competencies are:
K-Knowledge.
V-Values.
K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL-APPLIED
TRACK SUBJECT
Gnde:11
Subject Tile: Practical Research 1
Semester: Second Semester No. of Hours/Semester:80 hours/ semester
Subject Description: This course develops critical thinking and problem-solving skills
through qualitative research.
CONTENT CONTENT PERFORMANC LEARNING CODE
STANDARD E STANDARD COMPETENCY
The learner The learner is The learner CS_RS11-
NATURE demonstrates able to: 1. Shares IIIa-1
OF understanding of: Use appropriate research
INQUIRY 1. The kinds of experiences
AND importanc research in and
RESEARC e of making knowledge.
H research decisions. 2. Explains the CS_RS11-
in daily importance IIIa-2
life. of research
2. The in daily life.
characteris 3. Describes CS_RS11-
tics, characteristi IIIa-3
processes, cs,
and ethics processes,
of and ethics
research. of research.
3. Quantitativ 4. Differentiate CS_RS11-
e and s IIIa-4
qualitative quantitative
research. from
 4. The kinds qualitative
of research.
research 5. Provides CS_RS11-
across examples of IIIa-5
fields. research in
areas of
interest
(arts,
humanities,
sports,
science,
business,
agriculture
and
fisheries,
information
and
communicat
ion
technology,
and social
inquiry.

LEARNING COMPETENCIES
The learner…
1. Shares research experiences and knowledge. ( S )
2. Explains the importance of research in daily life. ( V)
3. Describes characteristics, processes, and ethics of research. (K)
4. Differentiates quantitative from qualitative research. (K)
5. Provides examples of research in areas of interest (arts, humanities, sports,
science, business, agriculture and fisheries, information and communication
technology, and social inquiry. ( S )

2. Compare your work with your classmates. List the similarities and differences
you noted. Then, explain the basis of your classification.

CLASSMATE A CLASSMATE B MY ANSWER

1. V S S
2. S S V
3. K K K
4. K K K
5. D S S

Shared research knowledge and experiences make up the first learning

competency. We both have the same response for the first learning competency—
classmate A chose values while classmate B chose skills. Describes the value of
research in everyday life in the second competency. My classmates A and B’s
responses demonstrate their skill. They both have the same reply. My response is
Values even though theirs isn’t. Describes the features, procedures, and ethics of
research is the third learning competency. It distinguishes between qualitative and
quantitative research. We have the same response—knowledge—for both the third and
fourth competencies.
3. Discuss which classification is best for each learning competency.
Knowledge is the most appropriate categorization for each learning competency
since it emphasizes knowledge acquisition and application and is extensively utilized in
educational settings. Displays knowledge of previously studied content by recalling
facts, phrases, fundamentals, and ideas
4. Decide what classification is best for each competency.
For each learning competency, knowledge, skill, and worth, they are all the best.
This information is crucial for figuring out the level of competence needed for each
measurable student outcome. Teachers may use the results to better understand the
nature of the subject matter and select effective delivery methods. Teachers can select
the best classroom assessment strategies for the course by organizing measurable
student outcomes in this way. It’s crucial for pupils to develop their knowledge,
principles, and abilities.
Activity 43. Reflect on and address the following:
1. Examine the learning competencies in the last curriculum.
Look at this example:
LO 2.Demonstrate the testing of an automotive battery
2.1 Select appropriate test equipment. K.SPT
2.2 Test different types of batteries. S.SPT
2.3 Analyze test results. .SPT
2.4 Compare battery test result based on manufacturer's specification.S.SPT
2.5 Observe safety at all times while doing battery test.V.SCD-PT
2.6 Report findings of test results. K.SPT

2. Identify whether the learning competencies are: K-Knowledge, s-Skills, or V-

Values.
1. Illustrates a random variable (discrete and continuous).
 K. knowledge
2. Distinguishes between a discrete and a continuous random variable.
 K. knowledge
3. Finds possible values of a random variable.
 K-Knowledge
4. Constructs the probability mass function of a discrete random variable and its
corresponding histogram.
 S. Skill
5. Computes probabilities corresponding to a given random variable.
 S. Skill
6. Computes probabilities corresponding to a given random variable.
 S. Skill
7. Illustrates the mean and variance of a distance random variable.
 K. knowledge

8. Calculates the mean and the variance of a discrete random variable.

 S. Skill
9. Interprets the mean and the variance of a discrete random variable.
 K-knowledge
10. Solves problems involving mean and variance of the probability distributions.
 S-skill
11. Illustrates a normal random variable and its characteristics.
 K-knowledge
12. Constructs a normal curve.
 S-skill

3. Classify whether each competency is: SCT-Standards with Conventional

Testing. SPT-Standards with Performance Task, or SCD-Standards for Continuing
Development.
1. Illustrates a random variable (discrete and continuous)
 SPT – Standards with Performance
2. Distinguishes between a discrete and a continuous random variable.
 SPT – Standards with Performance
3. Finds possible values of a random variable
 SCT – Standards with Conventional Testing
4. Constructs the probability mass function of a discrete random variable and its
corresponding histogram.
 SPT – Standards with Performance Task
5. Computes probabilities corresponding to a given random variable.
 SPT – Standards with Performance Task
6. Computes probabilities corresponding to a given random variable.
 SCT – Standards with Conventional Testing
7. Illustrates the mean and variance of a distance random variable.
 SCT – Standards with Conventional Testing
8. Calculates the mean and the variance of a discrete random variable.
 SCT – Standards with Conventional Testing
9. Interprets the mean and the variance of a discrete random variable.
  SCD – Standard for Continuing Development
10. Solves problems involving mean and variance of the probability distributions.
 SPT – Standards with Performance Task
11. Illustrates a normal random variable and its characteristics.
 SCT – Standards with Conventional Testing
12. Constructs a normal curve.
 SPT – Standards with Performance Task

4.Try unpacking the learning competencies from the Senior High School
Statistics and Probability Curriculum.
LEARNING COMPETENCY
The learner…
1. Illustrates a random variable (discrete and continuous) ( S. SPT)
2. Distinguishes between a discrete and continuous random variable. ( K.SPT)
3. Determines the possible values of a random variable. ( K.SCT)
4. Illustrates a probability distribution for a discrete random variable and its
properties. ( S.SCT)
5. Constructs the probability mass function of a discrete random variable and its
corresponding histogram. (S. SPT)
6. Computes probabilities for a given random variable. ( S.SCT)
7. Illustrates the mean and variance of a discrete random variable. ( S.SCT)
8. Calculates the mean and the variance of a discrete random variable. ( S.SCT)
9. Interprets the mean and the variance of a discrete random variable. ( V. SCD )
10. Solves problems involving mean and variance of the probability, distribution.
(S. SPT)
11. Illustrates a normal random variable and its characteristics.( S. SCT)
12. Construct normal curve (S. SPT )

5. Compare your work with your classmates. List the similarities an differences
you noted. Then, explain the basis of your classification.

CLASSMATE A CLASSMATE B MY ANSWER

1. S. SCT S. SCT S. SPT
2. K. SPT S. SPT K. SPT
3. V. SCT V. SCT K. SCT
4. S. SCT S. SCT S. SCT
5. V. SPT S. SPT S. SPT
6. S. SCT S. SCT S. SCT
7. S. SPT V. SCD S. SCT
8. V. SCD S. SCT S. SCT
 9. K. SPT K. SCT V. SCD
10. K. SCT K. SPT S. SPT
11. S. CT S. CT S. SCT
12. S. SPT S. SPT S. SPT

6. Discuss which classification is best for each learning competency.

SCT is the most appropriate classification for knowledge because it may be used
most
Assessment tools are used in traditional learning methods like pencil-and-paper
tests to determine what abilities students can successfully use.
Because performance tasks are frequently employed in some fields, such as the
visual and performing arts, physical education, and career-technology, where
performance is the natural emphasis of instruction, the appropriate classification for
skills is SPT. More real-world situations or actual applications of skills should be made.
Values is the ideal category for SCD because it describes a person’s moral
development throughout their educational journey.

7. Try doing it with the other subjects in the K-12 Basic Education Curriculum
until you master the skills for unpacking the standards and competencies.
THE EXAMPLES OF STANDARD AND LEARNING COMPETENCIES FROM ORAL
COMMUNICATION
The learner…
1. Discusses the functions of communication. ( K. SCT)
2. Identifies the speaker’s purpose(s). ( K. SCT)
3. Watches and listens to sample oral communication activities ( S. SPT)
4. Ascertains the verbal and nonverbal cues that each speaker uses to achieve
his/her purpose ( S. SPT)
5. Comprehends various kinds of oral texts ( K. SCT)
6. Identifies strategies used by each speaker to convey his/her ideas effectively.
( K. SCT)
7. Evaluates the effectiveness of an oral communication activity. ( S. SCT )
Activity 44. Reflect on and address the following:
1. Form a small group. Select one subject to examine from the K-12 Basic Education
curriculum.
2. Examine the nature of the competencies. Then, using the appropriate Bloom’s
Taxonomy, look over the descriptions of the various levels of expertise.
3. Determine which description most closely matches that learning competency.
4. Analyze which of the three domains of learning is more emphasized in the curriculum.
5. Report your output to the whole class.
The traditional “Knowledge, Attitude, Skills” framework of learning methods and
evaluation is supported by Bloom’s Taxonomy. The taxonomy is an effective tool for
assessing students’ values, attitudes, and actions as well as their level of conceptual
comprehension and application, as well as their presentation of certain skills. The most
widely used framework of its kind in education is still Bloom’s Taxonomy of Learning
Domains. It is a simple, useful model that may be used to define learning objectives,
implement teaching and training techniques, and evaluate the efficacy of those
techniques. Bloom’s Taxonomy provides a great framework for organizing, developing,
assessing, and evaluating the effectiveness of training and learning. This will decide
which classroom assessment strategies are most effective for the course. Education
should emphasize “mastery” of subjects and the promotion of more advanced ways of
thinking. The effectiveness of acquiring “mastery” rather than merely memorization will
enhance with proper planning and measurement of educational training and learning
objectives.