Activites - Advanced Curriculum Development

Chapter 1-Module 1
Lesson 1.1 | The Curricula in School

Take Action
Activity 1 – Think-Pair-Share
1. Get a Partner (A and B)
My Partner is, Ms Aubrey Thyzea B. De Veyra
2. Discuss the Sabre-tooth Curriculum and answer the following:
a. Does the sabre-tooth curriculum still exist at present? Give examples of your
evidence?
Yes, the saber tooth curriculum still exists until now because our educational system
teaches students on how to do particular tasks on their own and we let them do the
things which can help them to exercise their minds as well as their skills.
© 2016, Dr. Richard Biffle
https://janebluestein.com/2016/the-saber-tooth-curriculum-revisited-a-brief-walk-in-
time/
Literature, sources, evidence to support argument/analysis
This paper develops the argument that our curriculum, as basically taught today, is
a saber-tooth curriculum. Because the curriculum was established in the 19th century,
and although times have changed dramatically, the fundamental and sacred aspects of
the 19th century curriculum remain with us today. We must accept the need to learn
new work, technical and management skills, and develop appropriate practices.
Simply maintaining standards will not suffice.
One measure of a successful education program is one that delivers a curriculum that
promotes critical thought, reflection, and collaboration (Wiles, J. & Bondi, J. 1998).
As a result, the program fosters essential professional competencies related to
knowledge of subject matter and student learning; formal and authentic assessment;
democratic ideals; cultural diversity; recognition of individual student needs; and
communication with students, the community, and other education professionals.
Conclusions, implications, and significance
The Saber-Tooth Curriculum teaches us that a curriculum should preserve the past,
but not be limited by it. Integral to curricular and teaching success are program and
experiences that exemplify the design and organization of a “360 degree curricular
focus” that engages, informs, and creates an environment in which students study the
principles of healthy interactions. This permits the education programs and schools to
focus attention on the development and support of healthy, well-integrated human
beings.
b. Describe the kind of curriculum that exists as described in the article.
The Saber-Tooth curriculum generally means enjoining in traditional ways and old
systems of education. It embodies people's resistance to change and hesitancy to
embrace innovation, even if it is the only way for survival and what the age calls for.
The curriculum that was being described on the article conveys a message in a form of
the premise “we should teach them on how to catch a fish using their hands rather than
using a net.” In which it implies that we teachers/future teachers, we must teach the
young on how to manipulate their cognitions, we should let them think and we should
let them do things on their own rather than spoiling them with all their needs and
covets.
3. What does the author mean, when he said, “A curriculum should be

timeless?” Explain.
It simply means that our education system should fit with the needs of the time and
serve a purpose. Ultimately, these curricular decisions should be made by our society
to fit our needs, rather than by individual teachers, school buildings, or districts.
It means that a curriculum should preserve the past, but not be limited by it. Also,
our education system should fit with the needs of the time and serve a purpose.
4. What is the difference between education and training?
The difference is that the term training implies the act of imparting a special skill or
behavior to a person, which is commonly offered to employees of operational level.
While education, is a process of systematic learning something in an institution that
develops a sense of judgment and reasoning in employees. And to add, training is
undertaken in the hopes of gaining a specific skill. Generally, this skill will make you
more employable. While education is undertaken in the hopes of furthering your
individual knowledge and developing your intellect.
Activity 2 - Observing a Curriculum in a Classroom
Visit a classroom other than your own with permission from the teacher. (Elem,
High School, College).
Do the two activities:
1. Observe the classroom situation.
2. Interview the teacher.
Focus your observation and interview on the presence or absence of the seven types
of curricula and their descriptions.
3. Record your observation and interview on the matrix provided.
Guide questions for Observation and Interview

1. What curricula are present in the classroom from my observation?
According to my observations, the following curricula are present in the classroom:

recommended curriculum, taught curriculum, supported curriculum, assessed
curriculum, and learned curriculum.
2. What curricula are present in the classroom interview?
According to my observations, the curricula present in the classroom are the

recommended curriculum, taught curriculum, supported curriculum, assessed
curriculum, and learned curriculum.
3. How do I describe what I observed? Interviewed?
According to my observations, the teacher is an excellent planner and supporter

because she clearly teaches the lesson and ensures that the students understand it.
4. Is there a type of curricula not present in the classroom? Identify.
None. Everything was applied by the teacher that I have observed.
Type of Curriculum What observation/information did I get? Or

What answers did I get from my interview?
1. Recommended This curriculum was found during class
observation, recommended by DepEd.
2. Written This curriculum was found during class observation
since the teacher has Lesson Plan and Daily Lesson
Log as a guide in teaching. She is also using a book
and using a Curriculum Guide and Teachers Guide
as her basis on what to teach.
3. Taught The teacher is facilitating her students based on the
written curriculum.
4. Supported The teacher is using printed materials, ei. (Self
Learning Module and TarPapel as her visual aid,
PowerPoint and Video Lesson for her Instructional
Materials. She also sends Instructional video and
link from YouTube as an added reference.
5. Assessed The teacher follows up with Quizzes and Exams to
assess students learning, and conducts practical
activities to assess their psychomotor skills.
6. Learned It is evident that the students where able to learn
from their lessons since they were able to pass and
apply their learning on their practical activities.
7. Hidden Even though this was not originally planned in the
teachers DLL, still she was able to apply the hidden
curricula by showing great impact on how she
relate the lessons to the students current
experiences. Thus, students better understand their
lesson by corelating with their personal
experiences.
SELF-CHECK
Read each statement and decide weather you Agree or Disagree. Write your
answer before each number.
Agree 1. In the Saber Tooth Curriculum, learning is experiential and authentic.
Agree 2. It is a reality that there exist more than one curricula in the teacher’s
classroom.
Agree 3. A teacher can say with confidence that learning has occurred, if the
curriculum has been assessed.
Agree 4. Some curricula in the schools/classrooms are unwritten.
Agree 5. To establish national standards, teachers should be guided by recommended

curriculum in basic and higher education.
Agree 6. Teachers should expect that school curricula are dynamic and changing.
Agree 7. Evaluated curriculum makes judgement about learning.
Agree 8. Textbooks and modules are written curricula that represent the recommended
curricula.
Disagree 9. Only the Department of Education can recommend a curriculum.
Agree 10. In the heart of all the types of curricula, the teacher has a major roles.
SELF-REFLECT
1. Is it necessary for the teachers to learn about school curriculum? Why?

Write your answer on the space provided below.
Yes. Because creating and managing a curriculum is one of the most important
functions of a teacher, all teachers must be familiar with school curricula.
Besides, a curriculum is of great help for the teacher to be guided on what to teach
their learners. There is also other topic that is a pre-requisite before teaching higher
order topics or skills. A recommended curriculum is also very important so students
will have an aligned learning per year level and so the teacher will know how much
time is allotted on teaching theories before she can teach the practical or laboratory
works if there is.
TAKE ACTION
Activity 1: Let’s Do a Simple Survey
Name of Teacher: _________________________
School: ______________________________ Grade Level Assignment: _______
No of Year Teaching: _____ Degree Graduated: __________________________
Circle YES or NO that will correspond to your self-assessment. Then rank the items
which you answered YES. Which activity do you do most of the time? What activity
do you do least of the time?
As a school teacher, Answer and

Rank
1. I master the subject matter that I have to teach.2. YES NO
2. I implement what I have planned for my teaching. YES NO
3. I monitor and assess if my students are learning. YES NO
4. I modify my activity to suit my learners in my classroom. YES NO
5. I lead in the implementation of a new curriculum in my school. YES NO
6. I write instructional materials based on the recommended school YES NO
curriculum.
7. I look for other ways of doing to improve teaching and learning in my YES NO
classroom.
8. I participate in community activities as a good citizen. YES NO
9. I disregard the needs of my learners and focus only. YES NO
10. I teach my plan for the students to learn YES NO
PRESENTATION OF TABLE
1. I master the subject matter that I have to teach.2. YES NO
2. I implement what I have planned for my teaching. 28 2
3. I monitor and assess if my students are learning. 29 1
4. I modify my activity to suit my learners in my classroom. 30 0
5. I lead in the implementation of a new curriculum in my school. 24 6
6. I write instructional materials based on the recommended school 27 3
curriculum.
7. I look for other ways of doing to improve teaching and learning in my 30 0
classroom.
8. I participate in community activities as a good citizen. 27 3
9. I disregard the needs of my learners and focus only. 0 30
10. I teach my plan for the students to learn 30 0
Interpretation of the data
According to the results of the survey, most teachers were doing their best to
improve the learning process of their students. Out of thirty teachers, only two
responded that they did not understand their subject matter, and these two teachers are
new. Only one teacher responded that he did not put his teaching plans into action.
According to the survey, all respondents' teachers were monitored and assessed to see
if their students were learning, and they also modified their activities to suit their
students in their classrooms. Six teachers admit that they did not take the lead in
implementing a new curriculum in their school, while twenty-four teachers said yes.
Analysis/ Learning Insights
To be a teacher is to be a curricularist, even if one does not have the stature of
John Dewy, Ralph Tyler, Hilda Taba, or Franklin Bobbit. However, as a curricularist,
a teacher will be learning, writing, implementing, innovating, initiating, and
evaluating.
The curriculum in schools and classrooms, just as role models and advocates in
curriculum and curriculum development have shown the way. (Bilbao et al., 2014)It
was observed in the data presentation that the majority of the teachers are
curricularists. They have mastered their subject matter, and they have begun to write
the curriculum in order to implement what they have planned. Teachers are also
attempting to capture the attention of their students by adapting their activities to their
students' interest.
Lesson 1.2
SELF-CHECK
I am a Teacher! Who Am I as a Curricularist?
Instructions: Identify on the blanks provided who am I as a Curricularist based on the
cases presented.
Case 1:1 have a good idea on how to make my learners pay attention to the lesson. I
will use the new idea and find out if it will work.
INNOVATOR (INNOVATES THE CURRICULUM)
Case 2: DepEd sent the standards, competencies, and guidelines in teaching the
Mother Tongue in Grade 1 in our school. I will study and use it in the coming school
year.
IMPLEMENTOR (IMPLEMENTS THE CURRICULUM)
Case 3: There is so much to do in one school day. I seem not able to do all, but I have
to accomplish something for my learners. I have made a daily activity plan to guide
me.
PLANNER (PLANS THE CURRICULUM)
Case 4: I need a poem to celebrate the World Teachers' Day. I composed one to be
used in my class in Literature.
WRITER (WRITES THE CURRICULUM)
Case 5: My class is composed of learners from different home background and
culture. I cannot use a "one-size-fits all strategy" in teaching so I can respond to the
diverse background. In my readings, I discovered that there are ways of teaching. I
tried one myself and it worked.
INITIATOR (INITIATES THE CURRICULUM)
Case 6: Knowledge is limitless. What I learned in college is not enough. I need to
know more, so I enrolled in the graduate school to advance my learning
KNOWER (KNOWS THE CURRICULUM)
Case 7: At the end of the year, my performance as a teacher is reflected in the school
performance of my students. So, I need to provide a monitoring tool to measure how
they are progressing. The result will inform me how I will address my learners’
weakness and enhance their strengths.
EVALUATOR (EVALUATES THE CURRICULUM)
Case 8: I am teaching in a very far away barangay with no electricity yet. Many of the
instructional aids for teaching sent to our school are films and video tapes which need
power. I cannot use them, but the lessons are very important. So, I thought of making
an alternative activity. I took my class to the river and waterfall instead of doing the
lesson.
INNOVATOR (INNOVATES THE CURRICULUM)
Case 9: My principal asked me to attend a write shop to make the lesson exemplars in
the teaching of science in Grade 7. In the workshop, I used my experiences as a
science teacher for ten years, and my knowledge of the subject matter. At the end of
three days, I was able to produce lesson exemplars which I am proud of
Case 10: From grade 7 to grade 10 of the K to 12 Enhanced Curriculum, science as a

subject is presented, taught and learned in a spiral manner. This is part of the DepEd
implementing guidelines of the curriculum. I am a Biology major, and I have
insufficient knowledge about the other areas of science such as Physics and Earth
Science. Because of this dilemma, I have to request the principal that we have team
teaching. Which role of the curricularist, am I trying to do?.
INITIATOR (INITIATES THE CURRICULUM)
Did you learn more from the cases?
SELF-REFLECT
Choose one from Case 1 to 10 above. Reflect on the case you have chosen and write
your reflections on the box below. Ask your classmate to read and comment on your
reflections. Both of you, discuss your answers.
Name: AIRA SABELA-REPULDA Case No. 3

A. My Reflections on Case No 3 (refer to cases 1 to 10 above)
Case 3: There is so much to do in one school day. I seem not able to do all, but I have
to accomplish something for my learners. I have made a daily activity plan to guide
me.
REFLECTIONS:
As a teacher there are so much to do in a day that you may not be able to fit
everything according to your plan. You should always make your learners as your
priority, and it is very important for a teacher to have a written plan.
I make it a habit that before the school year starts, I study my TLE offering
since it changes every year. I make sure that before the quarter begins, I already lay
out what to do in every lesson. I study the curriculum guide and the school calendar so
I can have my budget of lesson ready. In my daily work I make sure to write in my
journal every important activity that has happened and take notes of those I still need
to do. I also make sure that I check every activity real time, so I always know what
kind of remedial my students need to do and who to give additional focus. Through
that kind of work [practice I avoid cramming when it comes to giving grades.
B. What my partner said about my reflections:

Name of Partner: Aubrey Thyzea de Veyra
For me my partners practice is a very good tip to all teachers out there. Studying
your future course offering is very important so you can master or refreshen your brain
of how you can attack your lesson and make it more informative for your learners.
Taking notes of what you did and what you still need to do is also very good as it
serves as your record and guide on your next move.
Module 2
Lesson 2.1
TAKE ACTION
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.
A curriculum, in my opinion, is broadly defined as the sum of student

experiences that occur during the educational process. The term is frequently used to
refer to a planned sequence of instruction or to a perspective on the student's
experiences in terms of the educator's or school's instructional goals. A curriculum
may include planned interactions between students and instructional content,
materials, resources, and processes for assessing students' achievement of educational
goals.
2. Do you have a traditional view of a curriculum, a progressive view or both? Explain

your view based on your definition.
I view curriculum in both ways. It is important to incorporate traditional values

in teaching. Teachers sharing everything they have learned through their experiences.
However, one must understand that learning is not the same for everyone. Teachers
should make learning experiential for their learners. It is very important for the
students to have a hands-on learning so they will be able to apply all the theories that
they have been taught.
SELF-CHECK
Label the description on the left with either Traditional (T) or Progressive (P).
No Description (T) (P)
.
1 Teachers are required to teach the book from cover to cover. T
2 If the learners can memorize the content, then the curriculum is T
best.
3 Children are given opportunity to play outdoors. P
4 Parents send children to a military school with rigid discipline. T
5 Teachers are reluctant to teach beyond the written curriculum. T
6 Prerequisites to promotion for the next grade are skills in reading, P
writing and arithmetic only.
7 Teachers provide varied experiences for the children. P
8 Learning can only be achieved in schools. T
9 It is systematic arrangement of contents in the course syllabus. P
10 Co-curricular activities are planned for all to participate. P
SELF-REFLECT
Pick up a daily newspaper and read today’s headline. Choose one and reflect on
this headline that relates to curriculum and to your becoming a curricularist. Write
your answer in at least two paragraphs.
Food insecurity can be linked to other issues such as malnutrition, illness,
homelessness, or addiction, necessitating a creative, thoughtful, and community-driven
approach to addressing it. People who are giving back or passing it on. The poor are
assisting the poor. Giving without expecting anything in return
This led me to realize that establishing community pantries and becoming a
curricularist share many similarities, and that we can apply this to becoming a
curricularist. Teachers, like these institutions, must be creative in how they implement
curriculum. This could include novel teaching methods such as incorporating social
media into lesson plans and providing adequate assistance to students who are lacking.
Lesson 2.2
Activity 1: Making an Inventory of Curriculum Approach as Content, Process and
Product.
Instruction: Choose a book that is being used in elementary, high school or college.
Identify the following: Content, Process, Product.
Inventory of the Curriculum Content, Process and Product

Title of the Book: Building English
Skills Grade Level:
Grade 5
No.
Content
Process
Product/Outcome
1
Taking Care of Books
Applying the different ways
in using the books properly.
The learners will be able
to apply on how to take
care of the books.
2
Parts of a Book
Identifying the parts of a
book.
to identify the different
parts of a book.
3
Prefixes, stems and
suffixes
Determining prefixes, stems
and suffixes
to determine the
differences of prefixes,
stems and suffixes.
4
Contextual Clues
Extracting the meaning of a
word through the contextual
clues.
to extract the meaning of
the word through context
clues.
5
Dictionary
Using the dictionary to have
the proper pronunciation
to perform the correct
pronunciation of the
words.
6
Glossary

words.
7
Parts of a Newspaper
Identifying the different
parts of a newspaper and
their functions
to u the different part s
of the books.
8
Fanciful vs. Realistic
Paragraphs
Comparing between fanciful
and realistic paragraphs
to differentiate between
fanciful and realistic
paragraphs
9
Emotional Reaction
Determining the emotions
applied in the text.
to determine what the
emotions is being
delivered in the text.
10
Cause and Effect
Identifying the cause and
effect in a sentence
to identify the cause and
Title of the Book: Building English
Skills Grade Level:
Grade 5
No.
Content
Process
Product/Outcome
1
Taking Care of Books
Applying the different ways
in using the books properly.
to apply on how to take
care of the books.
2
Parts of a Book
Identifying the parts of a
book.
to identify the different
parts of a book.
3
Prefixes, stems and
suffixes
Determining prefixes, stems
and suffixes
to determine the
differences of prefixes,
stems and suffixes.
4
Contextual Clues
Extracting the meaning of a
word through the contextual
clues.
to extract the meaning of
the word through context
clues.
5
Dictionary
words.
6
Glossary
words.
7
Parts of a Newspaper
Identifying the different
parts of a newspaper and
their functions
to u the different part s
of the books.
8
Fanciful vs. Realistic
Paragraphs
Comparing between fanciful
and realistic paragraphs
to differentiate between
fanciful and realistic
paragraphs
9
Emotional Reaction
Determining the emotions
applied in the text.
to determine what the
emotions is being
10
Cause and Effect
Identifying the cause and
to identify the cause and
Title of the Book: Building English Skills Grade Level: Grade 9
No Content Process Product/Outcome
.
The learners will be
1 Taking Care of Books Applying able to apply on how to
take care of the books.
the
different
ways
in using
the books
properly.
Applying
the
different
ways
in using
the books
properly.
Applying
the
different
ways
in using
the books
properly.
Applying the different
ways in using the books
properly.
2 Parts of a Book Identifying the parts of a able to identify the
book. different parts of a
book.
3 Prefixes, stems and Determining prefixes, able to determine the
suffixes stems and suffixes differences of prefixes,
stems and suffixes.
Extracting the meaning The learners will be
4 Contextual Clues of a word through the able to extract the
contextual clues. meaning of the word
through context clues.
Using the dictionary to The learners will be
5 Dictionary have the proper able to perform the
pronunciation correct pronunciation
of the words.
Alphabetically listed The learners will be
terms or words relating able to perform the
6 Glossary to specific subject, text correct pronunciation
or dialect, with of the words.
explanation; a brief
dictionary.
Identifying the different The learners will be
7 Parts of a Newspaper parts of a newspaper and able to differentiate the
their functions. parts of news paper.
Comparing between The learners will be
8 fanciful and realistic able to differentiate
Fanciful vs. Realistic paragraphs between fanciful and
Paragraphs realistic paragraph.
Determining the The learners will be
9 Emotional Reaction emotions applied in the able to determine what
text. the emotions is being
Identifying the cause and The learners will be
10 Cause and Effect effect in a sentence able to identifying the
cause and effect in a
sentence.
SELF-CHECK
Instruction: Match the CONCEPT in Column II with the CHOICES in COLUMN III.
Write the letter of your ANSWER in Column I.
I. II. Concepts III. Choices
Answer
B 1.Curriculum as a way of doing A. Content
D 2. Authenticity of the content B. Process
A 3. Curriculum as the subject matter C. Product
E 4. Fair distribution of the content across the subjects D. Validity
C 5. Curriculum as the outcome of learning E. Balance
F 6. Seamless flow of content vertically or horizontally F. Articulation
in the curriculum
J 7. Evidence of successful teaching G. Sequence
I 8. Enduring and perennial content, from past to future H. Integration
H 9. Allowing the transfer of content to other fields I. Continuity
G 10. Arranging of contents from easy to difficult J. Learning
Outcomes
SELF-REFLECT
Instruction: After learning from this lesson, how would you prepare yourself to
become a teacher, using the three approaches to curriculum? Write on the space
below:
The first approach to curriculum is as a content or body of knowledge. As I prepare to

become a teacher, the first thing I would consider is the content of knowledge, which
is very important not only to myself, but also to the students. These are the "what" that
the students will learn. I used to believe that every student needed to be fed new sets of
information every day by the teacher. As a result, a teacher should always ensure that
the curriculum used focuses on the content. Keeping in mind that the body of
knowledge must first be prepared, of course, the best way for me to transmit to the
learners would be in a topical approach.
Theoretical knowledge is always available, particularly for teachers. Anyone who
wants to learn it can, and it is good enough to be taught to students. We can't deny that
knowledge is important or necessary, but if we combine knowledge in the mind with
knowledge gained through experiences, I believe the presentation of the content will
be more than just an ordinary one. In terms of content selection criteria, it would
beextremely beneficial in the current climate if I emphasized the first "importance" as
my foundation or criterion in the body of knowledge I would always consider the
learners' cultural context in order to adjust and adapt.
As we have built and established the curriculum as content, or the main bulk of the
preparation for becoming a teacher, it is appropriate to consider and plan the next
approach, the curriculum as a process. This focuses on how to teach the material.
There are numerous strategies and approaches for effectively delivering knowledge
and executing it. It is beneficial to know how I will deliver the curriculum so that the
students can better understand it. In my preparation, I always look forward to the
implementation of curriculum content in such a way that students will learn or take the
knowledge as I prepare the content. The assurance of learning is very important in
determining the strategies or methods to be used.
Lesson 2.3
TAKE ACTION
Activity 1: Comparison of the Three Models (by groups or clusters of 3-5 persons)
Instruction: With your group members, determine the similarities and differences of
the three models of Curriculum Development Process.
How are the Models Similar?
Similar Features Tyler's Taba's Saylor & Alexander

Tyler and taba's
model are similar
Tyler and Saylor and
in a wa that both
Alexander's model are
of them has
similar in a way that
considerations to
both of them has
follow in
Tyler xxxxxx considerations to follow
examining the
in examining the needs
needs of the
of the students as well
students as well
as there's an evaluation
as ther's an
at the end.
evaluation at the
end.
Taba and Tyler's

model are
similar in a way
Taba's and Saylor and
that both of
Alexander's model are
them has
similar in a way that
considerations to
both of them has
follow in
Taba xxxxxx considerations to follow
examining the
in examining the needs
needs of the
of the students or
students or
society as well as there's
society as well
an evaluation at the end
as there's an
evaluation at the
end
Saylor and Saylor and

Alexander and Alexander and
Tyler's model Taba's model are
are similar in a similar in a way
way that both of that both them
them has has
considerations to considerations to
Saylor &
follow in follow in xxxxxx
Alexander
examining the examining the
needs of the needs of the
students or students or
society as wells society as well as
a there's an there's an
evaluation at the evaluation at the
end end
Comment: All the models utilize the process of curriculum planning, curriculum
designing, curriculum implementing, curriculum evaluating. Also, all of the models
has there considerations to follow and to be made and as what I have observed, the
similarity is that, there's always an evaluation at the end.
How are the Models Different?
Similar Features Tyler's Taba's Saylor & Alexander

Tyler's model does not
only focus on goals,
objectives, and domains
Tyler's model is as considerations on
different from curriculum development
Tyler xxxxxx Taba's model but also the experiences
because it starts in relation to the
the steps of purpose of the
curriculum curriculum unlike
development Saylor and Alexander's
from the top. model.
Taba's model is
different from Saylor
and Alexander's because
Taba's model had
specified each toward
developing a curriculum
unlike Saylor and
Taba xxxxxx Alexander's model that
directly submits the
goals and objectives to
Taba's grassroot curriculum designing
approach begins without identifying the
from the bottom, content and possible
rather than from experiences that the
the top for which learners attain.
Tyler proposed.
Saylor and
Alexander's
Saylor and
model is different
Alexander's
from Taba's
model is
model in a way
different from
that Saylor's
Tyler's model in
model directs the
Saylor & a way that
steps to the four xxxxxx
Alexander Tyler's model
major steps but
considers
Taba's give
experience while
attention to
Saylor and
anything that may
Alexander's
interfere the
model does not.
learning of the
students.
Comment: The experience in school and its purpose has been given the attention in
Tyler's model. The steps were specified in Taba's while in Saylor and Alexander's, it
identifies the domain, objectives and goals and follow by curriculum designing.
implementing, and evaluating.
SELF-CHECK
1. Describe the model of curriculum development which you understood best. Write in
two paragraphs.
Tyler's model of curriculum development had the four basic principles that I
understood best. Its illustrious educational career resulted in significant contributions
to educational policy and practice. His impact was felt most strongly in the field of
testing, where he transformed the concept of measurement into a grander concept, he
called evaluation; and in the field of curriculum, where he designed a rationale for
curriculum planning in the realm of educational policy.
Tyler recognizes a problem in the selection of learning experiences by a teacher. The
issue is that a learning experience is the interaction between a student and her
environment. That is, the learning experience is influenced to some extent by the
students' perceptions, interests, and prior experiences. As a result, a learning
experience is not entirely within the teacher's control. Regardless, Tyler believes that
the teacher has control over the learning experience through manipulation of the
environment, resulting in stimulating situations that elicit the desired type of learning
outcomes.
SELF-REFLECT
1. What phase of the curriculum process do you find very important as a teacher?
Why?
All phases of the curriculum process are important, but in my opinion, curriculum
planning is far more important than the others because it addresses some of the
questions that must be addressed to define the issue. This includes methods for
identifying gaps in knowledge and practice trends emerging from data; a process for
prioritizing needs; and identification of target audience characteristics, which I believe
are the most important things to consider in the curriculum process.
Lesson 2.4
TAKE ACTION
Instructions:
1. Form a five-member group. Choose a group leader. With all the group members,
search two outstanding personalities in the cluster of curriculum Foundations who
contributed to curriculum development. Write their biographies. You may find other
persons not included in the list not given in this lesson.
Cluster 1 – Philosophical Foundations
Cluster 2 – Historical Foundations
Cluster 3 – Psychological Foundations
Cluster 4 – Sociological Foundations
2. Submit in group the biographies of the identified persons in not less than 3 pages,
short sized- bond paper, double spaced, with list of references at the end.
Cluster 1 – Philosophical Foundations
John Dewey (/ˈduːi/; October 20, 1859 – June 1, 1952) was an

American philosopher, psychologist, and educational reformer whose ideas have been
influential in education and social reform. He was one of the most prominent
American scholars in the first half of the twentieth century.
The overriding theme of Dewey's works was his profound belief in democracy, be it in
politics, education, or communication and journalism. As Dewey himself stated in
1888, while still at the University of Michigan, "Democracy and the one,
ultimate, ethical ideal of humanity are to my mind synonymous." Dewey considered
two fundamental elements—schools and civil society—to be major topics needing
attention and reconstruction to encourage experimental intelligence and plurality. He
asserted that complete democracy was to be obtained not just by extending voting
rights but also by
ensuring that there exists a fully formed public opinion, accomplished by
communication among citizens, experts and politicians, with the latter being
accountable for the policies they adopt.
Dewey was one of the primary figures associated with the philosophy
of pragmatism and is considered one of the fathers of functional psychology. His paper
"The Reflex Arc Concept in Psychology," published in 1896, is regarded as the first
major work in the (Chicago) functionalist school of psychology. A Review of General
Psychology survey, published in 2002, ranked Dewey as the 93rd-most-cited
psychologist of the 20th century.
Dewey was also a major educational reformer for the 20th century. A well-
known public intellectual, he was a major voice of progressive
education and liberalism. While a professor at the University of Chicago, he founded
the University of Chicago Laboratory Schools, where he was able to apply and test his
progressive ideas on pedagogical method.[14][15] Although Dewey is known best for his
publications about education, he also wrote about many other topics,
including epistemology, metaphysics, aesthetics, art, logic, social theory, and ethics.
Reference: https://en.wikipedia.org/wiki/John_Dewey
Thomas Aquinas, OP (/əˈkwaɪnəs/; Italian: Tommaso d'Aquino, lit. 'Thomas

of Aquino'; 1225 – 7 March 1274) was an Italian Dominican friar and priest who was
an influential philosopher, theologian and jurist in the tradition of scholasticism; he is
known within the tradition as the Doctor Angelicus, the Doctor Communis, and
the Doctor Universalis. The name Aquinas identifies his ancestral origins in the
county of Aquino in present-day Lazio, Italy. Among other things, he was a prominent
proponent of natural theology and the father of a school of thought (encompassing
both theology and philosophy) known as Thomism. He argued that God is the source
of both the light of natural reason and the light of faith. He has been described as "the
most influential thinker of the medieval period" and "the greatest of the medieval
philosopher-theologians". His influence on Western thought is considerable, and much
of modern philosophy is derived from his ideas, particularly in the areas of
ethics, natural law, metaphysics, and political theory.
Unlike many currents in the Catholic Church of the time,[14] Thomas embraced several
ideas put forward by Aristotle—whom he called "the Philosopher"—and attempted to
synthesize Aristotelian philosophy with the principles of Christianity.
His best-known works are the Disputed Questions on Truth (1256–1259), the Summa
contra Gentiles (1259–1265), and the unfinished but massively influential Summa
Theologica, or Summa Theologiae (1265–1274). His commentaries on Scripture and
on Aristotle also form an important part of his body of work. Furthermore, Thomas is
distinguished for his eucharistic hymns, which form a part of the church's liturgy. The
Catholic Church honors Thomas Aquinas as a saint and regards him as the model
teacher for those studying for the priesthood, and indeed the highest expression of both
natural reason and speculative theology. In modern times, under papal directives, the
study of his works was long used as a core of the required program of study for those
seeking ordination as priests or deacons, as well as for those in religious formation and
for other students of the sacred disciplines (philosophy, Catholic theology, church
history, liturgy, and canon law).
As a Doctor of the Church, Thomas Aquinas is considered one of the Catholic
Church's greatest theologians and philosophers. Pope Benedict XV declared: "This
(Dominican) Order ... acquired new luster when the Church declared the teaching of
Thomas to be her own and that Doctor, honored with the special praises of the
Pontiffs, the master and patron of Catholic schools."
Reference: https://en.wikipedia.org/wiki/Thomas_Aquinas
Cluster 2 – Historical Foundations

John Franklin Bobbitt (February 16, 1876 near English, Indiana – March 7, 1956
in Shelbyville, Indiana) was a North-American educationist, a university professor and
a writer. A representative of the efficiency minded thinkers, he specialized in the field
of the curriculum.
His parents were James and Martha Bobbitt, he was born in the small town of English,
Indiana on February 16, 1876. Bobbitt graduated in 1901 from the Indiana University.
[1]
He first worked in several rural schools in Indiana.
From 1903 to 1907, Bobbitt was a teacher at the Philippine Normal School in Manila.
He went to the Philippines as part of a member of a committee sent to draw up an
elementary school curriculum for the islands. They had the freedom to form an
original curriculum to fit the needs of the population. At first, they put together
American textbooks which they had been familiar with in United States schools, but a
director of education in the Philippines made them look this over. When they saw that
their idea did not fit with the social realities, they discarded their original plan. This
time they drew up a plan with a variety of things to help the people gain health, make
a living, and enjoy self-realization. They got away from the American textbooks and
found activities derived from the Philippine culture. This is when Bobbitt realized that
there were more useful solutions to forming a curriculum than just using traditional
beliefs.
Bobbitt went on and received a PhD from Clark University in 1909. From 1909 until
his retirement in 1941, Bobbitt worked as faculty at the University of Chicago.
He felt that the curriculum was a way to prepare students for their future roles in the
new industrial society. He influenced the curriculum by showing how teaching
classical subjects should be replaced by teaching subjects that correspond to social
needs. In 1918, Bobbitt wrote The Curriculum: a summary of the development
concerning the theory of the curriculum. This became an official specialization in the
education sciences. The entrance point of a curriculum was, according to Bobbitt, to
see which results must be accomplished.
Bobbitt felt that the curriculum must adapt to the needs of an individual and to the
needs of the new industrial society, people should not be taught what they would never
use. They should only learn those skills which were necessary to fulfill their personal
tasks. Education was according to Bobbitt primarily a preparation for adulthood and
not for childhood or youth. This resulted in an early differentiation in education.
Bobbitt was not a supporter of coeducation. In his view girls had a very different
future than boys, so they did not need the same sort of education.
Reference: https://en.wikipedia.org/wiki/John_Franklin_Bobbitt
William Heard Kilpatrick (November 20, 1871 – February 13, 1965) was an
American pedagogue and a pupil, a colleague and a successor of John Dewey (1859–
1952). Kilpatrick was a major figure in the progressive education movement of the
early 20th century.
Kilpatrick was born in White Plains, Georgia. He had an orthodox upbringing and was
educated at Mercer University and Johns Hopkins University where he later became a
mathematics teacher at High School and at Mercer University. He first met John
Dewey in 1898 and again met him in 1907. Kilpatrick decided to make philosophy of
education his specialty and attended all courses given by Dewey at Teachers College,
Columbia University. From this developed a cooperation, which persisted up to
Dewey's death in 1952. Both men's ideas directly impacted the 1932 founding
of Bennington College in Vermont: they were both on the original College Board of
Trustees, with Kilpatrick soon becoming President of the Board, and two of the
original 12 houses on campus are named after them.
His first teaching job was at Blakely Institute, a combined elementary and secondary
public school in southwest Georgia, required that he attend a July 1892 summer at
Rock College Normal School, Athens, GA. There he learned of the educational
theories of German educator Friedrich Wilhelm August Fröbel (1782-1852),
kindergarten founder and learning-through-play advocate. He again studied at Johns
Hopkins University, summer 1895, then taught seventh grade and was principal at
Anderson Elementary School, Savannah, GA, 1896–97. He was at Mercer University,
1897–1906, taught mathematics, was vice-president, 1900, and acting president, 1904–
06, but resigned when the trustees were concerned about his doubting the virgin birth
of Mary, the mother of Jesus Christ.
In 1907-1909 Kilpatrick was a student in Teachers College at Columbia University
(New York City), where he took courses in history of education under Paul
Monroe[2] (1869-1947), philosophy of education under John Angus
[3] [4]
MacVannel (1871-1915), psychology under Edward Lee Thorndike (1874-1949),
and philosophy under Frederick James Eugene Woodbridge[5] (1867-1940) and John
Dewey. In 1908 Kilpatrick wrote in his diary: "Professor Dewey has made a great
difference in my thinking." Dewey wrote to MacVannel and said the following about
Kilpatrick: "He is the best [student] I ever had." [6] Dewey was Kilpatrick's most
important professor and mentor while Kilpatrick was a student at Teachers College.
Kilpatrick spent his professional career and the rest of his long life at Teachers
College, Columbia University (TCCU), where he was instructor in history of
education (1909-1911), received a Ph.D. in 1911 with his thesis (supervised by Paul
Monroe) titled The Dutch Schools of New Netherland and Colonial New
York (published in 1912 in various editions), was assistant professor of philosophy of
education (1911–1915), associate professor of philosophy of education (1915–1918),
full professor of philosophy of education (1918–1937), and emeritus professor
thereafter.
Kilpatrick's 1st wife was Mary (Marie) Beman Guyton (November 12, 1874 - May 29,
1907). William and Mary married on December 27, 1898, and they had three children.
William's 2nd wife was Margaret Manigault Pinckney (December 4, 1861 - November
24, 1938). William and Margaret were married on November 26, 1908. William's 3rd
and final marriage was to Marion Isabella Ostrander (December 23, 1891 - January 29,
1975) on May 8, 1940, she is having been his secretary.
After retiring from TCCU, 1937, he was president of the New York Urban League,
1941–51; chairman of American Youth for World Youth, 1946–51; chairman of the
Bureau of International Education, 1940–51.
Kilpatrick had several critics but many more admirers and followers. His eighty-fifth
birthday, November 20, 1956, celebrated at Horace Mann Auditorium, TCCU,
resulted in a special March 1957 issue of Progressive Education, "William Heard
Kilpatrick Eighty-Fifth Anniversary," containing 10 articles. Both heralded and
criticized as John Dewey's chief educational interpreter, Kilpatrick was a leading
advocate of progressive education. He died after a long illness at age 93 on February
13, 1965 in New York.
Kilpatrick developed the Project Method for early childhood education, which was a
form of Progressive Education that organized curriculum and classroom activities
around a subject's central theme. He believed that the role of a teacher should be that
of a "guide" as opposed to an authoritarian figure. Kilpatrick believed that children
should direct their own learning according to their interests and should be allowed to
explore their environment, experiencing their learning through the natural senses.
[7]
Proponents of Progressive Education and the Project Method reject traditional
schooling that focuses on memorization, rote learning, strictly organized classrooms
(desks in rows; students always seated), and typical forms of assessment. He has been
described as a developmentalist.
Kilpatrick published Foundations Of Method - Informal Talks On Teaching in 1925.
Reference: https://en.wikipedia.org/wiki/William_Heard_Kilpatrick
Cluster 3 – Psychological Foundations

Ivan Petrovich Pavlov (Russian: Ива́н Петро́ вич Па́влов, IPA: [ɪˈvan pʲɪˈtrovʲɪtɕ
ˈpavləf] ( listen); 26 September [O.S. 14 September] 1849 – 27 February 1936),[3] was
a Russian and Soviet experimental neurologist, psychologist and physiologist known
for his discovery of classical conditioning through his experiments with dogs.
The basics of Pavlov's classical conditioning serve as a historical backdrop for current
learning theories. However, the Russian physiologist's initial interest in classical
conditioning occurred almost by accident during one of his experiments on digestion
in dogs. Considering that Pavlov worked closely with nonhuman animals throughout
many of his experiments, his early contributions were primarily about learning in
nonhuman animals. However, the fundamentals of classical conditioning have been
examined across many different organisms, including humans. The basic underlying
principles of Pavlov's classical conditioning have extended to a variety of settings,
such as classrooms and learning environments.
Classical conditioning focuses on using preceding conditions to alter behavioral
reactions. The principles underlying classical conditioning have influenced
preventative antecedent control strategies used in the classroom. Classical
conditioning set the groundwork for the present day behavior modification practices,
such as antecedent control. Antecedent events and conditions are defined as those
conditions occurring before the behavior. Pavlov's early experiments used
manipulation of events or stimuli preceding behavior (i.e., a tone) to produce
salivation in dogs much like teachers manipulate instruction and learning
environments to produce positive behaviors or decrease maladaptive behaviors.
Although he did not refer to the tone as an antecedent, Pavlov was one of the first
scientists to demonstrate the relationship between environmental stimuli and
behavioral responses. Pavlov systematically presented and withdrew stimuli to
determine the antecedents that were eliciting responses, which is similar to the ways in
which educational professionals conduct functional behavior assessments. Antecedent
strategies are supported by empirical evidence to operate implicitly within classroom
environments. Antecedent-based interventions are supported by research to be
preventative, and to produce immediate reductions in problem behaviors.
Reference: https://en.wikipedia.org/wiki/Ivan_Pavlov
Edward Lee Thorndike (August 31, 1874 – August 9, 1949) was an

American psychologist who spent nearly his entire career at Teachers College,
Columbia University. His work on comparative psychology and the learning process
led to the theory of connectionism and helped lay the scientific foundation
for educational psychology. He also worked on solving industrial problems, such as
employee exams and testing. He was a member of the board of the Psychological
Corporation and served as president of the American Psychological Association in
1912. A Review of General Psychology survey, published in 2002, ranked Thorndike
as the ninth-most cited psychologist of the 20th century. Edward Thorndike had a
powerful impact on reinforcement theory and behavior analysis, providing the basic
framework for empirical laws in behavior psychology with his law of effect. Through
his contributions to the behavioral psychology field came his major impacts on
education, where the law of effect has great influence in the classroom.
Thorndike's Educational psychology began a trend toward behavioral psychology that
sought to use empirical evidence and a scientific approach to problem solving.
Thorndike was among some of the first psychologists to combine learning theory,
psychometrics, and applied research for school-related subjects to form psychology of
education. One of his influences on education is seen by his ideas on mass marketing
of tests and textbooks at that time. Thorndike opposed the idea that learning should
reflect nature, which was the main thought of developmental scientists at that time. He
instead thought that schooling should improve upon nature. Unlike many other
psychologists of his time, Thorndike took a statistical approach to education in his
later years by collecting qualitative information intended to help teachers and
educators deal with practical educational problems. Thorndike's theory was an
association theory, as many were in that time. He believed that the association
between stimulus and response was solidified by a reward or confirmation. He also
thought that motivation was an important factor in learning. The Law of Effect
introduced the relation between reinforcers and punishers. Although Thorndike's
description of the relation between reinforcers and punishers was incomplete, his work
in this area would later become a catalyst in further research, such as that of B.F.
Skinner.
Thorndike's Law of Effect states that "responses that produce a desired effect are more
likely to occur again whereas responses that produce an unpleasant effect are less
likely to occur again". The terms 'desired effect' and 'unpleasant effect' eventually
became known as 'reinforcers' and 'punishers'.
Reference: https://en.wikipedia.org/wiki/Edward_Thorndike
Cluster 4 – Sociological Foundations
David Émile Durkheim (French: [emil dyʁkɛm] or [dyʁkajm]; 15 April 1858 – 15
November 1917) was a French sociologist. Durkheim formally established the
academic discipline of sociology and is commonly cited as one of the principal
architects of modern social science, along with both Karl Marx and Max Weber.
Much of Durkheim's work was concerned with how societies can maintain
their integrity and coherence in modernity, an era in which traditional social and
religious ties are much less universal, and in which new social institutions have come
into being. Durkheim's conception of the scientific study of society laid the
groundwork for modern sociology, and he used such scientific tools
as statistics, surveys, and historical observation in his analysis of suicides in Catholic
and Protestant groups. His first major sociological work was De la division du travail
social (1893; The Division of Labour in Society), followed in 1895 by Les Règles de la
méthode sociologique (The Rules of Sociological Method), the same year in which
Durkheim set up the first European department of sociology and became France's first
professor of sociology. Durkheim's seminal monograph, Le Suicide (1897), a study
of suicide rates in Catholic and Protestant populations, especially pioneered
modern social research, serving to distinguish social science
from psychology and political philosophy. The following year, in 1898, he established
the journal L'Année Sociologique. Les formes élémentaires de la vie
religieuse (1912; The Elementary Forms of the Religious Life) presented a theory of
religion, comparing the social and cultural lives of aboriginal and modern societies.
Durkheim was deeply preoccupied with the acceptance of sociology as a
legitimate science. He refined the positivism originally set forth by Auguste Comte,
promoting what could be considered as a form of epistemological realism, as well as
the use of the hypothetico-deductive model in social science. For Durkheim, sociology
was the science of institutions, understanding the term in its broader meaning as the
"beliefs and modes of behaviour instituted by the collectivity," with its aim being to
discover structural social facts. As such, Durkheim was a major proponent
of structural functionalism, a foundational perspective in both sociology
and anthropology. In his view, social science should be purely holistic in the sense that
sociology should study phenomena attributed to society at large, rather than being
limited to the study of specific actions of individuals.
Reference: https://en.wikipedia.org/wiki/%C3%89mile_Durkheim
Alvin Eugene Toffler (October 4, 1928 – June 27, 2016) was an American
writer, futurist, and businessman known for his works discussing modern
technologies, including the digital revolution and the communication revolution, with
emphasis on their effects on cultures worldwide. He is regarded as one of the world's
outstanding futurists.
Toffler was an associate editor of Fortune magazine. In his early works he focused on
technology and its impact, which he termed "information overload." In 1970, his first
major book about the future, Future Shock, became a worldwide best-seller and has
sold over 6 million copies.
He and his wife Heidi Toffler, who collaborated with him for most of his writings,
moved on to examining the reaction to changes in society with another best-selling
book, The Third Wave in 1980. In it, he foresaw such technological advances as
cloning, personal computers, the Internet, cable television and mobile communication.
His later focus, via their other best-seller, Powershift, (1990), was on the increasing
power of 21st-century military hardware and the proliferation of new technologies.
He founded Toffler Associates, a management consulting company, and was a visiting
scholar at the Russell Sage Foundation, visiting professor at Cornell University,
faculty member of the New School for Social Research, a White House correspondent,
and a business consultant. Toffler's ideas and writings were a significant influence on
the thinking of business and government leaders worldwide, including China's Zhao
Ziyang, and AOL founder Steve Case.
Toffler has received several prestigious prizes and awards, including the McKinsey
Foundation Book Award for Contributions to Management Literature, Officier
de L'Ordre des Arts et Lettres, and appointments, including Fellow of the American
Association for the Advancement of Science and the International Institute for
Strategic Studies.
In 2006, Alvin and Heidi Toffler were recipients of Brown University's Independent
Award.
Reference: https://en.wikipedia.org/wiki/Alvin_Toffler
SELF-CHECK
Quick Check! Tag the Person
What significant contribution can you recall about this person?
1. Lev Vygotsky – Socio Cultural Development Theory

2. Daniel Goleman – Emotional Intelligence Theory / Emotional Quotient
3. William Kilpatrick – Purposeful Activity
4. Hilda Taba – Theoretical & Pedagogical foundations of concept development &
critical thinking in social studies curriculum
5. Ralph Tyler – Cyclic Curriculum Improvement
6. John Dewey – Social Theory of Education / “Learning by doing”
7. Abraham Maslow – Hierarchy of Needs in Education / Self-Actualization Theory
8. Carl Rogers – Nondirective and Therapeutic Learning
9. Franklin Bobbit – Curriculum Development Movement
10. Alvin Toffler – Future Shock / Home Schooling
SELF-REFLECTION
After discussing this lesson, reflect on the following questions.
1. Identify which among the foundations of curriculum, has influenced what you
have learned in school as college student?
I am a math major student and I

do believe that all courses have a
foundation, and I've come to
realize that it's the goal of the
math curriculum to support all
students, which I believe is a
wonderful thing for all students.
Examine some of the
mathematical concepts that
underlying the
subject, as well as how they are
applied in real-world situations.
A further definition of the study
of the foundations of
mathematics would be the
study of the fundamental
mathematical
principles such as sets, fun
I am a math major student and I
do believe that all courses have a
foundation, and I've come to
realize that it's the goal of the
math curriculum to support all
students, which I believe is a
wonderful thing for all students.
Examine some of the
mathematical concepts that
underlying the
subject, as well as how they are
applied in real-world situations.
A further definition of the study
of the foundations of
mathematics would be the
study of the fundamental
mathematical
principles such as sets, functions,
geometric figures, numbers, and
so on, which are fundamental
to the study of mathematics
I teach TLE, and I believe that all courses have a foundation, and I've come to realize
that the TLE curriculum's goal is to support all students, which I believe is a wonderful
thing for all students. Examine some of the underlying TLE concepts as well as how
they are applied in real-world situations. A more detailed definition of foundational
research.
2. How will the thinking of Abraham Moslow’s influence your teaching practice
in the future?
The thinking of Abraham

Maslow’s can influence my
teaching practice in the future in
a way that
it will motivates me, as it is
connected to Maslow’s
Hierarchy. Academic success
requires student
motivation. To achieve
academically, students’ basic
human needs must be met at all
levels of
Maslow’s hierarchy. On the
other hand, this self-esteem,
sense of belonging, safety,
and
physiological demands that me as
a future teacher must address in
the classroom to boost my
pupils’ ability to study and
succeed.
As it is related to Maslow's Hierarchy, Abraham Maslow's thinking can influence my
future teaching practice in a way that motivates me. Student motivation is required for
academic success. Students' basic human needs must be met at all levels of Maslow's
hierarchy in order for them to succeed academically. On the other hand, it is these self-
esteem, sense of belonging, safety, and physiological demands that I, as a future
teacher, must address in the classroom in order to improve my students' ability to
study and succeed.
3. Do you agree with Alvin Toffler?
Yes, I agree with Alvin Toffler, and it is important to remember that the influence of
new technology has had a significant impact on the nature of society, such as the
interactions between people and political and economic organizations, according to
Alvin Toffler. People's lifestyles must be modified to some extent in order to accept
technological innovation.
MODULE 3
Lesson 3.1
Components Copy from the Sample Your

comment/Suggestion
Title of the Lesson Plan TLE 10-Handicrafts
Intended Learning The learners demonstrate This objective is

Outcomes/Objectives an understanding on the achievable given proper
difference of earrings and time management of
earring backs. lesson and demonstration.
The learners
independently make their
own earrings.
Content/Subject Matter Earrings
Method/Strategies Making students watch This is a very informative

videos of earring making and interactive kind of
and giving actual discussion since students
demonstration of recycled will be able to practice
materials what was discussed.
Evaluation /Assessment Activity. Demonstrate on An appropriate assessment

how to make recycled to see if the students can
earrings. really apply what was
demonstrated.
TAKE-ACTION
Activity 1: Finding an Example
Instructions: With a partner . . ..
1. Secure a copy of 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.
SAGKAHAN NATIONAL HIGH

SCHOOL GRADE LEVEL 10
SCHOOL
Grade 10 LEARNING
TEACHER AIRA S. REPULDA TLE – (HANDICRAFTS)
AREA
Lesson Plan TEACHING
FOURTH
DATES AND MAY 16, 2022 QUARTER
TIME
CONTEXTUALIZED LESSON PLAN
At the end of the lesson the students are expected to do the following with at least 80% accuracy:
I. OBJECTIVES
1. Identify the different types of earrings and earring backs
2. Produce an earring accessory
A. Content Standard The learners demonstrate an understanding on the difference of earrings and earring backs.
B. Performance Standard The learners independently make their own earrings.

C. Learning
Competencies/Objectives LESSON 3: PREPARATION AND PRODUCTION OF FASHION ACCESSORIES
D. Theme: EARRINGS
E. Behavioral Indicator: Patronizing recycled products, Patience, Honesty, Creativity and Appreciation of handcrafted arts.
EARRINGS
II. CONTENT
III. Learning Resources Lesson 3
A. References LM- HANDICRAFTS GRADE 10, TG on Handicrafts,
1. Teacher’s Guide
TLE_ HEHC9-12FM-lej-5
Pages/Code
2. Learner’s Materials Laptop, cellphone, internet connection/WIFI, paper, ballpen.
3. Textbook Pages TLE – Learning Module – Handicrafts Pages 154 - 160
1. LM Handicrafts G10
4. Additional Materials from LR 2. TG Handicrafts G10
Portal 3. YouTube tutorials
4. Internet / Google
B. Other Learning Resources Microphone/Lapel - Receiver, V8, Speakers and Laptop, Recording device, Power Point, Google Meet, FB Live Stream via Group and OBS System
IV. PROCEDURES
A. Reviewing previous lesson ELICIT
or presenting the new lesson Show pictures of different earrings and ask students who can wear it and on which occasion is it proper to wear.
B. Establishing purpose of the ENGAGE
lesson Teacher present and discuss first classroom rules.
Annotation: Objective 5 & 6
Discussing classroom rules 1. Why is it important to know the tools and materials in making earrings?
established safe learning 2. Why do we need to know for which occasion can you wear a certain accessory?
environment with respect, care Annotation:
and implementing policies. Set an achievable and appropri
learning outcomes that are align
(Teacher will demonstrate on how to make an earring) with learning competency.
The class will be asked to get an earring and share on which occasion did he/she wear it.
SCORING RUBRICS
C. Presenting examples/ CRITERIA POINTS
Instances of the new lesson
Content 10
Delivery 5
Creativity 5
TOTAL 20
D. Discussing new concepts

and practicing new skills #1 The students will be asked to answer Activity 8 on LAS. Fill in the blanks. (The students will answer individually on a piece of paper)
EXPLORE
A video presentation will be flashed on how to make Earrings by using recycled products:
Annotation:
E. Discussing new concepts Asking questions starting with What,
https://www.youtube.com/watch?v=CukbjBQ4TKk&t=5s Why, to develop the students critical
and practicing new skills #2 and higher order of thinking.
1. How important is it incorporate recycled materials in making accessories such as earrings?
2. What is the importance of time and patience in making an earring?
F. Developing Mastery (Leads EXPLAIN:
to Formative Assessment 3) Annotation: Objective 7
After the video presentation students will be asked a few questions. Used appropriate teaching and
learning resources, including ICT to
address learning goals.
Annotaton: Objective 5
Delivered teaching strategies that
are responsive to the special needs
of learners. In this activity DRRM
was integrated.
1. Why is it necessary to know the proper steps in making an earring?
2. What are the hazards they may encounter while making the product/project?
G. Finding practical ELABORATE
applications of concepts and
skills in daily living In your respective homes make a timelapse or TikTok video of yourself crafting your own design and style of earrings. You may use other materials yo
prefer. This will serve as your project # 2. Be sure to accompany it with a project plan. Have fun and enjoy earrings making!
Annotation: Objective 16 Post video on our FB Group.
In this activity experiential FB GROUP link: https://web.facebook.com/groups/996509471197572
learning or learning by doing
was integrated.
SCORING RUBRICS
CRITERIA POINTS
Content 10
Delivery 5
Creativity 5
TOTAL 20
Let the students share what they learn about the lesson by using the guide questions below. Annotation:
H. Making generalizations and Set an achievable and appropr
1. Why is it important to recycle?
abstractions about the lesson learning outcomes that are alig
2. Is making recycled handcrafted products good for the environment? with learning competency.
3. Can you possibly market / sale handmade earring product?
ACTIVITY LET’s DO IT!
I. Evaluating Learning Demonstrate on how to make a recycled earring.
The students will be evaluated using the scoring rubrics shown on screen (PPT).
Advance Reading
J. Additional activities for
Home Activity: Read the Lesson about Necklace making, page 161-166
application or remediation
Reference: LM-Handicrafts Grade 10
V. REMARKS
VI. REFLECTION Reflect on your teaching and asses yourself as a teacher. Think about what works best to improve students’ progress. What else needs to be done to
help the students learn? And what more can you do as a teacher to help the learners.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require NONE
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who No remedial lesson happened since all students got 80% and above in the evaluation
have caught up with the lesson
D. No. of learners who

continue to require NONE
remediation
E. Which of my teaching 1. Experiential Learning, a teaching principle introduced by John Dewey’s Learning by Doing.
strategies worked well? Why 2. Collaborative Learning
did this work?
F. What difficulties did I
encounter which may Poor internet connectivity.
principal/supervisor can help
me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Answer briefly:
1. Which one principle of Oliva is reflected in the Lesson Plan? Explain briefly.
The principle of Oliva that is reflected in the Lesson Plan is that curriculum change
depends on the people who will implement the change. A teacher can always just
choose to follow the traditional way of teaching which is usually teachers only gives
overview of the lesson through theoretical learning. However, I opted to let them
watch a video related to our topic and aside from that I have shown them that I know
the topic myself and provided my own demonstration so students will imitate me and
it is easier for them to learn knowing that there is someone who they can always ask
to.
2. If you were to improve the design, what will you add, or subtract or modify?
Write your re-design suggestion.
If I were to improve the design, I will add some activities wherein students will not be
limited to learning own design of jewelry. Add some more references as an assignment
where students can check it own and study more.
SELF-CHECK
Which of the following concepts do you clearly understand? Answer Yes or No to the
questions that follow.
Questions Answer
As a curricularist and curriculum designer . . . . Yes or No
1. Do you think curriculum change is inevitable? YES
2 Does curriculum change not consider the existing one? NO
3. Should curriculum be designed only by one person? NO
4. Should any change in curriculum include an evaluation process? YES
5. Does curriculum change mean total overhaul? NO
6. Should learning outcomes be considered first before the content? YES
7. Should teaching methods consider only the expertise of the teacher? NO
8. Are time tested methods like inductive and lecture no longer useful? NO
9. Should contents be updated and relevant? YES
10. Is there only one design that a teacher should know? NO
SELF-REFLECT
Instruction: Provide answer 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
Before creating a curriculum, a teacher must consider the available resources in the
environment. If the study is required and appropriate in today's society because a
relevant curriculum should respond to changes brought about by current social forces,
philosophical teachers came from the book, and this design mostly corresponds to the
textbook. Most institutions that use this strategy strive for excellence in subject matter
content, which I believe is not right or good for students. Children are also human
beings with feelings and emotions. Using this approach is somewhat correct in some
ways, and this design only aims to teach children, but I must say that it should not be
the only way. Teachers, perhaps?
2. I feel that
Creating a curriculum that considers both the children and the teachers should be
really considered the next time there will be curriculum changes. Aside from that, the
higher ups should also consider the facilities of the schools, especially those who are
in the provinces. They should further expand their thoughts into thinking if that certain
change is applicable in all schools and consider its further outcome.
3. I need to
As a teacher I need to further study about the different curriculum so I can make my
teaching much better. Consider the current curriculum and align my lessons
accordingly.
LESSON 3.2
TAKE ACTION
Activity 1 – The K to 12 Curriculum: What Design?
Get hold of materials about the K-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 one
than one answer)
2. Cite an illustrative example that relates to your choice.
3. Place your answer on a matrix like the one below.
Type of Curriculum Design in K to 12 Illustrative Example
It may place emphasis on arithmetic,

biology, science, and other subjects from
the K-12 curriculum. This type of
Subject-Centered Design / Approach curriculum design focuses on the subject
rather than the individual. Mastery of the
content is required for success. It is the
most common type of curriculum used in
K-12 education.
DepEd will impose a "learner-centered"

curriculum for Grade 1 and first-year
high school students, emphasizing
critical thinking rather than
memorization. It is critical that learners
develop a natural love of learning rather
Learner-Centered Design / Approach
than feeling as if it is something imposed
on them. It aims to produce high school
graduates who are prepared for the
workforce, have the necessary skills for
college education, and are prepared for
global opportunities.
One fact about teaching scientific

methods taught by TLE Teachers is
included in the K-12 curriculum. Were
we even taught that this method can be
used in everyday situations? Were our
eyes opened to this reality by knowing
our real-life problems, observing them,
and deciding what is best to do about
Problem-Centered Design / Approach them? We had no idea that scientific
methods could be used in our daily lives
and decision-making. With this problem-
centered design, we can instill the most
important learning from their overall
experiences in our students. The most
valuable aspect of our teaching is
integrating academic lessons into real-
life situations. In which we can teach our
students how to deal with life's social
problems through academic learning,
SELF-CHECK
Identify what kind of design and approach are utilized in the following descriptions.
1. Only students who master the subject content can succeed
SUBJECT CENTERED DESIGN
2. Students are encouraged to work together to find answers to their task

PROBLEM CENTERED DESIGN
3. No learner is left behind in reading, writing and arithmetic

4. School means survival of the fittest

5. Teacher extends class because the children have not mastered the lesson.
LEARNER CENTERED DESIGN
6. Lesson deals with finding solution to everyday problem.

7. Differentiated instruction should be utilized for different ability groups

8. Accumulation of knowledge is the primary importance in teaching

9. Learning how to learn is observable among students

10. Students are problem – finders and solution – givers

SELF-REFLECT
1. Choose one statement and reflect on it. What do you think and feel about it?
Write your answer in not less than 4 paragraphs.
Statement No. 1 – “Schools that approach the curriculum as subject0centered,
make robot out of the students.”
Statement No. 2 – “In schools where child-centeredness 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?”
I chose the statement "schools that approach the curriculum as subject-centered, turn
students into robots." I couldn't agree more with the statement because the subject-
centered approach is a strategy in which most of the teachers' ideas come from the
book and this design is mostly based on textbooks. Most institutions that use this
strategy strive for excellence in subject matter content, which I believe is not right or
good for students. Children are human beings with feelings and emotions. Using this
approach is somewhat correct in some ways, and this design only aims for the children
to learn, but it should not be the only way. Maybe teachers should teach.
LESSON 3.3
TAKE ACTION
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 G3 to
G10?
The main clusters of science content that students should learn from G3 to G10
are Matter, Living Things and Their Environment, Force, Motion, Energy and Earth
and Space.
1.2 How does science content progress from Grade 3 to Grade 10?
The students will see the same contents or related topics across the grade levels
from Grade 3 to Grade 10, but as they encounter the science content, it increasingly
maximizes its level of complexity and reinforces previous learning.
1.3 When you look at and analyze the map, what summary ideas can you give?
As I analyzed the map, I can say Curriculum Mapping helps to determine and
ensure that the teaching is purposefully structured, and the content must be properly
aligned and logically in sequence in teaching the subject or the content across the
grade levels. In involves progression and continuity in learning science.
1.4 Science Curriculum is spiral. How do you explain that in terms of what you see on
the map?
Science curriculum is spiral, in a way that it has a logical progression of the
content from simplistic ideas to complicated ideas. The concepts are presented
repeatedly but it has the level of complexity throughout the curriculum from different
grade levels. It also requires the deepening of it, with each successive encounter
building on the previous one.
2. Using Sample B, analyze and answer the following questions briefly:

2.1 What is the meaning of “Practiced” with a green background for subject Teaching
Profession and POI “Applied basic higher 21st century skills”
The colored cell under the PO1 “applied basic higher 21 st century skills” shows
how the 21st century skillset, such as critical thought, problem solving, imagination,
metacognition, communication, technical and technical literacy, are being applied
and practiced in the teaching profession.
2.2 What is your interpretation of the colored cell with “Learned” that crossed between
subject Social Dimension and PO5, Facilitate learning of different types of learners in
diverse learning environment?
My interpretation of the colored cell with “learned” that crossed between
subject social dimensions and PO5, facilitate learning of different types of learners in
diverse learning environment is that as they may be confronted with learners from
various backgrounds and can provide equal opportunity, it has been taught or gained
on how to integrate students from various backgrounds to create a community with
less boundary’s dependent on social, economic, or cultural distinctions.
2.3 What does the colored “Opportunity” in the cell of the subject Curriculum
Development that crosses with the P06 “Direct experience in the field and Classroom”
(observations, teaching assistance, practice teaching)?
The colored “Opportunity” in the cell subject curriculum development that
crosses with PO6 “Direct experience in the field and classroom” indicates that they
do not have sufficient knowledge of the subject but have been granted the opportunity
to study and practice to improve their performance. Teachers should be taught about
how to properly train themselves for authentic teaching conditions, and how to
experience personal progress and empowerment through the curriculum-development
process.
SELF-CHECK
Make a wise decision. Show me that you understood the lesson. Answer the following
questions with Yes or No and discuss your answer by citing evidence.
1. Does curriculum mapping help a teacher what to accomplish within the period of
time?
Yes, curriculum mapping does help the teacher understand what to accomplish
within the given period. It enables teachers and administrators to concentrate on
achieving a consistency of content through curricula. It enables us to observe what
children learn in each classroom and collect data on redundancies or differences in
course material. Teachers may use curriculum mapping to determine the course
layout as well as the time-scale schedule for when lessons or topics are learned.
2. Is a curriculum map a permanent document?

No, a curriculum map is not a permanent document because it is widely
considered as proactive method that helps teachers understand what has been
learned, how it as been learned, and how learning outcomes have been measured. The
curriculum map is a document created using the mapping tool. Many curricula maps
are graphic images of a table or matrix. That is to add, it is often seen as a work in
progress that is influences by a variety of variables.
3. Can a curriculum map help explain to parents what their children are learning in
school?
Yes, curriculum map provides detailed information on what the children are
learning in school and lists the results and content discussed in and subject field.
Parents are kept updated of their goals for students work as individual teachers or
teaching teams exchange curriculum maps with them. It helps them become better
informed about what is expected of them in the classroom.
4. Is curriculum mapping a task of only one teacher?

No, curriculum mapping is more successful when it is done in a system-wide
process. To put it in another way, an entire school district’s curriculum can be
mapped to ensure consistency of teaching. This systematic approach to curriculum
mapping can provide teamwork with all the school’s educators who teach students.
5. Can a curriculum amp as a tool be used in instructional supervision?

Yes, because curriculum map provides a comprehensive professional
development tool for using data in instructional decision making, aligning curriculum,
determining instruction, assessing with standards, and designing innovative and
engaging classroom instruction, it is powerful tool that can transform low performing
schools into high-performing learning communities.
SELF-REFLECT
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? (State your answer in not less than 4 paragraphs)
Basically, curriculum mapping is a process that enables districts to gather data

on what is being taught and what students are learning. The curriculum maps are the
result of this process that teachers can use as a tool to stay organized and as a
framework for daily lesson planning. As an educator, the process of curriculum
mapping is fundamental as it will serve as a guide in order for teachers to create an
effective curriculum. On the other hand, the map as a tool could help me a lot as a
teacher as it helps me track what has been taught and plan what will be taught.
Furthermore, it will help teachers on documenting the relationship between every
component of the curriculum. Thus, a curriculum map allows educators to review the
curriculum to check for unnecessary redundancies, inconsistencies, misalignments,
weaknesses, and gaps.
LET’S APPLY
A. Get a copy of the syllabus in professional education. Identify one or two topics and
the corresponding specific outcomes, learning activities and assessment tasks
Determine the beginning teacher indicator/s being addressed if any. Is there alignment
in the learning outcomes, activities and assessment tasks that address the beginning
teacher indicators? Why and why not?
The learning outcomes, activities, and assessment tasks in the first topic (Prefix
and Suffix) are all aligned with each other because each learning outcome is expected
to achieve and assessment to be able to accomplish the learning outcome. The
learning outcomes, activities, and assessment task all address the beginning teacher
indicator, which is to demonstrate content knowledge and its application within
and/or across curriculum teaching areas, because the learning activities depict that
the teacher has to demonstrate the content about prefix and suffix, and how to apply it
through identifying prefixes and suffixes in a sentence and constructing new words
using prefixes and suffixes.
Course Title: ENGLISH LANGUAGE (GRADE 7)

Course Description:
The English Language syllabus at GEMS Westgreen International Primary School
aims to support students in becoming confident speakers, secure readers and creative
writers who can write a vary of purposes. We provide students with the opportunities
to read and write a variety of texts, whilst building on their speaking and listening,
reading and language skills.
Course Learning Outcome:
At the end of this lesson, students should be able to:
 Define the terms “prefix” and “suffix” giving example.
 Identify the prefixes and suffixes in given words.
 Complete given sentences with the appropriate words using prefixes and
suffixes.
 Identify the different types of subjects and predicates, simple compound
and complete.
Topic/ Learning Learning Assessment Beginning

Competency Outcome/s Activities Teacher
Indicator/s
1. Prefix and  Define the  Give the  Create a  Domain 1:

Suffix terms definition Prefix and Content,
“prefix” and of prefix Suffix tree Knowledge,
“suffix” and suffix for and
giving in a ½ assignment Pedagogy
example. sheet of whereby
 Identify the paper and the tree  1.1.1
prefixes and give should Demonstrate
suffixes in examples. contain at content
given  Encircle least ten knowledge
words. the prefixes (10) prefix and its
 Complete and and suffix application
given suffixes in leaves. Use within
sentences the words the prefixes and/or
with the inside the given to across
appropriate box. create curriculum
words using  Fill the sentences teaching
prefixes and missing with the areas.
suffixes. affixes in new words.
 Construct the blank
prefix and to complete
suffix words each
and create sentence.
sentence
with new
words.
SELF-CHECK
1. Study the beginning teacher indicators in the PPST. As a pre-service teacher, list the
beginning teacher indicators that you have already acquired as a result of your teacher
education training. Share your answers with your seatmate.
Among the beginning teacher indicators in the PPST, the beginning teacher
indicators that I’ve already acquired as a pre-service teacher are the following:
1.1.1 Demonstrate content knowledge and its application within and/or across the
curriculum teaching areas.
2.1.1 Demonstrate knowledge of policies, guideline and procedures that provide safe
and secure learning environments.
2.2.1 Demonstrate understanding of learning environments that promote fairness,

respect and care to encourage learning.
2.3.1 Demonstrate knowledge of managing classroom structure that engage learners,

individually or in groups, in meaningful exploration, discovery and hands-on
activities within the available physical learning environments.
3.1.1 Demonstrate knowledge and understanding of differentiated teaching to suit the

learner’s gender, needs, strengths, interests and experiences. All of these are
beginning teacher indicators in the PPST that I’ve acquired through my training at
the university as an education student.
SELF-REFLECT
1. What happens when a graduate from teacher education program lacks the
competencies/standards of a beginning teacher?
A graduate from teacher education program must acquire and possess all the
competencies/standards of a beginning teacher to be an effective educator, otherwise,
that teacher will be ineffective and may fail as a teacher. The four-year course of a
teacher education is a training ground to lay our foundation as a great teacher, and it
is only necessary and is a responsibility of every aspiring teacher to acquire the
competencies and standards of a beginning teacher during this period of time.
2. How can CQA as a process help the teacher education institutions and teacher
educators achieve compliance to standards.
Curriculum Quality Audit or CQA as a process helps institutions and teachers
to achieve compliance to standards, whether the curriculum is over-presenting the
standards or under-presenting it. Also, CQA helps institution and teachers to ensure
that the learning outcomes, learning activities and assessments abide the standards or
align with the standards. And lastly, it helps teachers and institution in creating an
internationally comparable curriculum since they abide with the standards through
CQA; and the standards is the basis of curriculum analysis
Module 4
Lesson 4.1
TAKE ACTION
Activity 1 – Can we make a curriculum change? (By Groups)
The K to 12 is the current reform in our national basic education curriculum.
There are driving forces as well as restraining forces that affect its implementation. In
other words, there are factors that will make K to 12 succeed but there are also factors
that will make K to 12 fails.
1. What factors make K to 12 succeed? Writes these on the left column A. You
may not fill up all the boxes.
2. What factors make the K-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.
E
A. Driving Force/Factors Q B. Restraining Force/Factor
U
Government I Fear of the Unknown
L
Society’s Values Negative Attitudes
I
Technological Advancements B Traditional Perceptions
Knowledge Expansion R Misconceptions
I
Modernization U
Administrative Support M
1. If A is ore than B, there will be successful curriculum change.
2. If B is more than A, there will be an unsuccessful curriculum change.
3. If A and B are equal. Then there will be a status quo.
Activity 2 – Making sense of Curriculum Implementation
1. Observe class where the teacher is actually teaching.
2. Describe what the teacher is doing for at least the whole period.
3. Write down your observations based on the following questions:
3.1 What were the different learners’ activities?
The students performed and did many tasks and activities. The teacher gave a
mini-guessing game for the students that is related to the topic. The teacher also
grouped the class into four and did brainstorming. They also participated in class
recitation and answered the short quiz given by the teacher.
3.2 What did the teacher do? To make the learners engage in the activities.
The teacher said the objectives of the lesson. She also gave motivations for the
students. Because of this, the students actively participated in the class discussion. The
teacher also used several teaching methods and styles extended the attention span
engaged all of the students in the learning process.
3.3 Were majority of the children actively participating? Why?
Yes. Majority of the children actively participated. It’s because the teaching
strategy used by the teacher motivated the students and caught their attention. The
teacher’s way of teaching was also impressive.
3.4 Did the teacher control most of the activities?
Yes. The teacher has the control of the activities, but after giving the activities,
the students were the one who did, and the teacher served as a facilitator.
3.5 Did the learners and the teacher together achieve the desired learning
outcomes? Explain
Yes. The teacher and the students achieved the desired learning outcome. This
is the result when the teacher’s strategies and teaching methods matched the students’
learning styles. The students had fun and actively participated, without compromising
the desired learning outcome which is to learn a new topic.
SELF-CHECK
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.
Concepts Meaning/Description
Implementing Minor curriculums change like use of e-

portfolio instead of portfolio as an
artifact.
Progressive steps from orientation to

Restructuring reflection about the curriculum that is a
characteristic of a curriculum
implantation.
Major curriculums change like shifting

Developmental from face-to-face to online in the
delivery of an academic program.
Alteration Curriculum process of putting into action

what has been planned and designed.
Process that ensures that the curriculum

Change Process brings about something different and
better than before in the desired learning
outcomes.
SELF-REFLECT
As a 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? Or why not? Write your answer in the box.
My Response to Curriculum Implementation
The Curriculum serves as a guide for a teacher when dealing with a large
number of students, and without it, a teacher's goal is not measurable. My response is
that I will understand and analyze the given changes because, even if there is a
change, no one can play the role of a teacher because a teacher is always a teacher.
As a teacher educator, I would be willing to accept new curriculum changes if they
were made. As part of the curriculum change, I will be the one to advise my students
on what knowledge they should adopt and gain in a given period of time. Even if
changes occur, the teacher retains the authority to transform the curriculum into an
interactive experience.
Lesson 4.2
SELF-CHECK
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
2. What is the highest level of cognition in the Revised Bloom’s Taxonomy?
Create / Creating
3. What DepEd Order requires a newly hired teacher to write a lesson plan?
DepEd Order No. 42, S. 2016
4. What is referred to as a miniscule curriculum that the teachers implements
everyday?
Daily Lesson Plan
5. What is the learning style of a learner, who likes to tinker with many things?
Tactile Learner
6. What component of a lesson plan requires an active action for a curriculum to be
implemented?
Objectives
7. Who provided 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 implementor?
The Teacher
10. Who provided the original taxonomy for the cognitive domain?
Benjamin Bloom
SELF-REFLECT
Reflect on and answer the statement below, based on the lesson you learned this
Lesson.
1. When I become a teacher,

I will ---
Because ---
Since I am already a teacher, I can relate on those discussed on the previous
lesson. Becoming a teacher is such a hard task to toggle. In this generation, some
students are way too advance cos they used the pandemic to improve and take
advance lessons. They are the independent learners. However, a negative out turn to
those dependent learners where they focused more on games and other distractors
where they forgot about good manners and how to learn in school. When both of this
kind of learners showed up when face-to-face learning returned, they cannot seem to
meet in the middle. Everyday is such an end-to-end scenario.
What I did is I observed what kind of learners my students are and make sure
that I incorporate different learning style. Through that, I can cater how my students
can learn certain topics.
Because being a teacher is rewarding itself. Someday these students will be out
to places and your teachings will be forever instilled deep in their hearts.
Lesson 4.3
SELF-CHECK
A. Assess a visual material or presentation (Transparency or Power Point Slides
Presentation).
Using the criteria below, check YES if it complies with the criteria or make X if
it does not comply with the criteria.
Criteria Ye No
s
1. Lettering style or font (Consistent and with harmony) /
2. Number of letterings tyle (not more than 2 in a slide) /
3. Use of Capitals (Titles or Headings, not more than 6 words) /
4. Lettering colors-easy to read. Use of contrast for emphasis. /
5. Letter size can be read even at the back of the classroom. /
6. Spacing between letter-equal and even. /
7. Spacing between lines-not too close as to blur at a distance. /
8. Number of lines-not more than 8 lines of the text in each slide. /
9. Appeal-catchy two dimensional interactive, with animation. /
10. Use of designs, illustrations, contrasting colors, animation. /
B. Analyze the group Lesson Plan that you made in Take Action using the illustration
of the TPACK Framework and provide answer to the four major questions below.
TAKE ACTION
Class Activity: Make students in groups decide on (a) a specific lesson to be taught (b)
learning objectives (c) choice of media (d) preparing in grid form a Lesson Plan, as in
the following example.
Table 3 – An Example of Simplified Lesson Plan
Subject: TLE
Level: Grade 9
Class Size: 36
Duration: 1 period ( 1 hour)
Lesson: Salad and Salad Dressings
Topic: Classification of Salad
Specific desired learning outcomes:

At the end of the lesson, learners must have:
 Identify the different classification of salad
 Identify the ingredients of a salad
Instructional media
Video Presentation
PowerPoint Presentation
Activities
 The teacher introduces the general topic and lesson.
 Students are prepared to view the video presentation.
 After viewing, the teacher engages students 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 point
 Teacher asks each group to prepare a board presentation of their brief output.
 Teacher makes summary of the lesson.
 Teacher assigns each student to prepare a poster sign (with text and picture text)
on the subject Healthy Salad as a source of Nutrients for presentation and
discussion in the next class.
SELF-REFLECT
In a proposed mastery approach to instruction, the teacher (a) presents the lesson plan
to the whole class (b) assesses if 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?
In contrast to traditional teaching methods, which may leave students behind,
mastery learning approaches aim to ensure that all students have mastered key
concepts before moving on to the next topic.
2. The mastery approach appears time-consuming and difficult. Do you believe

practice and experience can overcome these difficulties?
Yes, practice and experience can help you overcome obstacles. Experience
brings learning and efficiency, while practice provides familiarity.
3. How can technology help in enrichment activities?

Technology motivates students to learn as well. They look forward to spending
time on their devices exploring and learning new things via websites, videos, apps,
and games. Students can learn while having fun, which helps them stay engaged with
the material.
4. Should the effective use of media be also assessed by the teacher? Why?
Yes. The use of media to enhance teaching and learning supplements traditional
learning approaches.
Lesson 4.4
TAKE ACTION
Activity 1 Learn More, Make an Interview
With the use of the interview protocol below, ask two persons (ex: 1 student and 1
teacher OR 1 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:_____________________ Interviewer: _________________

Name of School: _______________________________________________________
Category (check only)
Student: ______ Teacher: _______ School Head: _______ Parent: _______
Community: _______ LGU: ______ Govt Agency: ______ non-Govt 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 the 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 your answers.
2. Consolidate the answers and write your report for two individual samples in
paragraph form.
3. Submit to your faculty facilitator and make and share your experiences to the whole
class.
SELF-CHECK
Stakeholders: How are they involved in curriculum implementation?
Enter in the matrix the stakeholders and identify their involvement in curriculum
implementation.
STAKEHOLDERS INVOLVEMENT
Parents Their children’s academic information,

talents, and life values are consistently
supported by their parents. In the
majority of cases, the PTA takes the
initiative in enhancing the curriculum by
providing support to various school
events and initiatives.
Learner By following religiously, the rules of the

curriculum.
Faculty Member By implementing sincerity, the Do’s and

Dont’s of the curriculum.
Administrators By implying policies which would help

the teachers and students to be
responsible and productive.
Community Members By maintaining the linkage between the

school and the community at large.
SELF-REFLECT
QUESTION for REFLECTION: Reflect on this question and answer below.
If all the stakeholders contribute positively to curriculum implementation, do you
think, curriculum change, or development will succeed? Why? Or why not?
This will be successful in our opinion because all stakeholders will be able to
make changes or additions to our curriculum. Were they able to keep a reasonable
amount of tax? We couldn't let it go, but they will, and if they are brave enough to
share and put it into action, it will be a success. They are the ones who can determine
whether the program is appropriate for their skills and interests. Student
representatives who they believe represent the future of the country will be evaluated
to determine whether the proposal is beneficial.
It is expected that they will serve as the motivating factors for youngsters who
obtain a college degree in the future. "Interest groups" are those who are directly or
indirectly affected by the success of a school system. Government officials, school
board members, administrators, and teachers are all included. Not only do they assist
individuals in need, but they also make significant contributions to the curriculum, the
school, and the community.
Let’s build
our future together!
MODULE 5
Lesson 5.1
TAKE ACTION
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 the interviewee (teacher).
Name of School: SAGKAHAN NATIONAL HIGH SCHOOL
Curriculum to be Evaluated: SECONDARY
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? (a) kindergarten, B&C
(b) elementary, (c) secondary, (d) tertiary? Write the letter/s of the answer
that is applicable.
4. Which of the curriculum aspects can be assessed? (a)written (b) taught A, B,

(c)supported (d) tested and (e) learned curriculum? Write the letter/s of C, D, E
your answer.
5. Does the curriculum include formative assessment? Y
6. Does the curriculum include summative assessment? Y
7. Can the curriculum provide information needed for decision making? Y
Activity 2: Let Us Try! Be a curriculum Material Evaluator

1. You are asked by your principal to review a book for a decision.
2. Get a textbook in elementary or high school. This book is a curriculum product.
3. Use a Consumer-Oriented Evaluation Approach by Scriven and adapted from the
original work of Marvin Patterson shown above.
4. Make a matrix similar with that Marvin Patterson.
5. Review the whole textbook from cover to cover and reflect your answer on the
matrix itself.
6. What are your major comments?
7. What decision would you like to recommend to your principal?
Preliminary Information Recommendation
Title: Cookery 9 / Retain for further review

Author: Joana C. Perata __ Reject (comments)
Publisher: St. Bernadette Publishing
House Corporation
Copyright date: 2014 Description
Use the following codes to rate the material
+ means yes or good quality
O means all right but not of good quality
= means no or poor quality
N/A means not applicable
Criteria + o = N/A
1. Content covers a significant portion of the course +

competencies.
2. Contents are up to date. +
3. Reading level is appropriate for most students who will +

use the material.
4. Intended learning outcomes, competencies are included. +
5. Formative and summative assessment are included. +
6. Activities are varied to meet the needs of students. +
7. Teacher’s guide is included with management +

suggestion.
8. Materials are presented in logical order. +
9. Learning outcomes, competencies and/or task. +
10. Degree of match between learning activities and +

intended learning outcomes.
11. Quality of test items and degree of match with intended +

learning outcome.
12. Quality of direction on how the 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)
 This book is highly recommended because it is appropriate to the level of
students that will be using it.
 The book contains the quality that suits to the user of the learners.
 This book also needs improvement in the picture’s aspect. It should be more
attractive for the readers be attracted to open the book and read it more.
SELF-CHECK
Test I. What Can I Remember
Person Evaluation/Model and Short

Description
1. L.H. Bradley Bradley’s effectiveness Model for

Curriculum Development Indicators. –
This book provides indicators that can
help measure the effectiveness of a
developed or written curriculum.
2. Michael Scriven Scriven Consumer Oriented Evaluation-

These products are used in school which
require a purchasing decision. Consumer-
oriented evaluation uses criteria and
checklist as a tool for either formative or
summative evaluation purposes.
3. Robert Stake Stake Responsive Model – is a model

that is oriented more directly to program
activities than program intents.
Evaluation focuses more on the activities
rather than the intent or purposes.
4. Daniel Stufflebeam Daniel Stufflebeam’s Context, input,

process Product Model (CIPP) – this
model made emphasis that the result of
evaluation should provide data for
decision making.
5. Ralph Tyler Tyler Objectives Centered Model – it is

Ralph Tyler proposed curriculum
evaluation that until now continues to
influence many curriculums evaluation
assessment process. His monograph was
entitled Basic Principles of Curriculum
and Instruction.
SELF-REFLECT
Reflect on your current and past experiences on the different curricula you went
through from the time you entered school up to the present.
Pause for some moments and read the “ I wonder if “ in complete sentences. Based on
your reflection, choose one number and write your answer on the box provided then
based on your response on “I wander if” complete the sentence “I think”
“I wonder if what I have learned now will still be relevant in the future”
I think Yes, I believe what I have learned now will be useful in the future because
everything taught in school is for students to learn and apply in the future.
Curriculum may change, but it does not completely shift from one concept to another.
It was simply improved to adopt the new generation and a new environment that is
more technological than traditional.
LESSON 5.2
TAKE ACTION
Activity 1 Giving an Example
1. Give two test items that are appropriate for each level of learning outcomes. You
can choose type of test.
A. Knowledge
I. MULTIPLE CHOICE - Choose the best answer.
1. These are handheld materials used to accomplish a task.
a. Appliances b. Equipment c. Materials d. Tools
2. These includes mixers, slicers, grinders, choppers etc.

a. Auxiliary Equipment b. Auxiliary Cooking Equipment c. Primary Equipment d. Primary
Cooking Equipment
B. Process
II. IDENTIFICATION – Give the correct answer.
1. Refers to removing the visible dirt.
2. ____ which deteriorates and decomposes over a period of time.
C. Understanding
III. Recall
1. Write the procedure of making Mayonnaise.
2. Were you successful in making Mayonnaise? Yes or No? Explain what have you doe to make
your product a success/ failure.
Activity 2 Ask a Teacher (In groups)
1. Interview a teacher in basic education about how they assess learning.
2. Request some items for their assessment tools
Teachers assess their learners through the traditional one which is paper and pencil
test and progressive which is performance test. Examples of assessment for students
are quizzes, homework, exams, reports, research and for performances there are
rubrics and checklist.
LESSON 5.3
SELF-CHECK
Recall:
1. What are the levels of learning outcome?
LEVEL 1 – KNOWLEDGE – factual knowledge, conceptual knowledge, procedural
knowledge, metacognition.
LEVEL 2 – PROCESS – skills that the students used based on facts and information
for making meaning and understanding.
LEVEL 3 – UNDERSTANDING – big idea or concepts
LEVEL 4 – PRODUCT/PERFORMANCE – what products (material, tangible) or
performance (oral, visual, written, etc.) as evidence of learning? i.e. portfolio,
paintings, drama, research projects, etc.)
2. What are the levels of assessment?

LEVEL 1 – KNOWLEDGE – Who, what, when, how, why
LEVEL 2 – PROCESS – Constructed meaning of knowledge
LEVEL 3 – UNDERSTANDING – explanation, interpretations, applications
LEVEL 4 – PRODUCT/PERFORMANCE – transfer of understanding to life
situations as products, or performance.
3. What are the levels of proficiency?

BEGINNING – 74 and below
DEVELOPING – 75-79
APPROACHING PROFECIENCY – 80-84
PROFICIENT – 85-89
ADVANCE – 90 above
4. What are the assessment tools to measure learning outcomes?
Assessment tools to measure Knowledge, Process, Understanding (KPU)
Types of test to measure Knowledge, Process, Understanding
Objective Tests
1.1 Pencil and Paper Test
1.1.1 Simple Recall
1.1.2 Alternative Response
1.1.3 Multiple Choice Test
1.1.4 Matching Type
1.1.5 Perfect Matching Type
1.1.6 Imperfect Matching Type
Subjective Test
1.1.2 Essay
1.2.1.1 Restricted Response
1.2.1.2 Extended Response
Assessment Tool to Measure Knowledge Authentic Learning Performance and

Products (KPUP)
Performance Assessment Tools
1. Checklist
2. Rating Scale
3. Rubrics for Portfolio
SELF-REFLECT
Reflect the question:
“Does the result of a periodical test reflect evaluation of a curriculum? Why?
Yes, the result of periodical test does reflect towards the evaluation of a curriculum in
terms of being able to reassess its effectiveness in the student’s performance. Not only
the knowledge of the learners is evaluated through periodical test but also the
curriculum implemented in the school. In the result of the periodical can conclude if
the teacher’s strategies in implementing the curriculum achieved the desired learning
outcome that the institution wants to gain by all of the students they covered.
TAKE ACTION
Activity 1: A Day in a Life of a Teacher in the Classroom
1. Look for 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.
b.) Do you implement these plans? How?
c.) If you implement these plans, how do you evaluate these?
3. After you have asked and recorded the information, write these in a paragraph form.
As I interview Ms Elaine T. Lacdao, Teacher I in Sagkahan National High School

teaching Grade 8 students. Her teaching plans that do every day are, first have a clear
objective and sense of purpose. Second Expect learners to succeed and sense of humor
because it can motivate learners to have also a positive vibe throughout the day.
Yes, she implements all the plans as possible that she can be. Because these plans are
done to create a progress to all the students for them to grow and develop something
new. Also, to achieve the desired learning outcome.
She evaluates these through using assessment tools, like performance task using
rubrics and criteria.
SELF-CHECK
Match the concept with the PIE
1. Summative Testing
2. Course Designing
A. Planning
3. Cooperative Learning
4. Determining Needs
B. Implementing
5. Guiding Learners
6. Making Judgement
C. Evaluating
SELF REFLECT
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?
Being a student, I can see that all of my teachers always plan ahead what will be
taught to all of their students. They plan to prevent confusion and chaos to all the
learners as the school days are starting.
I can say that it is true that teacher’s life is a series of planning, implementing and
evaluating. First planning, teachers planned ahead to make sure that teaching and
learning process would be a success to all the students. This plan is implemented to
know if the plan works. And implementation is aligned with evaluation for the
sureness that if the plan is truly effective to used and can be continue using.
Yes, planning, implementing and evaluating improves teaching because in doing these
steps it let the teacher develop more their abilities and skills to do their job perfectly.
As they doing it they gain learning and experience that will make them more effective
teachers in their profession.
MODULE 6
Lesson 6.1
TAKE ACTION
Activtiy 1 Lets Do a Survey
The Philippines has implemented the K to 12 from kindergarten to Grade 3 in
elementary and grade 7 to 9 in the junior high. Conduct a survey among teachers
handling those grade levels. Ask them what they like and they do not liked about the
curriculum. Ask their suggestions on how to improve the curriculum implementation.
Report to the class and submit written results.
Teachers like K to 12 curriculum because of the purpose of it that will make

Filipinos benefited to it. Many Filipinos that can’t afford to study in college can get a
suitable and nice job for themselves, by studying 2 more years that are added in
secondary level. Also, the thought that it will lessen the poverty and the youth no
education experiences. It will also improve the educational global standard of our
country. They don’t like this curriculum because they think that it is a long process of
education as this curriculum adds two more years in secondary.
Activity 2
What do I know? What can I tell?
I I just know that this curriculum is implemented not give burden to all Filipinos
but to make them more knowledgeable and be able to have the quality of education
just like many other countries globally. I think that it has a lot of advantages rather
than disadvantages. Let’s make this country have the best education for the youth that
are face of the future of our country.
If you interviewed about K to 12, what ten ideas or concepts can you tell?
 High quality education

 Globally standards
 Young Filipinos are Benefited
 Increasing the livelihood in the country
 Lessen the lack of education to youth
 More suitable and nice job
 Develop their abilities and skills
 Develop the needs of the students
 Long term education
SELF REFLECT
Reflect on the statement below and comment:
“The K to 12 is bound to fail because it is implemented hurriedly without
thorough planning.”
All things that were not planned well surely have the possibility to fail. Just like
the K to 12 education it was implemented without proper planning and so some deems
it as a failure. Well, for me, it is. K to 12 was implemented to pattern the education
system of other countries. It was made so the graduates of senior high school will be
accepted for a job as long as he or she is already of legal age. However, after two
years of implementation where in the first batch since senior high school was
implemented has graduated, most of the students were not accepted for a job. Simply
because the standards of the companies in the Philippines has not yet changed, they
were not yet willing to accept those graduates since they still prefer college graduates.
This could have been a better program if only the government has made better
planning.
MODULE 7
TAKE ACTION
Activity 1
Finding OBE in the Classroom (by groups)
1. Seek permission from the teacher to observe the class for one complete teaching
lesson.
2. Borrow the teacher’s lesson plan. Identify the intended Learning Outcomes
(objectives) at the beginning of the Lesson. Record observation.
3. Observe the class activities with the guidance of the teacher. Record observation.
4. Observe of the if the intended learning outcome at the beginning was achieved
(achieved learning outcome) at the end of the lesson. Record observation.
5. Summarize all recorded observations in the matrix below. Use the example as your
guide. Write down your own report in the proper cell.
Intended Learning Activities to accomplish Achieved Learning

Outcome/s of the Lesson the Intended Learning Outcomes at the end of
Outcomes the Lesson
Students were having a

Make a Mayonnaise hard time making Made mayonnaise.
(manually) mayonnaise because they
mess up with the
ingredients.
My Report: My Report: My Report:

The students were tasked The students were messing With the proper guidance
to make Mayonnaise up with the ingredients of their teacher, they were
manually. Meaning they and procedures since it is able to achieve their
were not allowed to use their first-time making desired result. Those
electric mixer. mayonnaise. students who were not
able to make it the first
time were given a second
chance.
SELF CHECK
Based on the Activity 1: Finding OBE in the Classroom, answer the questions below:
1. What did the teacher intend to accomplish in the lesson at the beginning?
Yes
2. Was it accomplished or achieved at the end? Has learning occurred?
Yes. Students were able to follow instruction and made the product.
3. What learning outcome was achieved?
Yes. The product “Mayonnaise” was made by the students.
4. During the activity, was there an opportunity for all children to learn?
Describe.
Yes. The children were tasked to make Mayonnaise individually. The teacher made
sure to make rounds on every step they made and also, she goes to each student who
have questions.
5. How was the achieved learning outcome assessed? Explain.
Learning outcome was assessed through the rubrics made by the teacher.
SELF REFLECT
As a future teacher. Reflect on your observations and report in Finding OBE in the
classroom and complete the sentences. Shoes only one to answer.
1. I like OBE because -------- In the future when I become a teacher. I should ----
I like OBE because it teaches thinking skills and students learn more. Outcome
based education provides learning more similar to real world applications. Since I am
already a teacher, I make sure to make learning fun and experiential. When I was a
student there were lots of things that were not taught in school that was asked during
my on-the-job training. Because of that I instilled to my mind that when I become an
educator, I will make sure to teach was is being asked when you are already in the
field. Teachers should give emphasis on what to do rather on giving too much
emphasis on theoretical learning.
2. I do not seem to like OBE because ------- In the future, when I become a
teacher, I should -------
N/A
Lesson 7.2
TAKE ACTION
Activity 1 Am I Familiar with the Degree I am Pursuing?
Instruction: Fill up the information asked of you and answer the questions that
follow.
Name: Aira Sabela-Repulda Degree Pushed: BSHRM and SupEd Unit Earner
Year Level: Grade 9 Course/Subject: TLE
1. With the degree you are pursuing, what Grade Level are you preparing to
teach when you graduate and become licensed professional teacher?
Grade 9 and 10
2. How many clusters of subjects are there in your degree? Please check only.
One _/_ Two ___ Three ___
3. Enumerate what subjects in the Professional Education Courses, Major
Courses and Electives have you already taken in your degree program. Write in
the space below
Advanced Curriculum
Educational Technology
Educational Technology 2
Principles of Teaching
Principle of Teaching 2
Child Development
4. In what year level will you do, Teaching Internship?

N/A
5. In the courses you have taken, what competencies/outcomes have you
mastered? Name at most 5.
All of the above
SELF CHECK
The new teacher education curriculum is based on Outcome-Based Education as
evidenced by the constructive alignment of the important elements of the curriculum.
As a student of curriculum and a future teacher, would you be able to:
1. know exactly what you need to do to achieve the outcome even at the beginning
of your degree plan? Yes _/_ No ___. Explain.
Before the start of class, it is important for the teacher to develop a plan on how
to deliver her course subject that will be feasible and achievable for the students. The
first thing that she will do is lay out her budget of lessons so she can see when it can
be achieved.
2. identify what you will do in order to achieve the desired outcomes? Yes _/_ No
___. Explain
Lay out budget of lesson ahead of time.
3. measure the desired outcome if it has been achieved? Yes _/_ No ___. Explain.
Yes. Through the use of rubrics
4. develop the competencies required for all future teachers? Yes _/_ No ___.
Explain.
Through the reference of the past competencies. You may check what needs to
be retained and what needs to be improved.
5. tell if you are improving or not in knowledge, skills and values while schooling?
Yes _/_ No ___. Explain.
I am. With proper knowledge you can always apply your learning and improve
your skills.
6. At this point in time, do you think your teacher education curriculum or
degree program prepares you for your future job as a teacher? Please explain.
With only 6 subjects, 18 units earned through my Supplemental Education it did
prepare me to become a teacher. It may not be much of units earned but with proper
understanding of the lessons and during review I was able to pass the Licensure
Examinations for Teachers.
7. What feature of your degree illustrate that the curriculum is outcome-based?

I took up Bachelor of Science in Hotel and Restaurant Management, and on
that degree, I can say that it has demonstrated outcome-based learning because most
of our major subjects has made sure that we practice real skills that we will use once
we are already working in the field.
SELF REFLECT
Write an essay on the topic and submit to your teacher.
“The New Teacher Education Curriculum and My Future as Teacher”
A good curriculum connects teachers from across grade levels and subject
areas to look at the big picture of student learning. Teacher can work together to plan
a progression of topics that build off ones that came before and connect across
disciplines.
As a teacher now I make sure to observe first my students different kind of
learning so I can make plans on what kind of teaching strategy I will do. I make sure
to cater all learning specs to ensure that the students will all learn. Good thing for my
subject, which is TLE, because there are lot of performance tasks to do so I can see
most of my students are really doing what they need.
MODULE 8
Lesson 8.1
TAKE ACTION
Activity 1 – The 21st Century Classroom Amidst the 21st Curriculum Landscape
Considering the changes that are occurring or have occurred in the 21st
\
Century, draw in the box how a classroom would look to respond to the new teacher
education curricula of the 21st Century.
Smart TV
Black Board Black Board
Cabin White Board Cabin
et et
Demo Table
Entrance
Black Board
Chairs Chairs
CR
Teac
Laboratory
hers
Black Board Exit
Area
Lesson 8.2
TAKE ACTION
Activity 1 Research on how schools teach each of the following to prepare learners for
IR 4.0. Share your findings in class.
 Complex Problem Solving

 Critical Thinking
 Creativity
 People Management
 Coordinating with Others
 Emotional Intelligence
 Judgement and Decision Making
 Service Orientation
 Negotiation
 Cognitive Flexibility
Instructors need to relearn and equip themselves with the digital tools to meet the
learning preference of the Gen Z students. There are numerous digital tools available
online for instructors to use. Educational Technology and Mobile Learning website
suggested instructors to equip themselves with these nine fundamental digital skills.
The changes that take place in Education 4.0 really describe the learning preference
of the Gen Z students. According to the above-mentioned sharing session, it is not
impossible for a language course to adapt to the changes brought about by the IR 4.0
wave. It is past time for teachers to consider incorporating more current technologies
into their lessons. This will allow teachers to be more creative in designing their
lessons, making learning more interesting.
It is past time for teachers to consider incorporating more modern technologies
into their lessons. This will allow teachers to be more creative in designing their
lessons, making learning more interesting. Learning can also be more effective as the
way it is delivered matches the Gen Z students, preferences. The flipped classroom
approach has enabled the class instructor to plan the learning activities in such a way
that can support the Social Emotional Learning of the students as well. The learning
activities in this cause incorporate the 14 strategies for SEL as outlined in the World
Economic Forum report. In short, instructors should embrace Education 4.0 because
it will benefit not only students but also language instructors, who will have greater
design flexibility.
SELF CHECK
What do I know? What can I tell?
If you are asked to lecture on Education 4.0 and how schools can help prepare
learners for AR 4.0 what will you dwell on? What will be the meat of your lecture?
Show it in an outline made of sentences.
Preparing learners for the 4th industrial revolution
I. Introduction for the evolution of the industrial ages: Industry 1.0 to 4.0
A. Industry 1.0 The late 18th century introduced mechanical production facilities to the
world.
B. Industry 2.0 The beginning of 20th century marked the start of the second industrial
revolution – Industry 2.0.
C. Industry 3.0 The next industrial revolution resulting in Industry 3.0 was brought
about and spurred by the advances in the electronics industry in the last few decades
of the 20th century.
D. Industry 4.0 The boom on the Internet and telecommunication industry in the
1990’2 revolutionized the way we connected and exchanged information.
II. Introduction and background about industrial revolution 4.0.

A. Industrial revolution4.0 and new trends in education.
B. Issues in emerging technologies in Industrial Revolution 4.0.
C. Characteristics of Industrial Revolution 4.0.
D. Skills and competencies needed in of Industrial Revolution 4.0.
III. Role of education sector in response and preparation for IR 4.0

A. Redefine the purpose of education, as we move farther into the future, education
will need to support children to develop the skillset and mindset.
B. Education must become a lifelong endeavor, and sources for education need to
evolve to provide those opportunities.
C. Make schools makerspaces, allow students to practice their curiosity, problem-
solving skills, inquisitiveness, and the iterations of failure.
IV. Educational strategies for IR 4.0 changes in skills and work
A. Develop human potential, needs to develop inherent abilities, equipped to partner
with machines in the future rather than compete with them.
B. Importance of deep conceptual understanding in problem solving.
SELF REFLECT
Are you ready for IR 4.0? What skills should you develop more in order not be
redundant/replaced by robots?
Emotional intelligence, Creative problem solving, management (both technological
and human) and communication. These just the four qualities of human that robots
cannot top. However, as we know artificial intelligence is widely emerging and it is a
great help and a great threat to human as well. It speeds up our work and highly
automize things. But, in exchange of that the human are already at risk of losing some
jobs. In fact, there are places where human was already replaced by robots, Japan for
example has replace cashiers, security guards and police patrol into robots. But let us
keep in mind that those robots are only program on how much they can do by us,
human. We are still the number one creativity, and we are the ones who develop. So,
one of the responsibilities of us, humans are not to be overpowered by mere robot.
Lesson 8
TAKE ACTION
1. A responsive curriculum adapts itself to the needs of a dynamic community.
How did the Department of Education do this to respond to the COVID crisis?
During pandemic, the Department of Education was able to come up with
different kinds of delivery to continue the education in the Philippines. They were able
to come up with MELC where in competencies were reduced to what is more essential
to teach with the students now that the setting of learning has changed.
2. Interview a teacher on his/her stand on DepEd’s reduction of the learning

competencies to the most essential. What does he/she think about it?
As a teacher, for me MELCS was really of great help since we were able to
remove the kind of lessons where in students must be personally present at school.
Through MELCS, competencies were selected,
and students were able to cope up with the new changes in education.
3. Among the various curriculum delivery modes, which will be most effective in
your particular setting in times of crisis? Why?
Since I am teaching in the City, the Online learning is highly effective since you
are still able to connect with the students. You can still give instruction and activities
as if they are still together in one room. GCs are highly available where students can
communicate. However, it is only feasible for those who have gadgets and internet
connections. Modular was also an effective way only if the students are already an
independent learner and can follow instructions.
4. Research on the following then share your findings in class:

a.) three accredited Alternative Delivery Modes done by DepEd.
1. Modified In-School and Off-School Approach (MISOSA)
2. Instructional Management by Parents, Community, and Teachers (e-
IMPACT)
3. Open High School (OHSP) for secondary education
b.) the difference between home-based schooling and home schooling.

Homeschooling is another flexible learning option recognized by DepEd. In
fact, this is not on only a stop gap solution in times of crisis. Based on the policy
guidelines released by DepEd, homeschooling provides learners with access to formal
education while staying in and out of school environment. Authorized parents,
guardians or tutors take the place of teachers as learning facilitators and are given
flexibility in learning delivery, scheduling, assessment and curation of learning
resources.
Homeschooling is not the same as home-based schooling. It is much more than
using the home as a setting for schooling.
c.) how formal education differs from ALS.
It is a parallel learning system in the Philippines that provides a practical
option to the existing formal instruction. When one does not have or cannot access
formal education in schools, ALS is an alternate or substitute. ALS includes both
the non-formal and informal sources of knowledge and skills.
SELF CHECK
1. What does MELC stand for? Why did DepEd come with it?
Most Essential Learning Competency
With the challenges in learning delivery posed by COVID-19, the Bureau of
Curriculum Development accelerated the identification of the essential learning
competencies and streamlined these further into the Most Essential Learning
Competencies (MELCs)
2. What are alternatives to face-to-face curriculum delivery mode?

1. Online Learning
2. Alternative Delivery Mode
3. Distance Learning
4. Homeschooling
5. Alternative Learning System
SELF REFLECT
Do you need to have crisis to think of decongesting curriculum for greater focus on the
most essential? Should this happen only in times of crisis like COVID?
Is there such a thing as best flexible learning option?
Yes. Flexible learning should be an option. This kind of decongestion should not
only be given emphasis during pandemic. It should have been done way back before to
upgrade the curriculum. There are some topics or courses that is no longer relevant
on the present time, so it was only high time to give emphasis on what to give more in
depth learning.
Lesson 8.4
TAKE ACTION
1. What are the emerging challenges in the flexible teaching and learning
modality during the time of pandemic?
As a teacher during pandemic era one of the challenges that I have
encountered, in terms of learning, students who excel are only those who are already
independent learners. For those who are dependent learners it took them by storm and
so they asked help from their parents/guardians to answer some, if not all their
activities. And it is highly evident for when face to face resumed most of the honor
students during pandemic do not even remember the topics that were taught before.
While relating to teaching, teachers need to be more creative on her presentation and
be more spontaneous on having her online lessons. I even came to the point where I
used my personal money so I can entice my students through external rewarding by
giving them load or item prices just to make sure they will still join out next online
session. As for the modular delivery, it was physically exhausting since some learners
do not follow the scheduled submission, and if they do, modules are most of the time
submitted unanswered or unfinished. Teachers will sometimes come to the point as to
get their learning kits outside of the school gate one by one and there are even points
where teachers need to deliver the modules on the students’ home. One of the
exhausting parts are the never ending giving of instructions since students somehow
lose understanding of simple instructions.
2. What would institutions do to ensure curriculum continuity in teacher

education?
Recalibrate the Curriculum
This strategy enables the faculty to revise the activities/course work/tasks/experiences
that can be delivered through blended learning. This also enabled them in designing
the instructional strategies, activities, and assessments that will achieve the learning
objectives
SELF REFLECT
Activity 1 What Reading Materials Say About Covid 19 Pandemic

1. Read from the web and make a summary about Covid 19 Pandemic.
Coronaviruses are a large family of enveloped, non-segmented, single-stranded,
positive-sense RNA viruses that circulate among animals including camels, cats, and
bats. Coronaviruses derive their name from their electron microscopic image, which
resembles a crown – or corona.
Coronavirus disease (COVID-19) is an infectious disease caused by the SARS-CoV-2
virus.Most people infected with the virus will experience mild to moderate respiratory
illness and recover without requiring special treatment. However, some will become
seriously ill and require medical attention. Older people and those with underlying
medical conditions like cardiovascular disease, diabetes, chronic respiratory disease,
or cancer are more likely to develop serious illness. Anyone can get sick with COVID-
19 and become seriously ill or die at any age.
This was the news all over the world regarding the Covid 19 2022 Pandemic era. It
was a mess. A disaster. An unexpected tur out of events. One blink of an eye and
suddenly people were no longer allowed to go out from their own homes. People die
because of some simple flu that has an unexpected twist of other side of illnesses that
comes along with it resulting to other people who succumbed to their death beds. It
was pure hell. Once you get infected you were no longer able to see your family until
you recover. Luckily for some they did. However, to those who already has an
underlying respiratory illness it was a different story. It may be a simple flu to some,
asymptomatic and in no pain even if was deemed positive. But for those who have
respiratory illness it was a matter of life and death, for the children and for the old
people. Some of the died alone. Through time and different programs people
recovered, the economy recovered. However, the education system that was stopped
and made a sudden change in delivering modalities I wonder when will we recover?
The student lose confidence. They were scared to go back to school. They were
bombarded with what is really schooling and learning was all about. As to when will
that end remains a question for many.
Read at most five references for this activity and attach your report.
https://www.who.int/emergencies/diseases/novel-coronavirus-2019?
adgroupsurvey={adgroupsurvey}&gclid=Cj0KCQiAnNacBhDvARIsABnDa6_Essu2
Uc1TXZ5QhT6PO_ag6bhUngJj8NUZExGirli7CMEMHVp8eNwaAoadEALw_wcB
https://thepathologist.com/subspecialties/the-covid-19-pandemic-a-summary
https://www.who.int/health-topics/coronavirus#tab=tab_1
https://www.webmd.com/lung/coronavirus
https://www.nature.com/articles/s41598-020-80201-8
Activity 2 Planning for the Future as a Teacher During the Pandemic

1. When you become a teacher in the future which teaching delivery will you use
during a pandemic? Why?
Since I am already a teacher during pandemic, I would still prefer the blended
learning which is online and modular learning. Online learning reaches those
students who have available gadget and internet connection. While modular learning
reaches those who do not access to devices. However, both kind of modality would
still need teachers’ supervision in facilitating their progress.
SUMMATIVE TEST
CHAPTER 1: CURRICULUM ESSENTAILS
1. D. As a teacher you would need to follow the recommended curriculum as well as

give importance to written and taught curriculum.
2. A. For me, if the learners are happy after class that means they have enjoyed the
lesson all through out period. A happy learner means the lesson well be well fed to the
child’s brain.
3. B. Textbooks are not the only source of learning. When I was already on my OJT I
realized there are lots of things that I have learned only when I was already working in
the field.
4. B. The supported curriculum is inadequate.
5. C. Implementer of the Curriculum. The teacher is the one who is implementing the
curriculum.
6. A. A curriculum is the set of activities that teachers will follow for the children to
learn.
7. A, B, C A school curriculum is a combination of all three. It is the process to
achieve knowledge and reach your desired product of learning.
8. D For me, the very first thing that a teacher must consider is the learnability of the
content. He/she should simplify the subject to make sure all students can learn and
understand the content.
9. D Curriculum Evaluating, means you are already assessing the implemented
curriculum.
10. D She begins by diagnosing the learners needs to know what she and how she
would offer the content.
11. D
12. D
13. D
14. C
15. D All three should be considered because as a teacher you are considered as an
expert of your field. The one where students can depend.
SUMMATIVE TEST
CHAPTER 2: DESIGNING THE CURRICULUM
1. D
2. D
3. C
4. B
5. B
6. A
7. C
8. C
9. A
10. C
11. D
12. D
13. C
14. A
SUMMATIVE TEST
CHAPTER 3: IMPLEMENTING THE CURRICULUM
1. B
2. A
3. D
4. D
5. A
6. D
7. D
8. A
9. B
10. B
11. A
12. C
13. B
14. D
15. D
SUMMATIVE TEST
CHAPTER 4: EVALUATING THE CURRICULUM
1. A
2. C
3. D
4. A
5. C
6. A
7. D
8. B
9. C
10. B
11. B
12. C
13. B
14. A
15. A
SUMMATIVE TEST
CHAPTER 5: CURRICULUM DEVELOPMENT REFORMS
1. D
2. A
3. D
4. D
5. A
6. D
7. B
8. A
9. C
10. B
11. D
12. A
13. D
14. C
15. A
SubYes, I believe what I have learned now will be useful in the future because
everything taught in school is for students to learn and apply in the future.
Curriculum may change, but it does not completely shift from one concept to another.
It was simply improved to adopt the new generation and a new environment that is
more technological than traditional.
In Statement No.
1- “Schools that approach the
curriculum as subject-centered,
make robots out
of the students.”
Statement No. 2-
“In schools where child-
centeredness 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?"
I choose the statement
“school’s that approach the
curriculum as subject- centered,
make robots out
of the students”. I couldn’t agree
more to the statement since the
subjects- centered approach is a
kind of
strategy that most of the thoughts
of the teachers came from the
book and this design corresponds
mostly to the textbooks. Most
institutions using this kind of
strategy aims for excellence in
the subject
matter content which I thought is
not right or good for students.
Children are also human beings
who
have feelings & emotions too.
Using this approach is somewhat
right in some aspects too and that
this
design only aims for the children
to learn but I must say that it
shouldn’t be the only way.
Perhaps
teachers must teach them with
love for them to be motivated to
learn on themselves

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Chapter 1-Module 1

Lesson 1.1 | The Curricula in School

3. What does the author mean, when he said, “A curriculum should be

4. What is the difference between education and training?

Activity 2 - Observing a Curriculum in a Classroom

Do the two activities:

1. Observe the classroom situation.

2. Interview the teacher.

3. Record your observation and interview on the matrix provided.

Guide questions for Observation and Interview

According to my observations, the following curricula are present in the classroom:

2. What curricula are present in the classroom interview?

According to my observations, the curricula present in the classroom are the

3. How do I describe what I observed? Interviewed?

According to my observations, the teacher is an excellent planner and supporter

4. Is there a type of curricula not present in the classroom? Identify.

None. Everything was applied by the teacher that I have observed.

Type of Curriculum What observation/information did I get? Or

Agree 1. In the Saber Tooth Curriculum, learning is experiential and authentic.

Agree 4. Some curricula in the schools/classrooms are unwritten.

Agree 5. To establish national standards, teachers should be guided by recommended

Agree 7. Evaluated curriculum makes judgement about learning.

Disagree 9. Only the Department of Education can recommend a curriculum.

1. Is it necessary for the teachers to learn about school curriculum? Why?

As a school teacher, Answer and

Case 10: From grade 7 to grade 10 of the K to 12 Enhanced Curriculum, science as a

Name: AIRA SABELA-REPULDA Case No. 3

B. What my partner said about my reflections:

A curriculum, in my opinion, is broadly defined as the sum of student

2. Do you have a traditional view of a curriculum, a progressive view or both? Explain

I view curriculum in both ways. It is important to incorporate traditional values

Inventory of the Curriculum Content, Process and Product

Using the dictionary to have

The first approach to curriculum is as a content or body of knowledge. As I prepare to

How are the Models Similar?

Similar Features Tyler's Taba's Saylor & Alexander

Taba and Tyler's

Saylor and Saylor and

How are the Models Different?

Similar Features Tyler's Taba's Saylor & Alexander

Cluster 1 – Philosophical Foundations

John Dewey (/ˈduːi/; October 20, 1859 – June 1, 1952) was an

Thomas Aquinas, OP (/əˈkwaɪnəs/; Italian: Tommaso d'Aquino, lit. 'Thomas

Cluster 2 – Historical Foundations

Cluster 3 – Psychological Foundations

Edward Lee Thorndike (August 31, 1874 – August 9, 1949) was an

1. Lev Vygotsky – Socio Cultural Development Theory

I am a math major student and I

The thinking of Abraham

Components Copy from the Sample Your

Title of the Lesson Plan TLE 10-Handicrafts

Intended Learning The learners demonstrate This objective is

Content/Subject Matter Earrings

Method/Strategies Making students watch This is a very informative

Evaluation /Assessment Activity. Demonstrate on An appropriate assessment

SAGKAHAN NATIONAL HIGH

B. Performance Standard The learners independently make their own earrings.

D. Discussing new concepts

D. No. of learners who

Name of the Interviewee:_____ Interviewer: _