1

CURRICULUM
DEVELOPMENT

Purita P. Bilbao, Ed.D.

Paz I. Lucido, Ph.D.
Tomasa C. Iringan, Ph. D.
Rodrigo B. Javier, Ed.D.

Published by LORIMAR Publishing Inc.

2008
 2

Table of Contents

Page

Module 1 – Curriculum: Concepts, Nature and Purposes

Lesson 1 – Concepts, Nature and Purposes of Curriculum 5
Lesson 2 – Elements/Components of Curriculum 16
Lesson 3 – Teaching Learning Process and Curriculum Development 26

Module 2 – Crafting the Curriculum

Lesson 1 – Curriculum Models and Types 34
Lesson 2 – Principles and Dimensions of Curriculum Design 40
Lesson 3 – Approaches to Curriculum Design 44

Module 3 – Implementing the Curriculum

Lesson 1 – The Role of Stakeholders in Curriculum Implementation 49
Lesson 2 – The Role of Technology in Delivering the Curriculum 56
Lesson 3 – Pilot Testing, Monitoring and Evaluating the Implementation 61
of the Curriculum

Module 4 – Assessing the Curriculum

Lesson 1 – Intended vs. Implemented vs. Achieved Curriculum 67
Lesson 2 – Criteria for Curriculum Assessment 73
Lesson 3 – Tools to Assess Curriculum 84
Lesson 4 – Linking Curriculum, Instruction and Assessment (CIA): 102
Making a Fit

Module 5 – Addressing the Future: Curriculum Innovations

Lesson 1 – Curriculum Innovations: Local and Global Trends 108
Lesson 2 – Issues and Concerns in Curriculum 124

APPENDICES
CHED Memorandum Order (CMO) 129-134
DepEd Order No. 43
The 2002 Basic Education Curriculum 135-145
Guidelines for the Pilot Implementation of the 2002
Secondary Education Curriculum 146-152
National Competency-Based TeacherStandards (NCBTS)
Framework 153
 3

List of Figures

Page

Figure 1 - Tyler’s View of Philosophy in Relation to 9

School Purposes

Figure 2 - Components of a Curriculum 23

Figure 3 - Teaching Process 27

Figure 4 - A Systematic Planning Process 56

Figure 5 - Interaction of Curriculum, Instruction and Assessment 69

(CIA)
 4

List of Tables

Page

Table 1 - Types of Instructional Media / Technology 57

Table 2 - Checklist for Goals and Objectives 75

Table 3 - A Comparison of teaching Approaches 77

Table 4 - Guidelines for Selecting an Instructional Approach 78

 5

Module I

Nature, Concepts and Purposes of Curriculum

Lesson 1
Components of Curriculum and Curricular Approaches
Purita P. Bilbao,Ed.D.

Take Off

The concept of curriculum is as dynamic as the changes that occur in society. In its
narrow sense, curriculum is viewed merely as a listing of subjects to be taught in school. In a
broader sense, it refers to the total learning experiences of individuals not only in schools but in
society as well.

In the Philippines, recommendations of several educational initiatives like the Philippine

Commission to Survey Philippine Education (PCSPE), Survey of the Outcomes of Elementary
Education (SOUTELE) and the Philippine Commission for Educational Reforms (PCER)
focused on curriculum renewal or reforms. The recently formulated National Competency-Based
Teacher Standards (NCBTS) became the anchor of reforms in education from the basic to higher
education.

What is curriculum? What is its purpose? What is its nature? These are the fundamental
questions that will be addressed in this lesson.

FOCUS

Curriculum from Different Points of View

There are many definitions of curriculum. Because of this, the concept of curriculum is
sometimes characterized as fragmentary, elusive and confusing. However, the numerous
definitions indicate dynamism that connotes diverse interpretations of what curriculum is all
about. The definitions are influenced by models of thought, pedagogies, political as well as
cultural experiences. Let us study some of these definitions.

1. Traditional Points of View of Curriculum

In early years of the 20th century, the traditional concepts held of the “curriculum is that it
is a body of subjects or subject matter prepaid by the teachers for the student’s to learn”. It was
synonymous to the “course of study” and “syllabus”

Robert M. Hutchins views curriculum as “permanent studies” where the rules of

grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Basic
education should emphasize the 3 Rs and college education should be grounded on liberal
education. On the other, Arthur Bestor as an essentialist, believes that the mission of the school
should be intellectual training, hence curriculum should focus on the fundamental intellectual
 6

disciplines of grammar, literature and writing. It should also include mathematics, science,
history and foreign language.

The definition leads us to the view of Joseph Schwab that discipline is the sole source of
curriculum. Thus in our education system, curriculum is divided into chunks of knowledge we
call subject areas in basic education such as English, Mathematics, Science, Social Studies and
others. In college, discipline may include humanities, sciences, language and many more. To
Phoenix, curriculum should consist entirely of knowledge which comes from various disciplines.

Academic discipline became the view of what curriculum is after the cold war and the
race to space. Joseph Schwab, a leading curriculum theorist coined the term discipline as a ruling
doctrine for curriculum development. Curriculum should consist only of knowledge which
comes from disciplines which is the sole source.

Thus curriculum can be viewed as a field of study. It is made up of its foundations

(philosophical, historical, psychological and social foundations); domains of knowledge as well
as its research theories and principles. Curriculum is taken as scholarly and theoretical. It is
concerned with broad historical, philosophical and social issues and academics.

Most of the traditional ideas view curriculum as written documents or a plan of action in
accomplishing goals.

2. Progressive Points of View of Curriculum

On the other hand, to a progressivist, a listing of school subjects, syllabi, course of study,
and a list of courses or specific discipline do not make a curriculum. These can only be called
curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is
defined as the total learning experiences of the individual. This definition is anchored on John
Dewey’s definition of experience and education. He believed that reflective thinking is a means
that unifies curricular elements. Thought is not derived from action but tested by application.

Caswell and Campbell viewed curriculum as “all experiences children have under the
guidance of teachers”. This definition is shared by Smith, Stanley and Shores when they defined
“curriculum as a sequence of potential experiences set up in the schools for the purpose of
disciplining children and youth in group ways of thinking and acting”.

Marsh and Willis on the other hand view curriculum as all the “experiences in the
classroom which are planned and enacted by the teacher, and also learned by the students”.

Points of View on Curriculum Development

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

Let us look at the two models of curriculum development and concepts of Ralph Tyler
and Hilda Taba.
 7

Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler’s
Rationale. He posited four fundamental questions or principles in examining any curriculum in
schools. These four fundamental principles are as follows:
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes re being attained or not?

In summary, Tyler’s Model show that in curriculum development, the following

considerations should be made: (1) Purpose of the school, (2) Educational experiences related to
the purposes, (3) Organization of the experiences, and (4) Evaluation of the experiences.

On the other hand, Hilda Taba improved on Tyler’s Rationale by making a linear model.
She believed that teachers who teach or implement the curriculum should participate in
developing it. Her advocacy was commonly called the grassroots approach. She presented seven
major steps to her model where teachers could have a major input.
These steps are as follows:
1. Diagnosis of learner’s needs and expectations of the larger society.
2. Formulation of learning objectives.
3. Selection of learning content.
4. Organization of learning content.
5. Selection of learning experiences.
6. Organization of learning activities.
7. Determination of what to evaluate and the means of doing it.

Thus as you look into curriculum models, the three interacting processes in curriculum
development are planning, implementing and evaluating.

Types of Curriculum Operating in Schools

From the various concepts given, Allan Glatthorn(2000) describes seven types of
curriculum operating in the schools. These are (1) Recommended curriculum- proposed by
scholars and professional organizations. (2) Written Curriculum- appears in school, district,
division or country documents. (3) Taught Curriculum- what teacher’s implement or deliver in
the classrooms and schools. (4) Supported Curriculum- resources-textbooks, computers, audio-
visual materials which support and help in the implementation of the curriculum. (5) Assessed
Curriculum- that which is tested and evaluated. (6) Learned Curriculum- which the students
actually learn and what is measured and (7) Hidden Curriculum- the unintended curriculum.

1. Recommended Curriculum- Most of the school curricula are recommended. The

curriculum may come from a national agency like the Department of Education,
Commission on Higher Education (CHED), Department of Science and Technology
(DOST) or any professional organization who has stake in education. For example the
Philippine Association for Teacher Education (PAFTE) or the Biology Teacher
Association (BIOTA) may recommend a curriculum to be implemented in the elementary
or secondary education.
2. Written Curriculum- This includes documents, course of study or syllabi handed down to
the schools, districts, division, departments or colleges for implementation. Most of the
written curricula are made by curriculum experts with participation of teachers. These
were pilot-tested or tried out in sample schools or population. Example of this is the
 8

Basic Education Curriculum (BEC). Another example is the written lesson plan of each
classroom teacher made up of objectives and planned activities of the teacher.
3. Taught Curriculum- The different planned activities which are put into action in the
classroom compose the taught curriculum. These are varied activities that are
implemented in order to arrive at the objectives or purposes of the written curriculum.
These are used by the learners with the guidance of teachers. Taught curriculum varies
according to the learning styles of students and the teaching styles of teachers.
4. Supported Curriculum- In order to have a successful teaching, other than the teacher,
there must be materials which should support or help in the implementation of a written
curriculum. These refer to the support curriculum that includes material resources such as
textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos
and other facilities. Support curriculum should enable each learner to achieve real and
lifelong learning.
5. Assessed Curriculum- This refers to a tested or evaluated curriculum. At the duration and
end of the teaching episodes, series of evaluations are being done by the teachers to
determine the extent of teaching or to tell if the students are progressing. This refers to
the assessed curriculum. Assessment tools like pencil-and-paper tests, authentic
instruments like portfolio are being utilized.
6. Learned Curriculum- This refers the learning outcomes achieved by the students.
Learning outcomes are indicated by the results of the tests and changes in behavior which
can either be cognitive, affective or psychomotor.
7. Hidden Curriculum- This is the unintended curriculum which is not deliberately planned
but may modify behavior or influenced learning outcomes. There are lots of hidden
curricula that transpire in the schools. Peer influence, school environment, physical
condition, teacher-learner interaction, mood of the teachers and many other factors made
up the hidden curriculum.

Major Foundations of Curriculum

Let us now look into the major foundations of a curriculum. Debates continue on what
curriculum is and its basic foundation. The commonly accepted foundations include
philosophical, historical, psychological and social. Let us examine briefly how each knowledge
area provides the foundation to curriculum.

Philosophical Foundations of Curriculum

Philosophy provides educators, teachers and curriculum makers with framework for
planning, implementing, and evaluating curriculum in schools. It helps in answering what
schools are for, what subjects are important, how student should learn and what materials and
methods should be used. In decision making, philosophy provides the starting point and will be
used for the succeeding decision making.

The philosophy of a curriculum planner, implementor or evaluator reflects his or her life
experiences, common beliefs, social and economic background and education. For example,
John Dewey (1916) looks at “education as a way of life” a laboratory in which philosophy
becomes concrete and is tested.

On the other hand, Ralph Tyler’s framework shows that philosophy is one of the five
criteria in selecting educational purposes. This is shown in figure 1.
 9

Suggestions
From Subjects
Specialists

Studies Studies
Of
Of Contemporary
Learners Life

School
Purposes

Use Use of

Of Psychology

Philosophy Of Learning

Fig. 1- Tyler’s View of Philosophy In Relation to School Purposes

Let us look at four educational philosophies and how these relate to curriculum. Study
each educational philosophy and match it to the aim of education, role of education, focus in the
curriculum and related curricular trends.(Ornstein and Hunskins, 2004)

A. Educational Philosophy- Perennialism

Aims of Education- to educate the rational person; to cultivate the intellect
Role of Education- Teachers help students think with reason
Based on the Socratic methods of oral exposition or recitation
Explicit or deliberate teaching traditional values.
Focus in the Curriculum- Classical subjects, literary analysis and curriculum is
constant.
Curriculum Trends- Use of great books and return to liberal arts
 10

B. Educational Philosophy- Essentialism

Aim of Education- To promote the intellectual growth of the individual and educate a
competent person.
Role of Education- The teacher is the sole authority in his or her subject area or field
of specialization.
Focus in the Curriculum- Essential skills of the 3R’s and essential subjects of English,
Science, History, Math and Foreign Language
Curriculum trends- Excellent in education, back to basics and cultural literacy

C. Educational Philosophy- Progressivism

Aim of Education- To promote democratic and social living
Role of Education- Knowledge leads to growth and development of lifelong
learners who actively learn by doing.
Focus in the curriculum – Subjects are interdisciplinary, integrative and
interactive. Curriculum is focused on student’s interest, human problems and
affairs
Curriculum Trends – School reforms, relevant and contextualized curriculum,
humanistic education

D. Educational Philosophy – Reconstructionism

Aim of Education – to improve and reconstruct society Education for change
Role of Education – Teachers act as agents of change and reform in various
educational projects including research
Focus in the Curriculum – Focus on present and future trends and issues of
national and international interests
Curriculum Trends – Equality of educational opportunities in education, access to
global education

You can see that an educational philosophy lays the strong foundation of any
curriculum. A curriculum planner or specialist, a curriculum implementor or the
teacher, school administrator or curriculum evaluator whether school-based or
externally-based anchors his/herecision making process on a sound philosophy.

Historical Foundations of Curriculum

Why is it important to know the historical foundations of curriculum? Curriculum is not

an old field. Majority of scholars would place its beginning in 1918 with the publication of
Franklin Bobbit’s book The Curriculum.

Philippine education came about from various foreign influences. This can be traced back
to our glorious history. Of all foreign educational systems, the American educational system has
the greatest influence on our educational system. Here we present several curriculum theorists
and how they view curriculum from a historical perspective. They are presented chronologically
from the time of Bobbit in 1976-1956 to Ralph W. Tyler in 1902-1944.
1. Franklin Bobbit (1876-1956) – Bobbit presented curriculum as a science that emphasizes
on students’ need. Curriculum prepares students for adult life. To Bobbit, objectives with
corresponding activities should be sequenced. This can only be done if instructional
activities and tasks are classified.
2. Werret Charters (1875-1952) - Like Bobbit, to Charters curriculum is a science. It gives
emphasis on students needs. The listing of objectives and matching these with
 11

corresponding activities ensures that the content or subject matter is related to objectives
and planned by the teachers.
3. William Kilpatrick (1871-1965) – Curricula are purposeful activities which are child-
centered. The purpose of the curriculum is child development and growth. The project
method was introduced by Kilpatrick where teacher and students plan the activities. The
curriculum develops social relationships and small group instruction.
4. Hrold Rugg (1886-1960) – To Rugg, curriculum should develop the whole child. It is
child- centered. With the statement of objectives and related to learning activities,
curriculum should produce outcomes. Harold Rugg emphasized social studies and the
teacher plans curriculum in advance.
5. Hollis Cawell (1901-1989) – sees curriculum as organized around social functions of
themes, organized knowledge and learner’s interest. Caswell believes that curriculum is a
set of experiences. Subject matter is developed around social functions and learners’
interest.
6. Ralph Tyler(1902-1994) – As one of the hallmarks of curriculum, Tyler believes that
curriculum is a science and an extension of school’s philosophy. It is based on students’
needs and interest. To Tyler, Curriculum is always related to instruction. Subject matter is
organized in terms of knowledge, skills and values. The process emphasizes problem
solving. The curriculum aims to educate generalists and not specialists.

The historical development shows the different changes in the purposes, principles and
content of the curriculum. The different changes are influenced by educational philosophy,
psychology and pedagogical theorist. This implies that curriculum is ever changing putting in
knowledge and content from many fields of disciplines.

Psychological Foundation of Education

Psychological provides a basis for the teaching and learning process. It unifies elements
of the learning process and some of the questions which can be addressed by psychological
foundations of education. How curriculum should be organized to enhanced learning? What is
the optimum level of the students’ participation in learning the various contents of the
curriculum?

In this module, we shall consider three groups of learning theories: behaviorism or

association theories; cognitive- information processing theories and humanistic theories
(Ornstein & Hunkins, 2004).

Let us review some theories in learning related to these clusters of learning theories.

1. Behaviorist Psychology
Behaviorism dominated the 20th century psychology. It includes among others
connectionism of Edward Thorndike, which influenced both Ralph Tyler and Hilda Taba
who are considered to be one of the well-known curricularists. Ivan Pavlov’s classical
conditioning and B.F. Skinner’s operant conditioning were all behaviorists in character.
Albert Bandura’s modeling and observation theory is also related to behavior. Among the
behaviorists, Robert Gagne’s hierarchical learning or sets of behavior and five learning
outcomes become classic examples. These learning outcomes include: (1) intellectual skills
or “ knowing how” to categorize use symbols, forming concepts and problem solving; (2)
information of “knowing what” knowledge about facts, dates and names; (3) cognitive
strategies or learning skills; (4) motor skills; and (5) attitudes, feelings and emotions learned
 12

through experiences (Gagne, 1897). The listed learning outcomes overlap with the domains
in the taxonomy of educational objectives which are cognitive, affective and psychomotor.
To the behaviorists, learning should be organized in order that students can
experience success in the process of mastering the subject matter. This method is introduced
in a step by step manner with proper sequencing of task which is viewed by other educational
psychologist as simplistic and mechanical.

2. Cognitive Psychology
How do learners store information? How do they retrieve data and generate conclusions?
These are some of the basic questions asked by cognitive psychologists.
These psychologists focus their attention on how individuals process information and
how they monitor and manage thinking. Among the advocates of cognitive psychology are
Jean Piaget for his Cognitive Development stages, Lev Vygotsky for his Social
Constructivism, Howard Gardener for his Multiple Intelligences, Felder and Silverman for
their Learning Styles, Daniel Goleman for Emotional Intelligences and many more.
To cognitive theorists, learning constitutes a logical method for organizing and
interpreting learning. Learning is rooted in the tradition of subject matter and is similar to the
cognitive development theory. Teachers use a lot of problem and thinking skills in teaching
and learning. These are exemplified by practices like reflective thinking, creative thinking,
intuitive thinking, discovery learning and many others.

3. Humanistic Psychology
Humanistic psychologists are concerned with how learners can develop their human
potential. Traditional psychologists do not recognize humanistic psychology as a school of
psychology. However, observers view humanistic psychology as the third force learning
theory after behaviorism and cognitive development. It is built on Gestalt psychology where
learning can be explained in terms of the wholeness of the problem and where the
environment is changing and the learner is continuously reorganizing his or her perceptions.
Aside from the theory of Gestalt, Abraham Maslow’s theory of human needs for self-
actualizing persons and Carl Rogers’ non- directive lives, also fall under humanistic
psychology. Among the humanistic psychologists, curriculum is concerned with the process
not the products; personal needs not subject matter; psychological meaning and
environmental situations.
In summary, psychology has a great influence in the curriculum. Learners are not
machines and their mind is not a computer. Humans are biological beings affected by their
biology and cultures. The psychological foundations will help curriculum makers in
nurturing a more advanced, more comprehensive and complete human learning.

Social Foundations of Education

Schools exist within the social context. Societal culture affects and shapes schools and
their curricula. The way school buildings are structured, the way classrooms and students are
organized reflect the cultural views and values of the society. In considering the social
foundations of curriculum, we must recognize that schools are only one of the many institutions
that educate society. But schools are formal institutions that address more complex and
interrelated societies and the world.

Society as ever dynamic is a source of very fast changes which are difficult to cope with
and adjust to. Thus schools are made to help to understand these changes. However, some
observations point out to the fact that schools are conservative institutions that lag behind when
 13

they are supposed to be agents of change. Thus, in order for schools to be relevant, school
curricula should address diversity, explosions of knowledge, school reforms and education for
all.

The relationship of curriculum and society is mutual and encompassing. Hence, to be

relevant, the curricula should reflect and preserve the culture of society and its aspirations at the
same time society and its aspirations. At the same time society should also imbibe the challenges
brought about by formal institutions called schools.

TAKE ACTION

To further learn about the concepts of curriculum, let us do some activities. You may do
the following activities individually, in dyad, or in groups of not more than five. Follow the
instruction in each group activity.

Activity 1- Curriculum Defined

In this activity, let us find out how teachers, students, educators define curriculum from
their own points of view.
With a classmate, interview the following persons: (elementary grade teacher, school
principal, college teacher, student teacher, non- education college student). Ask each one of the
question: What is curriculum to you?
Record their answers and present the definition in a matrix like the one below. Compare
each definition. Are they similar? Different?

Persons Interviewed Answer to Question: What is Curriculum to You?

Elementary Grade
Teacher

School Principal

College Teacher

Student Teacher

Non-education
college student

COMMENTS:
 14

Activity 2- Identifying the Curricula Operating in the Schools

This activity is for a group of five. Visit a school of your choice. Observe, and
interview the appropriate persons like the classroom teacher, students or principals.
Identify the existence of the different curricula. Write the specific examples. Record your
data in a matrix like the one below.

Name of School________________________________________________

Types of Curricula Operating in School Examples from Observations or Interviews

Recommended Curriculum

Written Curriculum

Taught Curriculum

Supported Curriculum

Assessed Curriculum

Learned Curriculum

Hidden Curriculum
 15

Activity 3- Curriculum from Two Points of View: Traditional or Progressive

Inthe courses that you are currently taking, identify practices that can be considered
as following the traditional orientation and those that are progressive in orientation. Give
specific examples or illustrations.

Points of View of Curriculum Illustrative Examples of Practices

Traditional Curricular Practices

Progressive Curricular Practices

REFLECT

Let us pause for a while and reflect on what we have read, discussed, shared and
observed in the lesson. This portion will require you to have a deep thinking. Answer the
questions by yourself first, then get a partner and shared your ideas. Listened to your partners
ideas also.

1. Can a school exist without a curriculum? Why or why not?

2. How does a strong belief or philosophy influence curriculum?

3. As future teachers, how important will a curriculum be to you?

4. What are the implications of an ever changing curriculum to teachers?

SELF-CHECK

Let us find out how much we have learned from the lesson. You may go back to your
readings and activities which you have done before. Good Luck.

1. Name five persons who contributed to the field of curriculum. Give the contribution of
each other.

2. How do philosophy, psychology, history and society influence the development of a

curriculum?

3. Explain how the three processes of planning, implementing and evaluating are used in
curriculum development?
 16

Module I

Nature, Concepts and Purposes of Curriculum

Lesson 2
Components of Curriculum and Curricular Approaches
Purita P. Bilbao,Ed.D.

TAKE-OFF

Lesson 2 will introduce you to the elements of curriculum and some curricular
approaches. These topics will strengthen your knowledge and understanding of the nature,
concepts and purposes of the curriculum.

What parts or components should a curriculum have? How should these components be
arranged? The nature of the elements and the manner in which they are organized may comprise
which we call a curriculum design. However, this section will only introduce to you the elements
or components of a curriculum. It will not discuss in length how each component relates to one
another but will merely provide the structure or the skeleton of the curriculum.

The other section of this lesson presents the approaches to curriculum. The approach to
curriculum reflects the views of schools and societies. It will reveal the philosophy, view of
history, psychology and learning theory which will become the foundation of the curriculum. It
will also tell about the view of how social, theoretical and practical issues are utilized in the
curriculum.

A curriculum approach shows the viewpoints of curriculum development and design, the
role of the learner, the teacher, the curriculum specialist in planning the curriculum. It also
includes the goals and objectives of the curriculum.

In this lesson, let us look at the components and some approaches to curriculum. Some
approaches coincide with traditional theories and models while some are fluid and emergent.

FOCUS

Elements/Components of the Curriculum

For most curricula, the major components or elements are (1) aims, goals and objectives;
(2) subject matter/content; (3) learning experiences and (4) evaluation approaches.

When translated into questions, each component can be addressed by the following:

1. What is to be done?
2. What subject matter is to be included?
3. What instructional strategies, resources and activities will be employed?
4. What methods and instruments will be used to assess the results of the curriculum?
 17

Component 1-Curriculum Aims, Goals and Objectives

A formal curriculum is embedded in a formal institution called schools. Schools are

established institutions which are either run by the government or by the private sector. The
Philippine educational system is divided in three educational levels: primary, secondary and
tertiary levels. Based on the Philippine Constitution of 1987, all schools shall aim to:

1. Inculcate patriotism and nationalism

2. Foster love of humanity
3. Promote respect for human rights
4. Appreciate the role of national heroes in the historical development of the country
5. Teach the rights and duties of citizenship
6. Strengthen ethical and spiritual values
7. Develop moral character and personal discipline
8. Encourage critical and creative thinking
9. Broaden scientific and technological knowledge and promote vocational efficiency

Aims of Elementary Education (Education Act of 1982)

In the elementary level, schools through their curricula should aim to:

 Provide knowledge and develop skills, attitudes, values essential to personal

development and necessary for living in and contributing to a developing and
changing society:
 Provide learning experiences which increase the child’s awareness of and
responsiveness to the changes in the society:
 Promote and intensify knowledge, identification with and love for the nation and
the people to which he belongs: and
 Promote work experiences which develop orientation to the world of work and
prepare the learner to engage in honest and gainful work.

Aims of Secondary Education

In high school or secondary level, educational curricula aim to:

 Continue to promote the objectives of elementary education ;and

 Discover and enhance the different aptitudes and interests of students in order to
equip them with skills for productive endeavor and or to prepare them for tertiary
schooling.

Aims of Tertiary Education

Tertiary education refers to college and university formal education based on the
curricula of the different courses. The different courses should aim to:

 Provide general education programs which will promote national identity, cultural
consciousness, moral integrity and spiritual vigor;
 Train the nation’s manpower in the skills required for national development;
 Develop the professions that will provide leadership for the nation; and
 Advance knowledge through research and apply new knowledge for improving
the quality of human life and respond effectively to changing society.
 18

Based on the mandate of the constitution, each school therefore should be guided by its
vision; mission and its curricula should also revolve around these.

The school’s vision is a clear concept of what the institution would like to become in the
future. It provides the focal point or unifying element according to which the school staff,
faculty, students perform individually or collectively. It is the guiding post around which all
educational efforts including should be directed. The school’s vision can be very ambitious but
that is a characteristic of a vision.

Example of a school’s vision

1. A model performing high school where students are equipped with knowledge, skill and
strength of character to realize their potential to the fullest.
2. Commits to the exemplary Christian education for life and responsive to the needs of the
total person and the world.

The school’s mission statement, spells out how it intends to carry out its vision. The
mission targets to produce the kind of persons the students will become after having been
educated over a certain period of time.

Examples of school’s mission

1. To produce globally competitive lifelong learners.

2. Commits to the total development of individuals for life adjustment and to the enlistment
of the economically deprived but deserving students through quality instruction, updated
facilities and curricula responsive to the needs of the times.

The school’s vision, and mission are further translated into goals which are broad
statements or intents to be accomplished. Data for the sources of school goals may include the
learns, the society and the fund of knowledge.

Examples of school goals:

1. Build a strong foundation of skills and concepts.

2. Efficient and effective administration responsive of the needs of the university and
community

In a curriculum, these goals are made simple and specific for the attainment of each
learner. These are called educational objectives. Benjamin bloom and Robert Mager defined
educational objectives in two ways:

1. Explicit formulations of the ways in which students are expected to be changed by the
educative process, and
2. Intent communicated by statement describing a proposed change in learners.

In other words, objectives direct the change in behavior which is the ultimate aim of
learning. They provide the bases for the selection of learning content and learning experiences.
They also set the criteria against which learning outcomes will be evaluated.

Benjamin Bloom and his associates classified three big domains of objectives. These are
cognitive, affective and psychomotor domains. Each domain is composed of specific skills,
attitudes and values which are presented in hierarchy or levels. Although there are some
 19

modifications in the concepts of behavioral objectives, the original ideas are presented in this
section.

 Cognitive Domain (Bloom et al 1956) – domain of thought process

1. Knowledge – recall, remembering of prior learned materials in terms of facts,
concepts, theories and principles. It is the lowest cognitive level
2. Comprehension – ability to grasp the meaning of material. it indicates the lowest form
of understanding
3. Application – the ability to use learned material in new and concrete situation
4. Analysis – ability to breakdown material into component parts so that its
organizational structure may be understood
5. Synthesis – ability to put parts together to form a new whole
6. Evaluation – ability to pass judgment on something based on given criteria
 Affective Domain (Krathwohl, 1964) – domain of valuing, attitude and appreciation
1. Receiving – students’ willingness to pay attention to particular event, stimuli or
classroom activities
2. Responding – active participation on the part of the students
3. Valuing – concerned with the worth or value a student attaches to a particular
phenomena, object or behavior
4. Organization – concerned with bringing together different values and building a value
system
5. Characterization by a value or value complex – developing a lifestyle from a value
system
 Psychomotor Domain (Simpson, 1972) – domain of the use of psychomotor attributes
1. Perception – use of sense organs to guide motor activities
2. Set – refers to the readiness to take particular type of action
3. Guided response – concerned with the early stages in learning complex skills.
Imitation and trial and error are some of the ways of doing.
4. Mechanism – responses have become habitual. Performance skills are with ease and
confidence.

Component 2 – Curriculum Content or Subject Matter

All curricula have content, regardless of their design or models. Content is more than
simply information to be learned in school. To some curriculum specialists, content or subject
matter is another term for knowledge. It is a compendium of facts, concepts generalization,
principles and theories. The fund of human knowledge represents the repository of accumulated
discoveries and inventions of man down the centuries, due to man’s exploration of his world.
This is the subject-centered view of the curriculum. On the other hand those who view
knowledge as learner-centered, relates knowledge to the individual’s personal and social world
and how he or she defines reality. According to Jerome Bruner, “knowledge is a model we
construct to give meaning and structure to regularities in experience”.

Let us look into broad subject areas in basic or general education. Each subject area has
its own body of subject matter or learning content. these are just examples.

Communication Arts – include skills in listening, speaking, reading and writing as well as
the effective use of language in daily living.

Mathematics – includes numeric and computational skills, geometry and measurement,

algebra, logic and reasoning.
 20

Science – includes all branches of the natural sciences, exploration and discovery dealing
with natural phenomena and the use of scientific method of investigation.

Social Studies – include basic elements of Geography, History, Sociology, Anthropology,

Economics, Civics, Political Science and Psychology.

Music – includes basic music theory, practice in listening, singing, playing musical
instruments and music preparation.

Physical Education–includes health and physical fitness, individual and team sports,
spectatorship and wise use of leisure.

Vocational Education – includes psychomotor and manipulative skills in basic crafts and
trades, design, work ethic and appreciation of manual productive work.

What subject matter will be taught in the different clusters in order to achieve the
objectives? What criteria should be used in selecting the content? Content selection is a very
crucial stage in curriculum development.

Here are some criteria which can be utilized in the selection of subject matter content or
knowledge for the curriculum.

1. Self-sufficiency – According to Scheffler (1970) the prime guiding principle for content
selection is helping the learners to attain maximum self-sufficiency in learning but in the
most economical manner. Economy means less teaching effort and educational resources,
less learners’ effort but more results and effective learning outcomes.
2. Significance – When content or subject matter will contribute to basic ideas, concepts,
principles, and generalization to achieve the overall aim of the curriculum, then it is
significant. It is also significant if it will develop learning abilities, skills, processes and
attitude. Subject matter is significant if it will develop the cognitive, affective and
psychomotor skills of the learners. it can also be significant if the cultural aspects will be
considered.
3. Validity – The authenticity of the subject matter selected is its validity. With information
explosion, oftentimes, knowledge selected for school content may become obsolete. Thus
subject matter should be checked or verified at regular intervals, to determine if the
content that was originally valid continues to be.
4. Interest – For a learner-centered curriculum, this is the key criterion. A learner will value
the content if it is meaningful to him or her. Students’ interests should be considered and
adjusted taking into consideration maturity, prior experiences, educational and social
value of their interest among others.
5. Utility – Usefulness of the content or subject matter may be relative to the learner who is
going to use it. Usefulness maybe either be for the present or the future. Questions like
“Will I use it in my future job?” “Will it add meaning to my life or develop my human
potential?” Or “Will the subject matter be useful in solving my current problems?”
6. Learnability – Subject matter in the curriculum should be within the range of experiences
of the learners. This is clearly suggested by the psychological foundations of a
curriculum. There are ways of presenting subject matter or content which can easily be
learned. Optimal placement and appropriate organization and sequencing of contents are
the two ways by which these can be done.
7. Feasibility - Can the subject matter or content be learned within the time allowed,
expertise of the teaches, and the nature of the learners? Content selection should be
considered within the context of the existing reality in school, in society and government.
 21

There are other considerations that may be used in the selection of the learning content. It
would be of greater he curriculum makers can use them. As a guide, subject matter or content
can be rejected for use he these are:

a. frequently and commonly used in daily life;

b. suited to the maturity levels and abilities of students;
c. valuable in meeting the needs and the competencies of a future career;
d. related with other subject areas; and
e. important in tin transfer of learning.

In organizing or putting together the different learning contents Palma, 1992 suggested
the following principles: balance, articulation, sequence, integration and continuity.

Curriculum content should be fairly distributed in depth and breadth of the particular
learning area or discipline. This will ensure that the level or area will not be overcrowded or less
crowded. This refers to BALANCE.

When each level of subject matter is smoothly connected to the next, glaring gap and
wasteful overlaps in the subject matter will be avoided. Teamwork among the teachers will
enhance ARTICULATION of contents in the curriculum.

SEQUENCE is the logical arrangement of the subject matter. It refers to the deepening
and broadening of content as it is taken up in the higher levels.

The horizontal connections are needed in subject areas that are similar so that learning
will be related to one another. This is INTEGRATION. This will help the learner get a holistic
or unified view of reality and outlook in life.

Learning requires a continuing application of the new knowledge, skills, attitudes states
so that there will be used in daily living. The constant repetition, review and reinforcement of
learning is what is referred to as CONTINUITY.

Component 3 - Curriculum Experiences

This section will not discuss in detail the different instructional strategies that provide the
experiences. Instead it will link instructional strategies and methods to curriculum experiences,
the core or the heart of the curriculum. The instructional strategies and methods will put into
action the goal and use the contents in order to produce an outcome.

Teaching Strategies convert the written curriculum to instruction. Both the teacher and
the learner take actions to facilitate learning. The actions are based on planned objectives, the
subject matters to be taken and the support materials to be used. There will include a multitude of
teaching methods and educational activities which will enhance learning. Among there are the
time-testing methods, inquiry approaches, constructing and other emerging strategies that
complement new theories in teaching and learning. Educational activities like field viewing,
conducting experiments, interacting with computer programs, field trips and other experiential
learning will also form part of the repertoire of teaching.

Whatever methods the teacher utilizes to implement the curriculum, there will be some
guide for the selection and use. Here are some of them:

1. Teaching methods are means to achieve the end. They are used to translate the
objectives into action.
 22

2. There is one single best teaching method. Its effectiveness will depend on the learning
objectives, the learning and skill of the teacher.
3. Teaching methods should stimulate the learners desire to develop the cognitive,
affective, psychomotor, social and spiritual domain of the individual.
4. In the choice of the teaching methods, learning styles of the students should be
considered.
5. Every method should lead to the development of the learning outcomes in the three
domains: cognitive, affective and psychomotor.
6. Flexibility should be a consideration in the use of the teaching methods.

Component 4 - Curriculum Evaluation

According to Worthen and Sanders, (1987) all curricula to be effective must have the
element of evaluation. Curriculum evaluation here may refer to the formal determination of the
quality, effectiveness or value of the program, process, product of the curriculum. Tuckman
(1985) defines evaluation as meeting the goals and matching them with the intended outcomes.
From the definitions, several models of evaluation came up. The most widely used is
Stufflebeam's CIPP (Content, Input, Product, Process) Model. In CIPP, the process is continuous
and is very important to curriculum managers like principals, supervisors, department head,
deans and even teachers.

The context refers to the environment of the curriculum. The real situation where the
curriculum is operating is its context. Simply put, context evaluation refers to situation analysis.
Input refers to the ingredients of curriculum which include the goals, instructional strategies, the
learners, the teacher, the contents and all the materials needed. The process refers to views and
means of how the curriculum has been implemented. This component of the CIPP looks into the
entire operation of the curriculum. The product indicates he the curriculum accomplishes its
goals. It will determine to what extent the curriculum objectives have been achieved.

The CIPP model can be taken as a whole, or each component taken separately. It is a long
of continuous process.

Within the evaluation process, smaller and more specific activities are needed to
determine the effectiveness of the curriculum. There activities include assessment and
measurement of learning outcomes, the ultimate product of a curriculum. Different methods can
be utilized like diagnostic, placement, formative or summative evaluation or the norm-referenced
or criterion-referenced measurement. With the variety of evaluation methods are the different
materials which can be effectively utilized. You will study there in more detail in the modules
that come later.

Regardless of the methods and materials evaluation will utilize, a suggested plan of
action for the process of curriculum evaluation is introduces. These are the steps.

1. Focus on one particular component of the curriculum. Will it be the subject area, the
grade level, the course, or the degree program? Specify the objectives of evaluation.
2. Collect or having the information. Information is made up of data needed regarding
the object of evaluation.
3. Organize the information. This step will require coding, organizing, storing and
retrieving data for interpretation.
4. Analyze information. An appropriate way of analyzing will be utilized.
 23

5. Report the information. The result of evaluation should be reported to specific

audiences. Reporting can be done formally in conferences with stakeholders, or
informally through roundtable discussions and conversations.
6. Recycle the information for continuous feedback, modification and adjustments to be
made.

In summary, the components of a curriculum are distinct but are interrelated to each other
in a curriculum design as shown in figure 2.

Aims

Objective
s

Content/S
ubject
Evaluation
Matter

Evaluation Methods/

Strategies

Figure 2 – Interrelationship of the Components of a Curriculum

Curriculum Approaches

There are five curriculum approaches that will be presented in this lesson. Curriculum
practitioners and implementers may use one or more approaches in planning, implementing and
evaluating the curriculum. Even textbook writers or instructional material producers have
different curricular approaches. Let us study and understand each example.

 Behavioral Approach – Anchored on the behaviorist principles, behavioral approach to

curriculum is usually based on a blueprint. In the blueprint, goals and objectives are
specified, contents and activities are also arranged to match with the learning objectives.
The learning outcomes are evaluated in terms of goals and objectives set at the beginning.
Behavioral approach which was started with the idea of Frederick Taylor is aimed to
achieve efficiency. In the factory for example, the worker will be paid according to his
output produced with in a specific period of time. In education, behavioral approach
begins with educational plans that start withthe setting of goals or objectives. These are
considered as important ingredients in curriculum implementation as evaluating the
learning outcomes as a change of behavior. The change in behavior indicates the measure
of the accomplishments.

 Managerial Approach – The managerial approach became a dominant curriculum

approach in the 1950’s and 1960’s. The principal is the curriculum leader and at the same
 24

time instructional leader who is supposed to be the general manager. The general
manager sets the policies and priorities, establishes the direction of change and
innovation, and planning and organizing curriculum and instruction. School
administrators are less concerned about the content than about organization and
implementation. They are less concerned about subject matter, methods and materials
than improving curriculum. Curriculum managers look at curriculum changes and
innovations as they administer the resources and restructure the schools. Some of the
roles of the Curriculum Supervisors (Ornstein and Hunkins, 2004) are the following:
1. Help develop the school’s education goals.
2. Plan curriculum with students, parents, teachers and other stakeholders.
3. Design programs of study by grade levels.
4. Plan or schedule classes or school calendar.
5. Prepare curriculum guides or teacher guides by grade level or subject area.
6. Help in the evaluation and selection of textbooks.
7. Observe teachers.
8. Assist teachers in the implementation of the curriculum.
9. Encourage curriculum innovation and change.
10. Develop standards for curriculum and instructional evaluation.

 System Approach – The systems approach to curriculum was influenced by systems

theory. In the systems approach to curriculum, the parts of the total school district or
school are examined in terms of how they relate to each other. The organizational chart of
the school represents a systems approach. It shows the line-staff relationships of
personnel and how decisions are made. To George Beauchamp, the systems theory of
education sees the following to be of equal importance are 1) administration 2)
counselling 3) curriculum 4) instruction and 5) evaluation.

 Humanistic Approach – This approach is rooted in the progressive philosophy and

child-centered movement. The humanistic approach considers the formal or planned
curriculum and the informal or hidden curriculum. It considers the whole child and
believes that in curriculum the total development of the individual is the prime
consideration. The learner is at the center of the curriculum.

TAKE ACTION

There are two major activities that you will do in this lesson.

Activity 1 will be on the elements or components of the curriculum and

Activity 2 will be on the approaches to curriculum.

Activity1 – Lesson Plan: A Curriculum?

Get a copy of the best written lesson plan of your favorite teacher in the elementary or high
school. Add this to your portfolio collection.

Read every detail of the lesson plan and specifically look into the following:

1. What are the objectives of the lesson plan?

2. What is the subject matter content?
 25

3. What strategies or methods of teaching are utilized?

4. What evaluation procedure is used?
5. Do the four components fit or match with one another? Explain.
6. Can you consider a lesson plan as a curriculum? Why?

Activity 2 – Mr. or Ms. Principal: What Curriculum Approach Are You Using?

1. Make an interview protocol regarding curriculum approach with your groupmates. Show
your output to your teacher for comments. Refine your instrument and place a sample in
your portfolio.
2. Choose a school with a principal as your respondent. Secure permission to interview the
principal at a certain time of the school day. Record all the answers to your protocol.
3. From your interview, what kind of curriculum approach is the principal using?
4. Why do you say so? Describe in detail his/her approach.

REFLECT

1. “Is Philippines education really deteriorating?” This is a big question raised by many
sectors of our society. Let us reflect on this issue. Choose a particular level
(elementary,secondary,tertiary) and a specific subject area (Science, Math, English) as a
point of reference.

In your own experiences as a student:

a. In what component/s of your curriculum, do you find some difficulties or weaknesses?

Identify at least 3.
Goals and Objectives
Curriculum Content
Curriculum Experiences
Curriculum Evaluation
b. Describe the weaknesses or difficulties.
c. Are there solutions to these conditions? What do you propose?

SELF-CHECK

Let us return to Lesson 2 and quickly find out what learning outcomes we have achieved. Just
answer YES or NO to the questions that follow:

1. Can a school curriculum succeed without a clear vision?

2. Should the school’s mission be reflected in all its curricula?
3. Will subject matter dictate the approach in curriculum?
4. Should the learning activities be congruent to the objectives of the curriculum?
5. Should evaluation of learning outcomes be based on the experiences of the learners?
6. As a student of curriculum, will you put equal emphasis on the four curricular
components?
7. Does a principal with a humanistic approach to curriculum emphasize most memorization
of subject matter?
8. Does the systems approach to curriculum consider only each part?
9. Can there be a curriculum without evaluation?
10. Can experiences be measured?
 26

Module I

Nature, Concepts and Purposes of Curriculum

Lesson 3
Teaching- Learning Processes and Curriculum Development
Purita P. Bilbao, Ed,D.

TAKE-OFF

One of the most often repeated a definition of a curriculum is that curriculum is the total
learning experience. This description implies that the crux of a curriculum is the different
planned and unplanned activities which have been lived, acted upon or done by the learners with
the guidance of the teacher. Hence in curriculum development, the teaching and learning are
actions necessary to accomplish a goal in education. What is the role of teaching in the
curriculum development? Who does it?

This lesson will focus on the teaching and learning processes as salient components of the
curriculum. Both processes provide experiences which will accomplish the goals of education.

Let us now look closely as the teaching-learning processes vis a vis curriculum in our
schools.

FOCUS

Teaching as a Process in Curriculum

What do you know about teaching? What knowledge is needed to understand this
process? This section clarifies the process of the teaching as it relates to the experiences in the
curriculum, an important ingredient.

Good teaching is difficult to agree upon. While it remains to be difficult to agree on what
good teaching is, effective teaching can be demonstrated. Effective teaching is one that will bring
about intended learning outcomes.

Because of the changing paradigms of teaching, several definitions have evolved based
on the theories of teaching and learning that have come about. Some view teaching as an
organization of meaningful learning. It is creating a situation or selecting life-like situations to
enhance learning. To the traditionalists, teaching is process of imparting knowledge and skills
required to master a subject matter. It is a process of dispensing knowledge to an empty vessel
which is the mind of the learner. Teaching is showing, telling, giving instruction, making
someone understand in order to learn. In this instance, the person who teaches, controls learning.
This person is a teacher, a dispenser of knowledge, an ultimate authority, a director of learning.

On the other hand, as progressive and humanist education advance, the meaning of
teaching broadened to fit the psychological meaning of the term. Teaching is now perceived as
stimulating, directing, guiding the learner and evaluating the learning outcomes of teaching. The
teacher’s role in teaching becomes complex but has given the learner the responsibility to learn.
Teaching then is a process that enables the learner to learn on his/her own.
 27

The teacher now becomes a decision maker in the teaching process. Let us look at the
teaching process as a series of actions from PLANNING, IMPLEMENTING and
EVALUATING. It looks similar to curriculum development. Definitely, it is because the process
of teaching replicates the process of curriculum development. The implementation phase of
curriculum development is the actual teaching and experiencing of a curriculum. The teaching
process is shown in Figure 3 below.

PLAN IMPLEMENT EVALUATE

Feedback and Reflections

Figure 3 – Teaching Process

In teaching, the planning phase includes decision about (a) the needs of the learners, (b)
the achievable goals and objectives to meet the needs, (c) the selection of the content to be
taught, (d) the motivation to carry out the goals and (e) the strategies most fit to carry out the
goals and (f) the evaluation process to measure learning outcomes.

Teaching plans maybe short term like the daily plan or long term plan like the unit plan
or a yearly plan. In a plan, considerations should include the learner, availability of materials,
time requirements of particular activities, the strategies needed to achieve the objectives and the
teacher. The planning phase recognizes the intent that it will be the learners who will learn,
hence the next phase will engage more the learner.

The implementation phase requires the teacher to implement what has been planned.
Based on the objectives, implementation means to put into action the different activities in order
to achieve the objectives through the subject matter. Here, two important players are involved:
the teacher and the learner. Their interaction is important in the accomplishment of the plan.
Most often the planning phase directs what will be done in the activity but such can also be
flexible. The use of the different teaching styles and strategies should be included in the
implementation phase.

In the evaluation phase, a match of the objectives with the learning outcomes will be
made. The kind of information should be determined so that the type of the evaluation should be
chosen to fit the purpose. Simply, the evaluation phase will answer the question if the plans and
implementation have been successfully achieved.

In all the three phases of teaching, a continuous process of feedback and reflection as to
whether the three phases were appropriately done and gave good results. In short, feedback is the
reflection on the feedback. Is there a need to adjust something in planning, implementation and
evaluation? Reflection is a process embedded in teaching where the teacher inquires into his or
her actions and provides deep and critical thinking.
 28

On the basis of the diagram, basis assumptions can be made. These assumptions are:

(1) That teaching is goal-oriented with the change of behavior as the ultimate end;
(2) That teachers are the ones who shape actively their own actions;
(3) That teaching is a rational and a reflective process; and
(4) That teachers by their actions can influence learners to change their own thinking or
desired behavior, thus teaching is a way of changing behavior through the intervention of
the teacher.

To further clarify, what teaching is all about there are some indicators which you can use to
guide in the process of good teaching.

 Good teaching is one that is well planned and where activities are interrelated to each
other.
 Good teaching is one that provides learning experiences or situations that will ensure
understanding, application and critical thinking.
 Good teaching is based on the theories of learning.
 Good teaching is one where the learner is stimulated to think and reason.
 Good teaching utilizes prior learning and its application to new situations.
 Good teaching embeds a sound evaluation process.

Learning as a Process in Curriculum

“To teach is to make someone to learn.” This statement means that the end product of
teaching is learning. What is learning? What are the ways of learning? When do say that we have
learned?

Let us now look closer at the concept of learning as it relates to the concept of
curriculum.

Learning is usually defined as a change in an individual’s behavior caused by experiences

or self-activity. It implies that learning can only happen through the individual’s activity or
his/her own doing. Most learning is intentional, like when a learner acquires knowledge in the
classroom or when one observes a demonstration activity. Intentional learning occurs when
activities are purposefully arranged for the students to participate and experience. On the other
hand, learning sometimes is unintentional like when a child touches a lighted candle and feels it
is hot. All individuals are engaged in learning every waking moment, however learning occurs
more when the various stimuli are properly arranged for purposes of learning.

Broadly speaking, there are two principal types of learning theories to explain how
individuals learn according to educational psychologists. These are behavioral learning theories
and cognitive learning theories. Behavioral learning theories emphasize observable behavior
such as new skills, knowledge, or attitudes which can be demonstrated. These forms of behavior
are observable and measurable. According to this group of theories, if the individual has changed
behavior, he has learned.

Among the early behavioral learning theories were those of Ivan Pavlov’s Classical
Conditioning Theory, Edward Thorndike’s Laws of Learning and B.F. Skinner’s Operant
Conditioning. The outgrowth of the behavioral learning theory is Albert Bandura’s modelling or
observational learning. These and many more were discussed lengthily in your previous courses.
 29

On the other hand, cognitive learning theories are concerned with human learning in
which unobservable mental processes are used to learn and remember ne information or acquire
skills. Related to these theories is the concept of meaningful learning through cognitive models.
Jerome Bruner (1966), David Ausubel (1968) and Robert Gagne (1970) described three models
of teaching which are anchored on the cognitive learning theory.

Discovery learning theory of Jerome Bruner states that the individual learns from his own
discovery of the environment. Learners are inherently curious, thus they can be self motivated
until they find answers to the problems. Learners, when actively involved in their own learning,
will continuously construct their own knowledge. Each individual is capable of learning how to
learn. Bruner’s idea gave rise to the emerging theory of constructivism and self-learning.
Learning is flexible, exploratory and independent.

Reception learning of David Ausubel poses a contrast to the discovery learning of

Bruner. To Ausubel, though learners are inherently curious, they may not be able to know what
is important or relevant and they need external motivation in order to learn. However, both
theories believe that learners should be actively involved in their own learning. Both also
emphasizes that prior learning is important in order to learn new things and because knowledge
continuously changes once it is in the learner’s mind.

Events of learning of Robert Gagne proposed that an act of learning involves a series of
eight internal events:

1. Motivation phase – The learner must be motivated to learn by expectation that

learning will be rewarding.
2. Apprehending phase – The learner attends or pays attention if learning has to take
place.
3. Acquisition phase – While the learner is paying attention, the stage is set and the
information presented. Learner transforms information into meaningful form. The
mental images formed associates the ne information with old information. This is
where advance organizers are useful.
4. Retention phase – The newly acquired information must be transferred from short-
term to long-term memory. This may take place by means of practice, elaboration or
rehearsal.
5. Recall phase – Recall previous learned information. To learn to gain access to that
which has been learned is a critical phase in learning.
6. Generalization phase – Transfer of information to new situations allows application
of the learned information in the context in which it was learned.
7. Feedback phase – Students must receive feedback on their performance. This will
serve as reinforce for successful performance.

Some general statements which describe learning based on the theories of learning may
include the following:

 Learning does not take place in an empty vessel. Each learner is assumed to have prior
learning and maybe able to connect these to present learning.
 Learning is a social process where interactions with other learners and the teacher are
needed.
 Learning is a result of individual experiences and self-activity.
 Learning is both observable and measurable.
 Learning takes place when all the senses are utilized.
 30

 Learning will be enhanced when the learner is stimulated, directed, guided and feedback
is immediately given.
 Each learner has his/her own learning styles.

Teaching and Learning Go Together

How does teaching and learning connect to each other? One process cannot succeed
without the success or support of the other. A teacher cannot claim she/he has taught if the
learners have not learned substantially. The teaching styles of the teachers should jibe with the
learners’ learning styles. Unless the two are fit, teachers and learners will be existing in two
different worlds.

Teaching as a process cannot be taken independently in its entirety. With so many

ingredients needed, the most important is still the learner. The learner being in the center of the
teaching, will influence to a great extent teaching. It is therefore important that the knowledge of
the learner and his learning styles be considered. With the advancement of information about the
uniqueness of each learner, the multiple intelligences theory and many more, teaching has to
consider more factors in order to be effective.

On the other hand, the concepts of learning have become so vast that the simple stimulus-
response theory alone cannot explain it. Thus as learners become complex individuals capable of
learning on their own, the repertoire of teaching should also increase. The different teaching
styles with the support of simple to sophisticated teaching materials are now necessary to effect
good learning.

In many cases, it has been observed that teaching is the cause and learning the effect.
Learning outcomes can indicate teaching performance. The quality of teaching is related to the
quality of learning. If the students fail to learn, the grater factor is the failure in teaching. We
always attribute the kind of learning to the kind of teaching. It has now become a fallacy that
some learners are non-teachable. If our theories of learning and development are strong, then all
individuals are teachable, therefore they are capable of learning. The question is now raised.
How can you a teacher, make someone, the learner, learn something?

As the direct relationships of teaching and learning become clear, success of both brings
out something like, “learning in teaching and teaching for learning.” This means that while the
teacher, teaches, he or she also learns in the process. On the other hand, as the students learn,
they are also teaching themselves how to learn.

Some Ways of Doing Teaching and Learning

Since both teaching and learning are interrelated processes and are important components
in the curriculum, let us review some ways of doing these. This section will simply give some
examples because the details of the methods of teaching and learning are included in another
course.

The different methods of teaching can be clustered according to the number of students
being taught. Teaching methods or strategies can be clustered according to the number of
students in a class. Large group is composed of thirty or more students, small groups of two to
thirty members or individualized teaching. For large group teaching, methods like lecture,
expository, panel discussion, seminar, forum, demonstration or a combination of lecture
demonstration are appropriate. On the other hand, for a small group, teaching methods like role
 31

playing, buzz session, workshop, process approach, discovery learning, cooperative learning in
various forms, laboratory methods are few of the examples. For individualized teaching, modular
instruction, e-teaching, programmed instruction are some of the examples.

Another grouping of teaching methods will be traditional time-tested methods which

include among others the following: inductive method, deductive method, type study method,
project method, laboratory method, question and answer method or Socratic method, and lecture
method. Those that belong to the other group are the improved teaching practices which include
among others integrative technique, discovery approach, process approach, conceptual approach,
mastery learning, programmed instruction, e-learning, simulation, case-based teaching,
conceptual teaching, cooperative learning and many more.

If there are various ways of teaching, there must be various ways of learning too. Since
the arrays of teaching should fit the ways of learning or learning styles, let us look into ways of
how human beings learn. Each of the different ways are based on learning theories. Here are
some ways of learning:

Ways of Learning

1. Learning by trial and error. This type of is related to the stimulus-response theory of
learning. Reaction, action and reaction where the beginning reaction is due to a stimulus.
When the result is correct or satisfying then the response will be repeated. When the
reaction is wrong or negative then it will not be repeated. Learning will take place in both
instance. This type of learning is oftentimes risky and time consuming because the next
step will only follow depending on the result. Making several errors would be very
expensive in time, effort and money. However, trial and error is the easiest way of doing
things without necessarily anticipating a definite objective.

2. Learning by conditioning. The classical conditioning theory of Pavlov serves as the

basis of this learning. Training is the simple term to describe learning here, thus even
animals can be trained to do something but such action does not refer to learning. Aside
from Pavlov’s classical conditioning. Skinner’s operant conditioning plays a great role in
this kind of learning. Learning here is a product of what the individual does which will
result to either pleasant or unpleasant behavior. Drill and practice are some learning
activities based on conditioning.

3. Learning by insight. From a simple trial and error learning to learning by conditioning,
educational psychologists believe that human beings learn also by insights. In this type of
learning a higher level of intelligence is being utilized. Insight is looking into oneself
with deeper thinking. A sudden flash of idea or solution to a problem sometimes called
“aha” learning is an example of insightful learning. Learning by insight requires higher
thinking skills of the learner. Through insights the learner will also be capable of deep
reflection.

4. Learning by observation and imitation through modelling.The process of learning

assumes that one learns from someone. It is through observation and imitation from a
model that a person will able to do similar thing. Anchored on the social learning of
Albert Bandura, learning by observation and imitation requires a model, hence it is
referred to as “no-trial” learning. This process of learning involves four phase; attention
phase where the learner observes a model; retentionphase, where the learners copies,
practices or rehearse what has been observed; reproduction phase, where the learners
 32

matches their behavior to model and motivational phase where learners will imitate the
behavior for getting a chance to be reinforced by becoming like the one from whom the
behavior was copied.

Teaching and Learning in the Curriculum

One of the crucial issues raised today in education is not what the student should learn
but rather how the student should learn how to learn. The deluges of information in our midst
and the different ways of retrieving them have become a challenge to both teaching and learning.
The curriculum seems to be overloaded: to many subjects to cover, too many topics to teach.
Sometimes the curriculum is fragmented or is simply boxed. Unfortunately, the learner’s life is
not compartmentalized. Subject matter overlaps and intergrades naturally and holistically.How
then should teaching approach this challenge? How should students learn? How can curriculum
be design to enhance to process of teaching? What kind of learning will be achieved from such
kind of teaching?

Teaching and learning give life and meaning to the curriculum. Each compliment and
supplement each other. The value placed in teaching will reap the same value in learning , thus a
good curriculum can be judge by the kind of teaching and quality of learning derived from it.

TAKE ACTION

To enhance learning in Lesson 3, you will do the activity below.

Activity 1 – Matching Teaching and Learning

With your group mates, study the matrix below. Discuss your answers.
Fill in the matrix to match teaching and learning. Consider teaching as the role of the teacher and
learning as the responsibility of the learners.

Teaching ( Role of the Teacher) Learning (Responsibility of the Learner)

Example: Show the different color of the Example: Memorize the different colors of the
rainbow. rainbow.
1. Take student of field trip to a zoo. 1.

2. Organize class to conduct experiment.

3. Assigns group to interview different

professional on the their contribution to
the community.

4. Reads a story about the life of Jose

Rizal
 33

REFLECT

Consider this.

You have been going to school for several years now. You were taught by several
teachers while you were in the elementary, high school of college.

 Can you recall what you have learned from what they taught?
List the them in your notebook.
 Are there other things you learned which were not taught by your teachers? Make
another list for these.
 Have your teacher in elementary. High school or college taught you how to learn
on your own? Explain your answer.
 When you become a teacher, would it be good if you teach your students to learn
how to learn? Defend your answer.

SELF-CHECK

1. Based on the lesson, give at least five words to describe teaching and also five words to
describe learning

Teaching Learning

2. Why are teaching and learning important elements in the curriculum?

 34

Module II

CRAFTING THE CURRICULUM

Lesson 1
Curriculum Designs Models
Purita P. Bilbao, Ed. D.

INTRODUCTION

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

curriculum evaluator. These threefold functions are embedded in teaching profession. Every
single day, a teacher plans, implements and evaluates the curriculum in school. Hence it would
be great help to know how school curricula are being made or crafted.

This module provides a background on curriculum designs, the dimensions and some
principles that go with each and some curricular approaches.

Lesson 1 – Curriculum Designs Models

TAKE- OFF

Crafting a curriculum is like writing a lesson plan. It is like making something with
different components, and putting them together in a very creative way. It is a task that all
teachers should know and understand, or better still, to know how to craft one.

This lesson will present the different designs models of curriculum. This will guide you
to discover that curricula are organized in many ways. Let us study some of them.

FOCUS

Generally speaking, a curriculum can be organized either horizontally or vertically.

Horizontal organization means, that the direction of the curriculum elements is sideways. For
example, the subject social studies move horizontally along history, geography, civics and
culture. Taking contents in mathematics and relating these to science is also an example of
horizontal curriculum design. On the other hand, using a vertical arrangement or sequence of
curricular elements follow a vertical design. For example in social studies content, putting the
“family” ahead of the topic “community” is vertical articulation or in science the bigger topic on
“living thing” comes ahead of topics on “plants” and “animal”.

Curriculum design may also follow the following structure

1. Subject centered design model- This model focuses on the content of the curriculum.
The subject centered design corresponds mostly of the textbook, written for the specific subject.
Henry Morrison and William Harris are the few curricularists who were firm believers of this
design. In this instance, schools divide the school hours to different subjects such as reading,
grammar, literature, mathematics, science, history and geography. In the Philippines, our
curricula in any level are also divided in different subjects or courses. Most of the schools using
this kind of structure aim for excellence in the subject matter content. Examples of subject-
centered curriculum are included below.
 35

a. Subject design-What subjects are you teaching? What subjects are you taking? These
sample questions to which the teacher and the learner can easily give an answer. It is so because
they are familiar with the subject design curriculum.

Subject design curriculum is the oldest and so far the most familiar design for teachers,
parents and other laymen. According to the advocates, subject design has an advantage because it
is easy to deliver. Complementary books are written and support instructional materials are
commercially available. Teachers are familiar with format, because they were also educated
using the design. In the Philippines educational system, the number of subjects in the elementary
education is fewer than secondary level. In college, the number of subjects also differs according
to the degree programs being pursued.

However, the drawback of this design is that sometimes learning is so

compartmentalized. It stresses so much the content that it forgets about students’ natural
tendencies, interests and experiences. The tendency of the teacher is pour in so much content to
the learner so that the students become simply the empty vessel that receive the information or
content.

b. Discipline design- This curriculum model is related to the subject design. However,
while subject design centers only on the cluster of content, discipline design focuses on academic
disciplines. Discipline refers to specific knowledge learned through a method which the scholars
use to study a specific content field. Students in history should learn how biologists learn, and so
with students in mathematics should learn how mathematician learn. In the same manner,
teachers should teach how the scholars in the discipline will convey the particular knowledge.

The discipline design model of curriculum is often used in college, but not in the
elementary or secondary levels. So from the subject-centered curriculum, curriculum moves
higher to discipline when the students are more nature and are already moving towards their
career path or disciplines as science, mathematics, psychology, humanities, history, and others.
Discipline becomes the degree program.

c. Correlation design- This comes from core, correlated curriculum design that links
separate subject designs in order to reduce fragmentation. Subjects are related to one another but
each subject maintains its identity. For example, English literature and social studies correlate
well in the elementary level. In the two subjects, while history is being studied, different literary
pieces during the historical period are being studied. The same is true when science becomes the
core, mathematics is related to it, as they are taken in chemistry, physics and biology. Another
example is literature as the core and art, music, history, geography will be related to it. To use
correlated design, teachers should come together and plan their lessons cooperatively.

d. Broad field design/ interdisciplinary- Broad field or interdisciplinary design is a

variation of the subject-centered design. This design was made to prevent the
compartmentalization of subjects and integrate the contents that are related to each other. Thus
subjects such as geography, economics, political science, anthropology, sociology and history
are fused into one subject called social studies. Languages are will include grammar, literature,
linguistics, spelling and composition.

Sometimes called holistic curriculum, broad field design draws around themes and integration.

2. Learner-Centered Design-Among the progressive educational psychologists, the

learner is the center of the educative process. This emphasis is very strong in the elementary
level, however more concern has been placed on the secondary and even the tertiary levels.
Although in high school, the subject or content has become the focus and in the college level, the
discipline is the center, both levels still recognize the importance of the learner in the curriculum.
Here are some examples of the learner-centered designs.
 36

a. Child-centered design- This design is often attributed to the influence of John Dewy,
Rouseau, Pestallozi and Froebel. The curriculum design is anchored on the needs and interests of
the child. The learner is not who engages with his/her environment. One learns by doing.
Learners actively create; construct meanings and understanding as viewed by the constructivists.
In the child-centered design, learners interact with the teachers and the environment, thus there is
a collaborative effort on both sides to plan lessons, select content and do activities together.
Learning is a product of the child’s interaction with the environment.

b. Experience-centered design- This design is similar to the child-centered design.

Although, the child remains to be the focus, experience-centered design believes that the
interests and needs of learners cannot be pre-planned. Instead, experiences of the learners
become the starting point of the curriculum, thus the school environment is left open and free.
Learners are made to choose from various activities that the teacher provides. The learners are
empowered to shape their own learning from the different opportunities given by the teacher. In
a school where experience-centered curriculum is provided, different learning centers are found,
time is flexible and children are free to make options. Activities revolve around different
emphasis such as touching, feeling, imagining, constructing, relating, and other. The emergence
of multiple intelligence theory blends well with experience-centered design curriculum.

c. Humanistic designs- The key lead personalities in this curriculum design were
Abraham Maslow and Carl Rogers. Maslow’s Theory of self-actualization explains that a person
who achieves this level is accepting of self, others and nature; is simple, spontaneous and
natural; is open to different experience; possesses empathy and sympathy towards the less
fortunate, among many others. The person can achieve this state of self-actualization later in life
but has to start the process while still in school. Carl Rogers, on the other hand, believed that a
person can enhance self directed learning by improving self understanding and basic attitudes to
guide behavior.

In a humanistic curriculum, the development of self is the ultimate objective of learning.

It stresses the whole person and the integration of thinking, feeling and doing. It considers the
cognitive, affective and psychomotor domains to be interconnected and must be addressed in the
curriculum. It stresses the development of positive self-concept and interpersonal skills.

3. Problem- Centered Design – Generally, problem- centered design draws on social problems,
needs, interest and abilities of the learners. Various problems are given emphases. There are
those that center on life situations, contemporary life problems, areas of living and many others.
In this curriculum, content cuts across subject boundaries and must be based on the needs,
concerns and abilities of the students. Two examples are given for the problem- centered design
curriculum.

a. Life- situations design – What makes the design unique is that the contents are
organized in ways that allow students to clearly view problem areas clearly. It uses the past and
the present experiences of learners as a means to analyze the basic areas of living. As a starting
point, the pressing immediate problem of the society and the students’ existing concerns are
utilized. Based on Herbert Spencer’s curriculum writing, his emphases were activities that
sustain life, enhance life, aid in rearing children, maintain the individual’s social and political
relations and enhance leisure, tasks and feelings. The connection of subject matter to real
situations increases the relevance of the curriculum.

b. Core design – another example of problem- centered design is core design. It centers
on general education and the problems are based on common human activities. The central focus
of the core design includes common needs, problems, concerns of the learners. Popularized by
Faunce and Bossing in 1959, they presented ways on how to proceed following a core design of
a curriculum as follows:
 37

1. The problem is selected by either the teacher or students.

2. A group consensus is made to identify the important problems and interest of the class.
3. Problems are selected on the basis of developed criteria for selection.
4. The problem is clearly stated and defined.
5. Areas of study are decided, including dividing the class by individual or group interests.
6. Needed information is listed and discussed.
7. Resources for obtaining information are listed and discussed.
8. Information is obtained and organized.
9. Information is analyzed and interpreted.
10. Tentative conclusions are stated and tested.
11. A report is presented to the class on an individual or group basis.
12. Conclusions are evaluated.
13. New avenues of exploration toward further problem solving are examined.

TAKE ACTION

A. With the use of knowledge gained in the presentation above, choose one (1) of the three
activities in this lesson. You may work in groups of five.

Activity 1 – The Basic Education Curriculum

Get hold of the Department of Education Basic Education Curriculum (BEC) curriculum.
Borrow this from any teacher in the public school. Study the curriculum and answer the
questions that follow:

1. Do you find the curriculum elements existing in the BEC? Identify two (2) examples of
each element. Include these in tour portfolio collection.

2. In the BEC itself, you may find several curriculum designs which were presented
before. Identify at least three (3) designs and explain.

Activity 2 – Secondary Education Curriculum

Get hold of the DepEd Secondary Education Curricula. Borrow this from the principal or
any high school teacher. Study the curriculum and answer the two (2) items that follow.

1. Do you identify the elements of the curriculum in the written curriculum that you
borrowed? Identify two (2) examples of each element. Include the examples in your
portfolio collection.

2. What curriculum designs do you find in the high school? Identify and give examples or
explain.

Activity 3 – Tertiary Education Curriculum (Your Degree Program)

Borrow a syllabus from any of your college teachers. This is an example of a written
curriculum. Study this and answer the two items that follow.

1. What elements of a curriculum do you find in the syllabus? Copy at least two (2)
examples of each element and include these in your portfolio collection.

2. Can you identify, what curriculum design or designs your teacher is using? Identify
and give explanation to the design you have identified.
 38

B. Further action.

1. Go to the library or search the internet and read about the following persons. Find out how
each person influenced curriculum designs. Add this information to your portfolio collection.

a. Carl Rogers

b. Abraham Maslow

c. Henry Morisson

d. John Dewey

e. Friedrich Froebel

REFLECT

1. Which of the curriculum design do you prefer? Why?

2. If there is a need to modify something in your college curriculum, in what aspects are these?
How?

SELF- CHECK

A. Quick Match. To Quickly check on what you have learned, match Column A with Column B.
On Column A you will find descriptions of Curriculum Designs. Match these with appropriate
names of Curriculum Designs.

Column A (Description) Column B (Curriculum Designs)

1. The development of the self is the A. Subject- centered

ultimate objective of learning.
2. Draws around themes and is B. Humanistic design
interdisciplinary. It reduces
compartmentalization of separate
subjects.
3. Content- centered, mostly C. Broadfields
patterned after textbooks.
School hours are allotted into
different separate subject areas.
4. Usually learning centers are D. Problem- centered
provided in the classrooms.
Learners are made to choose
from various activities that the
teacher provides.
5. Contents cut across subject E. Experience centered
boundaries thus problems are not
subject specific. They center on the
life situations.
 39

B. Identification. Who is this person?

1. With William Harris, he is a firm believer of the subject centered curriculum design.

2. He proposed the theory of self- actualization which influenced the humanistic curriculum
design.

3. “One learns by doing.” This is his popular belief.

4. His writings became the basis of life situation design, where learning activities include those
which sustain and enhance life, and maintain social and political relations.

5. He believed that a person can enhance self- directed learning or learning how to learn by
improving self- understanding.
 40

MODULE II

Crafting the Curriculum

LESSON 2
Dimensions and Principles of Curriculum Design
Purita P. Bilbao, Ed.D

TAKE-OFF

As previously learned, crafting a curriculum follows some designs. Curriculum designs

provide clear relationships between and among the different elements of the curriculum:
objectives, contents, activities and evaluation. Considering all of these elements, as a curriculum
designer, one has to look into the parameters or dimensions upon which a design can be crafted.

This lesson, will allow you to consider some of these dimensions and provide some
principles in its use in curriculum development.

FOCUS

Let us always focus on the four elements of a curriculum as bases in identifying what to
be considered in designing a curriculum. Many curricularists suggest to view a design from the
following dimensions: scope, sequence, continuity, integration, articulation and balance.

Dimensions of Curriculum Design

 Scope – Tyler and Ornstein (2004) defines scope as all the content, topics, learning
experiences and organizing threads comprising the educational plan. Scope does not only
refer to the cognitive content, but also to the affective and psychomotor content. It is the
depth, as well as, the breadth of these contents. The terms broad, limited, simple, general
are few of the words that can describe the scope. With the limitless knowledge that
abounds, scope provides boundaries in curriculum as it applies to the different
educational levels. It is here where the decision making skill of the teacher is needed.
Curriculum is time-bound, hence the appropriate scope should be provided such that the
curricular coverage should not be too much nor too minimal. Other considerations in the
determination of the scope should include time, diversity and maturity of the learners,
complexity of the content, and level of education. Simply said, scope refers to the
coverage of the curriculum.

The scope of the curriculum can be divided into chunks called units, sub-units,
chapters or sub-chapters as the case may be. Each chunk is guided by the general
curriculum objectives or goals. The division of the content may use the deductive
principle from the whole to the parts which will have a cascading arrangement or the
inductive principle from the examples to the generalization. Inductive arrangement of a
scope begins with the simple concepts to general content. Topical arrangement or content
outline of the curriculum may follow some design as thematic, linear or logical.

 Sequence – To provide continuous and cumulative learning, a vertical relationship

among the elements of the curriculum provides the sequence. Contents and experiences
are arranged in hierarchical manner, where the basis can either be logic of the subject
matter or on the developmental patterns of growth of the cognitive, affective and
 41

psychomotor domains. Some schools formulate their curricular objectives, content and
experiences by grade levels and consider the stages of thinking.

Smith, Stanley and Shore (1957) introduced four principles for sequence. These
are the following:

1. Simple to complex learning – Content and experiences are organized from

simple to complex, from concrete to abstract, from easy to difficult. This
principle is in consonance with developmental theories of learning and
cognition.
2. Prerequisite learning – It means that there are fundamental things to be
learned ahead. Like addition before multiplication in the mathematics or
letters before words, words before phrases and phrases before sentences.
3. Whole to part learning – this principle has relations to gestalt. The forest
before the trees. The overview before the specific content or topics. The
meaning can be very well be understood if everything will be taken as a
whole.
4. Chronological learning – The order of events is made as a basis of sequencing
the content and the experiences. This principle is closely allied to history,
political science or world events. Time is the factor to be considered. The
sequence can be arranged from the most recent to the distant past or vice
versa.

On the other hand, Posner and Rudnitsky (1994) presented five major principles
for organizing content in units, which can also be applied to a curriculum. In each major
type are subtypes which explain in detail the principles. These major principles are:

1. World-related sequence – What relationship exists among people, objects or events of

the world? How can contents and experiences be arranged so that they will be consistent
with the world?
a. Space – Spatial relations will be the basis for the sequence. Closest to farthest,
bottom to top or east to west. Teach the parts of the plants from the roots to the stems
to the leaves, flowers and fruits. Teach about the places from the equator to the poles
or from the plains to the mountains.
b. Time – This is similar to the chronological principle of Smith, et al. The content is
based from the earliest to the more recent. Teach the Philippine Presidents from the
first to the current. Teach discoveries from the earliest to the most recent.
c. Physical attributes – this principle refers to the physical characteristics of the
phenomena such as age, shape, size, brightness and others. For example, topics for
the three regions, Luzon, Visayas and Mindanao should be ahead of the Panay,
Negros, Cebu, Bohol for the Visayas. Likewise, topics when dealing with the planets,
Mercury, Venus, Earth, Mars before Jupiter, Saturn, Uranus and Pluto should be
taken up. this sequence considers the attribute distance from the sun.
2. Concept-related sequence – This arrangement reflects the organization of the
conceptual world, how ideas are related together in a logical manner.
a. Class relations – Class concept refers to the group or set of things that share common
practices. Teaching the characteristics of the class ahead of the characteristics of the
member of the class. For example, teach mammals before teaching specific animals
or compare sound and light before discussing about wave motion.
b. Propositional relations – A statement that asserts something. Sequence is arranged
so that evidence is presented ahead before proposition. Example will be too teach the
 42

topics on the principle of equal protection under the law before studying Supreme
Court decisions.
3. Inquiry-related sequence – This is based on the scientific method of inquiry. Based on
the process of generating, discovering and verifying knowledge, content and experiences
are sequenced logically and methodically.
4. Learning-related sequence – this is based on the psychology of learning and how
people learn.
a. Empirical prerequisites – Sequence is primarily based on empirical studies where
the prerequisite is required before learning the next level. An examples is teach skill
in discriminating initial consonants, before teaching word attack or in softball, teach
catching and throwing the ball before batting.
b. Familiarity – Prior learning is important in sequence. What is familiar should be
taken up first before the unfamiliar. In teaching currencies, teach the peso before the
dollar. Another example is identifying the animals in the community then those in
Manila zoo.
c. Difficulty – Easy content is taken ahead than the difficult one. Or teach rhymes
before blank words.
d. Interest - Contents and experiences that stimulate interest are those that are novel.
These can arouse curiosity and interest of learners. Use these contents and
experiences to when their appetite for learning. An example is identify the different
volcanoes in the Philippines before teaching about volcanism.
 Continuity – Vertical repetition and recurring appearances of the content provide
continuity in the curriculum. This process enables the learner to strengthen the
permanency of learning and development skills. Gerome Bruner calls this “spiral
curriculum” where the content is organized according to the interrelationship between the
structures of the basic ideas of a major discipline. For learners to develop the ideas, these
have to be developed and redeveloped in a spiral fashion-in increasing depth and breadth
as the learners advance. Example is the concept of living things in science which
continuously recurs in the elementary curriculum but with different complexity from
level to level.
 Integration – “Everything is integrated and interconnected. Life is a series of emerging
themes.” This is the essence of integration in the curriculum design. Organization is
drawn from the world themes from real life concerns. Subject matter content or
disciplined content lines are erased and isolation is eliminated.
 Articulation – This can be done either vertically or horizontally. In vertical articulation,
contents are arranged from level is connected to the next level. Horizontal articulation
happens when the association is among or between elements that happen at the same time
like social studies in grade six is related to science in grade six.
 Balance – Equitable assignment of content, time, experiences and other elements to
establish balance is needed in curriculum design. Too much or too little of these elements
maybe disastrous to the curriculum. Keeping “requires continuous fine tuning and review
for its effectiveness and relevance.

Guidelines in Curriculum Design

After looking into various designs in curriculum, perhaps it would help future curriculum
makers like you to take into consideration some pointers. Here are some pointers:

 Curriculum design committee should involve teachers, parents, administrators and even
students.
 43

 School’s vision, mission, goals and objectives should be reviewed and used as bases for
curriculum design.
 The needs and the interests of the learners, in particular, and the society, in general,
should be considered.
 Alternative curriculum design should consider advantages and disadvantages in terms of
cost, scheduling, class size, facilities and personal required.
 The curriculum design should take into account cognitive, affective, psychomotor skills,
concepts and outcomes.

TAKE ACTION

Activity 1 – Identify what curriculum design is being used in your school. Make a short
description to clarify your answer.
Activity 2 – Borrow a lesson plan of an experienced teacher (with 5 years or more in
teaching.)
Study very closely and find out what curriculum design is used. Explain why you
consider it to be using that design.

REFLECT

What is the impact of curriculum design in teaching and learning?

Will the varied designs make a difference in the way you teach or the way you earn?
How?

SELF-CHECK

Identify what curriculum design dimension is illustrated in the following situations.

Choose from among SCOPE, SEQUENCE, INTEGRATION, ARTICULATION,
CONTINUITY and BALANCE.
____________1. In the Basic Education Curriculum (BEC) a cluster of subjects is assigned
under MAKABAYAN. These include among others, Social Studies, Physical Education, Health
and HELE. In its implementation, MAKABAYAN subjects may choose to have a common them.
____________2. The three subjects which are given emphases in basic education are Science,
Math, and English. It is so because of empirical evidence and actual observations that students
perform low in these areas. Considering pupils’ poor performance in these areas, more time has
been allocated in the class schedules for these.
____________3. In college, there are courses that have to be taken ahead of others. For example,
Human growth and Development is taken ahead of Facilitating Learning or Principles of
Teaching is offered earlier than Assessment.
____________4. When a Grade 1 lesson in Living Things is repeated in the next grade level with
higher complexity, a connection should be made. In high school, the same content heading as
living Things is included but is linked to the content taken in the elementary level.
____________5. Content in the curriculum has no boundary, but time to take this up in school is
limited. Curriculum makers and implementers must consider activities and contents which can be
covered within a certain period of time. The choice should also take into consideration needs,
interest, importance and relevance among others.
 44

MODULE II

Crafting the Curriculum

LESSON 3
Approaches to Curriculum Design
Tomasa C. Iringan, Ph. D.

TAKE-OFF

This lesson will bring to you the various phases of designing a curriculum. As you
analyze the different phases of the curriculum design, you will identify the commonly used
approaches in the design of curriculum. To enhance your learning you will integrate in here your
own experiences and observation based on the features and characteristics of the different
approaches.

FOCUS

Before we discuss the different approaches to curriculum design, let us examine first the
features of the curriculum.

Let us describe the six (6) features of the curriculum

The Six (6) Features of a Curriculum

1. Who teaches? –the teacher

Quality education requires quality teachers. Good teachers bring a shining light
into the learning environment. They are ideal companions of the learners. With the
advances in communication technology, good teachers are needed to sort out the
information from the data that surround the learners. Good teachers are needed to sort out
the knowledge from the information but even more important, excellent teacher are
needed to sort wisdom from the knowledge. Institution are as good as its teachers. Hence
the right individuals who are expected to be recruited- are those with excellent and
relevant preparation. These teachers should be given support with their continuing
development in order to keep abreast with the changing demands of a learning society.

2. Who do the teachers teach?- The Learners

The learners are at the center stage in the educative process. They are the most
important factors in the learning environment. There is no teaching without them. Hence,
teachers should understand and accept the learner’s diverse background. Each one of
them is a unique individual. They come from different sectors of society of different
cultural background, socio-economic profile, orientation and varied experiences.
Considering the domain of diversity of learners will allow the individual learners to
develop his multiple intelligences at his own pace. Hence, their needs should be
addressed and be met that’s why teachers are to provide learning opportunities and varied
experiences.

3. What do the teachers teach?- Knowledge, Skills, Values

“To help the learners cope with rapid changes to understand and to succeed in the
new work in the workplace, we must design a curriculum oriented to tomorrow.” It
 45

should be remembered that what students learn will be obsolete in ten years, and half of
what they need to know to succeed in work and in life has not yet been fully developed
and will have to be learned as they go along in the future. Calculators and typewriters are
made obsolete by the computers and the next generation will see these being replaced.
And so, the value of the educational process lies not just what that learn, but how they
learn, and how good they will be in continuing to learn after they leave school.
The learning episode influences the teaching-learning process. The teacher is
expected to prepare his/her syllabus or a course of study and his vehicle for instruction.
The learning goals, instructional procedures and content must be clearly explained to
students. There must be a balance of theory and practice. Learners’ sustained interest in
the subject should be made meaningful and relevant.

4. How do teachers teach?- Strategies and Methods

Researches show that there is no best strategy that could work in a million of
different student background and characteristics. However, for teachers to teach
effectively, they must use appropriate methodologies, approaches and strategies “capped
with compassionate and winsome nature”. Teachers should select teaching methods,
learning activities and instructional materials or resources appropriate to learners and
aligned to objectives of the lesson. Situations should be created to encourage learners to
use higher order thinking skills. Good teachers utilize information derived from
assessment to improve teaching and learning and adopt a culture of excellence.

5. How much of the teaching was learned?- Performance

When teachers teach, they formulate objectives to be accomplished by the
learners. A curriculum should be clear at the beginning with what knowledge, skills, and
values should be developed by the learners. These are the guiding posts of the teachers.
These are stated in behavioral terms which will guide the actions of the one who teach.
At the end of teaching act, it is necessary to find out if the objectives set were
accomplished. In curriculum, we call this the learning outcomes. These learning
outcomes indicate the performance of both the teacher and the learners. Learning
outcomes are the product performance of the learners as a result of teaching. Performance
is a feature of a curriculum that should be given emphasis. The curriculum is deemed to
be successful if the performance of the learners is higher than the targets set. However, if
the performance of the learners is low then if follows that the curriculum has failed. A
good curriculum is one that results in high or excellent performance.

6. With whom do we teach?- Community Partners

Teaching is a collaborative undertaking. While teachers are the focal point in the
learning process, they must draw upon the resources of their environment and of their
partners to be effective. Teachers must establish relationship with partners NGO’s and
their stakeholders. Partnership is a means and not an end to be pursued in itself. An
absence of partnership often means a poor definition of education ends. However as
society changes, teachers will have a new beginning, an opportunity to recast their role in
their communities, to change their attitude to their communities, to change the attitude of
their communities and societies about them.
 46

Approaches to Curriculum Design

In the previous lessons, three major curriculum designs were discussed. These are the
learner-centered curriculum design model, the subject-centered curriculum design model and the
problem-centered curriculum design model. Each of these models has several specific examples
you may go back to Module 2, Lesson 1to review these concepts. These designs are implemented
through the different approaches that are accepted by the teachers and curriculum practitioners.
How the design is utilized becomes the approach to the curriculum. The curricular approaches
that follow are examples based on the curriculum design previously mentioned.

The common approaches to curriculum design include child or learner-centered, subject-

centered, problem-centered and human relation-centered approaches.

Child or Learner-Centered Approach- This approach to curriculum design is based on the

underlying philosophy that the child is the center of the educational process. It means that the
curriculum is constructed based on the needs, interest, purposes and abilities of the learners. The
curriculum is also built upon the learner’s knowledge, skills, learning and potentials.

From its design how should a child-centered or learner-centered curriculum be

approached? Let us consider these:

1. A new respect for the child is fundamental.

2. A new freedom of action is provided.
3. The whole activity is divided into units of work.
4. The recognition of the need for using and exploring many media for self-discovery
and self-direction is embraced.

An Example of Child-Centered Approach

School X is anchored on the theory of multiple intelligences in all its curricular and co-
curricular activities. Every classroom is made up of activity centers where the children are given
time and opportunity to hone their skills and capacities. The activities for every learner are
differentiated according to students’ abilities, interests and need. Each child is considered
important and each capacity is respected. Learners are not compared with one another. Learners’
own performance are compared against targets which they themselves set. The school does not
believe in failure, but in success. The teacher’s role is only to guide the learner to what he or she
would like to accomplish. The learner sets the goal that can be done within the framework of
time although the minimum requirements of the Department of Education is still honored. At the
end of the year each child’s performance is compared to his own set of goals all throughout the
year, the learner is the center of education.

Subject-centered approach – Anchored on the curriculum design which prescribes

different and separate subject into one broad field, this approach consider the following:

1. The primary focus is the subject matter

2. The emphasis is on bits and pieces of information which are detached from life.
3. The continuing pursuing of learning outside the school is not emphasized. Learning
should only take place inside the classroom.
4. The subject matter serve as a means of identifying problems in living.
 47

As Example of the Subject- Centered Approach

In another setting, School Y aims to produce the best graduates in town. Each learner
must excel. In all academic fields in order to be on the top of the rank in every competition.
Everyone must matter the subject content. The higher the level of the cognitive intelligence, the
better for the learner. Each child must be excellent in all fields of discipline. This is the school
that develops more the attitudes of competition among themselves. Each student must not second
to anyone. When preparing for a test, this school conduct for a cram reviews and practice a lot.
The school gives emphasis to intellectual development and set aside emotional and psychomotor
development. Success means master of subject content.

Problem- Centered Approach- This approach is based on a curriculum design which

assumes that in the process of living, children experience problems. Thus, problem solving
enables learners to become increasingly able to achieve complete or total development as
individuals.

This approach is characterized by the following .views and beliefs:

1. The learners are capable of directing and guiding themselves in resolving problems,
thus they become independent learners.
2. The learners are prepared to assume their civic responsibilities through direct
participation in different activities.
3. The curriculum leads the learner in the recognition of concerns and problems and
seeking solutions. The learners are considered problem solvers.

An Example of the Problem Centered- Approach

School Z believes that a learner should be trained to solve real life problems that come
about because of the needs, interest and abilities of the learners. Problems persistent with life and
society that affect daily living are also considered. Most of the school activities revolve around
solution to problem like poverty, drug problems, deterioration of positive values, environmental
concern and many more. Since the school is using the problem centered- approach, case study as
a method of teaching is popularly utilized. Practical work as a solution to the problem is also
used, thus the development of business skills, social skills to solve specific problems are given
emphasis. More and more schools or training centers are utilizing the problem centered-
approach.

While the three curricular design approaches are distinct from each other, most
practitioners: teachers, principal, school managers utilize the three in their design.

Each design approach gives a school a special character, however, most implementers meld the
design in the school. In such a case, it would be difficult to identify distinctly each one specific
design.
 48

TAKE ACTION

To further understand the lesson, let us put into action our readings.

Activity 1 – Features of the Curriculum

1. Think-Pair- Share
a. With a partner, discuss the features of the curriculum.
b. Choose two approaches to curriculum. How are they similar? How are they different?

Activity 2 - Approaches to Curriculum Design

1. Form the whole class into four groups.

2. Group A and B should be the debating teams.
3. Group C will be the one to organize and sponsor the debate.
4. Group D will form the Jury.

Issue: “In the light of the current global situation, the child centered approach has a
greater edge over the subject centered approach”.

5. Hold the debate during your class session.

REFLECT

1. Reflect on the common statement listed below .Make your own personal stand on each.

Statement 1 – School that adhere to the subject- centered approach make robots out of the
children.

Statement 2- In school which embrace the child centered- approach, discipline is weak.

Statement 3- Why should lessons revolve around problems? There are too many to be solved.

SELF-CHECK

Identify what kind of approach is utilized in the following descriptions:

1. Activities are chosen based on the developmental growth of the learners.

2. The learners focus is that all children gets perfect in the test.
3. Teacher excuses the learners from the test because a typhoon hit their area.
4. The teacher extendclass up to 1:00 o’clock in the afternoon because they have not
understood the lesson yet.
5. Children are allowed the activities that they like most during their vacant period.
6. Lesson end up with concept application tosolve problem.
7. No child is left behind in reading, writing and arithmetic.
8. School means “survival of the fittest”.
9. Learning is measure in terms of learner’s ability to solve dilemma.
10. Only the best can succeed.
 49

Module III

Implementing the Curriculum

Lesson 1
The Roles of Stakeholders in Curriculum Implementation
Purita P. Bilbao, Ed.D.

TAKE-OFF

Do you take interest in the curriculum you are in? Have you wondered what contribution
you as students have done to enhance a written curriculum? Most curricula like yours were
crafted by experts and in cooperation with some people who have stakes in education. As
students you were not involved in its writing, but maybe your teachers were. All teachers are
curriculum writers. Do you know why? You will learn the answer to that question in this module.
As students, you, too, can actively participate in the implementation of a written curriculum.
There are many other person, institutions, organizations that are directly or indirectly involved in
the implementation of the curriculum. Let us find out.

FOCUS

Stakeholders are individuals or institutions that are interested in the school curriculum.
Their interests vary in degree and complexity. They get involved in many different ways in the
implementation, because the curriculum affects them directly or indirectly. This lesson identifies
the different stakeholders who put into action and give life to the curriculum. These stakeholders
shape the school curriculum implementation.

1. Learners at the Center of the Curriculum-

For a particular curriculum design mentioned earlier, the learner is placed at the center.
The learners are very reason a curriculum is developed. They are the ones who are directly
influenced by it. Learners in all levels make or unmake the curriculum by their active and direct
involvement. How each individual learner contributes to the realization of a planned curriculum
would depend on the interaction and internalization of the different learning experiences
provided. After all, in curriculum implementation, the concluding question will always be: Has
the learner learned?
To further explain the important role of learners in the curriculum, sample learners were
asked about the role of students as stakeholders in the curriculum. Here are some of the answers:

 I consider the learner as the center of the educational process. Everything in the
curriculum should revolve around his/her interests, needs, abilities, and
capacities. The nature of the learner must be made the science of learning. The
experiences of the starting point in accomplishing the goals of education, to let
them grow in knowledge, skills, abilities and attitudes. -Josefa
 50

Venus gave her own view about the matter:

 “In the selection of the subject matter, the needs of the individual learner should
receive proper emphasis. To do this, the course of study must be organized
around the chancing nature and development needs within the cultural context of
the learners. Organizing curriculum to meet individual differences is compatible
with democratic principles. Curriculum makers and implementers need to know
what differences there are in the cultural background, mental systems, and
approaches to problem solving of the learners. All of these considerations will
enable the learner to achieve the richness of experiences in a particular
curriculum.”

Lastly, here is another voice of a student.

 “Learners or students are the very reason why schools exist. It is schools
‘responsibility to further develop the learners ‘knowledge, skills, talent, and
attitude to face the different situations in life. It is through a responsive
curriculum that these things can be achieved. A curriculum is effective if it
enables al learners to relate the different school experiences to their lives. “ –
Monique

From the voices of the three students given above, it can be gleaned that the learners are
the primary stakeholders in the curriculum. The universal as well as the individual characteristics
of the students should be considered. Age, gender, physical, mental, emotional development,
cultural background, interests, aspiration and personal goals are some of the factors that should
be considered in the implementation of any curriculum. Very clearly, the students make the
curriculum alive. The different activities can only be made meaningful by the learners
themselves, with the guidance on the teacher. The success of the curriculum can be measured by
extent of learning that the learners have achieved. Therefore, a fit between the planned or written
curriculum and the characteristics of the learner will guarantee success in education.

2. Teachers as Curriculum Developers and Implementers

In the teaching and learning process, the other side of the coin is the teacher. Most
curricula start to gain life from the time it is conceived and written. Planning and writing the
curriculum are the primary roles of the teacher. A teacher is a curriculum maker. He/she writes a
curriculum daily through a lesson plan, a unit plan or a yearly pln. The teacher prepares activities
for the students to do. The teacher addresses the goals, needs, interests of the learners by creating
experiences from where the students can learn. The teacher designs, enriches, and modifies the
curriculum to suit the learner’s characteristics. As a curriculum developer, teachers are part of
textbooks committees, faculty selection boards, school evaluation committee or textbooks writers
themselves. Teachers are empowered to develop their own school curricula taking into
consideration their own expertise, the context of the school and the abilities of the learners. By so
doing, teachers become architects of school curriculum.

On the other hand a developed curriculum remains inactive, if it is implemented. At this

point , teachers role shifts from a developer to an implement. From a designer or technician to a
decision maker. Which of the plans should be put into action and how should it be done are
decisions which the teachers make. Curriculum implementation is now giving life to the written
material. To do this. There is a need to another actor the learners role now shifts from planning
to doing. Doing here implies guiding, facilitating and directing activities which will be done by
the students. The choice of the activities, the method to be utilized, the materials to be used are
 51

some of the considerations that the teachers should have in curricular implementation. The
teachers role as an implementer is very crucial. Oftentimes is successful implementation of the
curriculum becomes the root of educational failure, thus some would say that the root of the
educational problem is the teachers. Although this statement can be argued, it points out to be
inability of the teacher to implement well a curriculum.

Here are some views of the students about the teachers as a curriculum maker and
implementer.

 “Teachers are the most crucial persons in the implementation of a curriculum as

an adult the teaching-learning process, he/she holds the key in operationalizing
what activities have been planned. With the full support of the principal,
supervisor and other school administrators, the teachers who are empowered will
be able to select, organized, carry out and evaluate learning experiences of a
curriculum. His/her ability to translate what has been written to action is the key
to effective curriculum implementation”. - Fel

Mariana likewise contributes to the conversation by giving her idea.

 “Teachers shape the school curriculum by sharing the experiences that they have
and the resources they are capable of giving or imparting to the learners, but as
the old saying goals, “what can you give if you have nothing to give? Applies to
this demands of teachers in curriculum implementation” - Mariana.

Although educational theories and practitioners are giving value to the idea of
independent learning and learning how to learn, the role of the teacher in curriculum
implementation is never diminished. No technology can ever replace a teacher, it will only
support the multifaceted role of the teacher. Thus, the complexity of the teaching requires
tremendous maturity, decisions making in the implementation of any curricular plan as in the
choice of the materials, methods of the strategy of teaching and modes of evaluation.

3. Curricular Managers and Administrators

In school organization, there is always a curriculum managers and school administrator,

in fact, for school principals, one of their functions is being a curriculum manager. They
supervise school implementation, select and recruit new teachers, admit students, procure
equipment and materials needed for effective learning. They also plan for the improvement of
school facilities and physical plants.

Why are school administrators and curriculum managers important to a curriculum

implementation?

“The school administrators play an important role in shaping the school curriculum
because they are people who are responsible in the formulation of the schools ‘ vision,
philosophy, mission and objectives. they provide necessary leadership in evaluating teaching
personnel and school program. Keeping records of curriculum and reporting learning outcomes
are also the managers’ responsibilities.Ceres.

Christine has this to say:

The school administrators have the responsibility of running the entire school effectively.
They have to oversee the smooth transition of the child from one grade level to another and they
should see it that the curriculum is implemented vertically or horizontally or minimal overlaps.
 52

Instead there should be continuity, relevance, balance, so that overall curriculum will produce a
well rounded person.

Indeed the role of the administrators can never be ignored. The principle of the command
responsibility and institutional leaderships rests an the shoulders of the school administrators.
The final decision making in terms of the school’s purpose rests on the shoulders of school
administrator. In the academic institutions, school administrators have a great stake or concern
about what kind of curriculum their school offer and how these are implemented.

4. Parents As Supporters To The Curriculum

“My child and my money go the school ,” reads a car sticker what is the implication of
this statement to the school curriculum?. It simply means that the parents are the best supporters
of the school, especially because they are they are the ones paying for their child education. Just
like any customer, any parent would like to get the best of his/her investment in education.
Parents would be willing to pay the cost of educating their child for as long as their children get
the best learning or schooling experiences, this has an implication to what kind of curriculum is
being offered in the school.

Parents’ voices are very loud and clear. In our country, it is a general fact that even in
college the parents are responsible of their child education. The power of parents to influence
curricula to include instructional materials and school activities is great, such as the success of a
curricula would somehow depend on their support.

How do parents shape the curriculum and why are they considered as stakeholders? Here are
some observations:

1. Effective parental involvement in school affairs may be linked to parent educational

programs which is central to high quality educational experiences of the children. It is
well known fact that where you find involvement parent, you find a better
communication between home and school. In this particular case there will be fewer
disciplinary problems, greater student motivation and more responsibility for learning.
All of these will result to greater academic achievement of pupils whose parents are very
much involved than the students whose parents are less involved in the school.
2. The parents involvement extends from the confine of the school to the homes. The
parents become part of the environment of learning at home. Parents follow up the lesson
of their child especially in basic education. Parents provide curriculum materials that are
not provided in schools. They provide permission for their child to participate in various
activities outside the school campus.
3. In most schools the parent association is organized. This organization is provided by law,
in most cases the parent association have strengthened the school curriculum by giving
support to various activities and assisting in the accomplishment of the schools
curriculum. In some cases, the organization includes the teachers association (PTA) or
the community members are also includes, thus it is called parent teacher community
association or PTCA.

5.Community Members As Curriculum Resources

The success in the implementation of the curriculum requires resources, however most
often teachers complain the resources are very scarce. There are no books, materials nor facilities
available these are the usual complaints of a teachers. The community members and the
materials in the existing local community can very well substitute for what I needed to
 53

implement the curriculum. Respected community members may be included school boards as in
some schools, many communities there are living masters who can provide local and indigenous
knowledge in the school curriculum. The whole community can serve as a curriculum resource
thus, each members has a great stake in the curriculum implementation.

6.Others Stakeholders In Curriculum Implementation

There are other important stakeholders in curriculum implementation professional

organizations have shown a great influence in school curriculum, they are being asked by
curriculum specialist contribute in curriculum review because they have a voice in licensure
examinations curriculum enhancement and many more, often professional organizations have a
better view of the industry where the graduates of the curriculum go. Some of these
organizations are those of these profession like teachers organizations lawyers organizations,
medical doctors association engineers organizations and many others.

On the other hand since all schools in the country are under the regulations of the national
government as provided for in the phil. Constitution, then the government has a great stake in
curriculum implementation. The government is represented by the department of the education
(DEPED) for basic education curricula and the commission on higher education (CHED) for the
tertiary and graduate education curricula. These two government agencies have mandatory and
regulatory powers over the implementation of any curricula. The third government agency that
has high stake in the schools’curricula is the Professional regulation Commission (PRC). It is
because the graduates of the different tertiary degrees must be certified as professionals. The
Professional Regulation Commission, through the professional regulatory Boards, conducts
examinations for some degree programs like the Licensure Examination For Teachers,
Accountants, Dentists, Engineers and Nurses among others while the Supreme court has a
professional bar examination to certify lawyers and the Philippine Medical association through
its Medical board of Examiners conducts medical board exams for the licensure examination for
doctors.

TAKE ACTION

Let us do some activities to further understand the ideas which were presented ahead. Do
the following activities with your groupmates. Specific instructions as to groupings will be made
by you teacher.

Activity 1- The curriculum Stakeholders: Do Their Roles Differ?

1. Each group will be composed of at least (10) members.

2. With your group members, plan for a role playing presentation of at least three stakeholders of
the curriculum as main characters and the rest of your group to take a particular role.

3. Assigned a specific roles for each group member. Plan for appropriate dialog and conversation
to clearly show the role of each one.

4. Provide a costume for each role player during presentation.

5. Present our role play to the whole class in ten minutes.

 54

Guide question for the role play:

1. What significant roles to the stakeholders play?

2. What dialogue illustrates these roles?
3. What actions of the key players show these?
4. How do other members of your group support these roles?
5. Did each member of your group contribute to your activity?

Activity 2- Panel Forum on the Role of Each Stakeholders

1. Each group should interview one kind of stakeholder. For example, if there are ten
members in a group, each one will interview a teacher. Each one will bring a report back to
the group which will be consolidated. The group will choose a member who will sit in the
panel.

2. Each group will be represented by a panel member. Each member of the panel will
discussed his /her topic in a panel. The other members of the class will listen.

3. After the panel presentation, a forum will be opened in the whole class can participate.

REFLECT

Let us deeply think on the roles of the different stakeholders in the implementation of the
curriculum.

Situation:

In one school, the parents got so involved that collectively, they interfered with the transfer
of the classroom location because they have contributed so much to its improvement. The
school authorities sustained a position that the school plant plan should be honored. The
Parent association has invested in the improvement of the classrooms, but the schools
administrations plan should be uphold. Anyway the classes will transferred to equally good
classrooms that would enhance learning. Because of the schools decision, the parents
threatened to pull out their children. If you are the principal of the school, how would you
handle the situation?

Write your reflection:

Offer your recommendation:

 55

SELF- CHECK

Who is the stakeholder? Read every situation or description and identify the stakeholder
referred to in the curriculum implementation.

1. The direct beneficiary of the curriculum implementation. Upon them lie the success or
failure of the curriculum.

2. The person who directly implements the curriculum, in whose hands, direction and
guidance are provided for successful implementation.

3. Spend their personal money to achieve the goals of the curriculum. Their interest is on
the return of their investment through the learning outcomes of the students.

4. They see to it that the written curriculum is correctly implemented in schools thus they
provide support to the whole organization through their leadership.

5. Indirectly or directly involved in school activities as a resource.

6. Implements the day to day activities in school.

7. Provides administrative support to teachers and learners.

8. Prepares activities to implement the objectives.

9. Experiences the activities prepared in the curriculum.

10. Measures the success of curriculum implementation.

.
 56

Module III

Implementing the Curriculum

LESSON 2
The Role of Technology in Delivering the Curriculum
Paz I. Lucido, Ph.D.

TAKE-OFF

After the tasks of learning fundamental concepts about the curriculum – its nature and
development – you are now brought to the more practical phase of curriculum implementation.
Appropriately, the role of technology in curriculum implementation shall now be treated.

The role of technology finds its place at the onset of curriculum implementation, namely
at the age of instructional planning. In a teaching-learning situation, there is the critical need to
provide the learners information that forms a coherent whole. Otherwise, learning may end up
haphazard and in the end ineffective. A systematic approach to instructional planning is,
therefore, necessary. And in instructional planning, each lesson should have a clear idea of
general specific goals, instructional objectives, content, activities, media, materials, assessment
and evaluation on how objectives have been achieved.

In the choice of instructional media, technology comes into play.

Study figure 4 below to see where instructional technology comes in instructional

planning.

Identify
instructional
goals Identify and Choose an
Plan assess
Identify instructional
instructional instructional
objectives media
activities technology
Analyze
learners
Revise Assess Implement
instructional instruction instruction

Figure 4 – Systematic Planning Process

FOCUS

Instructional media may also be referred to as media technology or learning technology,

or simply technology. Technology plays a crucial role in delivering instruction to learners.

Technology offers various tools of learning and these range from non-projected media
from which the teacher can choose, depending on what he sees fit with the intended instructional
setting. For example, will a chalkboard presentation be sufficient in illustrating a mathematical
procedure; will a video clip be needed for motivating learners?

In the process, what ensues is objective-matching where the teacher decides on what
media or technology to use to help achieve the set learning objectives.
 57

Non-projected media Projected media

Real objects Overhead transparencies

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

Table 1 Types of instructional media/technology

Factors for Technology Selection

In deciding on which technology to use from a wide range of media available, the factors
on which to base selection are:

1. Practicality – It the equipment (hardware) or already prepared lesson material (software)

available? If not, what would be the cost in acquiring the equipment or producing the
lesson in audial or visual form?
2. Appropriateness in relation to the learners – Is the medium suitable to the learner’s
ability to comprehend? Will the medium be a source of plain amusement or
entertainment, but not learning?
3. Activity/suitability - Will the chosen media fit the set instructional event, resulting in
information, motivation, or psychomotor display?
4. Objective-matching – Overall, does the medium help in achieving the learning
objective(s)?

The Role of Technology in Curriculum Delivery

It can easily be observed that technological innovation in the multifarious fields of

commerce, science and education, is fast developing such that it is difficult to foresee the
technological revolution in the millennium, inclusive of educational changes. For certain,
however, technological changes in education will make its impact on the delivery of more
effective, efficient and humanizing teaching-and-learning.

But presently, we can identify three current trends that could carry on to the nature of
education in the future. The first trend is the paradigm shift from teacher-centered to student-
centered approach to learning. The second is the broadening realization that education is not
simply a delivery of facts and information, but an educative process of cultivating the cognitive,
affective, psychomotor, and much more the contemplative intelligence of the learners of a new
age. But the third and possibly the more explosive trend is the increase in the use of new
information and communication technology or ICT.

Already at the turn of the past century, ICT in its various forms and manifestation has
made its increasing influence on education, and it is expected that the trend will speed up even
more rapidly. Propelling this brisk development is the spread of the use of the computer, and the
availability of desktop micro-computers affordable not only to cottage industries, businesses, and
homes but also to school.
 58

For now, the primary roles of educational technology in delivering the school
curriculum’s instructional program have been identified:

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

 Increasing the capability of the teacher to effectively inculcate learning, and for students
to gain mastery of lessons and courses.
 Broadening the delivery of education outside schools through non-traditional approaches
to formal and informal learning, such as Open Universities and lifelong learning to adult
learners.
 Revolutionizing the use of technology to boost educational paradigm shifts that give
importance to student-centered and holistic learning.

ENRICHMENT

Home assignment for student to design through drawing or cutouts from print
publications (such as newspapers and magazines) the futuristic classroom. (Clue: laptops or
electronic computer for every student, electronic, camera audio-video, conversation,
teleconferencing, digital photo or video student production, etc.)

TAKE ACTION

Class activity: make students in groups decide on (a) as specific lesson to be taught (b)
learning objectives (c) choice of media (d) preparing in grid a lesson plan, as in the following
example:

Table 2 An example of Simplified Lesson Plan

Subject : Science
Level : Grade 6
Class size : 45 students
Duration : 2 periods (2 hours)
Lesson : Saving Our Earth
Topic : Natural resources

Specific instructional objectives

At the end of the lesson, pupils will be able to:

 Correctly understand the situation that – planet earth is in.
 Identify dangers, causes and ways to save the earth.
 Appreciate natural resources and graphically express their appreciation of the
earth natural resources.

Instructional media

 VHS Discovery material –Our Planet Earth ( 15 minutes )

 White board

Activities

 Teacher introduces the general topic and lesson.

 Pupils are prepared to view the VHS material
 After viewing the teacher (what planet did you see, what is happening to the earth
now. Why do you think is a need to save the earth, etc.)
 Teacher highlights meaningful opinions from the class.
 59

 Teacher divides the class into groups, each group to fill in a grid brief points on:
A. Danger to the earth
B. Causes of danger
C. Ways to save a earth
 Teacher ask each group to prepare a board presentation of their brief output
 Teacher assigns each student to prepare a poster design (with picture and text) on
the subject of Saving Natural Resources of the Earth for presentation and
discussion in the next class.

REFLECT

In the traditional approach to instruction, the teacher (a) presents the lesson to the lesson
to the whole class (b) assesses the students (through oral or written test) and (c) moves to the
next lesson.
In a proposed mastery approach to instruction, the3 teacher (a) presents the lesson 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
the next lesson.
1. How is the mastery approach better than the traditional one?
2. The mastery approach appears time consuming and difficult. Do you believe practice and
experience can overcome these difficulties?
3. How can technology help in enrichment activities?
4. Should the effective use of media be also assessed by the teacher? Why?

SELF–CHECK

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

The overall look –patterns of alignment, shape, balance, style, color scheme and color
appeal.
Those educators are now more keenly aware of their responsibility to deliver the highest
quality of education to learners, while also recognizing the need to use and integrate technology
in the curriculum and teaching –learning process of classroom instruction is a very good
development. There is no doubt, however, that the concept of educational technology is a very
complex one, made more sophisticated with the advent of what is called hypermedia or
multimedia packages that include: text, audio, graphic image (still picture), animation and video
clip.
 60

Today, hypermedia finds an application in what is known as Information and

Communication Technology or ICT that includes tutorial software packages, webpages,
simulation games, project management packages, and others. To cite an example, the
hypermedia package in Economics which can be accessed through the Internet site WinEcon.
One hundred (100) hours of tutorial material including self-assessment questions and
examination, an economic database, an economic glossary, references to leading economic texts
and lecture-suited features.

Every day, technology including Information and Communication Technology, advances

by leaps and bounds, but as it advances we can be certain that educational technology will
continue to play an important role in education.

***
 61

MODULE III

Implementing the Curriculum

Lesson 3
Pilot Testing monitoring and Evaluating the Implementation of the Curriculum
Purita P. Bilbao, Ed. D.

TAKE OFF

In the implementation of curriculum, there are process it is after has been written and
before it is accepted for final implementation. Pilot testing or field try-out is one of the moon
practices of curriculum makers to determine the strength and the weaknesses of a written or
planned curriculum. Likewise monitoring and evaluation of the curriculum are also important in
the implementation. This lesson will explain the different process independently as they apply to
curriculum development and implementation

FOCUS

Pilot Testing or Field Try-out

Whenever a curriculum is written as in course manuals module or the whole curricular

program there is a need to have a try-out or field testing. This process will gathered empirical
data to support whether the material or the curriculum is useful, relevant reliable and valid.

Most of the field testing or try-out follow some form of research designs. Usually it
follows an experimental method, however an initial process can be done without any comparison
group. In this case only one group of the students will be used as try-out for the curriculum.

For the example, a group of curriculum specialist was commissioned to prepare

instructional materials on mangroves. The materials educational modules for the elementary
children in the public schools who live along the coastal areas written to better understand and
advocate the presentation of the mangroves in the country.

Using the principles of curriculum writing and backed up by the content specialization of
the writers and the consultants, the modules were written. The printed modules were reviewed by
the consultants and peers, however, there was a need to try out or pilot test the activities and the
field practicals by the users who are the students themselves.

The first try-out involved a small group of grade five students. They did the various
activities according to the procedure in the module and under the guidance of the module writers.
The students part of the were asked regarding the clarify of the instruction of the sufficiency of
the time lessons learned the accomplish the activity and their understanding of the first try-out
the results of the first try out guided the curriculum specialist to further continue writing the
others curriculum of the materials. These complete sets of lessons were ready for the next try-
out.

The second try-out was done by the students, using a complete set of written materials
from the advanced readings to the field work. each group again worked on the materials with the
guide of the module writers. Longer time was spent for the second try-out because the students
had to work on the whole lesson not merely on the practical. The module writers had to
determine the level of understanding of the words, instructions, technical terms and the concepts
being developed. Likewise, the time needed to complete the task was also determined and the
level of difficulty established. the try-out provided information for the final revision of the
 62

materials. the revised module from the second try-out was finally used by the whole class. The
final try-out validated the result of the first and second try-outs thus after the third try-out the
materials were ready for printing and distribution.

The try-out or pilot testing assures the teachers and the schools that indeed the curriculum
materials are ready to use.

You will notice that in the example only one group of students was utilized. This is what
we call a one group no control group designs. This is what we call a be done with two groups
one group being the experimental group in the other, the control group The group is using the
module is labeled as the experimental and the other kind of teaching methods excepts the
modules becomes the control group .At the end of the try-out , the results of their performance
will be compared. The design can be used in the third try-out of the example given above.

Do you remember the Basic Education Curriculum or the BEC? The department of
Education implement the basic Education curriculum (BEC) the original name of the curriculum
to the whole nationwide system in 2002. The year was labeled as the pilot year of
implementation during a year old Basic Education schools simultaneously implemented the ne
curriculum after one year of implementation of the (BEC) several changes were made the basic
Education Curriculum (BEC) was remain Revitalized the basic education curriculum (RBEC)
and in each subject some area modification re visions and enhancement from the original from
were made.

Modifications and revisions are inherent characteristics of a curriculum. The pilot or try-
out is a developmental process that gives the signals as to whether the particular curriculum can
already be implemented with confidence

However as the curriculum is being implemented, there is a needed to continuously

monitor process

 Curriculum Monitoring
Monitoring ask question: How are we doing? Is the curriculum accomplishments
its purpose? Monitoring is also important to determine if the curriculum is still relevant
and effective. Monitoring is a periodic assessment and adjustment during the try-out
period. It is like formative evaluation .It determines how the curriculum is working, such
that the monitoring report becomes the basis of a decision on that aspects have to be
retain improve or modify. Monitoring period decision that would even and or terminate
the program. Usually monitoring is done by the module writers, curriculum experts or
outside agencies. It is very important aspects of curriculum development.

 Curriculum Evaluation
Curriculum evaluation as part of total educational evaluation refers to a
systematic process of judging the value, effectiveness and adequacy of a curriculum, it is
process product and setting which will lead to inform to decision. Evaluation should be
useful and systematic. The information gathered should be important for the
improvement of and for final judgment of curriculum being evaluated.
In practice, two ways of curriculum evaluation will be presented here. These are
School-Based Evaluation (SBE) and Accreditation.
1. School-Based Evaluation is an approach to curriculum evaluation which place the
content, design, operations and maintenance of evaluation procedure of in the hands of
the school personal participate in the planning and conduct of school evaluation
activities.
The localized nature of the SBE ensures evaluation which is relevant, meaningful
and useful at the school level. It is important for evaluation process that all that are
affected and those who will implement the decision should play a great role.
 63

A range of evaluation activities may take place within the school. It can be
undertaken by the single teacher, small group of teachers or even the entire school. For
example, two teachers may wish to examine a science unit they are both teaching. They
will undertake an evaluation in order to improve their individual teaching activities. On
the other hand, the whole school may undertake curriculum evaluation of the
mathematics program across all levels in order to re-evaluate school policy and initiate
re-development of the mathematics curriculum.

Some of the advantages of the School-Based Evaluation include the following;

1. Accountability is shared by all, hence bias and conflict are minimized.

2. School personnel develop evaluation skills.
3. The real concerns of the school and community are addressed by the evaluation.
4. Broad participation of school personnel provides opportunities for building
school cohesiveness.
5. Provides reliable and valid information on curriculum, resources, and general
school functioning.
With these advantages the school administrators may opt for a regular evaluation of
its school curriculum. This practice will make all stakeholders alert and will be on their
toes the whole year round.

2. Accreditation- This is a voluntary process of submitting a curricular program to an

external accrediting body for review in any level of education: basic, tertiary or graduate
school to assure standard. Accreditation of the school and affirms a standard of
excellence.
Among the many purpose of accreditation are to foster excellence and improve
programs. The curricular accreditation will assure the academic community, other
agencies and the general public that the curriculum meets standards comparable to other
excellent institutions offering similar programs
Usually there are ten areas for program accreditation one of which is curriculum
and instruction. Quality instruction is a concern of curriculum. School administrators play
important leadership role in maintaining quality of the program of studies, classroom
management, and instructional processes, graduation requirements, academic
performances of the students and the administrative measures for effective instruction.

What are the areas for accreditation under Curriculum and Instruction?

1.Curriculum and Program of Studies

Program of studies includes the clusters of knowledge, skills, attitudes values and
experiences that will provide the students and any level with the necessary competencies
for effective learning. For basic education, program of studies includes the basic areas in
English, and Makabayan. The first here cluster aim for the development of
internationalism while the last two clusters develop Filipinism or nationalism. Any
program of studies should meet the department of Education requirements for basic
education. On the other hand, the Commission on Higher Education (CHED) mandates.
The courses or degree programs are composed of general education subjects. The degree
programs are also enriched by subjects which are called electives. All schools are
mandated by the specific government agencies to comply with the minimum
requirements of the curricular programs through the issuance of memoranda.

2. Classroom Management
For effective instruction the use of appropriate classroom management is
suggested. The teachers who implements the curriculum sees to it that management of
teaching and learning in the classroom follows procedure and guidelines to enhance and
create an environment conducive to learning an factors such as classroom physical
 64

arrangements, ventilation, lighting cleanliness while the human factors include the
teachers attitude students responses teachers-students relationship, students-students
relationship are interaction. A good classroom management provides opportunities to
develop independent learners who uphold and observe and observe democratic practices.
The teacher’s role is to act as manager of learners and learning

3. Instructional Processes or Methodologies

How to translate into the written and planned curriculum is a concern of
instruction. How should a lesson be taught? What teaching methodologies should be used
for a particular type of learners? Is there a fit or match between the lessons objectives
and the methods of teaching is a crucial factor in curriculum and instruction. There are
varied teaching methodologies that are compatible with the different learning style of the
students. These emerging strategies of teaching follow principles and theories that
enhance learning outcomes. As teachers, there as need to know not only the steps or
strategies of teaching but to understand the pedagogical content knowledge of each
strategy. Why such method is being utilized teacher should be known by the teachers for
effective teaching learning process. Further teachers are also guided, supported and
manage by their school officials.

4. Graduation Requirements
Graduation means successful accomplishments of the curricular program in
studies. A student has to accomplish its academic program as prescribed I the program of
studies mentioned earlier. These requirements are clearly understood upon enrolment in
college by the students and by the parents for students in the elementary or high schools.
The grade requirements of each subject should be known. Aside from the academic
subjects required, some curricula provide activities that are necessary and should be
accomplished as a graduation requirement. A good example is a research project, a field
work, a seminar or other related co-curricular activities which are prescribed in the
curriculum. There are also examinations that are given to fully complete the program of
studies. Some call these comprehensive examinations, or exit examinations. Because
students are also transfer schools within the country, schools have policies to address this.
Mobility or transfer of students will not lose the benefits of the earned credits in other
school because there are policies of accrediting subjects, uniform course description,
credit transfer or subjects substitution that are provided. There are schools or institutions
however that have additional requirements other than those prescribed by the Department
of Education or Commission on Higher Education. All of these graduation requirements
are written in the school’s bulletin of information.

5. Administrative Support for Effective Instruction

A curriculum can be best implemented if there is a support of the school
administration. In fact a school principal for example has a distinct responsibility of a
curricular manager or manager learning. The required physical facilities like good
classrooms, libraries, playground, laboratory, study areas are the primary responsibilities
of the school administrators. Procurement of books and equipment should be made
possible to facilitate instruction. The school class schedules should result to efficient and
effective teaching and learning. This would even include schedules for exams and short
vacations or school breaks. Policies should be provided for punctuality of teachers and
students in school attendance and submission of reports. Quality instructions should be
sustained by requiring needed instructional materials, high quality of examination
questions and other support for effective instruction. A school administration which can
provide high and quality support to instruction assures effective curricular outcomes.

6. Evaluation of Academic Performance of Students

In curriculum, it is necessary that learning outcomes be evaluated. After all the best
measure of a curriculum is the learning outcome of the students.
 65

The evaluation of students’ performance should make use valid and reliable tools
which are periodically reviewed and revised. Students should be informed and be
clarified about the grading system as well as the standards used. Schedules for
examinations, periodical tests, midterms, finals should be given in advance and the
results communicated to them as soon as possible. Students should receive information
about their school performance promptly and regularly. Likewise recognition like
scholarships, certificates, and merits should be given.
Success of the school curriculum is shown in the results of the evaluation of the
students’ performance.

In summary, this lesson tells us that curriculum undergoes a long and dynamic process
from its plan, to writing, to pilot testing, monitoring and evaluating. The last three processes
were discussed in this lesson which confirms that indeed a good curriculum is one that delivers
good results in the learning outcomes of the learners. These outcomes are measured against the
objectives set in the curriculum plan.

TAKE ACTION

There will three activities in this lesson. Activity 1 will done by all. Activity 2 will be
done by students enrolled in degree programs which are already accredited, while Activity 3 will
be performed by the students under a curricular program which are not yet accredited.

Activity 1- School-Based Evaluation

Go back to your school either in the elementary or high school. Interview the principal or
department head about the School-Based Evaluation. You may use the following questions or
you can make your own. Record or tape the answers of your informant (the school official who
provided the information).
1. What aspects of the curriculum have you conducted through a school-based evaluation?
Example: Math Program, co-curricular activities sports, program, textbooks, reference books,
others.
2. Who conducted the evaluation in your school?
3. What were the roles of each teacher who participated in the school-based evaluation?
4. What were the results of the school-based evaluation?
5. How were the results used in the improvement of the curriculum?

Activity 2- Curriculum Accreditation (for colleges with Accredited Programs)

Find out if the degree program (BEEd,BSEd) you are enrolled in has been accredited. Go
to the faculty in-charge of your accreditation and request where you can secure the following
information. Include these in your portfolio under the label: Accreditation.

1. Program of the studies

2. Graduation Requirements
3. Class program for the current semester of your class.
4. Observation guide for Teachers
5. Results of accreditation and the accrediting body.

Activity 3- Curriculum observation (if your degree program has not been accredited)
Choose one of your teachers in a particular class for observation. Record your
observations for six meetings by identifying the following:
1. The subject or course you have observed. Write the description of the course.
2. The different teaching in your class or subject during the six meetings.
3. The different kinds of tests or evaluation used in your lessons
4. The administrative support given to your class.
5. Classroom management utilized by your teacher.
 66

REFLECT
Based on the action you took in the activities above, reflect deeply and answer the
questions below.

1. Do you think there are advantages of doing a school- based evaluation of a curriculum?
Why?
2. We often see in school brochures the word ACCREDITED attached to the name. what
benefits will the school derive if its curricular programs are accredited?
3. Why is there a need to pilot test, monitor and evaluate curricular programs?

SELF-CHECK
Identify what concept or idea is being described by each statement in column A. Write
your answer on the blank provided in column B.

Column A- Statements Column B- Answers

1. A voluntary review of the curricular
program to determine its status in
terms of several areas that include
curriculum and instruction.
2. A formative evaluation of the
curriculum during its
implementation, to determine if
there are things to be modified or
corrected.
3. Putting into action the curriculum
which has been written to find out if
it works. There is a need for the
students to use the curriculum
materials.
4. The method of tryout that follows a
research design to collect empirical
data.
5. Curricular evaluation is initiated and
directed by the school principal with
the teachers in the school itself doing
the evaluation.
6. The nationwide implementation of
the Basic Education Curriculum or
the BEC for a year is an example.
7. In accreditation, the complete list of
subjects or courses to be taken.
8. The initial step in the
implementation of any proposed
curriculum which requires the use of
students or learners because they
will eventually become the user.
9. For the elementary level, the
subjects include English,
Mathematics, Science, Filipino and
Makabayan.
10. The best indicator of curricular
success.
 67

Module IV

Assessing the Curriculum

Lesson 1
Intended vs. Implemented vs. Achieved curriculum
Purita P. Bilbao, Ed.D. and Tomasa C. Iringan, Ph.D.

TAKE-OFF

This lesson will make you understand the meaning and purposes of assessment as they
apply to curriculum. It will focus on the continuous process of assessment from the intended to
the implemented and the achieved curriculum as previously defined. The intended curriculum
refers to the planned objectives, goals and purposes set a beginning, while the implemented
curriculum refers to the various activities conducted for the purposes of accomplishing the
objectives. Finally, the achieved curriculum is the learning outcomes as measured by the learning
performance. These three types of curriculum should be evaluated in order to find out if they
match well with one another to accomplish the desired outputs.

FOCUS

Purpose of Curriculum Assessment

Curriculum assessment is the process of collecting information for use in evaluation. It is

an important part of the systems approach to curriculum development. Any information, data
collected or obtained through various processes will be analyzed for the important decision
making processes.

Curriculum assessment may achieve the following purposes:

1. Highlight curriculum expectations
2. Gather information about what students know and can do
3. Motivate students to learn better
4. Motivate and encourage teachers to meet the identified needs of students
5. Provide evidence to tell how well the students have learned
6. Obtain feedback that helps teachers, students and parents make good decisions to guide
instruction

The parameters of assessments in this lesson will include the intended curriculum, the
implemented curriculum and the achieved curriculum.

Intended curriculum – refers to a set of objectives set at the beginning of any curricular
plan. It establishes the goal, the specific purposes, and the immediate objectives to be
accomplished. The intended curriculum answer what the curriculum makers want to do. There
are certain indicators to measure intended curriculum. Among the indicators are stated questions
which can be answered. Examples of the questions are the following:
1. Are the objectives achievable within the learners’ developmental levels?
2. Can the objectives be accomplished within the time frame?
 68

3. Are the resources adequate to accomplish the objectives?

4. Are the objectives specific and clear?
5. Are there ways of measuring the outcomes of the objectives?
6. Are the objectives observable?
7. Are the objectives doable?
8. Are the objectives relevant?
9. Overall, are the objectives SMART?

Implemented Curriculum – refers to the various learning activities or experiences of the

students in order to achieve the intended curricular outcomes. Many times in our curriculum, lots
of activities are done but these do not accomplish the stated objectives. Sometimes, there are
extra activities done but are not specified in the objectives. To assess the implemented
curriculum the following questions can be addressed:
1. Are the learning activities congruent with the stated objectives?
2. Are the materials and methods appropriate for the objectives set?
3. Does the teacher have the skill to implement the activities or use the strategy?
4. Does the teacher utilize the various ways of doing to complement the learning styles
of the students?
5. Are there alternative activities for the learners to do to accomplish the same
objectives?
6. Are there activities provided to address individual differences?
7. Do the activities provide maximum learning experiences?
8. Do the activities motivate the learners to so more and harness their potentials?
9. Do the activities utilize multiple sensory abilities of the learners?
10. Do the activities address multiple intelligences of the learners?

Achieved Curriculum – refers to the curriculum outcomes based on the first two types
of curriculum, the intended and the implemented.The achieved curriculum is now considered the
product. It can be the learning outcomes, or a material product itself, like a book, module or
instructional material. Any achieved curriculum must fit with the objectives and the activities
that were conducted. Achieved curriculum indicatesthe performance vis a vis the objectives and
the various activities. Achieved curriculum is usually described by the test scores or other
performance indicators measured by evaluation tools. To measure achieved curriculum the
following questions should be addressed:
1. Do the learning outcomes achieved by the learners approximate the level of performance
set at the beginning of the curriculum?
2. Are the learning outcomes achieved higher or lower than the objectives set?
3. Do the achieved learning outcomes reflect the knowledge, skills, attitudes and skills
intended to be developed?
4. How many percent of the learners in the same class perform higher than the level set at
the beginning?
5. Do the curricular out comes reflect the goals and the aspirations of the community where
the curriculum was implemented.

Each type of curriculum can be assessed independently and in comparison with the other
three components
 69

The figure below summarizes the relations among the three kinds of curriculum.

Intended

Implement
Curriculum

Achieved

Figure 5 – the relationships of the Three Types of Curriculum

Each type of curriculum should be linked to one another. Any gap along the line will
make the connection weak and will lead to obstacles in the accomplishment of the overall
purpose of the curriculum.

The Basic Education Curriculum ( BEC ) and the Three Types of Curriculum: Intended,
Implemented and Achieved
Let us analyze the BEC in the light of the three types of curriculum

Question 1 – What does the BEC aim to accomplish? ( Intended Curriculum )

From the DepEd BEC printer, the following are the goals of the basic education
curriculum.
1. To raise the quality of Filipino learners and graduates who will become lifelong
learners
2. To decongest the curriculum in order that the teachers and learners will be able to
contextualize it
3. To use innovative, interdisciplinary and integrative modes of instructional delivery
whenever possible and appropriate
4. To make values development integral to all learning areas in high school
5. To increase time for tasks in order to gain mastery of competencies of the basic tool
subjects

The curriculum objectives are expressed in terms of competencies: knowledge,

skills, values and attitudes which the learners will develop or acquire. These objectives
or competencies determine the content which focuses on learning how to learn.

Question 2 - How was the BEC implemented to accomplish the goals?

(ImplementedCurriculum)
To accomplish the goals, the following activities or actions were done or are being
implemented in the different basic education schools of the country.
 70

1. The BEC decongested the overcrowded the old curriculum into five learning areas,
namely, English, Mathematics, Science, Filipino and Makabayan. The first three subject
areas will develop internationalism, while the last two learning areas will develop
Filipinism.
2. The teachers in basic education were trained to use innovative, interdisciplinary,
thematic, and integrative modes of instructional delivery. Teachers of different
disciplines plan and teach together in tandem or teams in all subject areas as possible.
3. Teaching-learning processes are interactive to enhance learning. There is open
communication between teachers and learners and among learners themselves.
Instructional materials and multimedia are fully utilized to support interactions thus
teaching and learning become more interesting. Teachers consider the learner as an active
partner rather than a passive receiver of knowledge.
4. English, Science, Mathematics and Filipino are the basic tool subjects, while Makabayan
develops healthy personal and national self-identity.
5. Makabayan entails the use of integrated units of learning areas composed of several
subjects in the elementary and in the secondary levels.

For the elementary level, Makabayan is composed of

a) Araling Panlipunan or Social Studies ( Sibika at Kultura for Grades 1 and 2
Heograpiya, Kasaysayan at Sibika ( HeKaSi ) for Grades 4,5 and 6)
b) Edukasyong Pantahanan at Pangkabuhayan ( EPP ) for Grade 5 and 6
c) Musika, Sining at Edukasyong Pangkatawan ( MSEP ) for Grades 4 to 6 while grades
1-3, MSEP is integrated in Sibika and Kultura.
d) Good Manners and Right Conduct ( GMRC ) is integrated in all learning areas.

For the High School, the components of Makabayan learning are as follows:
a) Araling Panlipunan ( AP ) or Social Studies is composed of Philippine History and
Government, 1st year; Asian Studies, 2nd Year; World History, 3rd Year and
Economics, 4th Year.
b) Technology and Home Economics
c) Physical education, Health, Music and Arts ( PEHMA )
d) Edukasyon sa Pagpapahalaga ( EP ) or Values Education

6. The school year 2002 – 2003 was declared as the pilot year in the public schools. Private
basic education schools were encouraged to join in the implementation of the BEC in the
later years

Question 3 – What has the BEC achieved? ( Achieved Curriculum )

From its pilot implementation, several monitoring and evaluation processes were made.
The National Educational Testing and Research Center ( NETRC ), the Bureau of Elementary
Education ( BEE ) and the Bureau of Secondary Education ( BSE ) were tasked to do the
evaluation of the BEC. A continuous monitoring was done by the school principals and
supervisors in the school, district and divisions. This is referred to as a school- based
monitoring, to allow curriculum managers to make immediate adjustments and provide feedback
to the national offices.
Although, no formal report has been perused, among the initial achievements of the BEC
as expressed by teachers, parents and students informally are the following:
1. Increased interest and motivation of students to go to school
2. Increased level of performance in the toll subject areas
 71

3. Change in teachers paradigm from a dispenser of knowledge to facilitators of

learning
4. Increased instructional material support for teaching and learning
5. Increase in the in-service training of teachers
6. More opportunities of learners to learn on their own
7. Use of varies teaching strategiesto complement the learning styles of the students
8. More involvement of other stakeholders in the education of the children
9. More involvement of the school principals in decision making that relate to
curriculum implementation
10. Empowered teachers and school officials

From the initial results, it can be gleaned that in the BEC, there is a match between the
intended, implemented and the achieved curricula. Perhaps at this point in time action research
and program evaluation should be done to provide empirical evidence to determine the value and
worth of the curriculum.

TAKE ACTION

Activity 1 - Matching the Intended, Implemented and Achieved Curriculum

Interview a classroom teacher in a public elementary or high school. Request for a copy
of a lesson plan which has already been taught.

1. Identify the intended curriculum. ( Objectives )

2. Identify the implemented curriculum ( Activities and Materials )
3. Identify the achieved curriculum ( Test result based on the lesson evaluation)
4. Record your findings in the matrix shown below

A. Intended curriculum B.Implemented Curriculum C. Achieved Curriculum

5. Analyze your matrix.

a) Does A match with B? Explain.

b) Does B match with C? Explain.
c) Does A match with C? Explain.

Activity 2 – Mix and Match

1) Use the matrix found below.

2) In the second column, list five activities which you have done in your previous
professional education subject.
3) From the list that you have made, what do you think was/were the objectives to be
accomplished? Write only one or two objectives.
4) On the third column, answer whether the activity you identified accomplished the
objective set in the first column. Write down proof’s of accomplishment.
 72

Subject or Course Name/ Title: ___________________________________________________

Objectives ( Intended ) Activities ( Implemented ) Evaluation Result ( Achieved )

Ex. To interview previous Ex. We interviewed our Ex. We made a list of ten
teachers and list down elementary teachers about professional qualities of our
professional qualities of their professional qualities as teachers.
teachers. teachers.

REFLECT

Let us pause for a while and reflect on this lesson.

1) How would you describe a school curriculum where the intended outcomes do not match
with the implemented activities and the achieved outcomes/
2) In writing your lesson plan, would you consider matching the intended, implemented and
achieved curricula? Why?

SELF-CHECK

Below are phrases/ statement that refer either to the intended, implemented or the
achieved curricula. Identify each one of them.
1) Children are going to a field trip in a zoo
2) Determining the level of performance in a 50 item unit test
3) To construct models that will represent the molecules of sugar
4) Acting out in role play the responsibilities of barangay officials
5) Accomplished checklist in judging the project made
6) To identify the chartered in cities in the Philippines
7) The scores in the test show that majority of the students got 80% correct answer
8) Reading aloud the poem to pronounce correctly the vowel sound
9) To solve word problems that requires the four fundamental operations
10) Collecting sample of rocks for closer identification and classification
 73

Module IV

ASSESSING THE CURRICULUM

LESSON 2
Criteria for Curriculum Assessment
Tomasa C. Iringan, Ph.D.

TAKE OFF

This lesson will bring you the criteria for curriculum assessment. You will explore the
criteria for determining the purposes, for implementing the curriculum, for assessing curriculum
output, for the overall impact of the curriculum. You will bring to this lesson your personal
observations and experiences as you examine the criteria questions.

FOCUS

Criteria for Curriculum Assessment Defined

Criteria are a set standards to be followed in assessment. Specifically, as they apply to the
curriculum, criteria are set of standards upon which the different elements of the curriculum are
being tested. The criteria will determine the different levels of competencies or proficiency of
acceptable task performance.

Criteria for Goals and Objectives

Goals and objectives are statements of curricular expectations. They are set of learning
outcomes specifically designed for students. Objectives indicate clearly what the students will
learn. They tell us what students will learn after instruction has taken place. The items must
reflect the tasks, skills, content behavior and thought processes that make up curricular domains
and must also match the students’ needs.

Goals and instructional objectives are formulated and specified for the following
purposes:
1. To have focus on curriculum and instruction which give direction to where students need
to go
2. To meet the requirements specified in the policies and standards of curriculum and
instruction
3. To provide the students’ the best possible education and describe the students’ level of
performance
4. To monitor the progress of students’ based on the goals set
5. To motivate students to learn and the teachers to be able to feel a sense of competence
when goals are attained

For goal and objectives to be formulated criteria on certain elements should be included
according to Howell and Nolet in 2000.
1. Content – from the objectives, what content should students learn?
2. Behavior – what will students do to indicate that they have learned?
 74

3. Criterion – what level of performance should the students have to master the behavior?
4. Condition – under what circumstances should the students work in order to master that
behavior?

Writing effective goals and objectives should also use the following general criteria.
1. Are the objectives syntactically correct? – Syntactic correctness
One of the first ways people think of to tell if an object is good is to look at it to
see if it has all parts. Just like instructional objectives, teachers need to include logically
the elements: content, behavior, criteria and conditions.
2. Do the objectives comply with the legal requirements of the course of subjects? –
Compliance with legal requirements
There should be a direct relationship between the annual goals and the student’s
present levels of educational performance.
 The annual goals should describe what the learners can reasonably be expected to
accomplished within a given period and given appropriate instructional resources.
 Short term instructional objectives should be stated so clearly so that it is obvious
how we should measure to see if the objectives are met.
 The objectives should describe a sequence of intermediate steps between a child’s
present level of educational performance and the annual goals that are established.
3. Do the objectives pass the stranger test? – “ the Stranger Test”
Goals and instructional objectives must be measurable so that their status can be
monitored. This does not mean that they need to derive from, or linked to, published
tests. However, basic measurement principles such as reliability do apply. Probably the
simplest way to judge if a goal or objective can be reliably measured is to apply the
stranger test. (Kaplan, 1995)
If the goals and instructional objectives pass the stranger test, someone not
involved in developing the statement- a stranger-could still use them to write appropriate
instructional plans and evaluate student progress. Obviously, a stranger could not reliably
do so unless the goals and objectives were written in a sufficiently observable form is
using behaviors. “knowing the answer” is hard to measure ( because knowing is not
directly observable), but “writing the answer” is easy to measure because writing is a
behavior.
4. Do the objectives address both knowledge and behavior? – Both knowledge and
behavior are addressed
The stranger test and the need to specify the instructional objective in terms that
are measurable raise an issue that has proven to be disconcerting to many educators. It is
the confusion of knowledge and behavior. This confusion seems to arise because,
although it is knowledge that we are most often trying to transmit, we need to see
behaviors to know if we have succeeded.
The statement of behavior must be in an objective to provide a measurable
indicator of learning. But it is the learning, not the behavior, that is of primary importance
to most teachers. Therefore, when the correct spelling of science vocabulary…” they are
not teaching the student to write, they are trying to increase knowledge of spelling.
Although it us to know if the knowledge has increased, it is a mistake to focus only on
the behavior. In fact, it would be a mistake to produce an objective that requires writing
for a student who can’t write, unless your goal is to produce writing.
5. Do they pass the “so-what” test? – The “So-What” Test
The so-what test speaks of validity. Because the purpose of education is to
prepare people to be socially competent, the so-what test asks whether the goals and
 75

instructional objectives are important. This is a more difficult test than the stranger test
because it innovate value judgments about the curriculum and speculation on about the
child’s long term needs.

Good objectives specify outcomes that will benefit students by teaching them
things that are socially significant (Ensminger and Dangel, 1992) and not simply make
life easier for parents and teachers (although these are not always mutually exclusive). To
past so-what test, an objective should act to develop, rather than to suppress, behavior. In
cases where behaviors need to be suppressing (because they are dangerous), goals and
objectives should include alternate positive behaviors, (Kaplan, 2000; Martin and Pear,
1996; Sulcer –Azaroff and Mayer, 1991).
6. Are the objectives aligned? –Individualization
Appropriate goals and instructional objectives are derived from assessment data.
They must be aligned with the student’s present level of educational performance and
student’s goals.
7. Do they make common sense? – Common Sense
Instructional objectives don’t have to fit into one sentence, and trying to make
them do so can be very confusing. Objectives tell what the students will learn. A series of
guidelines in the form of questionnaire is found in table 1 the checklist for Goals and
Objectives below:

Another set of criteria which can be used for judging the objectives and goals. You may
check you objectives against the seven questions. If the answer to all the question is YES, then
the objectives meet the criteria.

Table 2. Checklist for Goals and Objectives

Status Question
Yes 1. Do the goals and/or objectives represent an important learning outcome
NO that is a priority for this student?

2. Is there a goal written for each area of need stated in the present level of
performance?
3. Are the goals realistic in the sense that they can be accomplished in one
year?
4. Are the goals and objectives easily measured?

5. Are the multiple objectives representing intermediate steps to each

goal?
6. Are the goals and instructional objectives appropriately calibrated
(sliced neither too broadly nor too narrowly)?
7. Are the goals and instructional objectives useful for planning and
evaluating instructional programs.
 76

Criteria for Assessment of Instruction

Another element of curriculum which needs criteria for assessment is instruction.

Instructions refer to the implementation of the objectives. It is concerned with the methodologies
of the strategies of teaching.

The following section describes instruction and the criteria which will be used for its
assessments. But before doing that, let us be familiar first with the two approaches to
instructions. These are:

1. Supplantive Approach- this is referred to as “direct” instruction (Adams and

Englemann, 1996). In here. The teacher attempts to promote learning by providing
explicit directions and explanations regarding how to do a tank. The teacher assumes
primary responsibility for linking new information with the student’s prior knowledge
and ultimately whatever the students learn. With this approach, information is presented
in an ordered sequence in which component sub skills are taught directly or a foundation
for later task. This approach to instruction is highly teacher directed.

2. Generative Approach – This is referred to as “constructivist” or “developmental”. In

here the teacher functions as a facilitator who takes a less central role in a learning
process that is student-directed (Ensminger and Dangel, 1992). The teacher provides
opportunities for the students to make own linkages to prior knowledge and o devise her
own strategies for work. Generative instruction is “constructivist” because much of this
emphasis is on helping students to construct their own educational goals and experiences
as well as the knowledge that results. With this approach, information is presented on a
schedule determined by student’s interests and goals. With generative instruction sub-
skills may not be taught explicitly. Pre-requisites for more complex information are
expected to be learned as a consequence of the larger understanding students would be
guided to construct.
With the generative approach to instruction, learning is assumed to be socially
constructed out of interaction between the students innate tendencies and predisposition
(following the students own timeline) and the social context in which the students lives
(Stone, 1996). But advocate of the generative approach sometimes take a restrictive view
of social context. Often, do they not seem to view teachers and classrooms as part of
social context. Therefore, they see intentional instruction by teachers (or parents for that
matter) as “unnatural” and “meaningless”. However a Stone (1996) puts it,
“Developmentalism…fails to recognize the extent to which valued social, emotional, and
cognitive attributes may be induced and sustained (not merely facilitated) by the
purposeful action of teachers and parents.”

Comparison of two approaches in shown in table 3 below.
Table 3. A Comparison of Teaching Approaches.
Attribute
Buzz words used by proponent
What proponents call the
other
Underlying beliefs about what
is taught
Underlying beliefs about how
learning occurs
Underlying beliefs about how
to teach
Common error made by
proponents
77
Generative Approach Supplantive Approach
 Constructivist  Direct Instruction
 Developmental  Teacher Directed
 Top Down  Mastery Learning
 Holistic  Task Analytic
 Authentic  Competency Based
 Meaning-based  Effective teaching
 Romantics  Reductionist
 Fuzzy  Drill-and-kill
 Postmodernist  Dogmatic
 Unrealistic  Unauthentic
 Students construct  The skills that students
their own need to learn can be
understanding derived from an
 When learning is analysis of the social
contextualized, demands placed on
students will identify them
what they are ready to
learn
 Learning is “socially  Learning can be
constructed”, students induced through
link new information instruction that builds
to prior knowledge explicit links between
when provided new information and
opportunities to prior knowledge.
observe or experience
 Learning is  When learning does
developmental and not occur, it can be
occurs much the way facilitated by building
early language is it from the “bottom
acquired up” through teaching
of prerequisite sub-
skills
 Teachers take a  Teachers take a
“hand’s off” approach “hands-on” approach
and seek to provide a by structuring lessons
meaningful context in and providing explicit
which learning will direction
occur naturally
 Creating interesting  By focusing on
classroom activities specific learning
but failure to link these outcomes, they may
activities to learning fail to attend to other
outcomes equally important
interests and topics
 Too much emphasis on  Too much emphasis on
larger ideas, not the components, not
enough emphasis on enough emphasis on
the components the larger ideas
 78

The guidelines for selecting appropriate instructional approach are presented in Table 4
below.

Table 4. Guidelines for Selecting an Instructional Approach

Select the Generative Approach when:
The Student  Has considerable prior
knowledge
 Has adaptive motivational
patterns
 Experiences consistent
successes on the task
The Task  Is simple for the student
 Is well defined
 Can be completed using a
general problem-solving
strategy
 Is to understand, but not
necessarily apply, what is
learned
The Setting  Allows plenty of time to
accomplish outcomes
 Places priority on experiences
and activities
Select the Supplantive Approach when:
 Has little prior knowledge of the
task
 Has non-adaptive motivational
patterns
 Experiences repeated failure on
the task
 Is complex
 Is ill defined
 Has missing information
 Requires the use of task-specific
strategy
 Is pivotal to the learning of
subsequent tasks
 Must be used with a high level
of proficiency
 Time allowed to accomplish
outcomes is limited
 Places priority on task mastery

What Are The Curriculum Criteria?

Curriculum criteria are guidelines on standard for curriculum decision making.

The objectives of a curriculum or teaching plan are the most important curriculum criteria, since
they should be used in selecting learning experiences and in evaluating learning achievement.
The criteria are stated in the form of questions as follows:

1. Have the goals of the curriculum or teaching plan been clearly stated; and are they used
by teachers and students in choosing content, material and activities for learning?
2. Have teacher and students engaged in student-teacher planning in defining the goals and
in determining how they will be implemented?
3. Do some of the planned goals relate to the society or the community in which the
curriculum will be implemented or the teaching will be done?
4. Do some of the planned goals relate to the individual learner and his or her needs,
purposes, interest and abilities?
5. Are the planned goals used as criteria in selecting and developing learning materials for
instruction?
6. Are the planned goals used as criteria in evaluating learning achievements and in further
planning sub goals and activities?

Acoording to Hass and Parkay (1993), individual differences, flexibility and

systematic planning are criteria that depend in part on knowledge of the different approaches to
learning. The criterions are as follows:
 79

 Does the curriculum or teaching plan include alternative approaches and alternatives
activities for learning?
 Have the different learning theories been considered in planning alternative learning
approaches and activities?
 Has the significance or rewarded responses, transfer, generalization,advance organizers,
self-concept, meaningfulness of the whole, personal meaning,imitation, identification and
socialization been considered in the planning?

What are the characteristics of a good curriculum?

A good curriculum must possess specific characteristics in the pursuit of the aims of
education the schools are to pursuit of the aims of education the schools are to pursue. A good
curriculum includes the following:

1. The curriculum is continuously evolving.

The present educational system that we, Filipinos now enjoy did not happen overnight. It
is the product of a long and tedious process of evaluation and change. It evolved from
one period to another, to the present.
2. The curriculum is based on the needs of the people.
It is imperative in developing a curricular program to begin with those that concern the
people themselves.
3. The curriculum is democratically conceived.
A good curriculum is developed though the efforts of a group of individuals from
different sectors in the society who are knowledge about the interest needs and resources
of the learner and the society as a whole.
4. The curriculum is the result of a long term effort.
A good curriculum is a product of long and tedious process it takes a long period of time
in the planning management evaluation and development of a good curriculum.
5. The curriculum is a complex of details.
A good curriculum provides the proper instructional equipment and meeting places that
are often most conductive to learning it includes the students-teacher relationship,
guidance and counseling program,
6. The curriculum provides for the logical sequence of subject matter.
It is accepted fact that learning is developmental. Thus, classes and activities should be
planned so as to achieve an orderly development of subject matter and step by step
progress of the learner. There is a smooth transition and continuing achievement of
learners from one subject matter, classroom, grade or school to another. A good
curriculum provides continuity of experience.
7. The curriculum complements and cooperates with other programs of the community.
The curriculum is responsive to the needs of the community. The school offers its
assistance in the improvement and realization of ongoing programs in the community.
There is cooperative effort between the school and the community towards greater
productivity.
8. The curriculum has educational quality.
Quality education comes through the situation of the individuals intellectual and creative
capacities for social welfare and development. The curriculum helps the learner to become
the best that he can possibly be. The curriculum support system is secured to augment
existing sources for its efficient and effective implementation.
 80

9. The curriculum has administrative flexibility.

A good curriculum must be ready to incorporate changes whenever necessary. The
curriculum is open to revision and development to meet the demands of globalization and
the digital age.

What are Marks of a Good Curriculum?

Here are some marks of a good curriculum which may be used as criteria for evaluation
purposes given by J. Galen Saylor.
1. A good curriculum is systematically planned and evaluated.
 A definite organization is responsible for coordinating planning and
evaluation.
 Steps in planning and evaluation are logically defined and taken
 Ways of workings utilize the contributions of all concerned.
2. A good curriculum reflects adequately the aim of the school
 The faculty has defined comprehensive educational aims.
 The scope of the curriculum includes areas related to all stated aims.
 Each curriculum opportunity is planned with reference to one or more
aims.
 In planning curriculum opportunities from year to year and in each area,
teacher consider the total scope of aims.
3. A good curriculum maintains balance among all aims of the school.
 The curriculum gives attention to each aim commensurate with its
importance.
 The total plan of curriculum opportunities in basic areas, school activities,
and special interests reflects careful planning with respect to all aims.
 Guidance of each individual helps provide him with a program which is
well-balanced in terms of his needs and capacities.
 The school organization, schedule, and facilities help in giving appropriate
attention to each aim.
 Classroom activities and schedules are arranged so as to provide a balanced
program of varied learning activities.
4. A good curriculum promotes continuity of experience
 Provisions are made for the smooth transition and continuing achievement
of pupils from one classroom, grade or school to another.
 Curriculum plain in areas which extend over several years are developed
vertically.
 Classroom practices given attention to the maturity and learning problems
of each pupil.
 Cooperative planning and teaching provide for exchange of information
about pupil’s learning experiences.
5. A good curriculum arranges learning opportunities flexibly for adaptation to
particular situations and individuals.
 Curriculum guides encourage teachers to make their own plans for specific
learning situations.
 Cooperative teaching and planning utilize many opportunities as they arise
to share learning resources and special talents.
 Time allotments and schedules are modifies as need justifies.
 In accordance with their maturity, pupils participate in the planning of
learning experiences.
 81

 The selection of learning experiences reflects careful attention to the

demands of the learning situation.
6. A good curriculum utilizes the most effective learning experiences and
resources available.
 Learning experiences are developed so that pupils see purpose, meaning
and significance in each activity.
 Needed available resources are utilize at the time they are relevant and
helpful.
 Use of the right learning resource for each pupil is encouraged.
 Teachers discriminate wisely between activities which pupils carry on
independently and those in which teacher-pupil interaction is desirable.
7. A good curriculum makes maximum provision for the development of each
learner.
 The program provides a wide range of opportunities for individuals of
varying abilities, needs, and interests.
 Extensive arrangements are made for the educational diagnosis of
individual learners.
 Self-directed, independent study is encourage whenever possible and
advisable.
 Self-motivation and self-evaluation are stimulated and emphasized
throughout the learning opportunities of the school.
 The curriculum promotes individual development rather than conformity to
some hypothetical standard.
 The school attempts to follow up its former students both as a service to
them and for evaluative data.

What is Evaluation?

Evaluation is the process of determining the value of something or the extent to which
goals are being achieved. It is a process of making a decision or reading a conclusion. It involves
decision making about student performance based on information obtained from an assessment
process. Assessment is the process of collecting information by reviewing the product of student
work, interviewing , observing, and testing.

Evaluation is the process of using information that is collected through assessment. The
ultimate purpose of any evaluation process that takes place in schools is to improve student’s
learning. (Howell and Nolet, 2000)

Evaluation entails a reasoning process that is based on influence. Inference is the process
of arriving at a logical conclusion from a body of evidence. Inference usually refers to the
process of developing a conclusion of the basis of some phenomenon that is not experienced or
observed directly by the person drawing the inference.

Evaluation is a thoughtful process. We use it to help us understand things. Evaluation has

been defined in a variety of ways, all of which have at their core the idea of comparisons
between things, note the differences, summarize our findings, and draw conclusion about result.
(Deno, Winkin, Yavorsky, 1977)
 82

Evaluation is the judgment we make about the assessment of student learning based on
established criteria. It involves a process of integrating assessment information to make
inferences and judgment about how well students have achieve curriculum expectations.
Evaluation involves placing a value on and determine the worth of student assessment.
Evaluation are usually made so that process can be communicated to students and parents

Evaluation provides information

a. Directly to the learner for guidance

b. Directly to the teacher for orientation of the next instruction activity
c. Directly to external agency for their assessment of schools functioning in the light of
national purposes.

What is curriculum evaluation?

Curriculum evaluation is the process of obtaining information for judging the worth of an
educational program, product, procedure educational objectives or the potential utility of
alternative approaches designed to attain specified objectives (glass and worthem, 1997)

Curriculum evaluation focuses on determine whether the curriculum as recorded in the

master plan has been carried out in the classroom .in evaluation a curriculum, the following key
question are usually asked:

1. Are the objectives being addressed?

2. Are the contents presented in the recommended sequence?
3. Are students being involved in the suggested instructional experience?
4. Are students reacting to the contents?

Formative and Summative Evaluation

Summative evaluation is evaluation that takes place at the end of unit or section of
instruction. Summative and formative evaluation can be contracted like this: summative
evaluation takes place at the end of a lesson or project and tells the evaluator what is happening.
Summative evaluation “sums up” the learning. It is after-the-fact, like end-of the-year testing
.formative evaluation is ongoing and yields information that can be used to modify the program
prior to termination. (Howell and Nolet 2000)

TAKE ACTION

Now, we are all set to do action…

a. Think-Pair-Share
With a partner, discuss about the criteria for curriculum assessment.
b. Give your own concept of the criteria for curriculum assessment.
c. Based on your observation in the school and in the classroom, what criteria are used for
determining the purposes and also the criteria followed for implementing the curriculum.
d. From your experience, how are curriculum outputs assessed? Write down your own
criteria.
 83

REFLECT

1. What is your concept about criteria and criteria for curricular assessment?
2. What do you mean by your concept on criteria?
3. Were there some areas you have examined to get your ideas? How did you
conceptualize?
4. Is there another way to think about the criteria for curriculum assessment?
5. How are your concepts different from others?

SELF-CHECK

Exercise No. ________________________

Name: _____________________________ Section: _______________

1. What are the criteria for writing effective goals and objectives? Give the guidelines for
each criterion. Cite examples.
2. Why are goals and objectives formulated?
3. What should be included when formulating goals and objectives?
4. When do you say goals and objectives are good?
5. What do you mean by instruction? What about curriculum criteria?
6. Explain the criteria used in selecting learning experiences and in evaluating learning
achievements?
7. How do you perceive a good curriculum? Do you think your curriculum is good? Why? or
Why not?
8. What parameters are used when evaluating a curriculum?
9. How do you define evaluation? Explain the views of the different authors. Are there
similarities and differences?
10. What is the difference between summative and formative evaluation. Cite examples for
each.

EVALUATION

1. Which of the following statements you believe would best reflect your understanding of
curriculum assessment? Tell why.
a. Criteria must meet functional of performance
b. Curriculum evaluation is carried out by examining the criteria of a good
curriculum.
c. The quality and process of any evaluation are tired to the purposes of a
curriculum.

2. Discuss the strengths and weakness of curriculum assessment in public schools.

3. Cite researches conducted along curriculum assessment.

 84

MODULE IV

Assessing the Curriculum

Lesson 3
Tools to Assess Curriculum
Tomasa C. Iringan, Ph.D.

TAKE OFF

This lesson will bring you to the strategies and tools used to assess the curriculum. You
will be able to determine which assessment strategy is most appropriate for a particular
curriculum expectation and the tool that should be used by analyzing the purposes and
characteristics of each strategy and tool. You will also bring to this lesson your personal
experiences on how your performance in school has been assessed.

FOCUS

Finding out what students know and can do requires multiple sources of information and
differing types of assessment. The key is the match the learning and the assessment tool. The
selection of a strategy is determined both by what is to be assessed and the reasons or purposes
for the assessment. The phase of the learning process at w2hich the teacher and the students are
working affects the selection of the assessment strategy and the tools used as one tool may be
unsuitable for different purposes.

What are Assessment Strategies?

Assessment strategies are the structures through which student knowledge and skills are
assessed. These are:
1. Pencil-and-paper-strategy
Examples: essay, quiz/ test/ exam, select response
2. Performance based strategy
Examples: performance task, exhibition & demonstration
3. Observational
Example: observations (noted)
4. Personal communication
Examples: conference and interview
5. Oral
Examples: question and answers, classroom presentation
6. Reflective
Examples: self-assessment, response journal
7. Combination of strategies
Example: portfolios
 85

PAPER-AND-PENCIL STRATEGY

The Essay
A. Definition
The essay:
 is a writing sample used to assess student understanding and or how well students can
analyze and synthesize information;
 is a pencil-and-paper assessment where a student constructs a response to a question,
topic, or brief statement;
 provides the student with opportunity to communicate his/her reasoning in a written
response.
B. Purpose
The essay is used to:
 assess the student’s ability to communicate ideas in writing;
 measure understanding and mastery of complex information.
C. Characteristics
The essay:
 measures a student’s ability (e.g., in making comparisons, applying principles to new
situations, organizing information, drawing inferences, being persuasive, integrating
knowledge and applications, summarizing information);
 assesses knowledge, reasoning, organization and communication skills;
 directly measures the performance specified bu the expectations;
 includes a scoring plan which specifies attributes for a quality answer ( e.g.
conciseness, factual knowledge, connection between argument and supporting facts)
and indicates the value associated with each of the attributes;
 affords the student a chance to construct his/her own answers, demonstrating
creativity and/or originality.
D. Teacher’s Role
The teacher:
 Uses professional judgment to develop the problem, question, or statement and the
scoring of the final product.
E. Considerations
The essay:
 is issued to assess separately the student’s ability to communicate ideas, write
proficiently and comprehend context;
 is less time-consuming to construct compared to objective item testing, but can
require considerable time to evaluate;
 is not an effective means of assessing a student’s entire domain of content knowledge,
or assessing more than one or two reasoning skills at any one time.

The Select Response

A. Definition
The select response:
 Is a pencil-and-paper assessment in which the student is to identify the one correct
answer;
 Is a commonly used procedure for gathering formal evidence about student learning,
specifically in memory, recall and comprehension.
 86

B. Purpose
The select response is used to:
 Test student learning of subject/content knowledge (facts, concepts, principles or
generalizations, procedures);
 Assess prerequisite knowledge (e.g. when communicating in a second language,
students can be assessed on vocabulary prior to a conversation in that language.)
C. Characteristics
The select response:
 Can be administered to large numbers of students at the same time;
 Can be scored very quickly;
 Is stated in clear, simple language.
D. Teacher’s Role
The teacher:
 identifies the format (e.g. multiple choice, true/false);
 selects the content to be covered;
 designs the questions.
E. Considerations
The select response:
 is always influenced by the students ability to read and understand the items;
 can utilize computer and optical scanning technology to save time and effort with
item development, item storage and retrieval, test printing and optical scan scoring;
 can make it more difficult to determine how the student arrived at an answer with
true/ false and multiple choice.

THE PERFORMANCE-BASED STRATEGY

The Performance Task

A. Definition
 is an assessment which requires students to demonstrate a skill or proficiency by
asking them to create, produce, or perform;
 may be an observation of a student or group of students performing a specific task to
demonstrate skills and/or knowledge through open-ended, "hands-on” activities.
B. Purpose
The performance task is used to:
 provide an efficient means of assessment where the skill cannot be demonstrated with
a paper-and-pencil test;
 enable learners to demonstrate abilities, skills, attitudes and behaviors;
 provide information about a learner’s ability to organize, draw on prior knowledge
and experience, improvise, choose from a range of strategies, represent learning, and
make decisions to complete a task;
 test skills in the affective, cognition, psychomotor, and perceptual domains.
C. Characteristics
The performance task:
 can be diagnostic, formative or summative assessment;
 uses ongoing feedback
 allows most learners to participate successfully in varying degrees;
 provide opportunities for learners to work individually, as well as in small groups;
 focuses on the process as well as the product;
 87

 provides contexts that have relevance to the students (may enhance motivation as
students work on “real” tasks; tasks are meaningful, “real world” applications);
 provides the most realistic assessment of job-related competencies;
 includes tasks such as painting, speeches, musical presentations, research papers,
investigations, athletic performance, projects, exhibitions, and other products that
require students to construct a unique response to a task.
D. Teacher’s Role
The teacher:
 Observes a student or group of students performing a specific task;
 shares with the student the responsibility of developing and organizing the
performance task, and setting assessment criteria;
 assigns a level of proficiency based on the performance.
E. Considerations
The performance task:
 provides an excellent way to assess reasoning skills
 must have clearly defined criteria for the assessment.
(Source: Teacher Companions Curriculum Unit Planner April 16, 2001.)

The Exhibition / Demonstration

A. Definition
The exhibition/demonstration:
 is a performance in which a student demonstrates individual achievement through
application of specific skills and knowledge;
 is used to assess progress in tasks that require students to be actively engaged in an
activity (e.g. performing an experiment)
B. Purpose
The exhibition/demonstration is used to:
 allow students to show achievement of a skill or knowledge by requiring the student
to demonstrate that skill or knowledge in use.
C. Characteristics
The exhibition/demonstration:
 is either an actual situation or a simulation (emphasis in a simulation is upon mastery
of the fundamentals of the knowledge/skill);
 is often used in the Arts;
 is accompanied by a list of performance attributes as well as the assessment criteria,
which should be determined prior to the demonstration;
 is frequently organized in assessment stations where the stations are used to test a
variety of skills (e.g. basketball circuit-jump shot, set shot, dribble around pylons).
D. Teacher’s Role
The teacher:
 assesses how well a student performs a practice, behavior or skill.
E. Considerations
The exhibition/demonstration:
 may be interdisciplinary;
 may require student initiative and creativity;
 may be a competition between individual students or groups;
 may be a collaborative project that students work on over time;
 88

 should be constructed and administered in a manner which is equivalent for all

students (e.g., all candidates in a music demonstration play the same piece on the
same piano).
(Source: Teacher Companions Curriculum Unit Planner April 16, 2001.)

THE OBSERVATIONAL STRATEGY

A. Definition
Observation:
 is a process of systematically viewing and recording student behavior for the purpose
of making programming decisions;
 permeates the entire teaching process by assisting the teacher in making the decisions
required in effective teaching.
B. Purpose
Observation:
 provides systematic, ongoing information about students in relation to areas of
strengths and weaknesses, preferred learning styles, unique interests, learning needs,
skills, attitudes, behavior, and performance related expectations.
C. Characteristics
Observation:
 can be used every day to assess students of different ages, across subject areas, and in
different settings (alone, in partners, small groups or whole class)
 Is structured with a clear purpose and focus;
 Include a written record which should be as close to the time of the event as possible.
The record should be objective.
D. Teacher’s Role
The teacher:
 Watches students respond to questions, study, complete assigned tasks:
 Listens to students as they speak and discuss with others;
 Observes nonverbal forms of communication ( e.g., attentiveness to lessons, signs and
frustration):
 Outlines the purpose of the observation by using the following questions as
guidelines:
Who will make the observation?
Who or what is observed?
Why will the observation take place?
When will the observation take place?
When will the observation occur?
How will the observation be recorded (notes, audio and videotape)?
 Observes the students in a variety of situations and settings;
 Draws inferences on the basis of the observation gathered;
 Observes the students performance, then records observation on recording devices
(checklist, rating, anecdotal record) which outline the framework and criteria for
observation.
E. Considerations
Observations:
 Are made using a checklist, a set of questions, and or a journal as a guide to ensure
focused systematic observation.
 89

 Are often the only assessment tool used for demonstration (e.g, oral speaking,
drawing, playing musical instruments, applying motor skills in the physical education
program, using equipment in design and Technology);
 Can be collected by audio tape or videotape 9allows the teacher more detailed
assessment of the performance after the fact):
 Can limit students ability to act naturally if audio tape or videotape is used:
 Can be influenced by bias in the interpretation of an observation;
 Can be considered subjective, where the meaning of the observation is derived only
by the professional judgment of what is observed;
 Should not interfere with the natural learning environment.
(Source: Teacher Companions Curriculum Unit Planner April 16, 2001)

PERSONAL COMMUNICATION STRATEGY

The Conference
A. Definition
The conference:
 Is a formal or informal meeting between/among the teacher and student and/or parent;
 Has a clear focus on learning for discussion.
B. Purpose
The conference is used to:
 Exchange information or share ideas between among the individuals at the
conference;
 Explore the students thinking and to suggest next steps;
 Assess the students level of understanding of a particular concept or procedure;
 Enable a student to move ahead more successfully on a particular piece of work;
 Review, clarify, and extend what the student has already completed;
 Help students internalize criteria for good work.
C. Characteristics
The conference:
 Provides a clear focus for discussion (i.e, a specific piece of work);
 Requires that responsibility for the success of the conference is shared by all
participants;
 May take place as the learner is exploring a new concept or topic, or be a goal-setting
session or a report on progress;
 Is brief, informal and occurs routinely;
 Can be effective for both diagnostic and formative assessment.
D. Teacher’s Role
The teacher:
 Comes to the conference prepared with specific questions to be answered;
 Gives individual feedback and clarifies misconceptions;
 Puts students at ease, and supports student progress. In the case of a writing
conference, for a example, a mini-lesson may be given by the teacher;
 Focuses on the process of reasoning followed by the student;
 Records information (conference record) during or immediately following the
communication.
 90

E. Considerations
The conference:
 Is assisted by prepared questions:
 Can be an extremely useful formative assessment strategy for students involved in
major projects or independent studies.

The Interview
A. Definition
The interview:
 Is a form of conversation in which all parties (teacher, student and parent)
 Increase their knowledge and understanding.
B. Purpose
The interview is used to:
 Focus on inquiry where the purpose of the meeting is based on investigation;
 Explore the students thinking;
 Assess the student’s level of understanding of a particular concept or procedure:
 Gather information, obtain clarification, determine positions and probe for
motivations;
 Help determine student understands of qualities of good work.
C. Characteristics
The interview:
 Tends to be a meeting which involves inquiry:
 Can be adapted to probe any problem or any consideration;
 Occurs routinely;
 Is usually guided by planned questions.
D. Teacher’s Role
The teacher:
 Is responsible for the initial questions that guide the conversation, as well as the flow
and movement of the exchange;
 Generates information during the interview which may lead to decisions, agreements,
solutions;
 Allows, students to take the lead in the interview when appropriate.
E. Considerations
The interview:
 Needs time built in for conversations especially when the purpose is an honest and
thoughtful exchange.
(Source: Teacher Companions Curriculum Unit Planner April 16, 2001.)

ORAL STRATEGY

The Questions & Answers

A. Definition
Questions:
 are posed by the teacher to determine if students understand what is being/has been
presented or to extend thinking, generate ideas or problem-solve.
Answers:
 provide opportunities for oral assessment when the student responds to a question by
speaking rather than by writing.
 91

B. Purpose
Questions and answers are used to:
 provide a mechanism which monitors a student’s understanding while assessing
student progress (what they know and can do);
 gather information about a student’s learning needs.
C. Characteristics
Question and answers:
 help teachers and students clarify their purpose for learning and link previous
information with new understandings.
D. Teacher’s Role
The teacher:
 notes how students answer questions during instruction to know if the students
understand what is being presented or are able to perform skills;
 should ensure that all students participate, not just those individuals who typically
respond with answers.
E. Considerations
Questions and answers:
 can help to ensure that all students are involved if tracking is done to ensure that all
students participate;
 is used with consideration that some individuals are not comfortable or fluent
expressing themselves orally.

The Classroom Presentation

A. Definition
The classroom presentation:
 is an assessment which requires students to verbalize their knowledge, select and
present samples of finished work and organize thoughts, in order to present a
summary of learning about a topic.
B. Purpose
The classroom presentation is used to:
 provide summative assessment upon completion of a project or an essay;
 assess students when it is inappropriate or difficult to test a student’s understanding or
knowledge with pencil-and-paper test.
C. Characteristics
The classroom presentation:
 can provide students with an opportunity to use concrete materials to express their
ideas and talents;
 may be a teaching tool if the presentation is designed to further the learning of the
audience.
D. Teacher’s Role
The teacher:
 with the students or alone, sets the criteria for the assessment of the presentation (i.e.,
rubric);
 monitors student progress at selected stages during student preparation;
 provides oral or written feedback after the presentation.
E. Considerations
The classroom presentation:
 is a natural form of assessment for speeches, debates and subjects such as the study of
languages;
 92

 holds the potential to increase peer comparisons which may be harmful to some
students because of the oral and visual aspects of presentations;
 is a critical skill to be taught, practiced, assessed and evaluated
(Source: Teacher Companions Curriculum Unit Planner April 16, 2001.)

THE REFLECTIVE STRATEGY

Self-Assessment
A. Definition
Self-assessment
 is the process of gathering information and reflecting on one’s own learning;
 is the student’s own assessment of personal progress in knowledge, skills, processes,
or attitudes;
 leads a student to a greater awareness and understanding of himself or herself as a
learner.
B. Purpose
Self-assessment is used to:
 assist students to take more responsibility and ownership of their learning;
 provide insights and information that enable students to make decisions about their
learning and to set personal learning goals;
 use assessment as a means of learning;
 focus on both the process and products of learning;
 helps students critique their own work;
 help students internalize the characteristics/criteria of quality student work.
C. Characteristics
Self-assessment:
 promotes the development of metacognitive ability (the ability to reflect critically on
one’s own reasoning);
 may involve an introspective observation, a product assessment or a test;
 may include attitude surveys, interest inventories, and personal journals;
 involves questions such as “How do I learn best?”, “What are my areas for growth?”,
“Where do I need to improve?”;
 is used to determine if a student’s beliefs about his/her performance correspond to the
actual performance observed by the teacher.
D. Teacher’s Role
The teacher:
 guides students by helping students understand how to reflect on learning;
 provides time and opportunities for self-assessment;
 designs the questions or selects the self-assessment tool;
 can use student self-assessment to determine change or growth in the student’s
attitudes, understandings, and achievement;
 completes the assessment based on personal reflection about achievement or
performance.
E. Considerations
Self-assessment:
 is used to compare whether the student and the teacher have similar views of expected
performance and criteria for evaluation;
 develops gradually as students begin to use the process in daily activities;
 93

 can help students to witness personal growth through comparison with their own
previous work, regardless of ability.
Source: Teacher Comparisons Curriculum Unit Planner April 16, 2001
Assessment Companion: Assessment Strategies

The Response Journal

A. Definition
The response journal:
 Provides frequent written reflective response to a material that a student is reading,
viewing, listening to, or discussing.
B. Purpose
The response journal is used to:
 Record personal reflections, observations, and interpretations.
C. Characteristics
The response journal:
 Allows time for students to formulate well- considered response;
 Includes both factual information and the student’s personal reflection;
 Is provide within a climate which is non- threatening and open, and which encourages
risk-taking;
 Can provide the focus for a student-teacher conference;
 Is a vehicle for communication with teachers, peers, parents;
 Can include visual representations ( e.g., artwork, sketches);
 Can be used in all subject areas;
D. Teacher’s role
The teacher:
 Writes comments in the spirit of a dialogue ( by asking questions and thoughts).
E. Considerations
The response journal:
 Focuses on the process of reflective thinking;
 Includes depth of thought and connection with understandings and experience as
appropriate criteria for assessment;
 Respects the personal nature of a journal and the learner’s desire for privacy;
 Does not emphasize the formal aspects of writing style or correctness;

COMBINATION OF STRATEGIES

The portfolio
A. Definition
The portfolio:
 Is a purposeful collection of samples of a student’s work that is selective, reflective,
and collaborative;
 Demonstrate the range and depth of a student’s achievement, knowledge, and skills
over time and across a variety of context;
 Has student involvement in selection of portfolio materials as part of the process;
 Is a visual presentation of a student’s accomplishments, capabilities, strengths,
weaknesses, and progress over a specified time.
 94

B. Purpose
The portfolio is used to:
 Document typical student work and progress;
 Provide a comprehensive view of the student’s progress, efforts and achievements;
 Reflect growth and progress but my serve different purposes during the year;
 Provide a focus for student reflection on their own learning;
 Build a student’s sense of responsibility for his/her own learning;
 Build a student’s confidence in her/his abilities as a learner;
 Promote an ongoing process where students demonstrate, assess and revise in order to
improve and produce quality work.
C. Characteristics
The Portfolio:
 tracks student progress on a variety of assessments over a period of time;
 promotes the skills of student self-assessment and goal setting;
 has a stated purpose and intended audience which are important to the entire process;
 may include entries that the student and teacher consider as important representations
of learning;
 can provide a focus for a conference or an interview involving the student, the teacher
and parents;
 provides the opportunity for students to practice, assess, and select their own work;
D. Teacher's Role
The teacher:
 makes regular formative assessments during the portfolio process to determine
individual needs and progress toward specified learning expectations in order to
provide further instructions;
 provides regular feedback to students regarding their performance related to pre-
stated criteria in order to help the students to improve.
 determines or negotiates with the students the purpose for the portfolios, the criteria
for selections ( e.g., number of items, categories) and time frame for use;
 reads the reflections and comments on the student's assessment of personal learning.
E. Considerations
The portfolio:
 is developed collaborative by teachers and students, including shared development of
the purpose of the portfolio and criteria for selecting samples for inclusions;
 requires standardization regarding what is included if the portfolio is used for
evaluate purposes;

RECORDING DEVICES/TOOLS

Recording devises provide various means of organizing the recordings of information

about student achievement. Teaches can choose or develop recording devises which suit the
teacher's style, the students and the activity or learning being assessed. These are:

1. anecdotal record
2. checklist
3. rating scale
4. rubric
5. learning log
 95

The Anecdotal Record

A. Definition
The anecdotal record:
 is a short narrative describing both a behavior and the context in which the behavior
occurred;
 should objectively report specific and observed behaviors,
 Describes student performance in detail and in writing.
B. Purpose
The anecdotal record is used to:
 provide an ongoing record of written observations of students progress;
 to record objectively, significant observations that are not part of a formal assessment
which might otherwise be forgotten or remembered incorrectly;
 record observations of unanticipated performances, behaviors, incidents, or events.
C. Characteristics
The anecdotal record:
 provides rich portraits of an individual student’s achievement;
 records observation which have special significance and cannot be obtained from
other classroom strategies;
 may appear unstructured since this tool is used to record spontaneous, unexpected
demonstration and/or behaviors, statements;
 record information on a form which specifies the learner, the date of observation, and
a factual description of the event or behavior;
 show information collected over time and carefully analyzed in order to make
accurate judgments about student achievements;
 provides a mechanism to recognize patterns of student growth over time;
 is often used to document a student’s behavior for later reference.
D. Teacher’s Role
The teacher:
 determine which observations are to be considered significant and important;
 pre-plans the general format of the form with labels (e.g., name of student, date, time
setting, description);
 state in clear, concise language exactly what is observed;
 should record information while the event or behavior is fresh in the teacher’s mind;
 records incident with a purpose (e.g., in terms of instructional decisions, progress
related to specific student goal);
 establishes a systematic procedure for collecting records on all students, ensuring that
no individual is overlooked.
E. Considerations
The anecdotal record:
 is time-consuming to read, write, and interpret;
 is often used in conjunction with other assessment strategies;
 records interpretations or recommendation separately from the description of the
student’s performance;
(Source: Teacher Companions Curriculum Unit Planner April 16, 2001.)

The Checklist:
A. Definition
The checklist:
 is a list of action or descriptions that a rater (teacher) checks off as the particular
behavior or expectation is observed;
 96

 is a written list of performance criteria which is used to assess student performance

through observation, or may be used to assess written work;
 is a list of skills, concepts, behaviors, processes, and/or attitudes that might, or
should, occur in a given situation.
B. Purpose
The checklist is used to:
 record whether a specific skill or behavior was “evident” or “not evident”
 record the presence or absence of specific behavior in given situations.
 Record a performance that can and should be shown to students to help them see
where improvement is needed.
C. Characteristics
The checklist:
 is used when the process or product can be broken into components that are judged to
be present or absent; adequate or inadequate;
 provides a list of key attributes of good performance that are checked as either present
or absent;
 is quick and useful with large number of criteria;
 can be used in variety of settings to establish the presence or absence of series of
conditions;
 enable the teacher to record whether a specific skill or behavior was “evident” or “not
evident”, or more specifically, whether the behavior was observed or not at the time
the checklist was used;
 includes specific concepts, skills, processes, and/or attitudes which are to be assessed;
 is diagnostic, reusable and capable of charting student progress;
 is an efficient way to obtain information about a student’s improvement over time by
using the same checklist more than once;
 is useful for diagnosing an individual student’s strengths and weaknesses;
 consists of a list of statements which are expected to be exhibited;
 usually uses a check mark, or other indicator which is placed in the appropriate space
on the checklist form to indicate that it has occurred;
 is useful for students in self and peer assessment.
D. Teacher’s Role
The teacher:
 observes, judges, and determines if a student’s performance meets the criteria outline
on the checklist;
 records the occurrence of the skill, behavior, concept, process, and/or attitude on the
checklist;
 does not evaluate the quality of the work or contribution but indicates that it occurred
or was completed;
 should make a sufficient number of observations about a student before an evaluative
judgment is applied.

The Rating Scale

A. Definition
The rating scale:
 is a simple tool for assessing performance on a several-point scale rating from low to
high. It may have as few as 3 points, or as many as 10 points;
 97

 assesses the extent to which specific facts, skills, attitudes, and/or behaviors are
observed in a student’s works or performance;
 is based on a set of criteria which allow the teacher to judge performance, products,
attitudes, and/or behavior along a continuum.
 Is used to judge the quality of a performance.
B. Purpose
The rating scale is used to:
 Provide detailed diagnostic information on a student’s performance, products,
attitudes, behavior in reference to pre-stated criteria.
 Record the frequency or even the degree to which a student exhibits a characteristic;
 Record the range of student achievement in relation to specific behavior;
 Describe performance along a continuum.
C. Characteristics
The rating scale:
 Provides a scale or range of responses for each item that the teacher is assessing.
 Can be analytic or holistic. Analytic rating scales describe a product or performance
on multiple dimensions (e.g., in a writing task the dimensions or criteria that might be
rated are organization, mechanics, and creativity). Holistic rating considers all the
scoring criteria simultaneously, rather than the assigning separate scores.
D. Teacher’s Role
The teacher:
 uses a scale to describe student;
 makes decisions about student’s work on the basis of description, categories, or topic
and assigns a numerical or qualitative description.
E. Considerations
The rating scale:
 uses statements to rank, describe or identify criteria;
 uses carefully chosen words to describe the meaning of various points on the scale so
that they have same meaning to different raters (teacher, student, peer)
 is used best as a single rating scale and applied across all performance criteria. Using
many different scales requires the teacher to change focus frequently, distracting
attention from the performance and decreasing rating accuracy.
(Source: Teacher Companions Curriculum Unit Planner April 16, 2001.)

The Rubrics
A. Definition
The rubric:
 is a series of statements describing a range of levels of achievement of a process,
product or performance;
 contains brief, written descriptions of different levels of student performance;
 designs desired expectations with specific performances outlined for each level;
 is a descriptive rating scale which requires the rater to choose among the different
levels;
 uses criteria and associated description to assess the actual performance.
B. Purpose
The rubric is used to;
 summarize both student performance and product against pre-stated criteria;
 make scoring of student performance more precise than using the list of items;
 98

 provide a clear description of what “quality” work looks like.

C. Characteristics
The rubric:
 consists several level description, each for a different level of quality;
 addresses several qualities (criteria) simultaneously within the same scale of different
levels;
 uses the same set of variables to judge at each level of rating;
 uses specific descriptions of each of the variables for each point along the
continuum;
 communicates to students, teachers and parents what is expected in terms of
“quality” work;
 provides a summative representation of a student’s performance;
 is used effectively in conjunction with exemplars which are concrete examples of
student work at various levels.
D. Teacher’s Role
The teacher:
 selects which of the descriptions comes closest to the student’s performance.
E. Considerations
The rubric:
 Can be used in conjunction with self- assessment and peer review;
 involves the student in the process of identifying important performance criteria
which gives him/her ownership of criteria and provides concrete examples of good
and poor performance or products;
 can be designed for specific task such as design project, or it may design for generic
skill such as problem solving.
(Source: Teacher Companions Curriculum Unit Planner April 16 ,2001.)

The Learning Log

A. Definition
The learning log:
 is an ongoing record by the student of what he/she does while working on a
particular task or assignment;
 makes visible what a student is thinking and/or doing through frequent recordings
over time.
B. Purpose
The learning log is used to:
 show student progress and growth overtime;
 provide the student with the opportunities to gather and interpret , information to ask
questions, and to make connections.
C. Characteristics
The learning log:
 is a useful tool if students are working on a project which stretches over several days
or even weeks;
 can provide a helpful focus for discussion during a conference where progress is
assessed;
 provides unlimited opportunities for individualized reading and writing on a
consistent basis.
 99

D. Teacher’s Role
The teacher:
 provides the guidelines for the maintenance of the learning log;
 provides regular feedback to the students.
E. Considerations
The learning log:
 may present a challenge for some students who have a difficult time expressing their
thoughts in writing;
 provides students with opportunities for reflection about their progress toward a
stated goal.

Another Source Cites Valuable Assessment Activities:

Non-Test Monitoring and Assessment

Many of the following suggestions are similar to the suggested teaching strategies. Those
who advocate increased use of non-test monitoring and assessment argue that instruction and
assessment at their best are intertwined. Good instruction involves observing and analyzing
student performance and the most valuable assessment activities should be learning experiences
as well.

1. Oral and written reports – Students research a topic and then present either orally or
in written form.
2. Teacher observation – The teacher observes students while they work to make
certain the students to understand the assignment and are on task. Example:
Cooperative Learning.
3. Journal – Students write daily on assignment or personal topics. Example: What is the
thing you remember about yesterday’s lesson.
4. Portfolio of student’s work – Teacher collects samples of student’s work and saves
for determined amount of time. Example: Dated samples of students’ writing, test,
etc.
5. Slates or hand signals – Students use slates or hand signals as a means of signalling
answers to the teacher. Example:
6. Review questions – Write answers and hold up slates.
7. Projects – The students research on atopic and present it in a creative way.
8. Debates – The students take opposing position on a topic and defend their position.
Examples: the pros and cons of an environment legislation.
9. Checklist- the teacher will make a list of objectives that students need to master and
then check off skill as the student master it.
10. Cartooning- Students will use drawings to depict situation and ideas. Examples:
Environment issues
11. Models- The students produce a miniature replica of a given topic. Example:
Molecules.
12. Notes- Students write a summary of a lesson.
13. Daily assignments- The students complete work assigned on a daily basis to be
completed at the school or home. Example: Worksheets issues.
14. Anecdotal record- The teachers record a student’s behavior. Example: A daily log of
a student’s success.
15. Panel- A group of students verbally preset information. Example: A discussion
presenting both pros and cons of the environmental issues.
 100

16. Learning centers- Students use teacher provided activities for hands-on learning.
Example: An activity folder on frog dissection.
17. Demonstration- Students present a visual enactment of a particular skill or activity.
Examples: Proving that air has a weight.
18. Problem solving- student follow a step-by-step solution of a problem.
19. Discussion- Students in a group verbally interact on a given topic. Example:
Environmental issues.
20. Organize note sheets and study guides- Students collect information to help pass a
test. Example: one 3x5 note card with information to be used during a test.

( Source: from A Guide to Curriculum Development in Social studies. (1986).

Des Moines: Department of Education)

TAKE ACTION

Now, let us set to do action.

a. Think-Pair-Shine
Get a partner and discuss about the different assessment strategies and recording tools
used by your teachers.
b. Make your own definition, description of what assessment strategies are and tools used by
your teachers.
c. Small group discussion- with the group, share your observation how these strategies are
done and the tools utilized.

REFLECT

1. What is your definition and description of assessment strategies and tools in assessing
curriculum.
2. What do you mean by your own definition and description?
3. How did you arrive at your definition and description?
4. What does your description imply ion terms of your beliefs and values?
5. How do your definitions and description differ from the rest of the group?
6. How else can you describe the different assessment strategies and tools?

SELF-CHECK

Exercise no.:___________________________

Name:_________________________________ Section:_____________________

1. What assessment strategies and tools are used to assess learning outcomes?
2. Give examples and describe each.
3. Why are these strategies and tools used in assessing the curriculum?
4. When do teachers use these strategies and tools for assessment?
5. How appropriate are these strategies?
6. How should results of these assessment strategies be recorded?
 101

EVALUATION

Below is an example of a lesson which involves the use of models to understand

geometry.

1. Investigate the similarities and differences among a variety of prisms using concrete
materials and drawings.
2. Compare and sort three-dimensional figures according to two or more geometric
attributes.
3. Discover that a square has four lines of symmetry.
Considering the above objectives, a teacher may conduct assessment. Answer the
following questions.
1. What assessment strategy is most appropriate to use?
2. What is the best way for students to demonstrate achievement of the expectation
being assessed?
3. What recording tool should be used?
4. When and how will feedback be provided to the students?
5. How frequently should assessment be done?
 102

Module IV

ASSESSING CURRICULUM

Lesson 4
Linking Curriculum, Instruction and Assessment (CIA): Making a Fit
Tomasa C. Irigan. Ph.D.

TAKE-OFF

This lesson will bring you to the link among curriculum, instruction and assessment. It
will answer the question that would point out the alignment of student assessment, levels of
assessment and curriculum expectations.

FOCUS

Curriculum and Instruction

A curriculum according to Howell and Evans (1995) and the Sands, et al (1995) is a
structured set of learning outcomes or tasks that educators usually call goals and objectives.
Students are expected to learn the information specified in the curriculum so that they will have
the skills needed to prepared students to succeed in society. Curriculum is the “what” of the
teaching.

Further, Howell and Evans (1995) says that knowledge of the curriculum is for successful
assessment, evaluation, decision making and teaching. Without a curriculum component, there is
no need of the teacher-directed instruction and therefore no lesson. Deciding which curriculum
task should be taught and which instructional approach to use best, requires the use of evaluative
procedure.

Curriculum here is understood as the content. Curriculum developers need to bring to the
content selection the criteria of significance, validity, interest, learn ability and feasibility.

Significance brings the contents to the degree to which it contributes the basic ideas:
concepts, principles and generalizations and to the development of particular learning abilities,
skills, processes and attitudes.
Validity refers to the degree of authenticity of the content selected and to the congruence
of the content in the light of the objectives selected.
Interest is the degree to which the content either caters or fosters particular interests in
the students.
Learn ability is the appropriateness of the content in the light of the particular students
who are to experience the curriculum.
Feasibility refers to the question, “Can the selected content be taught in the time allowed,
considering the resources, staff and particular community?
The above criteria should be use for the selection of appropriate general curricular
objectives and content.
 103

The other aspect of curriculum described here are the objectives. The objectives provide
cue to what content should be included. Curriculum objectives guide the learning outcomes to
achieve as well as the activities to accomplish these objectives. Each objective provides a
condition, and an extent performance. Of course, objectives should meet the criteria of SMART
specific, measurable, attainable, result - oriented and time bound.

Both the objectives and the contents are inputs to what is defined as the curriculum. The
plan is the intention but it will not have impact if is not placed into motion.

On the other hand, instruction is the actual engagement of the learners of the planned
learning activities. It is the implementation of the curriculum plan. It should be emphasized that
curriculum and instruction interlock with each other, thus without a curriculum plan, there could
be no effective instruction, curriculum has very little meaning.

Meaningful instruction can be achieved through the different learning experiences

provided. The good selection of these experiences will strengthen instruction. Here are some
criteria to be used in instruction which will select the learning experiences. Positive answer to
these questions will ensure that instruction addresses the curriculum.

Does instruction provide learning experiences that:

1. Bring about optimum benefit to the learners?
2. Approximate real life situations?
3. Encourage the learners to inquire further?
4. Heighten learners’ interest and motivation?
5. Involve the use of different senses?
6. Approximate real life situations?
7. Provide opportunities for broad and deep study?
8. Provide mastery of total learning?

Thus it is important that the curriculum content and objectives should match with the
instruction from where learning experiences are provided.

Curriculum and Assessment

Like instruction, curriculum is also related to assessment. In fact, it is curriculum as

explained above that determines what assessment should be done, and how to do it.

What to accomplish is established by the curriculum. How to determine if the curriculum

has been achieved is determined by assessment.

Assessment is the process of collecting information which describes student achievement

in relation to curriculum expectations. There are four levels of achievement based on curriculum
expectations. These levels can be used to judge the quality of students work.

Level 4 – Student has demonstrated all the required knowledge and skills and
achievement have exceeded the standard set.
Level 3 – Student has demonstrated most of the required knowledge and skills and
achievement have exceeded the standard set.
Level 2 – Student has demonstrated some of the required knowledge and skills and
achievement have exceeded the standard set.
 104

Level 1 – Student has demonstrated few of the required knowledge and skills and
achievement have exceeded the standard set.

To ensure that assessment is aligned with the curriculum, the teacher need to ask the
following key questions:

For diagnostic assessment

1. What do I expect my students to learn?
2. What is the best way for my students to demonstrate their achievement?
3. How will I provide an on-going feedback to help them improve learning?
4. what are other ways of facilitating learning so that learners will succeed?

For formative assessment

1. How will I monitor learners’ progress?
2. What does the feedback tell about the curriculum?
3. Is there a need to modify the objectives?
4. Are the intended contents too high or too low for the learners?
5. Is the curriculum addressing the learners’ needs?

For summative assessment

1. Are the objectives set in the curriculum accomplished?
2. What is the level of performance in the various tasks?
3. Are there gaps between the set objectives and the performance?
4. Are the outcomes truly the result of the curriculum?
5. Have the learners’ acquired the intended knowledge, skills and attitudes planned in
the curriculum?

When all the items are answered positively, then there exists a match between curriculum
and assessment.

Instruction and Assessment

Instruction refers to the various ways of teaching, teaching styles, approaches,

techniques, and steps in delivering the curriculum. It is a complex activity that requires teachers
to use a variety of action to accomplish a variety of functions.

As discussed previously, instruction is a means of delivering the curriculum. It puts into

action the plan set at the beginning. How well instruction will be done will depend on several
factors. These factors may include the following:
1. Learner – the center and the one who receives instruction. The learners will be the one to
put action on the objectives and learn the content. All factors in instruction will be greatly
influenced by the learners. Learners are the object on instruction.
2. Teacher –He/she guides the implementation of the plan. Often times referred to as
instructors because they give instruction. The teacher is a very important factor because
the skill, abilities, professional and personal qualities of the teachers greatly affect
instruction.
3. Learning environment – this is where learning occurs. The learning environment provides
a situation or the conditions for teaching and learning to occur. It embraces all the
physical and psychological environment where teaching and learning happen. It
includes the physical environment like classroom, materials, temperature, lighting,
 105

resources. It also includes human environment like the teachers, learners, school officials,
community people and other resource persons. The learning environment includes all the
support materials for teaching and learning.
4. Subject matter – This is the content of instruction. This includes the ideas, concepts,
principles and theories in different disciplines that are taken up as a means to accomplish
the objectives. This is the what of teaching and learning. Subject matter should be
mastered by the teacher who teaches and the learners who learn.
5. Method of teaching and learning – This is the heart of instruction. How well the teachers
teach and how far the students learn is determined by the methods, strategies, styles and
approaches to teaching.
6. Measurement – This refers to assessment. As stated in the beginning, objectives are
measurable, hence, at the end of the teaching-learning process, the intended objectives
should be measured in terms of the learning outcomes. Measurement also refers to
assessment.

As we can very well see, instruction and assessment are two built-in components of
instruction itself. However, these two can be taken separately and their relationships analyzed.

Instruction and assessment should be intertwined to provide a system that supports and
encourages students’ progress. Assessment will provide the teacher or curriculum maker the
value of their work. It will also tell the general public the quality or kind of product that resulted
from a prerequisite process, which is instruction. Assessment gives the quantitative measure of
instruction.

The interaction among curriculum, instruction and assessment can be seen in a diagram
shown below.

Figure 5 – Interaction of Curriculum, Instruction and Assessment (CIA)

The interaction of the three elements shows how each affects one another. Good plan will
be implemented through good instruction. This will result good outcomes. Beginning with a
strong curriculum and professional development program, the school can use continued school
improvement process to assess needs, set targets, design strategies and evaluate success of the
curriculum content area of the program.
 106

TAKE ACTION

Now let us do the action in order to understand our concepts better.

Activity 1 – Think-Pair-Share
1. Get a partner. Discuss your understanding about curriculum, instruction and
assessment.
2. After your discussion, summarize your understanding and place your answer on the
intersection between the two elements.

1. What are your answers in the interaction?

2. What are your answers in the interaction?

3. What are your answers in the interaction?

REFLECT

1. What do you think would be the consequence if:

a. Curriculum does not relate to Instruction?
b. Instruction does not relate to Assessment?
c. Assessment does not relate to Curriculum?

2. In your experience as a learner, does your curriculum provide these connections or

matching? What is the implication of this lesson to your becoming a teacher?
 107

SELF-CHECK

Let us find out, if you have understood the concepts of this lesson. All situations refer to
the concepts of curriculum, instruction and assessment.

Answer YES or NO before each number.

1. At the beginning of the lesson, the teacher set an objective to identify the
different animals in the garden. One day, the lesson was taught, the teacher
brought all the children to the school garden to observe and list down all the
animals that they saw. In this situation, did the objective fit the activity?

2. At the end of the year, an achievement test was given. It covered all the
knowledge, content, and skills in the list of the competencies for the particular
grade level. Did the assessment fit the objectives?

3. The curriculum provided most activities that required outdoors or fieldwork.

When the achievement test was given, a practical test was given. Did the
assessment method match the activities or instruction?

4. The teacher wanted to accomplish a learning objective that would enable the
students to write a simple letter or excuse. After the lesson, each student was
made to submit a letter or excuse and a rubric was use to rate each. Was the
assessment appropriate the objective?

5. I taught a lesson on the advantages of using organic fertilizer on the plants.

When I gave the test, the items asked were all about inorganic fertilizers, was
there a fit between the content and the assessment?
 108

Module V

Addressing the Future: Curriculum Innovations

LESSON 1
Curriculum Innovations: Local and Global Trends
Rodrigo B. Javier Ph.D. and Purita P. Bilbao, Ed.D.

TAKE-OFF

The introduction of innovation into the educational system is one significant functions of
a school manager or an educational leader. A knowledge and understanding of this concept will
help you to become an affective teacher of an affective learning center or school. For an effective
teacher at present or in the future whether you are assigned in a large or small school, in the rural
or in the urban sector, developed or under-developed school.

There are two lessons in this module. Lesson 1 introduces some local and global
innovations which can be used as examples for curriculum making and Lesson 2 tackles issues,
concerns and some responses to these.

FOCUS

As man seeks for development, innovations are inevitable. This is also true in the
education. With the demand brought about by the fast changing society, it is most likely that
innovations will occur. In curriculum, changes and modifications are being introduced to keep
pace with the changing world. With emerging theories of learning, instructional delivery and
management, learning and teaching styles, modes of living and other societal changes in science
and technology led educators to introduce innovations

There is no stopping to innovations. In the local or national setting, there are innovations
that have been introduced. These innovations are in different phases of implementation. This
lesson will only consider a few which will directly relate to you as a teacher.

Local and National Curricular Innovations

Let us study some of the local, national curricular innovations.

1. 2002 Basic Education Curriculum

The Vision, Mission and Rationale of the Curriculum
The Department of Education, envisions every learner to be functionally literate,
equipped with life skills, appreciative of arts and sports and imbued with the desirable values of
a person who is makabayan, makatao, makakalikasan at maka-Diyos.
This vision is in line with DepEd’s mission to provide quality basic education that is
equitably accessible to all and lays the foundation for lifelong learning and service for the
common good.
 109

The BEC developed through a dynamic process. It started with the review of the existing
basic education curriculum in 1997 which took into consideration worldwide trends and
Philippines realities.

Parameters of the Basic Education Curriculum

The demands of the learning environment, the society and the Filipino learner defined the
parameters that govern the elements of the curriculum. These elements include objectives,
content, materials, teaching-learning process, and evaluation.

The objectives are expressed in terms of competencies in knowledge, skills and attitudes.
These determine the content which focuses on the processes and skills of learning how to learn
rather than on the content coverage of facts and information.

The content is delivered using a variety of media and resources. From the traditional
textbook resources, teachers are encouraged to use ICT and community resources. Content is
contextualized so that the curriculum is adjusted to the situation and local culture.

The use of multi-sensory materials is encouraged in teaching. Real objects,

tri0dimentional models, audio-visuals and real life situations are effective tools in delivery of the
teaching-learning process. The use of local or community resources as well as technology-driven
support materials are utilized in the learning environment.

Leaning is assessed using a variety of measures. The use of both the traditional and the
authentic assessment is mandated for purposes of gathering information about the learners in a
holistic manner. Authentic assessment when appropriate should be encouraged in order for the
students to apply knowledge and skills learned in the same way they are used in the real world.

Schools are encouraged to conduct their own evaluation. This will allow schools to take
adjustments with regard to objectives, content, materials, teaching-learning process in order to
achieve desired learning outcomes.

The teaching-learning process considers the learners as active partners rather than
objects of teaching. The learners are constructors of meaning, while the teachers act as
facilitators, enablers and managers of learning.

Salient Features of the Curriculum

Let us learn the salient features of the 2002 Basic Education Curriculum or the BEC
which is now being implemented in all basic education of Filipino learners and graduates. The
BEC empowers lifelong learners through the attainment of functional literacy.

Studies of the past curriculum indicate that there is over crowdedness which was a
hindrance to lifelong learners. So to decongest the curriculum, BEC restructured it into only five
learning areas, namely: English, Mathematics, Science, Filipino and Makabayan. Filipino,
English, Science are the tool subjects. English, Mathematics and Science are subjects to develop
internationalism, while Makabayantogether with Filipino is a learning area which will enhance
nationalism. Makabayan is the “laboratory of life” to develop a healthy personal and national
identity. Makabayanas a learning area requires an adequate understanding of Philippines history,
 110

our politico-economic system, local cultures, crafts, arts, music and games. It stresses on the
development of social awareness, empathy, and firm commitment to the common good.

In the elementary, Makabayan includes Social Studies, Sibika at Kulturafor Grades 1-3,
Kasaysayan at Sibika(HKS) for Grades 4-6, EdukasyongPantahanan at Pangkabuhayan(EPP)
for Grades 4-6, Musika, Sining at EdukasyongPangkatawan(MSEP) for Grades 4-6 while in
Grades 1-3, MSEP is integrated with Sibika at Kultura. Good Manners and Right Conduct
(GMRC) is integrated in all subjects.

For high school, the components of the Makabayan are AralingPanlipunan (AP) or Social
Studies. This Learning area has a focus for each curriculum year. For the first year, Philippine
History and Governance, second year, Asian Studies, third year, World history and fourth year,
Economics. Other subjects include Technology and Home Economics (THE), Physical
Education, Health, Music and Arts (PEHMA) and EdukasyongPagpapahalaga(EP) or Values
Education (VE).

For all subject areas in the curriculum, Communication and Information Technology is
utilized.

Integrative Teaching as Mode of Instructional Delivery

Integrative teaching works best in the BEC. It is so because the curriculum is treated in a
holistic manner. The process is interactive, collaborative and innovative. Four examples are
given to describe integrative teaching. These are thematic teaching, content based instruction,
focusing inquiry and generic competency model.

Thematic teaching requires organization of themes around the ideas. The theme provides
focus and helps learners see the meaningful connections across subject areas. It links ideas to
action and learning to life. For example, the theme chosen is Philippine Festivals. You must
know that our country celebrates various festivals in its different provinces, towns or cities. The
different subject areas (English, Science, Math, Filipino and Makabayan) in this particular case
use the different features of a particular festival as the subject matter.

Here are the simple steps in using the Integrated Unit Design (Thematic Based)
1. Decide on a unit theme that will allow all subject areas to join. Example: Philippine
Festivals.
2. Identify the major concepts to serve as a “common thread’ for all the subject areas.
Example: Historical Background or Origin, Purposes of the Celebration, Dance steps, Costumes,
Music, others.
3. Brainstorm and list generalizations that will be derived from the study of the theme.
4. Write questions that would facilitate the understanding and mastery of the
generalization.
5. For each subject area, write instructional objectives to be accomplished.
6. Identify instructional activities which will accomplish the objectives.
7. Based on the objectives, perform the activities.
8. Conduct culminating activity where all subject areas learning will be applied.
9. Design a scoring guide or rubric to assess the performance of the task in the
culminating activity.
 111

Thematic teaching may involve the whole school, a department or a group of teachers. It
will encourage collaboration and cooperation among all stakeholders: teacher, students’, parents
and school officials.

Content- Based Instruction (CBI) is the integration of content learning with language
teaching. The language curriculum is centered on the academic needs and interests of the
learners, thus CBI crosses the barriers between language and subject matter content. This
approach aims at developing the learner’s academic language skills.

Let us look into the examples.

Filipino and social Studies – A lesson in Filipino is designed to develop skills in
identifying keywords in a given text uses Social Studies content (essay or article) such as “Batas
ng Bayan” or other topics in the unit Pamahalaan at Batas. The Social Science content is used to
develop language skills in Filipino.
English and Science – A lesson in English is designed to “develop the ability to locate
and synthesize information may use content in Science (essay or article) such as “Climate
Change” under the topic “Living Things and Their Environment.”

Focusing Inquiry is an interdisciplinary approach that uses questions to organize

learning. Learners become creators rather than recipients of knowledge. Contents and concepts
are given less importance than the process of conducting an investigation and communicating
what was learned to others. Instructional process is built around inquiry, where teachers guide
the students to discover answers to questions.
Using what learners already know as a starting point, they generate questions about
things they do not know yet. They design a method of investigation and gather information on
their own.

Focusing Inquiry Cycle is presented below:

1. Frame focusing questions. (Asking about prior knowledge)
2. Present field of facts. (Who? What? When? How?)
3. Help learners connect or relate facts. (interpret, infer, give meaning)
4. Help learners generate explanatory ideas. (generalization)
5. Help learners find answers.

In Generic Competency Model learners are enrolled in three to four linked or related
courses or subject areas. In Makabayan for instance, competencies can be clustered into personal
development, social competencies and work and special skills.

The subject specialist teaches his/her subject and activities will draw on processes and
skills important to each discipline. The following steps are followed.
1. Decide on the generic competency (social, personal, productivity) that will allow
related competencies from the many subjects. (Musika at Sining, Edukasyong
Pangkatawan at Pangkalusugan, Edukasyon sa Pagpapahalaga, Teknolohiya, Edukasyong
Pantahanan at Pangkabuhayan at Araling Panlipunan) to enter the integration process.
2. Identify the culminating performance. (what, why and how)
3. Brainstorm the specific skills derived from the project that would be expected of the
learners. Find out if these skills will lead to the culminating performance.
4. Design the scoring guide criteria and standard to assess the performance tasks
preferably performance tests and portfolio.
 112

2. Third Elementary Education Program – TEEP

This was flagship project of the Department of Education in response to the Social
Reform Agenda initiatives of the government. The project was focused only on the elementary
level and the goals were improved learning achievement, improve completion rates, access to
quality elementary education. Further TEEP aimed to build institutional capacity of the
Department of Education to manage change and actively involve parents, teachers, community
leaders as stakeholders for quality education.

Funded by World Bank (WB) and Japan Bank for International Cooperation (JBIC),
TEEP began in 1996 and concluded in 2005. Evaluation of the different components were held
and hopefully, the results would be coming out soon. Initial findings reveal that ther are
indicators of improved learning achievement and rise in completion rates of the students. Access
to quality elementary education had also been achieved. As planned, the best practices of the
curricular innovations of the pilot divisions would be implemented by other divisions all
throughout the country.

The major educational components of the TEEP are Advocacy, In-service training for
Teachers (INSET), School Improvement and Innovation Facility (SIIF), Student Assessment
(SA), Educational Management Information System (E-MIS) Procurement, and Monitoring and
Evaluation. It also advocated principal empowerment in all the educational component.

3. Secondary Education Improvement and Development Program (SEDIP)

SEDIP is a curricular innovation which dovetailed the Third Elementary Education

Project or TEEP.

Its purpose was to improve equitable access to secondary education in poverty affected
areas. More specifically, the objectives included:
 To improve the quality and relevance of secondary education in project provinces;
 To increase the rates of participation in and completion of secondary education in the
undeserved areas;
 To support the decentralization process towards the transfer of greater management
responsibilities and decision-making authority to the schools and offices at the
provincial levels.

Curricular reform is SEDIP revolved around (a) Improving Teaching and Learning (b)
Improving Access to Secondary Education and (c) Facilitating Decentralized Secondary
Education Management. These three important components are within the parameters of
curriculum development.

In improving teaching and learning, curriculum innovations centered on;

 The development of skills and competencies of school heads in school planning and
management and instructional support for teachers.
 Improving teachers’ subject knowledge and teaching skills
 Improving the availability of learning materials by providing textbooks, teaching
manuals and other instructional materials.
 113

 Improving learning environment through the construction and/or rehabilitation of

school facilities and procurement of furniture and equipment for classrooms,
laboratories and other school facilities.

The two other components of the SEDIP are support components to curriculum
innovations such as improving access to secondary education and facilitating decentralized
secondary school management.

Access to education to provided schooling alternatives to students who are unable to

attend school regularly and opened new school with the assistance and collaboration of local
government units with the provision of facilities, equipment, training of teachers and school
heads.

Decentralizing secondary education management is an innovation which strengthened the

planning and management capacity; supported the monitoring and evaluation capacity,
developed policy research management and analysis capacity, improved the educational
management information system, developed local and school based in-service training and
supported the new textbook procurement and delivery system.

The SEDIP innovation started in 2000 and ended in 2006. Initial results showed gains,
and best practices have been replicated in other divisions which were not participants in the
project.

4. The New Teacher Education Curriculum for BEEd and BSEd.

This new Teacher Education Curriculum was implemented by CMO 30, s, 2004. There
are two teacher education degrees which are offered by the Teacher Training Institutions. These
are the Bachelor of Elementary Education (BEEd) and the Bachelor of Secondary Education
(BSEd). The BEEd is structured to meet the needs of professional teachers for elementary
schools and special education programs and the BSEd for the needs of professional teachers in
the high schools in the Philippines.

The BEEd aims to develop elementary schools teachers who are either generalist who can
teach across the different areas in grade school, special education teachers and pre-school
teachers while the BSEd aims to develop high school teachers who can teach in one of the
different learning areas in high school like Mathematics, Physical Science, Biological Sciences,
English, Filipino among others.

The competency standards to developed by prospective teachers for both elementary and
secondary levels are found in the list below. These are also aligned to the National Competency-
Based Teacher Standards (NCBTS) formulated for all teachers in the Philippines.

Graduates of BEEd and BSEd must:

1. Have the basic and higher level literacy. Communication, numeracy, critical thinking,
learning skills needed for higher learning.
2. Have a deep and principled understanding of the learning processes and the role of the
teacher in facilitating these processes in their students.
3. Have a deep and principled understanding of how educational processes relate to the
larger historical, social, cultural and political processes.
 114

4. Have a meaningful and comprehensive knowledge of the subject matter they will
teach.
5. Apply a wide range of teaching process skills (including curriculum development,
lesson planning, material development, educational assessment, and teaching
approaches.)
6. Have direct experience in the field/ classroom (as classroom observations, teaching
assistance and practice teaching.)
7. Demonstrate and practice the professional and ethical requirements of the teaching
profession.
8. Facilitate the learning of diverse types of learners, in diverse type of learning
environments using a wide range of teaching knowledge and skills.
9. Reflect on the relationships among the teaching process skills and learning in the
students, the nature of the content and the broader social forces encumbering the schools
and educational processes in order to improve their teaching knowledge, skills and
practices.
10. Be creative and innovative in thinking of alternative teaching approaches, take
informed risks in trying out these innovative approaches and evaluate the effectiveness of
such approaches in improving student learning.
11. Be willing and capable to continue learning in order to better fulfill their mission as
teachers.

The Curriculum of the BEEd and the BSEd

The curriculum design feature include various components that correspond to the basic
and specialized knowledge and skills that will be needed by a practicing professional teachers:
foundational general education knowledge and skills, theoretical knowledge about teaching
learning, methodological skills, experimental knowledge and skills and professional ethical
values and subject matter knowledge appropriate to the level of teaching of pre-school,
elementary and secondary levels.

The curriculum recognizes the need to equip teachers with wide range of theoretical and
methodological skills. These allow the teachers to have more options and greater flexibility in
designing and implementing learning environments which will maximize students’ learning.

The curriculum is also designed do that the components are integrated. It emphasizes the
interweaving of foundational, theoretical, methodological and experimental knowledge in the
various learning experiences in the curriculum.

The new teacher education curriculum is made up of three components. For both the
BEEd and the BSEd, a sixty-three (63) unit general education is required. Professional education
courses for BEEd is fifty four (54) units while the BSEd requires fifty one (51) units. The
specialization or content of courses required for the elementary teachers is fifty seven (57) units
and those who will be teaching in the high school are required sixty (60) units of content. Both
degree courses require one hundred seventy four (174) units.

The general Education Courses continue to follow the existing general education courses
for other than teacher education. This is mandated in CHED Memo no. 59. s. 1996.
 115

The professional Education Courses are clustered into three which are theory and concept
courses, methods and strategy courses and field study courses. Some of the peculiar features of
the Professional Education Courses are as follows:
1. All the subjects will be taught in an integrated manner.
2. Discussion of theory and concepts should always be linked to the development of
methods and strategies and to experiential learning during the field study.
3. All courses should be taught using a wide range of teaching learning approaches and
assessment procedure, including the use of technology.
4. All courses must have a research requirement which may take the form of a term
paper, case study, action research or other forms of research as maybe appropriate.
5. The theory and concept courses provide the broad framework within which students
can understand, rationalize, and reflect on the various methods and strategies related on
teaching.
6. The methods and strategy courses in the program aim to develop a wide range of skills
to facilitate and evaluate learning in diverse types of students in a variety of learning
environments.
7. The field study courses are intended to provide students with practical learning
experiences in which they can observe, verify, reflect on, and actually experience
different components of the teaching- learning processes in actual school setting.
8. There will be special topic courses in seminar for which will be there one-unit courses.
Special topics are based on the perceived needs of the students and the expertise of the
faculty.

The content courses for BEED is sum up to fifty seven (57) units. These correspond to
the various learning areas in the elementary education curriculum. These General Education
Courses which include Science, Mathematics, English, Filipino, Social studies, Music, Arts and
Physical Education, Home Economics and Livelihood Education and Values Education. The
BEED students may also take fifty seven (57) units in Special Education or Pre-school
Education. The Specialization courses for the BSEd degree will be sixty (60) units for
Mathematic, Physical Sciences, Natural Sciences, English, Filipino, Social Studies, Values
Education, Technology Education, Music, Arts, Physical and Health Education and Islamic
Studies.

5. The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE)

The Bachelor of Technical Teacher Education prepares teachers in technical-vocational

education (TVET) and higher education institutions who are equipped not only with strong
theoretical understanding of teaching and technology but also with exposure to industry.
The curricular program of BTTE shall impart knowledge, skills, attitudes, values and experience
that will provide prospective teachers with the necessary competencies essential in effective
teaching.

The specific body of knowledge, skills, attitudes, values and experiences include general
education component, specialization component and instructional technology component.
a. General Education component is consistent of the CHED Memo 59 composed of
sixty (60) units of courses in humanities, languages, natural and behavioral sciences,
computer proficiency, mathematics, logic and ethics which are all aimed to make a
person broadly educated, creative, cultured, morally upright and productive.
b. Professional Studies component includes philosophy and aims technology education,
curriculum development and teaching-learning processes. It also include clinical
 116

experiences in teaching and the mastery of the Philippine Trainers Qualification

Framework (PTTQF).
c. Specialization component that includes the in depth knowledge of content and
specified skills in the major fields including industry exposure.
d. Instructional technology component that include competencies in the use of
technology in teaching and training.
Curricular Model A of BTTE
Model A is offered for high school graduates who could meet the admission requirements
of the College. The characteristics of the model are as follows:
a. The program of study for the general and professional education subjects is based on
CHED Memo 30, s, 2004.
b. The technology major subjects are based on the competency standards indicated in
the Training Regulations of the Technical Education and Skills Development
Authority (TESDA).
c. The interfacing of CHED and TESDA provides the students to exit after one, two or
three years with specific job opportunities and/ or allows them to continue their
studies for the four years of BTTE giving full credits to all subjects taken in the
previous years.
d. If the students prefer to work after one year of study, he could exit the ladderized
program with certificate of achievement. He/she is also qualified to take the
assessment for national certificate (NC) administered by TESDA.
e. Students who choose to finish the four year BTTE degree should meet the criteria for
admission to the degree. After finishing the four years BTTE program, he/she can be
issued their Diploma which qualifies them to take the Licensure Examination for
Teachers.

Model B of the BTTE

Model B is offered to the graduates of the Two-Year Trace Technical Curriculum and the
Three year Diploma of Technology Program in different area of specialization. The
characteristics of the model are as follows:
a. Students will have at least one year industry experience aside from the industry
immersion or the on the job training (OJT).
b. On The Job Training (OJT) or industry experience is requirement leading to a four
year Baccalaureate degree (Ladderized Bachelor of Technical Teacher Education).
c. Students in this model intend to become prospective teachers in their respective aea
of specialization.

6. Instructional and Curricular Excellence in School Leadership and Management-DepEd

eXCELS

ICeXCELS (Instructional and Curricular Excellence in School Leadership for South East
Asia) is a short course package of SEAMEO INNOTECH for elementary and secondary
administrators on developing instructional and development leadership. It addresses the need to
develop and strengthen the school head’s role as an instructional leader in promoting or
improving the quality of teaching and learning in his/her school.

The course was based on a Competency Framework for Southeast Asian School Heads
which SEAMEO INNOTECH developed and validated with the Ministries of Education from ten
SEAMEO member states. The framework consists of general and enabling sub-competencies
 117

that describe what school heads are expected to do and improve on to make them more
successful on performing their work.

Special Features of the Innovation

1. Delivery of Instruction- Teaching in the eXCELS is primarily delivered through print
self-instructional modules augmented by the use of interactive tools such as chat,
discussion forums and mail, among other learning support system. To facilitate the use of
the chat, discussion forums and other communication features, learners should have valid
email address. The learning modules are instructionally designed to be interactive and to
incorporate the four A’s of adult learning (Activity, Analysis, Abstraction and
Application).
Each module is made up of the components:
 Pre-organizers and advanced organizers,
 Module pre-test,
 Module post-test,
 Pre/postself-rating competency checklist,
 Interactive learning methodologies such as activities, insight forming questions,
lecturettes and readings, discussion topics, summaries and other linked resources.
 Lesson review tests
 Practical exercises and feedback on the tests
 A module assignment
 Glossary of terms
 List of references and suggested additional reading and links
The course is facilitated by assigned tutors from partner training
institutions and the SEAMEO Innotech and the technical staff of SEAMEO Innotech.
2. Learning Modality- After the students get their learning package, they can immediately
study at their own pace and time. Learners should be able to manage their time such that
they will finish one module in two weeks and two modules in f\our weeks. During the
period, the students should study the printed modules and check on the Discussion Forum
on-line in the iFLEX. Learners and tutors should interact among themselves. Aside from
the class interaction during discussions, each student is required to submit assignments,
reflection paper and action plan either in hard or soft copies to the tutor for evaluation.
The three requirements make the learning portfolio which the tutor will evaluate, give
feedback on they become the basis for the learners’ rating.
3. Evaluation System- Each learner will be given feedback in the form of qualitative
narratives by the tutors for their outputs. They will also receive a rating for each major
requirement and for their participation in the discussion group. The ratings will be issued
by the tutor which has an equivalent as follows:
 A= 3 Excellent
 B = 2 Pass
 C = 1 Deficient
Learners who successfully complete the course will be awarded a Certificate of
Completion by SEAMEO INNOTECH and academic credits from partner training
institutions.
4. Time Table- The duration of time expected of all learners to finish the course is 50 hours
which is equivalent to a 3 unit course. The time spent includes self-study of the module,
participation in the on-line discussion, preparation and submission of the module
activities which are the contents of learning portfolio. A maximum of 2 weeks is given to
 118

accomplish each module. For the current course, there are 2 modules; hence a maximum
of four weeks is expected. Approximately rating will be released.

iFLEX DepEd eXCELS is an example of distance education and e-learning. The use
technology alone or in combination of other delivery system has been the “in” thing in
educational innovation. This development has made education very accessible to all. It has also
conquered the barriers of distance, space and time in education.

The UP Open University also embarked in various distance education programs as well.
It is popularly known as the UPOU Curricular Programs.

Global Curricular Innovations

Let us now look into other innovations in curriculum that are happening in other parts of
the world. These are but examples of the myriad of innovations in education worldwide. Later
you will add to the examples in your activities.
1. Project Child (Computer Helping Instruction and Learning Development) is a
research based instructional delivery system that enables one to intensify the curriculum
with technology on hands of learning. Originally developed at Florida State University by
Dr. Sally Butzin, CHILD bridges today’s school with the school of the future.

The lives of the children today are shaped by the demands of the Information age in
which technology plays a central role. The future workplace requires the abilities to think
critically, solve problems, use technology to access and organize information, and possesses the
interpersonal skills to work effectively and cooperatively with others.

CHILD goals are to:

 Modify the school structure and create classroom conditions conducive to learning
with technology.
 Create a cohesive unit of work that foster strategies for thinking.
 Reign curriculum for reading, language arts and mathematics so as to cover legally
mandated content and integrating fully the use of computer in the curriculum.
It aims to increase academic performance, develop reasoning abilities, problem solving,
decision making and knowledge application, communicating effectively and emphasizes the
development of mathematics in early years.

Structure and Procedure of CHILD

CHILD focuses on K-5 self-contained teaching using a triangulated approach. Cluster of

three experts work across three grade levels to teach three basic formats in technology, hands-on
and paper and pencil. The primary level cluster is made up of K to grade 2 and the intermediate
cluster is grade 3-5.

One classroom is set up for reading, one for writing and one for mathematics. Each of the
three teachers in each cluster becomes content specialist for one of the three Project CHILD
subject areas. He/she is also responsible for one grade level classroom.
 119

Learners from each grade level in the cluster move among the classrooms to spend one
hour per day working in each of the three majors areas. Thus the teachers will work in their
specialized field with the same learners for three years.

There are six “stations” or learning centers in a Project CHILD classroom. These are:
 Computer station for the technology-based learning
 Textbook station for written work
 Challenge station for activities in game formats
 The imagination station for creative expression
 Exploration station for hands-on activities
 Teacher station for additional instructional support

Learners follow a precise management plan for moving from one station to the another.
Goals are set and activities are recorded in a book called “passport”. Required curriculum
content is covered in six-week thematic units.

Project CHILD Materials

In order to succeed in the implementation of the project, the following support
materials are needed.
 Station Planning Guidelines- The planning guidelines are organized in six weeks
topical units. The contents include suggested software which are referenced to state
standards, teaching tips, skills checklists for each grade level, list of materials and
resources, and station activity pages.
 Station activities/ Task cards. A companion of station planning guidelines, provide
ideas for hands on station activities. It directs the learners to work, since specific
objectives and directions are given for them to work independently and
constructively.
 Passport- This is the management tool to help students become organized and focused
on their work. It is also used to set and assess the goals of the learners. The passport is
brought home after the end of the six week unit for the parents to look into. In this
way the parents become an integral part of the learning team. Both the parents and the
learners will understand the academic significance of the station activities.
 Teacher’ Manual- A complete guide to assist teachers in implementing the child
instructional program. The manual include the Overview of CHILD, Getting started,
Planning Station Activities, Assessment, Managing the Classroom, Roles and
Responsibilities, and Essential Components. It has also a portion for record keeping,
student’s certificates and other classroom management tools.
 Leadership Guide- It is composing of materials in making presentations to
community groups and strategies to involve the school adopting the effective
practices in Project CHILD.
 Special Needs Inclusion Guide- A timely resource for both regular and exceptional
teachers to support the inclusion of special needs in classroom.
 Training Facilitator Guide- It includes comprehensive trainings, overviews,
transparencies and handouts for workshop participations.

All of the above materials are needed for the successful implementation of the
curriculum. The teacher receives special year long training in their content especially in
classroom management techniques and computer integration skills. Teachers continue their
professional development through on0going self-study, in-service, action research and by
 120

becoming mentors for new CHILD teachers. CHILD provides a risk-free learning climate. High
expectations of the parents are met with their cooperation as part of the team to prepare the
learners in the 21th century.

2. Brain-Based Learning
For two thousand years there have been primitive models of how the brain works. Up to
the middle of 1990’s, the brain was compared to a central switchboard. In 1970, the brain theory
focused on the right and left brain. Paul McClean later used the concept of triune brain to refer to
the evolution of the human three part brain. According to triune theory, survival leaving is in the
lower brain, emotions were in the mid-brain, and higher order thinking took place in the upper
brain. However, the current brain theory embraces the whole systems, complex brain model.

In the last two decades, neuroscientist have been doing research related to the improved
teaching practices. Based on the findings and conclusions from these researches, information was
taken and incorporated into books and resource references about learning. Classroom practices
were modified using new theories of teaching and learning based on these findings. Some noted
authors included Marian Diamond of the University of California; Howard Gardner, Harvard
University, Thomas Armstrong, among others.

Brain-based learning is an approach to teaching based on research in neuroscience. It

suggests that our brain learns naturally. This theory is based on what is currently known about
the structure and function of the brain at the varying stages of development. This provides a
biologically driven framework for teaching and learning, and helps the recurring learning
behaviors. Brain-based theory includes an eclectic mix of techniques. Currently these techniques
stress allowing teachers to connect learning to students’ learning real life experiences. This form
of learning also encompasses education concepts like mastery learning, problem based-learning,
cooperative education, multiple intelligence, learning styles, experiential learning, among others.

Core Principles Guiding Brain-Based Education

There are several principles that guide brain-based education. On these, teaching learning
are anchored. These are:
 The brain perceives whole and parts simultaneously.
 The brain is a parallel processor which can perform activities at once.
 Information is stored in multiple areas of the brain and is retrieved through multiple
memory and neutral path ways.
 Learning engages the whole body. All learning is mind-body: movement, food, attention
cycles, chemicals modulate learning.
 Humans’ search for meaning is innate.
 Search for meaning comes from patterning.
 Emotions are critical to patterning and drive our attention, meaning and memory.
 Meaning is more important than information.
 Learning involves focused attention and peripheral perception.
 We have two types of memory: spatial and rote.
 The brain is social. It develops better in concert with other brains.
 Complex learning is enhanced by challenge and inhibited by stress.
 Every brain is uniquely organized.
 Learning is developmental.
 121

From the principles regarding the brain-based theory several interactive teaching
elements emerged. These are orchestrated immersion, relaxed alertness and active processing.
Let us explain each one of these.

Orchestrated immersion – Learning environments are created to provide authentic

learning experiences. For example in the elementary level, teachers can use the school’s mini
forest to identify trees, animals and other plants and find out how they live together. High
school students can go on field trip to a nearby forest or mangrove to observe and identify
symbiotic relationships, communities and ecological systems.

Relaxed alertness – In brain-based learning, efforts are made to eliminate fear while
maintaining a highly challenging environment. Teachers may play classical music when
appropriate to set a relaxed tone in the classroom. Bright lights are dimmed. scented candles are
lighted to calm the senses or stimulate the senses. All learners are accepted with their various
learning styles, capabilities and disabilities. These will all provide a relaxed accepting
environment. Children are motivated to bring in the best of themselves and bring out their
potentials.

Active processing – The learners consolidate and internalize information by actually

processing these information. Prior learning has been given recognition as having connections
to current information. Preparatory activity is made before a unit of study is begun. The teacher
prepares the stage to attach new information learners’ to prior knowledge.

Brain based learning is anchored on twelve principles that will enhance learning. These
include:
 Need of rich stimulating environments which utilized student created materials and
products. These are displayed on bulletin boards and display areas.
 Tables and desks are grouped together to develop social interactions, cooperation and
develop social skills. Learners mustprovide comfortable chairs and furniture for casual
and informal discussion areas. Large pillows and carpeted floors will be most useful.
 Indoor and outdoor spaces should be linked so that students can move about freely.
 Learners should be provided safe places so that threat will be reduced, especially in city
places.
 There must be variety of learning centers or nooks with varied lightings. Some children
prefer to work together in different nooks or corners by themselves.
 Displays in the classrooms should be change regularly to stimulate the brain
development. Provide student stage sets where they can act out scenes from their readings
or demonstrate science principles or act out a dialogue between historical figures.
 Provide multiple resource. Provide educational, physical, and variety of setting with in
the classrooms so that learning activities can be integrated easily. Computers areas, wet
areas, experimental sciences should be in close proximity to each other. The goal of the
facility is multiple function.
 Flexibility is a principle that has been recognized long before. The “teachable moment”
must be recognized and capitalized on.
 Active and passive places should be provided for students to develop their interpersonal
and intrapersonal intelligences.
 A personal space of learners like locker, desk or a home base is provided each child to
allow him/her to express his/her unique identity.
 122

 The community is utilized as a primary learning environment. Technology, local

knowledge, business partnerships, democratic practices should be utilized for educational
practices.
 The brain can grow connections at any age. Challenging experiences with appropriate
feedback are always develop with motor skills.
 Optimizing learning through different media. Music is used to reduce stress, boost
learning. Calm down or energize, and as primer to energize the brain. The same is true
with art, its provide avenues for self expression.

TAKE ACTION

Now, let us do some activities that would supplement or complement what we have
learned in the previous presentations. You may do the activities alone or in group.

Activity 1 – Search for more innovations

1. Go to the school library or the internet station to find an additional curriculum

innovation.
2. Make a description of it and share with your class.
3. Make a class list of additional innovations that has been added.

Activity 2 – BEC, How is it Going?

1. With your group, design an interview protocol regarding the implementation of the
Basic Education Curriculum.
2. Request for an interview schedule of an elementary or high school teacher.
3. Record your interview.
4. Share the results in your and place a copy in your portfolio.
5. You may include the following questions in your interview protocol.
1. In the subject area you are teaching with portion of the Basic Education
Curriculum are you exited to implement? Why?
2. Do you find the content of the curriculum relevant to the needs of time? Give
specific example?
3. What do you find something “new” in the BEC particularly in the subject you are
teaching? Pleas enumerate.
4. Are the things (objectives, content, materials activities, assessment) which you
modified in the curriculum? Why?

REFLECT

Read the situation and think about these questions. Give you personal question reflection
base on the current and future condition of our education.
Situation:
Teacher Pilar is one of the best in their school. She has been a Grade VI teacher for
almost thirty years. Parents and her peers are all agreed that she make almost all children learn.
She has been a very good teacher in almost subject areas, though she likes to teach best Science.
When a new principal Mr. Perez came, he introduced an innovation which is the use of
 123

technology. All school children in intermediate grades should learn how to use computers. The
task of teaching was to be done by all intermediate teachers and teacher Pilar was one of them.
With the new assignment, she felt frustrated. She felt it was a heavy burden on her to use the
technology, though the children were all exited to learn. Because of her fear of something new
which she could not handle, she lost her motivation to teach day after day. She would absent
herself from school more often and neglected her obligation as a teacher. The best teacher before
has now become a liability to the school, because of an innovation.
Reflect on and answer the questions that follow:
1. If you were Teacher Pilar, how would you handle the innovation so that you will still
the best teacher in your school?
2. As the new principal, how would you respond to the situation such that you still
continue to introduce the innovation and yet save Teacher Pilar from all frustration
and anxiety?
3. What lesson do you get from the situation given above?

SELF-CHECK

Let us recall. Identify the innovation being described.

1. Introduced by DepEd in 2002 to improved quality education by reducing the subject in a

crowded basic education curriculum
2. A curriculum for teacher education which strengthens the field experiences of the
prospective teachers
3. A distance education curriculum for school leaders that utilized modules and
synchronous virtual classroom
4. A curriculum that is anchored on the capacity of the brain to learn simultaneously
5. A curriculum that prepares teachers by taking into account vocational skills learned in the
early part of college education. It strengthens preparations by having industry immersion.
6. A curriculum which specifies subject areas that promotes internationalism and Filipinism
7. A curriculum innovation that is anchored on the National Competencies Based Teacher
Standards or NCBTS
8. A computer integrated instructional program for elementary school which is intensified
with technology and hands-on learning.
9. A curriculum that utilized integration in the subject areas for holistic learning.
10. A curriculum innovation that prepares professional development of the teachers through a
ladderized cluster of subjects.
 124

Module V

Addressing the Future: Curriculum Innovation

LESSON 2
CURRICULUM ISSUES, CONCERNS AND RESPONSES
Rodrigo B. Javier, Ph.D. and Purita P. Bilbao, Ed.D.

TAKE OFF

Curriculum managers and educational experts are always looking for better ways to
achieve better learning through teaching. However, since curriculum innovation seemed to be
difficult for many, issues and concern have been raised about curricular innovation. The newness
of the ides to the users raises issues which need to be addressed. Certain aspects need to be
clarified in order to be overcome the attitude and feelings that create some concerns.

FOCUS

This section will focus on some issues and concerns related on the curriculum. Responses
of different sectors will also be presented.

CURRICULAR ISSUES AND CONCERNS

 Poor academic performance of learners. How does the performance of learners relate to
the curriculum? Our basic education curriculum was prepared by experts in the field of
curriculum making and the subject specialization. The written or intended curriculum is
well crafted and all elements of the curriculum are considered. But why are Filipino
learners lagging behind from their counterparts in our neighboring countries of South
East Asia in the international test called TIMMS for Science and Mathematics? Why
can’t our schools significantly raise the level of performance of the learners vis a vis
national standards?
Issues in the varied implementation of the curriculum among schools and teachers
seem to be one of the reasons for the prevailing low performance of schools all over the
country. There is perennial complaint about books and other instructional materials.
Overcrowded classrooms do not provide a good learning environment. In addition, the
teacher has been identified as one of the influencing factors in the varied implementation
of the curriculum. Issues like ill prepared teachers, poor attitude towards change and low
moral have been thrown to teachers. Leadership support from principal is also mention.
All of these factors are support to an effective implementation of the curriculum. Perhaps,
if these are not addressed, then the outcome of the curriculum which is academic
performance of school will be low.
 Curricular innovations lack the sense of ownership from the stakeholders. Most of the
curricular innovations are handed down from the top management. Those who are going
to implement simply tow the line are followed blindly. Sometimes the implementers lack
full understanding of the changes or modifications that they are doing. The goal is
unclear, thus there are a lots of questions in the implementations as well as evaluation
from the concerned persons. Because of these concerns, there is little support that comes
 125

from other stakeholders. They just leave the school to do it on their own thus, giving the
classroom teacher the burden.

 Some curricular innovations are results of bandwagon but are not well supported by
managers. In the desire of some school to be part of the global educational scenario,
changes and innovations are drastically implemented even if the school is not ready.
Some schools for example implement the curriculum that is technology-dependent when
there is not enough computers in the classroom. There are no internet connections either.
But they have to show that they are also keeping abreast of the development even if there
equipment is insufficient.

 Lack of regular monitoring and evaluation. After a new curriculum has been installed, it
is left unattended. Inadequate monitoring of activities to find out curricular strengths or
weaknesses and problems are being encountered. Very little means is provided to find out
if the implementation is running smoothly or not. When the time of the implementation
ends, sometimes there is no evaluation aspect, thus the innovation cannot be judge as
failure or success for it to be continued or not.

 Innovations results to teacher burn out. With so many changes taking place in the
curriculum, many teachers are getting burn out. They get tired so easily and motivation is
very low. It is so because they cannot cope with rapid changes that take place. They
themselves cannot adjust to the changes that are being introduced. They would prefer the
“good old” days and stick to what they had been doing which are not anymore
compatible with the times.

 Innovations are not communicated to all. Only the managers are the proponents under the
changes. Those who are directly involved merely hook line and sinker. This is called
regimentation. Changes when introduced this way may falter along the way because the
people involved are not empowered.

These are few of the many issues and concerns in innovations. When something new is
introduced, there will always be complaints. Anybody who is removed from a comfort
zone will always have some reactions. However the issues presented are also valid. This
is taken from various observations of practitioners and curriculum implementers. In order
to lessen the negative impact of the different issues, some responses have to be presented.

RESPONSES TO ISSUES AND CONCERNS

 The BEC is an example of the innovation that tries to address the continues decline in
learners performance in basic education. There are now positive indications that with the
reform, the Philippine education will progress towards its goal of the quality education
for all. Some schools have now elevated the national achievements performance. It is
because the DepEd is trying to provide support to its implementation. Among these are
the fast tracking of textbook procurement, a solution to the textbook problems, the
retraining and upgrading of teachers, induction programs, the support of the principals
and more initiatives. More school buildings were constructed. Computers and other
related equipment’s are provided. In short, the BEC has now the full support of the
DepEd for implementation. Hopefully, all of these initiatives will contribute to the higher
achievement and performance among the learners so that they will be at par with their
counterparts in the neighboring countries.
 126

 In the installation of the new curriculum or innovation, all stakeholders should be

involved. Even in the planning stage, consultation should be held. This process will
provide each interested sector or persons to help make decision as to whether the
innovation will be introduced or not. Curriculum review or curriculum proposal in
college for example undergoes a long process. Right at the beginning the students,
teachers, managers, alumni, industry, and other sectors are involved in workshops,
conference and consultations. Each idea should be evaluated and given consideration for
the finalization of an innovation. This participatory process provides a sense of
ownership for all stakeholders. In so doing each one will make sure that the result of the
innovation will be positive.

 There is a need to respond to the fast changing time in terms of school curriculum
innovation. The steps however, should be well planned and well studied. Before any
change will be introduced, a thorough study should be made to established readiness for
all concerned. Initial preparation for the implementation to ensure the provision of the
necessary materials and the appropriate knowledge about the innovation should be
assured. Changing for the sake of change is useless or even irrelevant if the innovation is
not well studied. Committees should be informed to address its phase of curriculum
installation, implementation and evaluation.

 General practices seem to show that when a new curriculum is introduced or

implemented, it ends without report of result. The situation prevails in many school-wide
and nationwide circular innovation introduced. However, because this issue has been
raised again and again, it is noteworthy to find that new curricular programs have not
embedded monitoring and evaluation and its plan. In fact, on the school-based
innovations, principals have been empowered to conduct monitoring and new curricular
programs. This is part of the curricular leadership roles. Curricularists and practitioners
agree that monitoring will enhance efficiency and development, keep teachers on track,
and maintain school leaders’ involvement in the curriculum.

 Collaboration and the implementation of the new curriculum is very necessary. School
heads or managers, teachers, and learners should have adequate information about the
innovation before it will be introduced. They must even help in deciding whether such
innovation should be introduced or not. If the opinion of the majority will be asked, then
a sense of ownership will be achieved. There is a continuous communication of the
different aspect of the innovation. If these are done, there will always be assurance of
success.

In summary, like any endeavor, to improve quality education issues and concern will
always be raised. This is true with the innovations, be it small or big. Just like when we
want to change for the better there will always be obstacles to overcome, or when we are
removed from our comfort zones, we will always have some complaints. For every action
there will always be a corresponding reaction. Each enumerated issue and concern get a
corresponding response. This is natural law.

Now we are ready to take action!

 127

TAKE ACTION

To complement Lesson 2, let us do the two activities that follow:

Activity 1 – Your Attitude Towards Innovations

Using the adapted scale of measuring attitude change Georgiades in 1967, answer
the attitude scale below.

Attitude Towards Innovations.

Instructions: In every statement, encircle your answer that reflects truly your
opinion. There is no right or wrong answer here. Use the legend below as reference
before you circle your answer.

Legend: SA - strongly agree

(others) MA - moderate agree
SIA - slightly agree
SID - slightly disagree
MID - Moderately disagree
SD- Strongly disagree

1. If I could as I please, I would change SA MA SIA SID MD SD

the kind of work I do every few
months.
2. One can never feel at ease on a job SA MA SIA SID MD SD
where the ways of doing things are
always be in change.
3. Trouble with most jobs is that when SA MA SIA SID MD SD
you get used to do things, things are
always be in change.
4. I prefer to stay with a job I know I can SA MA SIA SID MD SD
handle than to change to one where
most things would be new to me.
5. The trouble with many people is that SA MA SIA SID MD SD
when they find job they can do well
they don’t stick to it.
6. I like a job when I know that I will be SA MA SIA SID MD SD
doing things in about the same way
from one week to the next.
7. When I get to doing things one way it SA MA SIA SID MD SD
becomes disturbing to change to a new
method.
8. It would take a sizeable increase in SA MA SIA SID MD SD
salary to get me to voluntary transfer
to another job.

Activity 2 – Issues, Concerns and Responses

With your group, interview three teachers (1 from elementary, 1 from high school and 1
from college) as your informants.

1. Ask each teacher the following questions:

 128

1.1 What issues or concerns do you have in the implementation of the Basic
Education Curriculum? (for the elementary and high school teachers)
1.2 What issues and concerns do you have in the implementation of the new teacher
education curriculum for college? (for the college instructors/professors)
1.3 What responses have you made regarding the issues and concerns?

2. Bring your report to the class and include a copy in your portfolio.

REFLECT
After reading the inputs and doing the activities, let us think deeply about this lesson.

1. If you are at present a classroom teacher, what innovation in the curriculum will you
introduced? Described the innovation. Why will you introduce it.
2. Can you give justification why future teachers like you would welcome innovations?

SELF CHECK

It’s time to find out, how much you have learned from the lesson.

Instruction: In Column A. is a list of issues identified in curriculum innovation. Match each item
with the responses to the address the issues.

Column A – Issues Column B – Responses

_______ 1. Low academic performance due A. Communicate clearly the

to overcrowded curriculum purpose of the innovation

_______ 2. Only the proponent knows B. Install monitoring and

about the innovation evaluation in the new
curriculum

_______ 3. Innovation is terminated; a new C. Well studied and planned

curriculum should be introduced. without monitoring and
evaluation

_______ 4. Going along with the fad D. Prepare every stakeholder

for the task they have to do

_______ 5. Goals unclear and implementation E. Reduce the number of

are left in the hands of untrained teachers learners in the classroom

F. Introduce innovations now

and then to be “in”
 129

Appendices

Republic of the Philippines

OFFICE OF THE PRESIDENT
COMMISSION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER (CMO)

No. 30
Series 2004

SUBJECT: REVISED POLICIES AND STANDARDS FOR UNDERGRADUATE

TEACHER EDUCATION CURRICULUM

In accordance with the pertinent provisions of republic Act (RA) No. 7722, otherwise known as
the “Higher Education Act of 1994,” and for the purpose of rationalizing the undergraduate
teacher education in the country to keep pace with the demands of global competitiveness, the
following rules and guidelines are hereby adopted and promulgated by the Commission.

ARTICLE I
INTRODUCTION

Section 1. Quality pre-service teacher education is a key factor in quality Philippines

education. In the Philippines, the pre-service preparation of teachers for the
primary and secondary educational sectors is a very important function and
responsibility that has been assigned to higher education institutions. All efforts to
improve the quality of education in the Philippines are dependent on the service
of teachers who are properly prepared to undertake the various important roles
and functions of teachers. As such, it is of utmost importance that the highest
standards are set in defining the objectives, components and processes of the pre-
service teacher education curriculum.

ARTICLE II
AUTHORITY TO OPERATE

Section 2. All private higher education institutions (PHEIs) intending to offer the Bachelor
of Elementary Education (BEEd) or the Bachelor of Secondary Education (BSEd)
or any of the professional education courses specified in both curricula must first
secure proper authority from the Commission in accordance with existing rules
and regulations. The government-supported institutions (i.e. state universities and
colleges (SUCs), and local colleges and universities) are strongly encouraged to
strictly adhere to the provisions in this policies and standards.

ARTICLE III
PROGRAM SPECIFICATIONS

Section 3. Degree
The degree programs herein shall be called Bachelor of Elementary Education
(BEEd) or the Bachelor of Secondary Education (BSEd).
Section 4. Program Description and General Objectives
The BEEd is structured to meet the needs of professional teachers for elementary
schools and special education programs in the Philippines, and the BSEd for the
needs of professional teachers for secondary schools in the Philippines.
The BEEd aims to develop elementary school teachers who are either
(a) generalists who can teach across the different learning areas in grade school,
(b) special education teachers, or (c) pre-school teachers.
 130

The BSEd aims to develop high school teachers who can teach in one of the
different learning areas in high school like mathematics, Physical Sciences,
Biological Sciences, English, Filipino, among others.

Section 5. Allied Programs

Teacher education is an applied discipline which draws from many of the basic
disciplines in the social sciences (Psychology, Sociology, Anthropology,
Economics, Political Science, Applied Linguistics, History, etc.), the Science and
Technology Fields (Biology, Chemistry, Physics, Mathematics, Engineering,
Information Technology, etc.), and the Humanities and related fields (Languages,
Literature, Philosophy, Journalism, etc.).

ARTICLE IV
COMPETENCY STANDARDS

Section 6. Graduates of the BEEd and BSEd programs are teachers who
 have the basic and higher level literacy, communication, numeracy,
critical thinking, learning skills needed for higher learning;
 have a deep and principled understanding of the learning processes and the
role of the teacher in facilitating these processes in their students;
 have a deep and principled understanding of how educational processes
relate to larger historical, social, cultural, and political processes;
 have a meaningful and comprehensive knowledge of the subject matter
they will teach;
 can apply a wide range of teaching process skills (including curriculum
development, lesson planning, materials development, educational
assessment, and teaching approaches);
 have direct experience in the field/classroom (e.g. classroom observations,
teaching assistance, practice teaching);
 can demonstrate and practice the professional and ethical requirements of
the teaching professions;
 can facilitate learning of diverse types of learners, in diverse types of
learning environments, using a wide range of teaching knowledge and
skills;
 can reflect on the relationships among the teaching process skills, the
learning processing in the students, the nature of the content/subject
matter, and the broader social forces encumbering the school and
educational processes in order to constantly improve their teaching
knowledge, skills and practices;
 can be creative and innovative in thinking of alternative teaching
approaches, take informed risks in trying out these innovative approaches,
and evaluate the effectiveness of such approaches in improving student
learning; and
 are willing and capable to continue learning in order to better fulfill their
mission as a teacher.

ARTICLE V
CURRICULUM

Section 7. Curriculum Description

The curriculum herein is designed to prepare professional teachers for practice in
primary and secondary schools in the Philippines. The design features include
various components that correspond to the basic and specialized knowledge and
skills that will be needed by a practicing professional teacher: foundational
general education knowledge and skills, theoretical knowledge about teaching and
learning, methodological skills, experiential knowledge and skills, and
 131

professional and ethical values, and subject matter knowledge appropriate to the
level of teaching (i.e., pre-school, primary or secondary).
The curriculum recognizes the need to equip teachers with a wide range of
theoretical and methodological skills that will allow them more options and
greater flexibility in designing and implementing learning environments that will
maximize their students’ learning, once they are in the teaching service.
The curriculum is also designed so that the curricular components are integrated.
That is, the curriculum emphasizes the interweaving of foundational, theoretical,
methodological, and experiential knowledge in the various experiences in the
curriculum.

Section 8. Curriculum Outline

BEEd BSEd
General Education Courses 63 63
Professional Education Courses 54 51
 Theory/Concepts courses 12 12
 Methods/Strategies courses 27 27
 Field Study courses 12 12
 Special topics courses 3 3
Specialization/Content Courses 57 60
TOTAL UNITS 174 units 174 units

Section 9. General Education Courses

General education and legislated courses shall follow existing requirements. The
CHED Memorandum No. 59 series 1996 (63 units) is the recommended track for
the teacher education programs. In addition, the course requirements for selected
general education courses are specified in this curriculum (refer to section 17).

Section 10. Professional Education Courses

These courses represent the component of the curriculum that aims to develop the
range of knowledge and skills needed in the practice of the teaching profession.
These courses are divided into three broad categories: (a) theory and concepts
courses, (b) methods and strategies courses, and (c) field study courses. In
addition, a cluster of special topics courses are required as part of the professional
education courses.
Although the professional education courses are defined under separate
categories, all the courses should be taught in an integrated manner. Thus,
discussions of theory and concepts should always be linked to the development of
methods and strategies and to experiential learning during field study, and vice
versa.
All the courses should be taught using a wide range of learning-teaching
approaches and student assessment procedures, including whenever possible the
use of some educational technology.
Finally, all the courses should have a research requirement, which may take the
form of a term paper, case study, action research, or other forms of
research/scholarship as may be appropriate.

Section 11. Theory and Concepts Courses

The following are the theory and concepts courses that provide the broad
frameworks within which students can understand, rationalize, and reflect on the
various methods, strategies, processes, issues and other matters related to the
teaching profession.
Child and Adolescent Development 3 units
Facilitating Human Learning 3 units
Social Dimensions of Education 3 units
The Teaching Profession 3 units
 132

Section 12. Methods and Strategies Courses

The following are methods and strategies courses in the program that aim to
develop in students the wide range of skills to facilitate and evaluate learning in
diverse types of students in a variety of learning environments.
Principles of Teaching 1 3 units
Principles of Teaching 2 3 units
Assessment of Student Learning 1 3 units
Assessment of Student Learning 2 3 units
Educational Technology 1 3 units
Educational Technology 2 3 units
Curriculum Development 3 units
Developmental Reading 1 3 units
Developmental Reading 2 (for BEEd only) 3 units

Section 13. Field Study Courses

The following series of courses are the field study courses that are intended to
provide students with practical learning experiences in which they can observe,
verify, reflect on, and actually experience different components of the teaching-
learning processes in actual school settings. The experiences will begin with field
observation and gradually intensify until students undertake practice teaching.
Field Study 1 1 unit
Field Study 2 1 unit
Field Study 3 1 unit
Field Study 4 1 unit
Field Study 5 1 unit
Field Study 6 1 unit
Practice Teaching 6 units

Section 14. Special Topic Courses

Students will have the opportunity to explore special topics and issues related to
their field of study by taking three one-unit elective seminars on a range of topics
chosen by the teacher education institutions, based on their perceived needs of the
students and the expertise of their faculty.
Some of the possible topics for these one-unit elective seminars are, but are not
limited to the following: teaching Multigrade Classes, Environmental Education,
teaching Multicultural Classrooms, Integrative Teaching Strategies, Collaborative
Learning, Use of Popular Media in Teaching, Topics on Distance Learning,
Problem-Based Teaching, The Eight-Week Curriculum, Addressing Learning
Gaps, Teaching Indigenous People, among others.

Section 15. Content Course for Courses BEEd

For the BEEd program, all students have to complete 57 units of content courses
that correspond to the various learning areas in the elementary education
curriculum. These courses, which are in addition to the related GE requirements,
are distributed as follows:
Science 12 units
Mathematics 12 units
English 12 units
Filipino 6 units
Social Studies 6 units
Music, Arts, and Physical Education 3 units
Home Economics and Livelihood Education 3 units
Values Education 3 units

Section 16. Specialization Courses for Courses BSEd

For the BSEd program, all students have to complete 60 units of content courses
in one of the following areas of specialization:
 133

 Mathematics
 Physical Sciences
 Natural Sciences
 English
 Filipino
 Social Studies
 Values Education
 Technology Education
 Music, Arts, Physical and Health Education
 Islamic Studies

Section 17. Sample program of Study (Minimum Units)

The program of study herein is only an example. HEIs may use this sample and
modify it according to its needs. They may also add other preferred courses. The
example program of study is shown in Annex A.

ARTICLE VI
COURSE SPECIFICATIONS

Section 18. The teacher education curriculum provides minimum requirements for the course
specifications for selected general education courses, all professional education
courses, and specialization courses. The course specifications indicate the
minimum requirements. HEIs may follow their own course specifications in the
implementation of the program. However, the minimum requirements for these
courses should be complied with by all HEIs. The complete course specifications
are shown in Annex B.

ARTICLE VII
Repealing Clause

Section 19. All pertinent rules and regulations or parts thereof that are inconsistent with the
provisions of this policy are hereby repealed or modified accordingly.

ARTICLE VIII
Effectivity Clause

Section 20. These curricula for teacher education curriculum shall commence first semester of
school year 2005 -2006 and shall be effected as follows:
SY 2005 – 2006 For incoming freshmen
SY 2006 – 2007 For incoming freshmen and sophomores
SY 2007 – 2008 For incoming freshmen, sophomores and Juniors
SY 2008 – 2009 All year levels
HEIs applying for permits to offer new teacher education programs must comply
with these policies and standards before they can be granted permit to offer the
programs.

ARTICLE IX
Acknowledgement

Section 21. The Commission acknowledges the following for their contributions in the
development of these policies and standards:
The technical Panel for teacher Education composed of Dr. Allan B.I. Bernardo,
as Chair, Dr. Ester B. Ogena, as Co-Chair, Dr. Lolita M. Andrada, dr. Nilo E.
Colinares, Dr. Amor Q. de Torres, Dr. Teresita G. Inciong, Dr. Isabel F. Inlayo,
dr. Paz E. Lucido, Dr. Gloria G. Salandanan, Dr. Teresita T. Tumapon and
specially the TPTE Adviser and CHED Commissioner Ma. Cristina D. Padolina,
 134

for the untiring efforts they have rendered in the development of these policies
and standards;
The hundreds of faculty members and administrators of different TEIs, especially
the Philippine Normal University, de La Salle University-Manila, Centro Escolar
University, and university of the Philippines-Diliman, who have helped in
developing specific components of these policies and standards through the
various workshops, writeshops, and consultations;
The CHED – TPTE Secretariat, Dr. Teoticia C. Taguibao, Ms. Marietta L.
Manalang, Ms. rosa F. Mercado, Ms. Rowena B. Espina, Ms. Leana DS.
Patungan, Ms. Aileen Rachel V. Mojica and Mr. Avelino D. Sanchez IV for
technical and administrative support

For strict compliance.

Pasig City, Philippines September 13, 2004

FOR THE COMMISSION

(SGD) MA. CRISTINA D. PADOLINA
Officer-In-Charge
Office of the Chairman
 135

REPUBLIKA NG PILIPINAS
REPUBLIC OF THE PHILIPINES
KAGAWARAN NG EDUKASYON
DEPARTMENT OF EDUCATION
DepEd Complex, Meralco Avenue, Pasig City, Philippines

Tanggapan ng Pangalawang Kalihim Telefax: 631-84-92

Office of the Undersecretary Direct line: 633-7203
Trunk line: 632-13-61 locals 2006/2015
E-Mail Address: asecreb@I-next.net

DepEd O R D E R
No. 43, s. 2002 AUG 29 2002

THE 2002 BASIC EDUCATION CURRICULUM

To: Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
School Division Superintendents
Chiefs of Services and Heads of Units/Centers

1 As announced in DepEd Order No. 25,s. 2002 Basic Education Curriculum (BEC) shall
be implemented in all public school during the pilot year 2002- 2003.

2 For the guidance of all concerned, the 2002 BEC shall be operationalized following the
guidelines provided in Inclosure 1 for the elementay level, and Inclosure 2 for secondary
level. Further guidelines shall be issued as the need arises.

3 Immediate and wide dissemination of this Order is expected.

RAMON C. BACANI
Undersecretary
Officer-in-charge

Encls:
As stated
Reference:
DepEd Order: (No. 25,s. 2002)
Allotment: 1- (D.O. 50-97)
To be indicated in the Perpetual Index
under the following subjects:

BASIC EDUCATION
CURRICULUM
SCHOOLS
“Bawat Graduate, Bayani at Marangal”
 136

Inclosure 1 to DepEd Order No. 43, s. 2002

GUIDELINES ON THE IMPLEMENTATION OF THE ELEMENTARY BASIC

EDUCATION CURRICULUM

1. Subject Nomenclature and Description

The Elementary Basic Education Curriculum focuses on the tool learning areas
for an adaptive development of competencies for learning how-to-learn
.
ENGLISH

English as a subject is concerned with developing competencies in listening,

speaking, reading and writing among the learners. Pupils achieve the desired level of
competence when they are motivated to learn and use the language. The specific skills
constituting these competencies shall be developed to the point of mastery in communication
situations using varied materials.
Science and Health concepts will be used as content in English for Grade I and II
but not to the extent of neglecting the content in the English books for the grade. The learners
shall be taught appropriate literary materials such as jingles, rhymes, poems, dialogue,
stories, etc. suited to their grade level and interest.

SCIENCE AND HEALTH

Science and Health is introduced as a separate learning area in Grade III. This
learning area aims to help the Filipino child gain a functional understanding of science
concepts and principles linked with real-life situations, and acquire science skills, as well as
scientific attitudes and values needed in solving everyday problems pertaining to health and
sanitation, nutrition, the environment and conservation.
Teaching strategies provides learners with opportunities in the acquisition of skills
and competencies are Inquiry Learning, Practical Work Approach, and Cooperative
Learning.

MATHEMATICS

Mathematics provides learners with opportunities in the acquisition of skills and

competencies necessary to gain understanding and appreciation of the subject.

The specific content for each grade level are as follow:

 Grades 1 and 2 include the study of whole numbers, addition and subtraction, basic
facts and multiplication and division, basic concepts of geometry, fractions, metric,
and local measurements, the use of money, and application of these concepts to
practical problems based on real life activities.
 Grade 3 and 4 deal with the study of whole numbers, the four fundamental operations,
fractions and decimals including money, angles, plane figures, measurement and
graphs.
 Grade 5 and 6 learners are expected to have mastered the four fundamental operations
of whole numbers, performed skills in decimals and fractions, and learned the
 137

meaning of ratio and proportion, percent, integers, simple probability, polygons,

spatial figures, measurement and graphs. Simple concepts in Algebra are also
introduced but will be articulated in high school.

Mathematics teaching shall encourage learners to learn through hands-on and minds-on
manipulative and interactive activities. Pupils learn on their own, explore, discover,
generalize and apply what they learned in their daily lives. These activities shall be made
effective by using appropriate teaching strategies/approaches/techniques and adequate
instructional materials.

FILIPINO
The learning area provides for the development of competencies in listening,
speaking, reading, writing and thinking in Filipino. Listening competencies include such
skills as auditory discrimination and comprehension. Speaking includes pronunciation, use of
expression and grammatical structures. Reading includes vocabulary development,
recognition, comprehension and study skills, and writing includes handwriting skills,
compostion and mechanics.

Sibika at Kultura concepts may be used as content of Filipino in Grade I-III.It is

expected that the basic literacy skills have already been mastered in the first three grades.

MAKABAYAN

Makabayan is the laboratory of life, or an experimental leaning area which consist

of Sibika at Kultura/Heograpiya, Kasaysayan, at Sibika (SK/HKS); Edukasyong Pantahanan
at Pangkabuhayan (MSEP). Makabayan learning area provides the balance as it addresses
primarily societal needs. This is where the learner can apply practical knowledge and life
skills and demonstrate deeper appreciation of Filipino culture. Thus, it emphasizes the
development of self- reliant and patriotic citizens as well as the development of critical and
creative thinking.

Makabayan as a learning area shall feature a stronger integration of competencies

and values within and across its learning area component and tool learning areas. It shall use
integrative approaches where appropriate and relevant for a more holistic learning.

MSEP shall be integrated in Sibika at Kultura I-III> These can be used either as
springboard or outcome of the lesson. But if there’s a need to formally teach the elements of
Music, Arts and Physical Education the teacher can do so. Hence, the teacher can use some
of the time allotted for MAKABAYAN.

EPP Teachers are expected at the beginning of the school year to prepare a
schedule of learning strands based on the PELC that shall be taught each grading period.
Although 40 minutes daily are allotted to EPP as one teaching block, the school may design
alternative longer time schedule of 120 minutes per day to give enough time for hands-on
exploratory work once or twice a week, This can be done through careful planning and
coordination with the other teachers of the MAKABAYAN components. (HKS and MSEP).
 138

2. Time Allotment

THE ELEMENTARY SCHOOL CURRICULUM

Daily Time Allotment - Minutes Per Day
Learning Areas I II III IV V VI
English 100 100 100 80 80 80
Filipino 80 80 80 60 60 60
Mathematics 80 80 80 60 60 60
Science and Health 40 60 60 60
Makabayan 100 120 120
Sibika at Kultura 60 60 60
HKS* (40) (40) (40)
EPP** (40) (40) (40)
MSEP*** (20) (40) (40)
Total No. of Min. 320 320 360 360 380 380
Day
*- Heograpiya, Kasaysayan at Sibika
**- Edukasyong Pantahanan at Pangkabuhayan
***- Musika, Sining, ar Edukasyong Pangkabuhayan

 The Elementary Basic Education Curriculum makes values development integral to

all learning areas. There is a greater focus on values formation in the subject areas. (
See Inclosure 1A, on page 13 for matrix ng mga Paksa sa Edukasyon sa
Kagandahang- Asal at Wastong Pag- uugali.)

 Science and Health as a separate subject starts in Grade III. Science and Health
concepts for Grades I and II are integrated into English.

 Makabayan as a learning area in Grades I, II and III is focused on Civics and Culture
(Sibika at Kultura) with the integration of Music, Art and Physical Education
(MSEP).

 Makabayan in Grades IV, V and VI consist of HKS, EPP and MSEP with a separate
time allotment for each component in the daily program. Each component can be
taught separately, when integration of the three components is not possible.

3. Grading System and reporting of Pupil Performance

The existing guidelines provided in DECS Order no. 66s. 1995 re: Guidelines for
Rating Elementary School pupils per DECS Order No. 80,s. 1993 will still be enforced in
rating each core subject ( English, Science and Health, Mathematics and Filipino).

For Makabayan, the following guidelines shall be applied:

 There shall be one (1) grade for Makabayan

 Folllow the computation for each learning area component as provided in DECS
Order No. 66,s. 1995. Then compute the average of HKS, EPP and MSEP. The
average rating of three (3) learning areas will be the grade for Makabayan. The
grades for the leaning areas under Makabayan will also be reflected in the report
card.
 139

Example:

Heograpiya, Kasaysayan at Sibika (HKS) 85

Edukasyong Pantahanan at Pangkabuhayan (EPP) 82
Musika, Sining at Edukasyon sa Pagpapalakas
ng Katawan (MSEP) 81
248/3=82.66
Thus, the grade for MAKABAYAN is 82.66

 Add the grades for the 4 core subjects plus Makabayan. Total grades divided by 5
is the average grade of thr pupil for all learning areas.

Marking for the Character Traits

Since appropriate core values have been indicated in the learning competencies in
different learning areas, a non- numerical rating will be used to mark the pupils
character traits. The class adviser and other teachers handling the class shall give
the non- numerical rating for behavior observations. Inclosure 1A, Scope and
Sequence Chart for Character Education may be used as guide in rating a pupil’s
behavior. Below is a sample table for the traits to be rated.
 140

CHARACTER BUILDING

TRAITS 1 2 3 4

1. Honesty

2. Courtesy

3. Helpfulness and Cooperation

4. Resourcefulness and Cooperation

5. Consideration for Others

6. Sportsmanship

7. Obedience

8. Self-Reliance

9. Industry

10. Cleanliness and Orderliness

Guidelines for Rating

A - Very Good
B - Good
C - Fair
D - Poor

Herein are sample report cards for Grades I and II; Grade III and Grades IV and V.
141
142
143
144
145
 146

(Inclosure 2 to DepEd Order No. 43 s 2002)

GUIDELINES FOR THE PILOT IMPLEMENTATION OF THE

2002 SECONDARY EDUCATION CURRICULUM

These guidelines cover the salient features of the 2002 Secondary Education Curriculum.

1. Subject Nomenclature, Description and Sequencing

1.1 There are five learning areas described as follows:

Filipino

The program integrates interdisciplinary vocabulary and topics as content in the

development of academic language proficiency through the use of journalistic, literary,
politico-economic, referential and procedural texts in Filipino.

English

This addresses the communicative needs (i.e. interpersonal, informative and

aesthetic) of students by adopting a communicative, interactive, collaborative approach to
learning as well as reflection and introspection with the aim in view of developing
autonomous language learners aware of and able to cope with global trends.

Mathematics

The program follows the linear sequential or discipline-based approach.

First Year is Elementary Algebra. It deals with the life situations and problems
involving measurement, real number system, algebraic expressions, first degree equation
and inequalities in one variable, linear equations in two variables, special products and
factoring.

Second Year is Intermediate Algebra. It deals with system of linear equations and
inequalities, quadratic equations, rational algebraic expressions, variation, integral
exponents, radical expressions, and searching for patterns in sequences (arithmetic,
geometric, etc.) as applied in real-life situations.

Third Year is Geometry. It deals with practical application to life of the geometry
of shape and size, geometric relations, triangle congruence, properties of quadrilaterals,
similarity, circles, and plane coordinate geometry.

Science

This program promotes students’ awareness of the relevance of science to life and
develops critical and creative thinking as well as skills in problem solving through
cooperative learning and teaching of science in an outdoor environment. More than the
 147

understanding of science concepts, the emphasis on the application of these concepts to

improve the environment and the quality of life.

Makabayan

This is a learning area that serves as a practice environment for holistic learning to
develop a healthy personal and national self-identity. It is designed to develop the
personal, social and work/spatial skills of learners especially interpersonal skills, empathy
with other cultures, vocational efficiency, problem-solving and decision-making in daily
life. It has four (4) components subjects: Araling Panlipunan (AP); Teknolohiya at
Edukasyong Pantahanan at Pangkabuhayan (TEPP); Musika, Sining, Edukasyong
Pangkatawan at Pangkalusugan (MSEPP), at Edukasyon sa Pagpapahalaga (EP).

Araling Panlipunan covers Philippine History and Government in the First Year,
Asian Studies in the Second Year, World History in the Third Year, and Economics in
the Fourth Year. The approach is thematic/chronological in the case of the history-
oriented disciplines, and thematic/topical in the case of economics.

Teknolohiya at Edukasyong Pantahanan at Pangkabuhayan comprises home

economics, agriculture and fishery arts, industrial arts, and entrepreneurship. To
complement the development of procedural knowledge in the classroom, the learners are
given time to work on their class projects outside the school, and to develop practical
work skills at home and in the community.

Musika at Sining aims at developing the learner’s personal, social, and aesthetic
skills and values. It covers the study of the elements and styles of music learned
experientially through listening, singing, playing, reading and creating. Philippine music
and visual art materials as well as those of other countries are used for deepening the
understanding of musical and artistic ideas and values. The visual arts involve drawing,
painting, and making two-three dimensional artistic pieces.

Edukasyong Pangkatawan aims at the physical and athletic development of the

learner through selected physical exercises, games, sports and dance.

Kalusugan develops the learner’s ability to attain and maintain holistic health
(physical, mental, and interpersonal). It includes population, drugs and safety education.

Edukasyon sa Pagpapahalaga addresses the goal of the adolescent period; the

formation of self-identity (pagbuo at pagkatao). Its seeks to guide the youth in developing
their values, increase their capacity for reflection and critical analysis and achieve
integration of personhood. The role of the teacher is to identify the values inherent in
each discipline and to deliberately attempt to instill those values in his/her teaching
through the experiential learning approach. The Revitalized Homeroom Guidance
Program (RHGP) is a vital component of Edukasyon sa Pagpapahalaga.

1.2 The nomenclature and sequencing of the learning areas shall appear in Forms 137 and
138, as follows:

Filipino
English
 148

Mathematics
Science
Makabayan
 Araling Panlipunan (AP)
 Teknolohiya at Edukasyong Pantahanan at Pangkabuhayan (TEPP)
 Musika, Sining, at Edukasyong Pangkatawan at Pangkalusugan (MSEPP)
 Edukasyon sa Pagpapahalaga (EP)
 CAT (Citizen Army Training shall be offered in the 4th year)

The year level (i.e., I, II, III) shall be affixed to the corresponding learning areas. A
sample report card is on the last page of this Inclosure.

2. Time Allotment

2.1 The time allotment for the learning areas shall be as follows:

Learning Area No. of Minutes/Week

Filipino 300
English 300
Mathematics 300
Science 300*
MAKABAYAN 780
 AP 240
 TEPP 240*
 MSEPP 240
 EP 60
The learning areas do not carry any unit credit.

3. Class Program

The class program shall be planned accordingly. Corresponding adjustments may

be made in regard to the time allocation to respond to specific teaching-learning
situations within the school.

4. Curriculum Enrichment and Localization/Contextualization

Schools are encouraged to contextualize/localize the curriculum to respond to

their specific teaching-learning needs. They are also given flexibility to modify or enrich
the curriculum to suit the particular needs/mission thrusts of special school. However,
curricular enrichment may be effected only after the basic requirements of the curriculum
have been satisfied. Thus, schools adopting programs like the Special Program for the
Arts (SPA), Special Program for Sports (SPS), Engineering Science Education Project
(ESEP) and Technical-Vocational (Tech-Voc) schools shall likewise implement the 2002
Secondary Education Curriculum in addition to their specialization courses. For ESEP,
the special course offering in Research shall be transferred from third year to second year
so as not to overload the students.

Regional Science High Schools shall continue to use the existing special science
curriculum since it complies with the basic requirements of the 2002 SEC.
 149

5. Medium of Instruction

Pursuant to the DECS Bilingual Policy (Department Order No. 52, s. 1987), the
media of instruction shall be as follows:

5.1 Filipino shall be used in the following learning areas;

Filipino
Makabayan

5.2 English shall be used in the following learning areas;

English
Science
Mathematics
6. Textbooks and other Instructional Materials

Teachers are encouraged to use a variety of instructional materials. These shall

include:

a. Learning Competencies and Scope and Sequence by learning areas;

b. DepEd Approved Textbooks and Teacher’s Manuals;
c. NFE Accreditation and Equivalently Learning Materials;
d. Prototype Lesson Plans;
e. Teacher-developed Instructional Materials;
f. Cultural artifacts and other indigenous materials available in the community;
and
g. Information and Communication Technology (ICT), where available.

7. Teaching Load

7.1 As provided for in the Magna Carta for Public School Teachers, those engaged in
teaching shall render not more than six (6) hours of actual teaching and two (2) hours
of related work. Related work may include lesson planning, preparation of
instructional devices, checking of test papers, themes, and computation of students’
grades.

7.2 A teaching load is equivalent to a class of one hour. However, in the exigency of the
service, the principals may give assignments to teachers which shall be considered
equivalent to a teaching load, such as:

 Advisory of a class or year level assignment;

 A class for enrichment or enhancement;
 A class for remediation;
 Advisory or moderatorship of an interest club (e.g., school paper, student
government organization, scouting, etc.);
 Coaching/mentoring;
 150

 Coordinatorship of community outreach or community development of the

school;
 Special services (e.g., guidance work, library work, clinic work, school
canteen, etc.);
 Supervision of off-campus laboratory work in Science;
 Supervision of off-campus practical skills development activities in TEPP;
 Coordinatorship of school-based training programs;
 Coordinatorship of school-based instructional materials development; and
 Other related work that may be assigned by the school head.

7.3 Teachers who have double preparation (i.e., handling the same learning area in
different year levels such as English I and II, or handling two (2) different learning
areas in any year level such as Filipino I and English III) may be given a maximum of
five (5) teaching loads and three (3) hours of related work.

7.4 No teacher shall be under loaded or overloaded.

8. Coordinatorship in Makabayan

Makabayan as learning area shall be headed by a Coordinator. Coordinatorship

may be rotated among the heads of the component subjects following a scheme to be
devised by the school head.

8.1 The coordinator for Makabayan shall be designated from among the Head Teachers
of the Makabayan component subject based on the following criteria:

8.1.1 Leadership/managerial competency;

8.1.2 Educational qualification;
8.1.3 Ability to get along well with others for successful planning and effective
integration of Makabayan component subjects; and
8.1.4 Other aspects the principal may deem important.

8.2 The Makabayan Coordinator shall perform the following functions:

8.2.1 Oversee/coordinate all activities of Makabayan;

8.2.2 Represent Makabayan in all school activities;
8.2.3 Initiate integration among Makabayan teachers and other teachers; and
8.2.4 Consolidate required reports for submission.

8.3 Head Teachers/Subject Chairs of the component subjects shall continue to perform
their usual functions relative to their areas of concern and shall perform other related
work that may be assigned to them by the Makabayan Coordinator.

9. School Curriculum Committee

The school is encouraged to organize a School Curriculum Committee composed

of a representative from each of the learning areas. The Committee shall perform the
following functions:
 151

 Advise the school head on possible courses of action regarding the

implementation of the curriculum;
 Respond quickly to problems relative to the implementation of the curriculum;
 Plan/propose intervention programs (e.g., coaching, mentoring, remediation,
enrichment) to support instruction and improve student learning;
 Plan implementation strategies for the effective operationalization of the
curriculum;
 Conduct advocacy to generate community and other stakeholders support to the
curriculum;
 Propose follow-through intervention programs to provide continuity to the
training of teachers;
 Consult with stakeholders in the community to gather feedback/recommendations
for continuing curriculum improvement; and
 Monitor and evaluate the school implementation of the 2002 secondary education
curriculum.

10. Grading System and Reporting of Student Performance

10.1 There shall be four grading periods using the cumulative method. This means that
the grades for the second to the fourth grading periods are computed based on the
30-70% scheme, that is, 30% shall be taken from the previous grade, whereas 70%
shall be taken from the tentative grade for the quarter.

Example:

Grade for the 1st grading period - 82%

Tentative grade for the 2nd grading period - 85%

30% of 82% = 24.6%

70% of 85% = 59.5%

------------------------------

Computed grade = 84.1% = 84%

10.2 The numerical system of grading shall be used. This shall be expressed in multiples
of one. However, in case of a tie in the selection of honor students, grades shall be
computed up to two (2) decimal places.

10.3 The passing grades in any learning area shall be at seventy-five (75%) percent, while
the lowest grade that can be given to a student after the transmulation of performance
shall be seventy (70%) percent.

10.4 The grading system for Filipino, English, Science and Mathematics shall follow the
suggested system of rating in the Operations Handbook.

10.5 For Makabayan, the grading system for each component shall follow the suggested
system of rating in the Operations Handbook. The individual rating in each
component shall be reflected in the report card.
 152

10.5.1 For MSEPP, it is stated in the Operational Handbook that grade shall not be
given unless the student completes within the grading period his deficiencies in
any of the components subjects. For the last grading period, a student is given a
week after the final examination to complete his deficiencies, otherwise he is
considered failed.

10.5.2 There shall be an average grade for Makabayan which shall serve as the basis
for the cumulative computation of the grade for the succeeding quarter or
grading period.

Example

Individual rating

AP 83%

MSEP 85%

TEPP 85%

EP 87%

--------------------

Average 85%

10.5.3 If the average grade in Makabayan is passing the student shall be considered
Passed in the learning areas. Regardless of whether the student has a failing
grade in any of the component subjects.

10.6 Failures incurred under the 1989 curriculum shall be considered back subjects under
the 2002 SEC.

10.7 To address poor student performance, schools are encouraged to provide and
strengthen the following:

a. learning centers
b. guidance service
c. remedial and enhancement classes
11. Promotion and Retention

11.1 Promotion shall be by learning areas. A student who fails in one (1) or two (2)
learning areas is promoted to the next year level but shall repeat the learning areas in
which he/she failed.

11.2 A student who fails in three (3) learning areas is retained in the year level he/she shall
be given advance learning areas in the next curriculum level., but not in the learning
areas in which he/she failed.

11.3 A maximum of two (2) learning areas may be allowed as overload for graduating
students.
153