Episode 1: The meaning

Of curriculum

1.2. Visit school library/surf the internet or consult the dictionary. Write
two (2) meanings of curriculum taken from authoritative sources.
Meaning of Curriculum
1. Curriculum refers to the
means and materials
with which students will
interact for the purpose
of achieving identified
educational outcomes.
2. Curriculum is broadly
defined as the totality of
student experiences that
occur in the educational
process.

Reference(s)
education.com
by: Edward S. Ebert II;
Christine Ebert; Michael L.
Bentley (07/09/13)

wikipedia.com

My analysis:
In my analysis, based from the meaning of curriculum that I got
from the internet, curriculum is the set of learning goals that the
students should be achieved in order to finish or advanced to the
next level.

1.3. Evolve your own definition of curriculum. Consider all the

meanings you have taken from the different sources and from
authoritative sources.

For me, curriculum is the guiding stars in education, because

curriculum is a set of plans for learning that guides the students
to attain the predetermined goals and the teachers to identify
the learning outcomes that students should demonstrate before
they advanced to the next level.

How did I feel after the activities?

After accomplishing this activity, I felt motivated because as a
future teacher, I will be part of the curriculum as the
implementer, planner, and writer.

Reflections/insights
Why is Curriculum important?
Curriculum is important because:
The curriculum identifies the learning outcomes, standards and core
competencies that students must demonstrate before advancing to the next
level.
Administrators follow detailed curriculum to help students achieve state and
national standards of academic performance.
Schools curriculum informs teachers what skills must be taught at each
grade level to ultimately prepare students for postsecondary education or a
job.
Curriculum outlines for students a sequence of courses and tasks that must
be successfully completed to master a subject and earn a diploma or
degree.
Curriculum is also intended to teach students the importance of
responsibility, hard work and responsible citizenship.

How can one enrich the curriculum in every school?

We can enrich the curriculum in every school if we:
Extend the regular curriculum by providing students a wide range of
activities to experiences.
Make learning more meaningful and enjoyable, by making the content and
process learned in a context of real and present problems.
Let the students to construct their own meaning through knowledge and
skills application.

Episode 2: The types of

Curricula in schools

3. Jose rizal university (jru)

Hidden Curriculum

Plaridel campus

CurriculumLearned

2. Arellano university

CurriculumAssessed

school (ilis)

CurriculumSupported

1. Isaac Lopez integrated

CurriculumTaught

Name (s) of
Schools/Colleges/Universities

CurriculumWritten

Visit the schools near your place or your Alma Mater. Interview a teacher,
administrator or former teacher in that school. Find out what curriculum
is being used in the school/colleges/universities in your place. Check the
corresponding column.
CurriculumRecommended

2.1.

hs division

2.2. Interview a teacher from a school. Ask this question:

Why must the teacher be aware and sensitive to the hidden curriculum?
According to mkoren, a social study middle school teacher. Teachers must
be aware and sensitive to hidden curriculum because;

Hidden curriculum often supports a viewpoint of the majority group or

of influential individuals. It also may be based on specific religious
views. This would support the actions of a religious group (usually the
majority religious group) while ignoring or downplaying those of other
religious groups. The hidden curriculum is dangerous because it often
presents a biased or stereotypical view of events, people, and
actions. As our diversity grows in our country and in our classrooms,
teachers must be aware of this bias so they dont falsely portray a
group of people, a religion, or specific events in history.

2.3. List down some of the tools used by the school to assess their
curriculum.

Tools used by the school to

assess their curriculum.
Paper-and-pencil
Strategy

Observational Strategy

Reflective Strategy

Personal
Communication
Strategy

Performance based
Strategy

My Reflection
Why do I need to know the different the different types of
curricula?
In my opinion, we need to know the different types of curricula
because it was inter-connected to each other, and all the types of
curriculum helps us, teacher to make a total quality education. Where
education can touch the heart, teach the mind, and transform lives.

Episode 3: the teacher

As a curricularist

1.1

Interview a teacher on the specific role he/she plays as a curricularist.

Level
Early Childhood
Ana Eva Jimenez
Hulo Day Care
Center
Elementary
Roland C.
Dalloran Jr.
JRU-Elementary
Division
Secondary Level
Segundo T.
Maoza
Isaac Lopez
Integrated
School

Role as a Curricularist
I play the role of curriculum planner, because I
write and master the daily lesson plan. I also play
the role of curriculum implementer, as I teach the
content of curriculum to my students.
My role is to implement the prescribe curriculum by
the DepEd as well as the university at limit in the
classroom level.
My role is to design, enrich, and modifies the
curriculum to suit the learners needs.

3.3. Research in the library and look for the role of a teacher as a curricularist.
Research Title: The Voice of the Teacher in curriculum development: a voice
crying in the wilderness
Researcher(s): Arend Carl (aec2@sun.ac.za)
Findings:
In her/his research and survey, she/he found out that:
The teacher clearly shows a strong desire to become involved in the
earlier stage of decision-making processes of curriculum development.
Most of the teacher he/she interviewed, stated that as a professional
and owing to their hands-on contact with daily teaching practiced,
they can make a creative contribution to relevant curriculum
development.
The actual participation of the teachers is an illusion, because the final
decision have already been taken elsewhere, and by the time they
become involved they experienced curriculum as perspective and
imposed upon the from the top down.
The responding teacher felt that their opinion and needs should be
accommodated beforehand, seeing that in the main policy-makers and
curriculum agents have already lost contract with classroom and
school practice.

Episode 4: Teacher as a
knower of curriculum

4.1. Interview an administrator, a student, a parent, and a teacher. Find out their
view points on the traditional and progressive curriculum.
Student
Name: Eullah Veronica Magboo
School: Rizal Technological University (RTU)
Aspects
Role of Teacher
Role of Pupils
Modes of Instruction
Instructional Materials

Modes of assessment

Traditional
Dispenser of knowledge;
Soloist
Receptor of knowledge
Teacher-centered
Manila paper, Cartolina,
and other teacher made
materials.
Objective type of test

Progressive
Facilitator; Coach
Initiator of knowledge
Learner-centered
Slide presentation,
projector
Subjective type of test;
outcome-based

Faculty Member
Name: Ms. Bernadette Galang
School: JRU
Subject Area Taught/Handled: CHED, English, Science
Aspects
Role of Teacher
Role of Pupils

Modes of Instruction

Instructional Materials
Modes of assessment

Traditional
Progressive
Controller of the learning
Facilitator, guides the
environment
pupils to think
Passive absorbers of
Active Participant,
information and
problem solvers, and
authority.
planners.
Textbook, lecture, and
Experimentation, project,
individual written
group works, and role
assignments.
play
Blackboard, chalk, manila Computer, internet, and
paper, and cartolina
projector
Pre-test, post-test,
Rubrics, project,
quizzes, and periodic
activities, portfolios,
exam results
summative and formative
exam.

 Administrator
Name: Nida David
School: Headstart pre-school of Mandaluyong
No. of years of administrative experience: 33 years
Aspects
Role of Teacher
Role of Pupils
Modes of Instruction

Traditional
Teacher-centered
Receptacle
Chalk and talk method

Instructional Materials

Blackboard and manila

paper
Paper and pencil

Modes of assessment

Progressive
Learner-centered
Constructor of knowledge
Inquiry based and
reflective
21st century materials
Authentic and
performance based

Parent
Name: Ana Eva Jimenez
Highest Educational Attainment: College Level

Aspects
Role of Teacher
Role of Pupils
Modes of Instruction
Instructional Materials
Modes of assessment

Traditional
Give all information
Students take notes,
mastery of skills
Guided instruction
Cartolina, Blackboard,
and manila paper
Paper and pencil

Progressive
Guide the students
Student performance to
demonstrate learning
Discovery and
experiential
Multimedia, internet,
slide presentation
Performance outcome

My Reflection:
After interviewing the different stakeholders, I learned their opinion about
the traditional and progressive curriculum. I also was able to compare my own
opinion about the topic and I have the opportunity to debate my beliefs, and some
educational issues. Having a conversation and little debate with them, strengthen
and enhance my knowledge and my beliefs.

4.2 Research on the difference of the traditional and progressive curriculum.

Accomplish the H-chart given below. Write the similarities at the center and the
difference on each side.

Traditional
Curriculum

Progressive
Curriculum

More reflection
Rubrics
Student
evaluation
Similarities
Focused on the
application of
Teacher-Student
the acquired
interaction.
knowledge
Both have ways
Task focused
of measuring &
Student
evaluating
centered
learning
Performance
Both aim for
students to
test
More on
reasoning and
open-ended
questions.
More on group
activities
Less teacher
talking
Focused on the
process of the
learning
In accomplishing this activity, I was able to distinguish the similarities and
difference of the traditional and progressive curriculum. However after learning
the difference and similarities of the two point of views in curriculum, I was
convinced that we need both viewpoints of the curriculum to further enhance our
curriculum.
More individual
work
Focused on
defining and
recall of
information.
Teacherdominant
Skill focused
More on
memorization
for mastery
Paper-andpencil
External
evaluation
Spoon feeding
Focused on
learning
outcome
External
evaluation
More
on
My Personal
Insight:

Episode 5: Approaches
About School Curriculum

5.1. Accomplish the template given below by following the given sample.
Subjects
Sample:
Curriculum
Development with
Field Study 4

Content
Definition of
Curriculum

1. English
Part of Speech

2. Social
Studies

History

3. Science

Part of Speech

4. Filipino

Panitikan

Process
Clustering
Read Post
Categorize
Interview

Product
Evolved a
contextualized
definition of
curriculum.

Effective and
creative writing
skills.

Read poems
Analyse
Categorize
Create

Identify
Compare life
in the past
to life today
Explain
Create
chronologica
l sequence
Identify
Familiarize
Draw
Pagbasa
Pag-unawa
Pagsasadula

Acquiring
knowledge about
significant events,
developments,
individuals,
groups,
documents,
places, and ideas
to support
investigations
Draw the function
of different parts
of the body.
Mapanuri at
masusing pagunawa sa teksto
at babasahin.

My Reflection:
In accomplishing this activity, I was able to apply the different
approaches about school curriculum, and also I learned how to identify
the process of curriculum and its possible outcomes. Also, I was able
to learn the importance of this approaches to the curriculum and to
the learning process.

5.2 There are six criteria in the selection of knowledge/subject matter. Interview a
teacher, the indicators for each of the criteria by answering the given question.
Criteria
1. Significance

Questions
How do you know
the significance in
the content of the
curriculum?

2. Validity

How do you know if

the curriculum is
valid?

3. Usefulness

When do we know
that the curriculum is
useful?

4. Learnability

When do you know

that the content is
within the range of
your learners
experience?
When do you know
that the content is
within the time,
resources and
expertise of teacher
and experiences of
the learners?
When do you know
that the learners are

5. Feasibility

6. Interest

Indicators
Its significant if it will
develop the
cognitive, affective,
and psychomotor
skills of the students
and also the cultural
aspects.
The content of the
subject matter is
authentic. Youll know
if the content is
authentic if the
students create a
tangible, useful
product to be shared
with their world.
The content of the
subject matter may
relative to the
learners who is going
to use it.
The subject matter in
the curriculum should
be within the range of
experiences of the
learners.
Less teaching efforts
and educational
resources but more
efficient result and
effective outcomes.

The learners are

interested in the topic

interested in
content?

if he/she is actively
participating to the
discussion.

Reflection:
After interviewing some of the faculty teachers in JRU, I was able to indicate
whether the knowledge or subject matter is significant, valid, useful, learnable,
feasible, and interesting to my students. Also, while I was interviewing them, they
gave me some useful advices and strategies that I can use, they also give me
some techniques to on how to use the six criteria in selection of knowledge or
subject matter.
5.3 B.A.S.I.C. is an acronym to state the principles of curriculum content.
Principle 1: Curriculum Development
Balance
Equitable assignments of contents,
time, experiences, and other
elements.
Write the contents in one subject area
for the first grading period.

Sample

First Grading:
1. Branches of earth science
2. Realms of the earth
a. Meteorology
1. Element of weather
2. Earths atmosphere
3. Biochemical cycle
Articulation
Grade 1
Grade 2
Grade 3
1. Add &
1. Apply
1. Add &
subtract
arithmeti
Curriculum is arranged vertically or
subtract
decimals
c
horizontally.
Integers
2. Multiply & 2. Multiply &
operation
divide
divide
s to solve
Write a sample content of one topic in
decimals
integers
problems
a subject from level to level or grade to
.
Scope
1. General subject: History of Western
Music
Specific Topic: Renaissance musical
Content, topics, learning experience
instruments.
and organizing the threads of an
2.
Module 1: Curriculum concepts, nature
educational plan.
and purposes
Write a sample topics in a subject area.
Lesson 1: Concept nature and purpose
of curriculum
Integration
Curriculum is integrated and
interconnected.
Cite a lesson which is integrated in
other subjects.

Math (arithmetic operations) Physics (law

of motions):

Continuity
Vertical repetition and recurring
approaches of content
Grade three: Adding
thousands
Grade two: Adding
Hundreds
Grade one: Adding
Tenths

Write sample topics in a subject area

where content is organized in spiral
fashion in breadth and depth.

Episode 6: Curriculum
Development: Process and models
6.2.
There are steps in the model of Hilda Taba. Interview a teacher and inquire
how these steps are applied by accomplishing the given chart by giving concrete
examples.
Steps
1. Diagnosis of learners needs and
expectations of larger society.
2. Formulation of learning
objectives.
3. Selection of learning content.

4. Organization of learning content.

5. Selection of learning experience.

6. Modes of evaluation.

Application to Real Teaching

Teachers identify the needs of
the students (pre-test)
Teachers will specify objectives
based to the student needs and
to the DepEd curriculum guide.
The objective suggests the
curriculums content. The
objective and content should
match, also the validity and
significance of the content area
are also determined.
The teacher organize the content
into a sequence, taking into
consideration of learners
maturity, academic
achievements and interest.
Teacher select instructional
methods that will engage the
students with the content.
The teacher will develop means
of evaluation. They will
determined which objectives
have been accomplished.

Step 4:
Evaluation of
objectives.
Ex. The teacher
could have the
students write an
essay without
assistance.

Step 3:
Organizing
the
6.3 Complete the staircase of the
curriculum development
process
experience.
according to Tyler. Write the answer
in the steps. Give examples for each
steps.

Step 1:
Determine the
schools purpose.
Ex. A school is
developing an
English curriculum
may create an
objective that

Step 2: Identify
educational
experiences
related to
purpose.
Ex. The students
need to meet the
objective of writing
an essay.

Ex. The teacher

needs to
determine a
logical order of
experience for the
students.

4
1

Episode 7: Foundation of
Curriculum development
7.2. Interview an administrator, a faculty and cite specific examples in each of the items
given below. Complete the table.

Foundation of curriculum
1. Philosophical Foundation

2. Historical Foundation
3. Psychological Foundation
4. Social Foundation

My Personal Insight

Sample/ situation
Learning by doing, by John Dewey
The constructivism through
experiments or laboratory works.
Field trips, historical tour, outbound/
Behaviourism, case study
Peer teaching, mentoring and small
group discussion

The philosophical, historical, psychological and social foundation contributes to the better
understanding of what a curriculum is, these are also the basis of knowledge that
provides the foundation of curriculum.

7.3 Evolve your philosophy based on the existing philosophies of education. Illustrate
through a graphic organizer. Explain how this will be applied, if you are going to put your
As a teacher, I believed that my task is:
own school.

I were going to put my own school

I will believed that every child:

Is special.
Has different learning styles.
Has different interests and intelligences.
Can choose what she wants to be.

To ask open-ended questions.

To make a distinction between psychological
questions and moral questions.
To inculcate good value and ethics through
modelling.
To facilitate learning and development,
considering multi-culturalism and diversity.

Episode 8: Crafting the Curriculum:

the teacher as a designer

8.1 Accomplish the matrix by interviewing an administrator and a teacher to explain how
the ten axioms are realized in the school setting. The teacher or the administrator has the
option to choose the axiom that he/she wishes to explain.
Ten axioms for curriculum Designers

1. Curriculum change is inevitable,

necessary and desirable.
2. Curriculum reflects its own
time. It is a product of its time.
3. Curriculum changes made

Situations/Samples on how these

axioms are realized in the school
setting
Formulating and implementing new
curriculum designs.
As the time changes the curriculum
also changes.
The new curriculum is in use while

earlier can exist concurrently

with newer curriculum changes.
4. Curriculum change depends on
people who will implement the
change.
5. Curriculum development is a
cooperative group activity.

6. Curriculum development is a
decision-making process made
from choices or alternatives.
7. Curriculum development is an
on-going process.
8. Curriculum development is
more effective if it is a
comprehensive process not
piecemeal.
9. Curriculum development is
more effective when it follows a
systematic process.
10.
Curriculum development
starts from where the
curriculum is.

the old is functioning.

The lesson plans of the teachers are

aligned with the new curriculum.

To help promote the curriculum,

parents, teachers, learners and
other stakeholders cooperate and
supports the curriculum.
The curriculum developer will
design the curriculum and decide on
the contents and strategies to use.
Curriculum is always changing.

Curriculum design is SMART

Specific, Measurable,
achievable/available, relevant and
time bound.
Curriculum is carefully planned and
not just from a guess work.
The existing curriculum is used as
the basis in creating new
curriculum.

8.2 Observe a class or get a sample lesson. Using the elements/components, write
a sample curriculum using the template given below.

Intended
Learning
Outcomes
A. Identify the
sounds
each ed
ending

Subject Matter or
Learning Content
1. Topic:
a. Words with
-/ed/ ending
b. Understandi

Teaching or
Learning Methods
A. Preparatory
Activities
a. Daily
Routine

Assessment/Evalua
tion
WWF1:
Categorize the
words according to
the sound the ed

words
ng
stands for
inference.
2. Reference
-/d/, -/z/ or
Phonics
-/ed/
B. Make
Readers
judgement
Scholastic Inc.
3. Materials
on the
Slide
actions/
solutions
Presentation
given by
Multimedia
the
characters
in the story.

b. Review
c. Motivation
B. Lesson
Development
a. Presentatio
n
b. Discussion
c. Generalizati
on
(summarize
the topic for
the day)
C. Application
a. Drill on
reading
words that
contains
ed ending.

ending sounds for.

Episode 9: approaches to
Curriculum design
9.1 These are types of curriculum design models. Complete the template given below by
citing their best features.

Curriculum Design Models

1. Subject-Centered Design
1.1 Subject Design
1.2 Discipline Design
1.3 Correlation Design

1.4 Scrap field Design/ Interdisciplinary

Design
2. Learner-Centered Design

2.1 Child-Centered Design

2.2 Experience-Centered Design

2.3 Humanistic Design

3. Problem-Centered Design

3.1 Life Situation Design

3.2 Core Problem Design

Best Features
Focused on the content of
curriculum
Corresponds mostly to the books.
Easy to deliver.
Focused on the academic discipline.
Links separate subject designs in
order to reduce fragmentation.
It integrate the subject contents
that are related to each other.
Learner is the centered of the
educative process.
Focused on the needs and interests
of the child.
Learners experiences become the
starting points of curriculum.
Learners are made to choose from
various activities that the teacher
provide.
The development of self is the
ultimate objective of learning.
It focus on the development of
positive self-concept and
interpersonal skills.
Various problem are given
emphases.
Allows students to clearly view
problems area clearly.
Use the past and the present
experience of the learners.
It centers on general education and
the problem are based on common
human activities.

My Personal Insights
In completing this activity, I was able to distinguish the best features of the different
curriculum design models and as a teacher I was able to learn different ways to delivery
my lesson. Also, upon accomplishing this activity I was able to choose what curriculum
design suited for me and also for my future students, because with this knowledge, I may
able to formulate a strategies, method, and techniques that will help my students to
enhance their skills.

Episode 10: implementing the curriculum: the

teacher as curriculum implementer and manager

10.2 These are the categories of curriculum change. Get

sample/situations for these categories from the school you visited.
Categories of Curriculum
Changes
1. Substitution
Replace the present with a
new one.
2. Alteration
Introduce minor changes or
modification on the current
one.
3. Restructuring
Introduce major
modification of the current
curriculum.
4. Perturbation
Changes happen within a
fairly short time.

5. Value Orientation
Responds to shift in
emphasis within the
vision/mission of the
school.

Situation/ Samples
One element is substitute
by the other, example one
course paper, one unit is
replaced with another.
If some material, content,
item or procedure is
introduced into the existing
materials and adopted.
Modification of the system
itself for instance, team
teaching, project method or
competency, based
teaching and evaluation.
Some changes when
introduced disturb the
programme for some time
and later on they get
adjusted or adopted into the
programme.
The change basically brings
a shift from ones
philosophy or basis ideology
towards a particular.

10.3 Answer the question briefly. Why do we need to change the

curriculum from time to time?
In my opinion, we have to change curriculum because our society
change over time and we should have our education system

meet this changes or else it will cause chaos, because of lack of

knowledge and misunderstanding. We prevent those things to
happen, thats why we revise the curriculum from time to time to
cope with the dynamic society.

Episode 11: stakeholders in

curriculum development

11.1 Interview different stakeholders and inquire about their roles in curriculum
development.
Stakeholders of the Curriculum
Development

Roles in Curriculum Development

1. Learners

Everything in the curriculum

should revolve around her
interests, needs, abilities, and
capacities.

2. Teachers

They holds the key in

operationalizing what activities
have been planned.

3. School Leaders/ Administrator

They provide necessary

leadership in evaluating teaching
personnel and school programs.

4. Parents

They are the best supporters of

the school.

5. Community

They provide the necessary

materials and resources for
learning.

6. Other Agencies

They review the curriculum

because professional
organization have better view of
the industry.

My Reflection
In this activity, I further understand the role of the different
stakeholders in developing curriculum and it was great to know that

everyone in the society participate in developing the curriculum

because in that way we can assure the validity, reliability, and
significance of the content of our curriculum.

Episode 12: curriculum evaluation

and the teacher
12.1 Ask at least six teachers, why there is a need to evaluate the curriculum.

1. To allow the
curriculum
developers and
implementers to
be certain about
the functions of
the curriculum put
in place.
6. it gives
information on the
relevancy of the
curriculum in the
society.

2. it provides
evidence to tell
how well the
students have
learned.

Why do we
need to
evaluate the
curriculum?
3. meeting
accreditation
standards by
measuring
student and
program
performance.

5. it give
information on
effectiveness of
the curriculum.

4. it detemines
the worth of the
curriculum to the
institution.