Name: ___________________________________ Date: _____________________________

CHECK YOUR KNOWLEDGE

Prepare a matrix showing different models of curriculum implementation used in school.

June
- Setting the mission, vision, goals and objectives of the school.
July
- Creating an environment within the school that is conducive to teaching and learning.
August
- Implementing the school curriculum and being accountable for higher learning
outcomes.
September
- Developing the school education program and school improvement plan.
October
- Offering educational programs, projects and services which provide equitable
opportunities for all learners in the community.
November
- Introducing new and innovative modes of instruction to achieve higher learning
outcomes.
December
- Administering and managing all personnel, physical, and fiscal resources of the
school.
January
- Recommending the staffing complement of the school based on its needs
February
- Encouraging staff development.
March
- Establishing school and community networks and encouraging the active
participation of teacher organizations, non-academic personnel of public schools, and
parents-teachers-community associations.
April
- Accepting donations, gifts, bequests, and grants for the purpose of upgrading
teachers’ learning facilitators’ competencies, improving and expanding school
facilities, and providing instructional materials and equipment.
 Name: _____________________________________ Date: _____________________
ACTIVITY 1
If you are a teacher tasked by your school head to implement a new curriculum, what could
be your questions in the new curriculum? What would be your concerns? Prepare a checklist to
note problem areas or concerns.
Sample Checklist
Areas of Level of Understanding
Concerns/Problems Poor Average Strong Very Strong
What factors make
the K to 12 succeed in /
school?
What factors make
the K to 12 difficult to /
succeed?
What were the
different learners’ /
activities?
What did the teacher
do, to make the /
learners engage in the
activities?
Did the teacher
control most of the /
activities?
Did the learners and
the teacher together /
achieve the desired
learning outcomes?
What are the priority
programs and projects
that the school has /
implemented this
school year?
What are the
challenges and issues
met in the school in /
relation to curriculum
implementation?
What are the
strategies
implemented to /
address challenges
and issues?
Name: _____________________________________ Date: _____________________
ACTIVITY 2

According to Freedenberg, people go into teaching tend to be conformist in nature and

reluctant to innovate. These people have succeeded in the school system as it has existed. They
have learned to play it safe and to keep a low profile in a bureaucratic system run by administrators
who do not like to create waves. They have found success and fulfillment as students and now as
teachers in this system, and for this reason many see no reason to change it. (Source: Edgar
Friendenberg, 1965. Coming of Age in America. New York: Random House)

1. To what extent do you agree with Freedenberg’s views about teachers and curriculum
change?

Answer: I strongly agree with the claim of Freedenberg that people go into teaching and
tend to be conformist in nature and reluctant to innovate simply because there were teachers
who conform with the duties and responsibilities of teachers as required in their profession.
Likewise, they tend to follow the tasks given to them as well as expected from them most
especially if they are already in the field. But, once they are in the teaching environment
they are no longer updating or accepting innovation. Moreover, teachers who were nearly
retiring from service are reluctant to innovate. There were instances that seasoned teachers
were being adaptive to the usual practice they have and they no longer perform innovative
means of delivering lessons due to their reason that they will retire soon.

A very concrete example for these views about teachers and curriculum change is the
implementation of the recent Republic Act in the country, the RA 10533 or Enhanced Basic
Education Act otherwise known as K to 12 program. As I had observed in the school
setting, all stakeholders were posing positive response regarding the implementation. They
supported the program and had achieve remarkable results so far.

2. Is this characteristic of other profession?

Answer: Yes, the aforementioned characteristic is also a type of observation I can consider
present to other professions. Many professionals lack innovative measures in delivering
their performances simply because some of them will be saying that they are already used
to those techniques when they were just studying their degree. Some of them will also be
telling that it is important that each individual professional will only focus on earning their
salary and not on uplifting their delivery of service. It is just so sad to note that some
professionals lack capabilities in performing updated way of delivering their services.
Change is inevitable and change is implemented in order to uplift our lives. We cannot go
away with change. Along with the implementation of change is the way in which
improvement of services will be materialized.
Position paper

Introduction
The current DepEd Secretary Leonor M. Briones said, “We need to keep up with the
opportunities that the knowledge and information age brings. Both will require a basic education
that highlights competence in science and technology, innovation, creative imagination,
entrepreneurial spirit, and a disposition to help our communities and sectors particularly those that
are left at the margins of growth and development.” These words by the secretary challenge the
education sector to be mindful of developing innovative designs in the delivery of teaching-
learning processes in the academe. It is a very timely message for teachers since they are in
vacation-mode as of the moment. They have time now to refresh themselves from the tiring duties
they had surpassed last school year. In preparing for the coming opening of classes by June of
2019, teachers now can develop efficient means in order to come up with instructional materials
necessary for keeping them abreast with the fast-changing academic environment. Amidst the
different struggles that teachers are facing day-to-day from the start of school year up to its end,
they can still manage the opportunities to keep themselves able in preparing updated lesson plans
and instructional materials.

Evidence Paragraphs

The major change that the country had been able to experience so far is the implementation
of K-12 Basic Education Program under the Republic Act 10533 or the Enhanced Basic Education
Act of 2013. Kindergarten and Senior High School were added to the Philippine basic education
system. With this current program, the different offices of the DepEd from central, regional,
division and district offices are doing their best in ensuring a smooth and efficient implementation
of this program. This had been the primary measure employed by the government to assure its
citizens particularly the youth that ensures that our education system for basic education is at par
with the international standards and to prepare young generation to meet the needs, demands and
requirements of a knowledge-based society.

Technology offers various tools of learning and these range from non-projected and
projected media from which the teacher can choose. Technology provides a lot of help to teachers.
The help ranges from preparation of lessons to execution of lesson through the use of technological
tools. This notion justifies that learners will learn with technology. A very meaningful means of
developing learning is through the aid of technology. Young Learners nowadays learn best through
the use of technological tools. A very concrete example is through the use of mobile devices which
are powered by android. There were simple class activities wherein students can apply their
abilities to use technology. Basically, media technology had been employed by teachers in order
to cater to students’ skills in the use of technology and this can be grouped according to non-
projected media (real objects, models, field trips, kits, printed materials, visuals, visual boards,
audio materials) and projected media (overhead transparencies, opaque projection, slides,
filmstrips, films, video, VCD, DVD, computer/multimedia presentations).

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. This
notion is particularly important in captivating innovative cases for those who wanted to acquire
improvement and development among people. There were factors to be considered in technology
selection. In deciding on which technology to use from a wide range of media available, the factors
on which to base selection are: practicality, appropriateness in relation to the learners,
activity/suitability and objective-matching.

Conclusion

It can easily be observed that technological innovation in the field of education as well as
in the different fields like business and science, is very fast developing such that it is difficult to
determine the technological changes, with consideration on educational setting. Technological
changes in education will make impact on the delivery of more effective, efficient and humanizing
teaching and learning processes.

Focus Correction Areas

Currently, we can identify current issues that need to be addressed by school authorities
with respect to role of technology in curriculum delivery.
a. Teacher-centered to student-centered approach to learning.
This consideration can be strengthened through the process that teachers serve as
facilitators of learning in the classroom. Student-centered or learner-centered approach to
learning is the recent trend to be addressed by school administrators or even teachers in the
delivery of classes. It is important to note that this approach will employ strategies that will
enhance the capabilities of learners to a more innovative way of learning.

b. Educative process of cultivating the cognitive, affective, psychomotor and contemplative

intelligence of the learners of a new age.
In here, the notion that education is not simply a delivery of facts and information
can be addressed. Through the process of cultivating the domains of learning, a process to
focus on improving them will be a more aggressive steps to be taken by school leaders.

c. Increase in the use of new information and communication technology or ICT

ICT in its various forms has made increasing influence on education sector. In this
way, use of computers and available desktop micro-computers should be available to
learners. The increase of use of new information and communication technology or ICT
should not only be for school leaders but for teachers and learners. It is imperative that
teachers being the primary instrument to implement technological advancement should be
knowledgeable about ICT materials. Moreover, teachers should be the one to take into
effect the effective inculcation of learning to students through ICT.
Name: _____________________________________ Date: _____________________
ACTIVITY 1

Add more to concepts, views and definitions of curriculum evaluation presented and discussed in
this chapter by doing all library research and searching the internet. Use the table below to
highlight specific information called for, and present brief discussion below the table.

Curricularist/Educationist Concept of Views about Focus of Defining

Curriculum Curriculum Curriculum
Robert M. Hutchins Traditional point of “permanent studies” Reading, Writing,
view of curriculum where rules of ‘Rithmetic or 3Rs
grammar, reading, should be
rhetoric, logic and emphasized in basic
mathematics for education while
basic education are liberal education
emphasized should be the
emphasis in college
Arthur Bestor Traditional point of The mission of the It should include
view of curriculum school should be mathematics,
intellectual training, science, history and
hence curriculum foreign language
should focus on
fundamental
intellectual
disciplines of
grammar, literature
and writing
Joseph Schwab Traditional point of The sole source of In college, academic
view of curriculum curriculum is a disciplines are
discipline, thus the labelled as
He coined the word subject areas such as humanities,
discipline as a ruling Science, sciences, languages
doctrine for Mathematics, Social mathematic among
curriculum Studies, English and others.
development many more
Phillip Phenix Traditional point of Curriculum should Curriculum is a field
view of curriculum consist entirely of of study
knowledge which
comes from various
disciplines
John Dewey Education is Reflective thinking A progressive view
experiencing is a means that of curriculum is the
unifies curricular total learning
elements that are experiences of the
tested by application individual
Holin Caswell and Kenn Education is Curriculum as all A progressive view
Campbell experiencing experiences children of curriculum is the
have under the total learning
guidance of teachers experiences of the
individual
Othaniel Smith, William Education is Curriculum as a A progressive view
Stanley and Harlan Shore experiencing sequence of of curriculum is the
potential total learning
experiences, set up experiences of the
in schools for the individual
purpose of
disciplining children
and youth in group
ways of thinking and
acting
Colin Marsh and George Education is Curriculum as all the A progressive view
Willis experiencing experiences in the of curriculum is the
classroom which are total learning
planned and enacted experiences of the
by the teacher and individual
also learned by the
students
Name: _____________________________________ Date: _____________________
ACTIVITY 2
Look for other models of curriculum evaluation and
distinguishing features. Use the suggested table below.
Curriculum Model Origin of the model (who
developed the model and
when it was developed)
Bradley Effectiveness Model In 1985, L.H. Bradley wrote a
hand book on Curriculum
Leadership and Development.
This book provides indicators
that can help measure the
effectiveness of a developed
or written curriculum.
identify each of the model’s
Distinguishing features /
characteristics of the model
Vertical Curriculum
Continuity (enables teachers
quickly access what is being
taught in the grade/year levels
below or above the current
level)
Horizontal Curriculum
Continuity (the curriculum
provide content and objectives
that are common to all classes
of the same grade level)
Instruction Based on
Curriculum (lesson plan/
syllabi / course design derived
from the curriculum and
strategies, materials used are
correlated with the content,
objectives and activities)
Broad Involvement (evidence
of involvement of the different
curriculum stakeholders in the
planning, designing and
implementation and review of
the curriculum)
Long Range Planning (review
cycle followed within the
period of planning and
implementation of the
curriculum)
Positive Human Relations (the
initial thoughts, about the
curriculum come from
teachers, principals,
curriculum leaders and other
stakeholders)
Theory-Into Practice (clarity
of vision, mission, graduation
outcomes, program
 philosophy, learning
outcomes in the curriculum)
Planned Change (tangible
evidence to show that the
internal and external publics
accept the developed
program)
Tyler Objectives Centered Ralph Tyler in 1950 proposed In using the Tyler’s model, the
Model a curriculum evaluation model following curriculum
which until now continues to components and processes are
influence many curriculum identified in curriculum
assessment processes. His evaluation:
monograph was entitled Basic Objectives/Intended Learning
Principles of Curriculum and Outcomes (pre-determine
Instruction intended learning outcomes or
objectives
Situation or Context (identify
the situation/context that gives
opportunity to develop
behavior or achieve objectives
Evaluation Instruments/Tools
(select, modify and
construction evaluation
instruments or tools, check its
objectivity, reliability and
validity)
Utilization of Tool (utilize the
tools to obtain results,
compare the results obtained
from several instruments
before and after to determine
the change
Analysis of Results (analyze
the results obtained to
determine strength and
weaknesses, identify possible
explanation about the reasons
for the particular pattern)
Utilization of Results (use the
results to make the necessary
modifications)
Daniel Stufflebeam’s Context, The CIPP Model of Four Stages of Program
Input, Process Product Model Curriculum Evaluation was a Operation
product of the Phi Delta (1)Context Evaluation-
Kappa committee chaired by Assesses needs and problems
Daniel Stufflebeam. The in the context for decision
 model made emphasis that the
result of evaluation should
provide data for decision
making.
Stake Responsive Model Responsive model is oriented
more directly to program
activities than program
intents. Evaluation focuses
more on the activities rather
than intent or purposes.
makers to determine the goals
and objectives of the
program/curriculum
(2)Input Evaluation-assesses
alternative means based on the
inputs for the achievement of
objectives to help decision
makers to choose options for
optimal means
(3)Process Evaluation-
monitors the processes both to
ensure that the means are
actually being implemented
and make necessary
modifications
(4) Product Evaluation-
compares actual ends with
intended ends and leads to a
series of recycling decisions
Robert Stake (1975)
recommends to the curriculum
evaluator the following steps:
(1)Meets with stakeholders to
identify their perspectives and
intentions regarding
curriculum evaluation
(2)Draws from Step 1
documents to determine the
scope of the evaluation
(3)Observes the curriculum
closely to identify the
unintended sense of
implementation and any
deviations from announced
intents
(4)Identifies the stated real
purposes of the program and
the various audiences
(5)Identifies the problems of
the curriculum evaluation at
hand and identifies an
evaluation design with needed
data
(6)Selects the means needed
to collect data or information
(7)Implements the data
collection procedure
(8)Organizes the information
into themes
(9)Decides with stakeholders
the most appropriate formats
for the report
Name: _____________________________________ Date: _____________________

Distinguish between formative and summative evaluation by means of a matrix below.

Types of Evaluation Distinguishing When / Where to Use Expected Outcomes /

Features Results
Formative • Assessment to 1. The • Clear
increase identification feedback to
student by teachers & offer students
learning learners of about their
• Clear learning goals, learning
information intentions or • Immediate
for students on outcomes and instructional
their progress criteria for changes based
toward the achieving on students’
learning target these. progress
2. Rich towards the
conversations target
between
teachers &
students that
continually
build and go
deeper.
3. The provision
of effective,
timely
feedback to
enable
students to
advance their
learning.
4. The active
involvement
of students in
their own
learning.
5. Teachers
responding to
identified
learning needs
and strengths
by modifying
their teaching
approach(es).
Summative • Assessment to • Examinations • Improve the
capture (major) instrument
learning at one • Final • Understand
point in time examination the extent to
• Norm- (a truly which
referenced summative students met
standardized assessment) the intended
tests, chapter • Term papers targets
tests, etc. (drafts • Addressing
submitted curricular
throughout the changes,
semester instructional
would be strategies and
formative materials
assessment)
• Projects
(project
phases
submitted at
various
completion
points could
be formatively
assessed)
• Portfolios
(could also be
assessed
during its
development
as a formative
assessment)
• Performances
• Student
evaluation of
the course
(teaching
effectiveness)
Name: _____________________________________ Date: _____________________
ACTIVITY 1

What do researchers say about change and innovation in curriculum? From the most recent
researches published in local and foreign research journals, find out and examine specific
changes/innovations in curriculum. State the significant impact such change/innovation may have
to Philippine education, in general, and to Philippine curriculum, in particular.

Research Title, Change / Aspect of the Expected Result Implication to

Author and Innovation Curriculum or Outcome of Philippine
Publisher, Date Introduced in / Involved the Change / Education
Drawn from the Innovation
Research
Article
PRACTICES The purpose of In the analysis The study The study can
AND the study is to and focused on be a basis for an
CHALLENGES identify the
interpretation of determining the enhanced
ON TEST practices andthe results, practices and curricula that
CONSTRUCTION challenges on frequency- challenges on best could help
test percentage was test not only the
OF TALIPAN
construction of used to construction of teachers but
NATIONAL HIGH Talipan National determine the TNHS teachers. most of the
SCHOOL High Schooldemographic But though the learners as well
TEACHERS: teachers and to profile of the intention of this
BASIS FOR develop a
respondents study was
ENHANCED program that
while weighted achieved, still
CURRICULA will enhancearithmetic mean time and busy
their skills in was employed schedule of the
Adelina Miraflor making a test. to identify the respondents
H. Jalos teacher’s level were the
Merla V. Luces of responses. unavoidable
To analyse the limitations in the
Maria Teresa M.
response of conduct of this
Lucila teachers on the action research.
Ma. Bernardita D. questions
Porta concerning their
experienced
July 2017 challenges and
need,
consensual
qualitative
approach was
used.