2014CURRICULUM DEVELOPMENT

Group 2Aguirre, Aileen Joy E.Asis, Charish DS.Cosca, Camille N.Dela Trinidad, Mary Joy F.Joya, Jessa Berzie G.Manonson, JenelinNavera, Baby JaneRamos, AngeloToralde, Ma. Glenda E.

Dr. Emily T. Camalla, Ph.DAssociate Professor II

MODULE ICurriculum: Concept, Nature and Purposes

Lesson 1 - Curriculum: Concept, Nature and Purposes

Activity 1 – Curriculum Defined

In this activity, let us find out how teachers, students, educators defined curriculum from their own points of view.

With a classmate, interview the following persons: (elementary grades teacher, school principal, college teacher, student teacher, non-education college student). Ask each one question: What is curriculum to you?

Record their answer 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?

School Principal

(Mr. Ronald Valerio)

Vice Principal of USI Pili Cam. Sur

Curriculum is a cultural reproduction in a structured way. It is even more, it should also value independent thinking in the context of the widest sense of social responsibility.

College Teacher

(Ms. Baby Jane Navera)

SLSU-Computer Instructor

Curriculum is a dynamic ever changing series of planned learning experience.

Student Teacher

(Ms. Richie Martinez)

PUP, Student Teacher

Curriculum is all experience’s provided by the institution or agency which designed to faster student learning.

Non-education College Student

(Ms. Diane Huerto)

USI Student

Curriculum is the courses offered by an educational institution.

Elementary Grades Teacher

(Mrs. Maria Jinky Ramos)

USI Elementary School

Curriculum is everything learners experience in school.

Comments:

This activity discusses the different meaning of Curriculum from perspective of

different people. The concept of curriculum is as dynamic as the changes that occur in society.

In its narrow sense, curriculum is viewed as a list of subjects like Math, Science, English, Makabayan, and others.

In a broader sense, it refers to the learning outcomes and experiences of individuals, which can be acquire in school and society. It also provide effective student and be able to compete in the different fields.

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 classroom teacher, students or principals. Identify the existence of the different curricula. Write specific examples. Record your data in a matrix like the one below.

Name of School: University of Sta. Isabel -Naga (Mrs. Jinky Ramos)

Types of Curricula Operating in School

Examples from Observation or Interviews

Recommended Curriculum It is a curriculum recommended by the government or private agency that will be implemented in the elementary or secondary education.

K-12 Basic Education Curriculum-The Enhanced Basic Education Act of 2013, or Republic Act No. 10533, was signed on May 15, 2013.

The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and

entrepreneurship.

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 and maka-Diyos.

Written Curriculum It is vital in implementing a quality development and education program. Broad range of knowledge and skills, it can be found in documents produce by school.

The formal curriculum (written or overt) comprises those things in textbooks, and content and concepts in the district curriculum guides.

Taught Curriculum Teachers choose to teach independent of the influence of others, it also refers to what teacher who is working on their own will decide to teach.

Teachers implied “ice breaking activities” to avoid boredom and to capture student attention.

Supported Curriculum These refer to materials resources such as textbooks, computers, audio visual materials, software and multimedia resources. Complimentary instructional materials available.

Teachers are allowed to use Computer-Assisted Instruction (CAI) it is a program of instructional material presented by means of a computer. It is used to reinforce learning through repetitive exercises such as educational games and tutorial in computer.

Assessed Curriculum Developed a planning tool to support effective collaboration on the part of all teachers and the coordinator.

Students must earn a 75% or better in order to pass the subject. Requirements submitted examination, quizzes, take home assignment, group work and portfolio by students shall be

evaluated accordingly.

Learned Curriculum Bottom line of this curriculum is what student learn. Teachers goes beyond what is revealed by the test score, as it emphases those lessons that embedded in the classroom environment.

Ranking of Scores from highest to lowest or vice versa, item Analysis, and Recordings.

Hidden Curriculum Students should interact with peers, teacher, and other adults, how they should perceive different races, groups, or classes of people, or what ideas and behaviors are considered acceptable or unacceptable.

Blogs, chatrooms, listserves, through instant messenger on-line conversations, or through personal e-mails and forums,( both for recreational purposes).As well as sharing of experiences and ideas like summer vacations activity, family gatherings, and others.

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

In the 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

1. Asks students to research on topics using textbooks in core subjects including topics in math, science, history, and English.

2. Students may also take courses in the social sciences, and can expand their curriculum with topics like art, foreign languages, music, acting, and so forth.

3. Read textbooks, enriched byillustrations and photos.

4. Learning set formulas and ways of doing math, but not on developing math skills which could be useful in real

life.

Progressive Curricular Practices

1. Organize learning sessions around problems and questions that allow students to explore difficult issues in theory and practice; and engage students in active learning, inquiry, and problem solving.

2. Teachers should devise assessment techniques that include elements beyond homework and testing like portfolios, group presentations, etc.

3. Teaches strategies and rules applied to real-life problems/situations.

4. Asks students to make decision on models or scenarios.5. Provides instructional games that reinforce learning

through drill-and-practice.

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 question by yourself first, then get a partner and share your ideas. Listen to your partner’s ideas also.

1. Can a school exist without a curriculum? Why or why not?NO, because curriculum is very important, without this, we cannot have overall

plan and design for a course and how the content for a course may be transformed for teaching and learning which enables the desired learning outcomes to be achieved.

2. How does a strong belief or philosophy influence curriculum?It may influence curriculum because as educator you must be guided, respect

and consider others. Beliefs and philosophy also influence curriculum by the design it reflect to the different understanding of the nature of learning and different views as to what the essential building blocks of learning proficiency are. Also they influences by the means of its frequency, usefulness, simplicity, learn ability and authenticity.

3. As future teachers, how important will a curriculum be to you?Curriculum is so important to educator; it may serve as guidance for the daily

topic that will be discussed by the teacher. Curriculum also takes content (from external standards and local goals) and shapes it into a plan for how to conduct effective teaching and learning.

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

Curriculum is said to be permanent studies, but according to our modern studies it should be change according to the needs of the specialization of one’s learning. It simply because curriculum is designs to be useful for our generation, that’s why teachers should follow those curriculums whether it has changed. The reason why it changes is to serve as a better way of learning for students, and new strategies for the teachers to use.

Lesson 2 – Elements/Components of Curriculum

Activity 1 – Lesson Plan: A Curriculum?

Get a copy of the best written lesson plan of your favorite teacher in the elementary of 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?Students will be able to:

a) Listening: Tell what the story heard is about.b) Speaking: Use of this/that with singular form of nouns c) Reading: Give appropriate heading for a set of pictures/sentences d) Writing: Write words/phrases – copying from a model

2. What is the subject matter content?a) Tell what the story/picture is about.b) Use of this/that with singular nouns.

3. What strategies or methods of teaching are utilized?The use of multi-sensory materials (short story, pictures) is encouraged in teaching. The use of local or community resources as well as technology-driven support materials may utilized in the learning environment. Teachers access varied information and creatively use them in spoken and written forms; communicate fluently and accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while carrying out activities in everyday life. This instructional strategies and methods will put into action the goals and use of the content in order to produce an outcome.

4. What evaluation procedure is used?a) Evaluation of written work, neatness, etc.b) Fill the blank with this or that.

(Father reads a book and says, “_____ is a good book.”)(Picture of father holding a book.)

c) Give a title for the set of words and sentences.

(orange apples guavas pineapple)

EVALUATION is encouraged to schools. This will allow schools to make adjustments with regard to: Objective, Content, Materials and Teaching- learning process. In order to achieve learning outcomes.

5. Do the four components fit or match with one another? Explain.The four components fit or match with one another, because it shows the interconnection of written materials with teaching, learning, and learning outcomes. Students determined learning outcomes by different areas such as listening, writing, reading and speaking.

6. Can you consider a lesson plan as a curriculum? Why?

I consider lesson plan as Curriculum, because it is a design plan for learning that requires the purposeful and proactive organization, sequencing, and management of the interactions among the teacher, the students, and the content knowledge we want students to acquire.

SAMPLE LESSON PLAN

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 answer to your protocol.

3. From your interview, what kind curriculum approach is the principal using?4. Why do you say so? Describe in detail his/her approach.

SAMPLE OUTPUT:

Name: Ronald Valerio Position: Vice Principal School: One USI Pili-Cam.Sur

Write down the level, which your school is highly, average or low in implement this following curriculum approaches? (1) Low implemented (2) Average implemented (3) Highly implemented

CURRICULUM APPROACHES

Characterized Approach LEVEL TOTAL

Child or Learner

Approach

A new respect for the child is fundamental. 2

2.25

A new freedom of action is provided. 2

The whole activity is divided into units of work. 3

The recognition of the need for using and exploring many media for self-discovery and self-direction is embraced.

2

Subject-centered Approach

The primary focus is the subject matter. 2

2

The emphasis is on bits and pieces of information which are detached from life.

2

The continuing pursuit of learning outside the school is not take place inside the classroom.

2

The subject matter serves as a means of identity problems in living.

2

Problem-Centered Approach

The learners are capable of directing and guiding themselves in resolving problems, thus they become independent learners.

3

3

The learners are prepared to assume their civic responsibilities through direct participation and different activities.

3

The curriculum leads the learners in the recognition of concerns and problems and in seeking solution. The learners are considers problem solvers.

3

We made a questionnaire for the principal school, instead of list of protocols. It may an easier way for us to determine which approach are the one which highly implemented by our respondent. According to the result, the principal was using the problem-centered approach. The table above shows that he rated 3 or highly implemented the characteristic of problem-centered approach, aside from that he use that approach designs which assumes that in the process of living, children experience problems. Thus, problem solving enables the learners to become increasingly able to achieve complete by those characterized of the following problem-centered approach.

Lesson 3 – Teaching Learning Process and Curriculum Development

Activity 1 – Matching Teaching and Learning

With your groupmates, study the matrix below. Discuss your answers.

Fill in the matrix to match teaching and learning. Consider teaching as a role of the teacher and learning as the responsibility of the learner.

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

1. Takes students on a fieldtrip to a zoo. Identify the different types of animals.

2. Organizes class to conduct experiment.

Analyze the methods use in experiment. (Identify the problem, hypothesis, procedure, solution and conclusion).

3. Assigns groups to interview different professionals on their contribution to the community.

Identify different jobs and what are their responsibilities to the community.

4. Reads a story about the life of Jose Rizal.

Summarize the story and give reflection to it.

MODULE IICrafting the Curriculum

A c t i v i t y 1 . T h e B A S I C E D U C A T I O N C U R R I C U L U M

D o y o u f i n d t h e c u r r i c u l u m e l e m e n t s e x i s t i n g i n t h e B E C ? I d e n t i f y 2

e x a m p l e s o f e a c h e l e m e n t .

1 . Y e s , i n t h i s B E C c u r r i c u l u m e l e m e n t s e x i s t e d , s u c h a s O B J E C T I V E S

a n d S U B J E C T M A T T E R .

O B J E C T I V E S S U B J E C T M A T T E R

1 . N a g t a t a l a k a y a n g k o n s e p t o n g

b a n s a

1 . P a g k i l a l a s a b a n s a

2 . N a k a p a g b u b u o n g k a h u l u g a n n g

b a n s a

2 . A n g k i n a l a l a g y a n n g a k i n g b a n s a

E L E M E N T S :

P u r p o s e s o f t h e s c h o o l

A m o d e l p e r f o r m i n g w h e r e s t u d e n t s a r e e q u i p p e d w i t h k n o w l e d g e ,

s k i l l s a n d s t r e n g t h o f c h a r a c t e r t o r e a l i z e t h e i r p o t e n t i a l t o t h e f u l l e s t .

T o p r o d u c e g l o b a l l y c o m p e t i t i v e l i f e l o n g l e a r n e r s . P r o v i d e k n o w l e d g e

a n d d e v e l o p s k i l l s , a t t i t u d e s , v a l u e s e s s e n t i a l t o p e r s o n a l d e v e l o p m e n t

a n d n e c e s s a r y f o r l i v i n g i n a n d c o n t r i b u t i n g t o a d e v e l o p i n g a n d

c h a n g i n g s o c i e t y . P r o v i d e l e a r n i n g e x p e r i e n c e s w h i c h i n c r e a s e t h e

c h i l d ’ s a w a r e n e s s o f a n d r e s p o n s i v e n e s s t o t h e c h a n g e s i n t h e s o c i e t y .

P r o m o t e a n d i n t e n s i f y k n o w l e d g e , i d e n t i f i c a t i o n w i t h a n d l o v e f o r t h e

n a t i o n a n d t h e p e o p l e t o w h i c h h e b e l o n g s ; a n d P r o m o t e w o r k

e x p e r i e n c e s w h i c h d e v e l o p o r i e n t a t i o n t o t h e w o r l d o f w o r k a n d p r e p a r e

t h e l e a r n e r t o h o n e s t a n d g a i n f u l w o r k .

2 . E d u c a t i o n a l e x p e r i e n c e s r e l a t e d t o t h e p u r p o s e s .

I d e n t i f y t h e e d u c a t i o n a l s t r a t e g i e s b y w h i c h t h e c u r r i c u l a r o b j e c t i v e s

w i l l b e a c h i e v e d . I n v o l v e b o t h c o n t e n t a n d m e t h o d . P r o v i d e t h e m e a n s

b y w h i c h c u r r i c u l a r o b j e c t i v e s a r e a c h i e v e d

I n t h e B E C i t s e l f , y o u m a y f i n d s e v e r a l c u r r i c u l u m d e s i g n s w h i c h w e r e

p r e s e n t e d b e f o r e . I d e n t i f y a t l e a s t t h r e e d e s i g n s a n d e x p l a i n .

1 . S u b j e c t – t h e c u r r i c u l u m f o c u s e s o n t h e c o n t e n t o f t h e c u r r i c u l u m .

2 . S u b j e c t D e s i g n – t h e c u r r i c u l u m i s e a s y t o d e l i v e r a n d w i t h t h e

s u p p o r t o f m a t e r i a l s

3 . D i s c i p l i n e D e s i g n – i t a l s o f o c u s e s o n t h e c o n t e n t a n d a c a d e m i c

d i s c i p l i n e .

O n t h e o t h e r h a n d , t o a p r o g r e s s i v i s t , a l i s t i n g o f s c h o o l s u b j e c t s ,

s y l l a b i , c o u r s e o f s t u d y , a n d l i s t o f c o u r s e s o f s p e c i f i c d i s c i p l i n e d o n o t

m a k e a c u r r i c u l u m . T h e s e c a n o n l y b e c a l l e d c u r r i c u l u m i f t h e w r i t t e n

m a t e r i a l s a r e a c t u a l i z e d b y t h e l e a r n e r . B r o a d l y s p e a k i n g , c u r r i c u l u m i s

d e f i n e d a s t h e t o t a l l e a r n i n g e x p e r i e n c e s o f t h e i n d i v i d u a l .

A c t i v i t y 2 - S e c o n d a r y E d u c a t i o n C u r r i c u l u m

D o y o u i d e n t i f y t h e e l e m e n t s o f t h e c u r r i c u l u m i n t h e w r i t t e n

c u r r i c u l u m t h a t y o u b o r r o w e d ? I d e n t i f y 2 e x a m p l e s o f e a c h

e l e m e n t .

W h a t c u r r i c u l u m d e s i g n s d o y o u f i n d i n t h e h i g h s c h o o l ? I d e n t i f y

a n d g i v e e x a m p l e s o r e x p l a i n .

B a s i c E d u c a t i o n C u r r i c u l u m ( B E C )

T h i s i s a r e g u l a r c u r r i c u l u m w i t h s p e c i a l f e a t u r e s f o r s t u d e n t s w h o s e

n e e d s a r e p r e p a r a t i o n f o r h i g h e r l e a r n i n g a n d g a i n f u l e m p l o y m e n t

The four year curriculum builds on Basic Education Curriculum (BEC).

Subjects First Year Second Year Third Year Fourth Year

Science General Science Biology Chemistry Physics

Mathematics Elementary Algebra Intermediate Algebr G e o m e t r y Advanced Algebra

English Grammar and Philippine Literature

Grammar and Afro-Asian Literature

Grammar and American Literature

Grammar and World Literature

Filipino Pag-unawa Grammatik Panitikang Pilipino Panitikang Asyano

Araling Panlipunan(Social Studies)

P h i l i p p i n e H i s t o r yAnd Government

A s i a n H i s t o r y W o r l d H i s t o r y E c o n o m i c s

Music, Arts, Physical Education & Health (MAPEH)

Music, Arts, Physical Education & Health I

Music, Arts, Physical Education & Health II

Music, Arts, Physical Education & Health III

Music, Arts, Physical Education & Health IV,Citizenship Advancement Training I (CAT I)

Technology and Livelihood Education (TLE)

A g r i c u l t u r e ,H o m e E c o n o m i c s ,D r a f t i n gAnd E n t r e p r e n e u r s h i p

A g r i c u l t u r e ,H o m e E c o n o m i c s ,D r a f t i n g andE n t r e p r e n e u r s h i p

A g r i c u l t u r e , B a k i n g ,E l e c t r o n i c s ,D r e s s m a k i n g ,C o s m e t o l o g y ,E n t r e p r e n e u r s h i p And D r a f t i n g

Basic C o m p u t e rL i t e r a c y ,A g r i c u l t u r e , C u l i n a r y a r t s ,E l e c t r o n i c s ,E n t r e p r e n e u r s h i p , H o m e E c o n o m i c s ,C o s m e t o l o g y , B a k i n g , D r a f t i n g And D r e s s m a k i n g

Edukasyon sa Pagpapahalaga(Values Education)

Values Education (Sarili) Values Education (Kapwa) Values Education (Lipunan) Values Education (Diyos)

S e c o n d a r y E d u c a t i o n

C o n t i n u e t o p r o m o t e t h e o b j e c t i v e s o f e l e m e n t a r y e d u c a t i o n a n d

D i s c o v e r a n d e n h a n c e t h e d i f f e r e n t a p t i t u d e s a n d i n t e r e s t s o f s t u d e n t s

i n o r d e r t o e q u i p t h e m w i t h s k i l l s f o r p r o d u c t i v e e n d e a v o r a n d o r t o

p r e p a r e t h e m f o r t e r t i a r y s c h o o l i n g .

C U R R I C U L U M D E S I G N S

C h i l d o r l e a r n e r – c e n t e r e d a p p r o a c h – t h e c u r r i c u l u m I s c o n s t r u c t e d

b a s e d o n t h e n e e d s , i n t e r e s t , p u r p o s e s a n d a b i l i t i e s o f t h e l e a r n e r s .

A n e w r e s p e c t f o r t h e c h i l d i s f u n d a m e n t a l .

A n e w f r e e d o m o f a c t i o n i s p r o v i d e d .

T h e w h o l e a c t i v i t y i s d i v i d e d i n t o u n i t s o f w o r k .

T h e r e c o g n i t i o n o f t h e n e e d f o r u s i n g a n d e x p l o r i n g m a n y m e d i a f o r s e l f

– d i s c o v e r y a n d s e l f – d i r e c t i o n i s e m b r a c e d .

S u b j e c t – c e n t e r e d a p p r o a c h , i t p r e s c r i b e s d i f f e r e n t a n d s e p a r a t e

s u b j e c t s i n t o o n e b r o a d f i e l d c o n s i d e r a t i o n s o f t h i s a p p r o a c h a r e o n t h e

s a m e p a g e .

A c t i v i t y 3 - T e r t i a r y E d u c a t i o n C u r r i c u l u m

B o r r o w a s y l l a b u s f r o m a n y o f y o u r t e a c h e r s .

W h a t e l e m e n t s o f a c u r r i c u l u m d o y o u f i n d i n t h e s y l l a b u s ?

C o p y a t l e a s t 2 e x a m p l e s o f e a c h e l e m e n t .

C a n y o u i d e n t i f y ? W h a t c u r r i c u l u m d e s i g n o r d e s i g n s y o u r t e a c h e r

i s u s i n g ? I d e n t i f y a n d g i v e e x p l a n a t i o n t o t h e d e s i g n y o u h a v e

i d e n t i f i e d .

A N S W E R :

T e r t i a r y p r o v i d e g e n e r a l e d u c a t i o n p r o g r a m s w h i c h w i l l p r o m o t e

n a t i o n a l i d e n t i t y , c u l t u r a l c o n s c i o u s n e s s , m o r a l i n t e g r i t y a n d s p i r i t u a l

v i g o r , t r a i n t h e n a t i o n ’ s m a n p o w e r i n t h e s k i l l s r e q u i r e d f o r n a t i o n a l

d e v e l o p m e n t ; a n d a d v a n c e k n o w l e d g e t h r o u g h r e s e a r c h a n d a p p l y n e w

k n o w l e d g e f o r i m p r o v i n g t h e q u a l i t y o f h u m a n l i f e a n d r e s p o n d

e f f e c t i v e l y t o c h a n g i n g s o c i e t y .

P r o v i d e g e n e r a l e d u c a t i o n p r o g r a m s w h i c h w i l l p r o m o t e n a t i o n a l

i d e n t i t y , D e v e l o p t h e p r o f e s s i o n s t h a t w i l l p r o v i d e l e a d e r s h i p f o r t h e

n a t i o n ; A d v a n c e k n o w l e d g e t h r o u g h r e s e a r c h a n d a p p l y n e w k n o w l e d g e

f o r i m p r o v i n g t h e q u a l i t y o f h u m a n l i f e a n d r e s p o n d e f f e c t i v e l y t o

c h a n g i n g s o c i e t y .

A s y l l a b u s l e t s s t u d e n t s k n o w w h a t t h e c o u r s e i s a b o u t , w h y t h e c o u r s e

i s t a u g h t , w h e r e i t i s g o i n g , a n d w h a t w i l l b e r e q u i r e d f o r t h e m t o b e

s u c c e s s f u l i n t h e c o u r s e .

T h e w e l l - d e s i g n e d s y l l a b u s p r o v i d e s a s o l i d b e g i n n i n g t o t h e s e m e s t e r ,

s e t s t h e t o n e f o r t h e c o u r s e , p r o v i d e s a c o n c e p t u a l f r a m e w o r k f o r t h e

c o u r s e , s e r v e s a s a “ v i r t u a l h a n d s h a k e ” b e t w e e n t h e i n s t r u c t o r a n d

s t u d e n t s , a n d b e c o m e s a r e s o u r c e t h a t i s r e f e r r e d t o o v e r t h e c o u r s e o f

t h e s e m e s t e r .

E L E M E N T S O F C U R R I C U L U M :

1 . O r g a n i z a t i o n o f t h e e x p e r i e n c e s

2 . E v a l u a t i o n o f t h e e x p e r i e n c e s

I n o r d e r t o i m p l e m e n t t h i s m o d e l i n t o s c h o o l s w e m u s t f i r s t

u n d e r s t a n d w h a t w e a s a s c h o o l w a n t o u r s t u d e n t s t o l e a r n i n o r d e r t o

b e p r o d u c t i v e c i t i z e n s i n s o c i e t y a n d h o w w e p l a n o n t e a c h i n g t h e

s t u d e n t s t o b e s u c c e s s f u l . O b j e c t i v e s w o u l d h a v e t o b e d e s i g n e d b a s e d

o n t h i s i n f o r m a t i o n a n d t h e o u t c o m e w e a r e a i m i n g t o o b t a i n . A f t e r t h e

o b j e c t i v e s h a v e b e e n c r e a t e d , s c h o o l s w o u l d t h e m b r a i n s t o r m o n h o w

t h e y w i l l t e a c h t h e o b j e c t i v e s t o t h e s t u d e n t s , w h i c h m a n y l e a r n a n d

d e v e l o p d i f f e r e n t l y t h a n o t h e r s . W e w o u l d t h e n n e e d t o d e s i g n a n

a s s e s s m e n t t o e v a l u a t e t h e e f f e c t i v e n e s s o f t h e o b j e c t i v e s a n d h o w

e f f e c t i v e t h i s m o d e l w o r k f o r t h e s c h o o l .

I m p l i c a t i o n s f o r H i g h e r E d u c a t i o n

T h e l e c t u r e r m a y a d o p t a m i x e d m o d e o f d e l i v e r y s u i t e d t o p r o b i n g

t h e l e a r n e r t o e n s u r e t h a t t h e l e a r n i n g p r o c e s s m a i n t a i n s p a c e . T h e r e

m a y b e t i m e s w h e r e t h e l e a r n e r r e q u i r e s t h e l e c t u r e r t o t a k e a m o r e

s u p p o r t i v e c o a c h i n g r o l e t o h e l p m a k e s e n s e o f a g i v e n s i t u a t i o n . O t h e r

i n s t a n c e s m a y i n v o l v e t h e l e c t u r e r a d o p t i n g t h e r o l e o f o b s e r v e r t o

e n s u r e t h e l e a r n i n g p r o c e s s r e m a i n s o n t h e c o r r e c t p a t h . E - l e a r n i n g a n d

d i s t a n c e l e a r n i n g c a n t a k e a d v a n t a g e o f t h e s t u d e n t ’ s i n d e p e n d e n t r o l e

w i t h i n t h i s m o d e l . G r o u p s w h o w o r k o n p r o j e c t s a l s o a d o p t r o l e s o f

i n v e s t i g a t o r s o r e x p l o r e r s , w h e r e o v e r t i n s t r u c t i o n f r o m t h e l e c t u r e r i s

n o t r e q u i r e d .

B . F U R T H E R A C T I O N .

A . C a r l R o g e r s

T h e p e r s o n - c e n t e r e d a p p r o a c h , h i s o w n u n i q u e a p p r o a c h t o

u n d e r s t a n d i n g p e r s o n a l i t y a n d h u m a n r e l a t i o n s h i p s , f o u n d w i d e

a p p l i c a t i o n i n v a r i o u s d o m a i n s s u c h a s p s y c h o t h e r a p y a n d c o u n s e l i n g

( c l i e n t - c e n t e r e d t h e r a p y ) , e d u c a t i o n ( s t u d e n t - c e n t e r e d l e a r n i n g ) ,

o r g a n i z a t i o n s , a n d o t h e r g r o u p s e t t i n g s . F o r h i s p r o f e s s i o n a l w o r k h e

w a s b e s t o w e d t h e A w a r d f o r D i s t i n g u i s h e d P r o f e s s i o n a l C o n t r i b u t i o n s t o

P s y c h o l o g y b y t h e A P A i n 1 9 7 2 . T o w a r d s t h e e n d o f h i s l i f e C a r l R o g e r s

w a s n o m i n a t e d f o r t h e N o b e l P e a c e P r i z e f o r h i s w o r k w i t h n a t i o n a l

i n t e r g r o u p c o n f l i c t i n S o u t h A f r i c a a n d N o r t h e r n I r e l a n d . I n a n e m p i r i c a l

s t u d y b y H a g g b l o o m e t a l . ( 2 0 0 2 ) u s i n g s i x c r i t e r i a s u c h a s c i t a t i o n s a n d

r e c o g n i t i o n , R o g e r s w a s f o u n d t o b e t h e s i x t h m o s t e m i n e n t p s y c h o l o g i s t

o f t h e 2 0 t h c e n t u r y a n d s e c o n d , a m o n g c l i n i c i a n s , o n l y t o S i g m u n d

F r e u d .

B . A b r a h a m M a s l o w

M a s l o w ’ s m o s t n o t a b l e w o r k i s a s s o c i a t e d w i t h h i s t h e o r y o n a

h i e r a r c h y o f ' b a s i c

n e e d s ' a n d h i s r e s e a r c h o n m o t i v a t i o n . T h i s d e v e l o p e d o u t o f r e s e a r c h

w h e r e h e

i d e n t i f i e d t h a t s o m e n e e d s t a k e p r e c e d e n c e o v e r o t h e r s .

C . H e n r y M o r i s s o n

H e s t u d i e d t h e p r o b l e m s w i t h e d u c a t i o n a n d d e s i g n e d t h e o r i e s f o r

a p p r o a c h i n g t h e s e p r o b l e m s . H e b e l i e v e d t h a t t h e s t u d e n t l e a r n e d b e s t

b y a d a p t i n g o r r e s p o n d i n g t o a s i t u a t i o n . M o r r i s o n c o n f i g u r e d t h e

s e c o n d a r y c u r r i c u l u m i n t o f i v e t y p e s : s c i e n c e , a p p r e c i a t i o n , p r a c t i c a l

a r t s , l a n g u a g e a r t s , a n d p u r e - p r a c t i c e . H e a l s o i d e n t i f i e d a f i v e s t e p

i n s t r u c t i o n a l p a t t e r n : p r e t e s t , t e a c h i n g , t e s t i n g t h e r e s u l t s o f

i n s t r u c t i o n , c h a n g i n g t h e i n s t r u c t i o n p r o c e d u r e , a n d t e a c h i n g a n d

t e s t i n g a g a i n u n t i l t h e u n i t i s m a s t e r e d b y t h e s t u d e n t . M o r r i s o n ’ s

l a n d m a r k p u b l i c a t i o n w a s t h e T h e P r a c t i c e o f T e a c h i n g i n S e c o n d a r y

S c h o o l s .

D . J o h n D e w e y

J o h n D e w e y ( 1 8 5 9 – 1 9 5 2 ) D e w e y w a s a m e m b e r o f t h e f u n c t i o n a l i s t

m o v e m e n t a n d r e j e c t e d t h e b e h a v i o u r i s t m o d e l o f s t i m u l u s r e s p o n s e . H e

w a s i n t e r e s t e d i n a r e a s s u c h a s e d u c a t i o n f o r d e m o c r a c y a n d t h e r o l e o f

r e f l e c t i o n w i t h i n t h e e d u c a t i o n a l p r o c e s s . H e b e l i e v e d h u m a n

i n t e r a c t i o n w i t h t h e w o r l d c o n t r i b u t e d t o l e a r n i n g a s p a r t o f a s e l f -

g u i d e d d i s c o v e r y

E . F r i e d r i c k F r o e b e l

F r ö b e l ’ s i d e a o f t h e k i n d e r g a r t e n f o u n d a p p e a l , b u t i t s s p r e a d i n

G e r m a n y w a s t h w a r t e d b y t h e P r u s s i a n g o v e r n m e n t , w h o s e e d u c a t i o n

m i n i s t r y b a n n e d i t o n 7 A u g u s t 1 8 5 1 a s “ a t h e i s t i c a n d d e m a g o g i c ” f o r i t s

a l l e g e d “ d e s t r u c t i v e t e n d e n c i e s i n t h e a r e a s o f r e l i g i o n a n d p o l i t i c s ” .

O t h e r s t a t e s f o l l o w e d s u i t . T h e r e a s o n f o r t h e b a n , h o w e v e r , s e e m s t o

h a v e b e e n a c o n f u s i o n o f n a m e s . F r ö b e l ’ s n e p h e w K a r l F r ö b e l h a d

w r i t t e n a n d p u b l i s h e d W e i b l i c h e H o c h s c h u l e n u n d K i n d e r g ä r t e n ( “ F e m a l e

C o l l e g e s a n d K i n d e r g a r t e n s ” ) , w h i c h a p p a r e n t l y m e t w i t h s o m e

d i s a p p r o v a l . T o q u o t e K a r l A u g u s t V a r n h a g e n v o n E n s e , “ T h e s t u p i d

m i n i s t e r v o n R a u m e r h a s d e c r e e d a b a n o n k i n d e r g a r t e n s , b a s i n g h i m s e l f

o n a b o o k b y K a r l F r ö b e l . H e i s c o n f u s i n g F r i e d r i c h a n d K a r l F r ö b e l . ”

I m p l i c a t i o n s f o r H i g h e r E d u c a t i o n

T h e l e c t u r e r m a y a d o p t a m i x e d m o d e o f d e l i v e r y s u i t e d t o p r o b i n g

t h e l e a r n e r t o

E n s u r e t h a t t h e l e a r n i n g p r o c e s s m a i n t a i n s p a c e . T h e r e m a y b e t i m e s

w h e r e t h e l e a r n e r

R e q u i r e s t h e l e c t u r e r t o t a k e a m o r e s u p p o r t i v e c o a c h i n g r o l e t o h e l p

m a k e s e n s e o f a

G i v e n s i t u a t i o n . O t h e r i n s t a n c e s m a y i n v o l v e t h e l e c t u r e r a d o p t i n g t h e

r o l e o f o b s e r v e r

T o e n s u r e t h e l e a r n i n g p r o c e s s r e m a i n s o n t h e c o r r e c t p a t h . E - l e a r n i n g

a n d d i s t a n c e

L e a r n i n g c a n t a k e a d v a n t a g e o f t h e s t u d e n t ’ s i n d e p e n d e n t r o l e w i t h i n

t h i s m o d e l .

G r o u p s w h o w o r k o n p r o j e c t s a l s o a d o p t r o l e s o f i n v e s t i g a t o r s o r

e x p l o r e r s , w h e r e

o v e r t i n s t r u c t i o n f r o m t h e l e c t u r e r i s n o t r e q u i r e d .

S e l f C h e c k

A . 1 . B

2 . C

3 . A

4 . E

5 . D

B .

1 . H e n r y M o r r i s o n

2 . A b r a h a m M a s l o w

3 . F a u n c e a n d B o s s i n g

4 . H e r b e r t S p e n c e r

5 . C a r l R o g e r s

T a k e A c t i o n

A c t i v i t y 1 - I d e n t i f y w h a t c u r r i c u l u m d e s i g n i s b e i n g u s e d i n y o u r s c h o o l .

M a k e a s h o r t D e s c r i p t i o n t o c l a r i f y y o u r a n s w e r .

S u b j e c t - C e n t e r e d C u r r i c u l u m

T h e s u b j e c t - c e n t e r e d c u r r i c u l u m c a n b e f o c u s e d o n t r a d i t i o n a l

a r e a s i n t h e t r a d i t i o n a l d i s c i p l i n e s i n t e r d i s c i p l i n a r y t o p i c s t h a t t o u c h o n

a w i d e v a r i e t y o f f i e l d s o n p r o c e s s e s s u c h a s p r o b l e m s o l v i n g o n t h e g o a l

o f t e a c h i n g s t u d e n t s t o b e c r i t i c a l c o n s u m e r s o f i n f o r m a t i o n c a n a l s o b e

o r g a n i z e d a r o u n d a s u b j e c t c e n t e r b y f o c u s i n g o n c e r t a i n p r o c e s s e s ,

s t r a t e g i e s , o r l i f e - s k i l l s , s u c h a s p r o b l e m s o l v i n g , d e c i s i o n m a k i n g , o r

t e a m w o r k .

S t u d e n t s i n h i s t o r y s h o u l d l e a r n t h e s u b j e c t m a t t e r l i k e

h i s t o r i a n s , s t u d e n t s i n b i o l o g y s h o u l d l e a r n h o w b i o l o g i s t l e a r n , a n d s o

w i t h s t u d e n t s i n m a t h e m a t i c s s h o u l d l e a r n h o w m a t h e m a t i c i a n s l e a r n .

T h e d i s c i p l i n e d e s i g n m o d e l o f c u r r i c u l u m i s o f t e n u s e d i n c o l l e g e

D i s c i p l i n e b e c o m e s t h e d e g r e e p r o g r a m . E x a m p l e s o f S u b j e c t - c e n t e r e d

c u r r i c u l u m :

S u b j e c t D e s i g n T h e d r a w b a c k o f h i s d e s i g n i s t h a t s o m e t i m e s l e a r n i n g i s

s o c o m p a r t m e n t a l i z e d . I t s t r e s s e s s o m u c h t h e c o n t e n t t h a t i t f o r g e t s

a b o u t s t u d e n t s ’ n a t u r a l t e n d e n c i e s , i n t e r e s t a n d e x p e r i e n c e s .

D i s c i p l i n e D e s i g n

R e f e r s t o s p e c i f i c k n o w l e d g e a n d t h r o u g h a m e t h o d w h i c h t h e s c h o l a r s

u s e t o s t u d y a s p e c i f i c c o n t e n t o f t h e i r f i e l d s .

A c t i v i t y 2

B o r r o w a l e s s o n p l a n f o r a n e x p e r i e n c e d t e a c h e r .

S t u d y v e r y c l o s e l y a n d f i n d w h a t k i n d o f c u r r i c u l u m d e s i g n i s u s e d .

R E F L E C T

W h a t i s t h e i m p a c t o f c u r r i c u l u m d e s i g n i n t e a c h i n g a n d l e a r n i n g ?

W i l l t h e v a r i e d d e s i g n s m a k e a d i f f e r e n c e i n t h e w a y y o u t e a c h o r t h e

w a y y o u e a r n ? H o w ?

I t s s e r v e a s a g u i d e f o r l e a r n i n g a n d t e a c h i n g p r o c e s s , i t a l s o

s h o w s h o w t h e t e a c h i n g a n d l e a r n i n g p r o c e s s b e c o m e e f f e c t i v e . D e s i g n s

c a n b e “ o p t i m i z e d ” t o g i v e t h e b e s t p o s s i b l e o u t c o m e o n s o m e s i n g l e

v a r i a b l e . B u t t h i s i s a d e s i g n l u x u r y . I n c o m p l e x s i t u a t i o n s , i t m a y n o t b e

p o s s i b l e t o a r r i v e a t a n y d e s i g n t h a t d o e s b e t t e r t h a n m a r g i n a l l y s a t i s f y

a l l t h e s p e c i f i c a t i o n s . T h e b e s t p o s s i b l e d e s i g n m a y n o t f i t a n y o f t h e

s p e c i f i c a t i o n s w e l l , b u t a t t e m p t o n l y t o d i s t r i b u t e a d v a n t a g e s a n d

s h o r t c o m i n g s e q u i t a b l y a m o n g a l l o f t h e m .

T h i s i s d e s i g n a s a s t a n d a l o n e l e s s o n t o g i v e t r a i n e e t e a c h e r s a n

i n d i c a t i o n o f t h e w o r k t h a t c a n b e u n d e r t a k e n . I t m u s t b e s t r e s s e d t h a t

n o r m a l l y A r t & D e s i g n l e s s o n s w o u l d b e p l a n n e d a s a b l o c k o f s t u d y o r

s c h e m e o f w o r k i n o r d e r t o p r o m o t e a p r o g r e s s i o n i n k n o w l e d g e , s k i l l s

a n d u n d e r s t a n d i n g . T h e r e a r e i d e a s a t t h e e n d o f t h i s p l a n , a s t o h o w

t h i s l e s s o n m i g h t b e i n c o r p o r a t e d i n t o a c o h e r e n t s c h e m e o f w o r k .

S E L F - C H E C K

A n s w e r :

1 . I n t e g r a t i o n

2 . A r t i c u l a t i o n

3 . C o n t i n u i t y

4 . S e q u e n c e

5 . S c o p e

A c t i v i t y 1 - F e a t u r e s o f t h e C u r r i c u l u m

D i s c u s s 2 f e a t u r e s o f t h e c u r r i c u l u m a n d r e l a t e i t t o 2 a p p r o a c h e s

c u r r i c u l u m d e s i g n . H o w a r e t h e y s i m i l a r ? H o w t h e y a r e d i f f e r e n t ?

A c t i v i t y 2 - A p p r o a c h e s t o c u r r i c u l u m D e s i g n

1 . G r o u p A

2 . G r o u p B

3 . G r o u p C

4 G r o u p s D

I S S U E :

“ I n t h e l i g h t o f t h e c u r r e n t g l o b a l s i t u a t i o n , t h e c h i l d - c e n t e r e d a p p r o a c h

h a s a g r e a t e r e d g e o v e r t h e s u b j e c t c e n t e r e d a p p r o a c h ”

W h e n t e a c h e r s a r e a s k e d t o d e v e l o p a c u r r i c u l u m , p a r t o f t h e

r e q u i r e m e n t i s t o f o r m a l i z e t h a t u n d e r t a k i n g b y w r i t i n g i t i n t h e f o r m o f

a c u r r i c u l u m d o c u m e n t . T h e f o r m a t o f t h a t d o c u m e n t i s a l m o s t

i n v a r i a b l y a s t a t e m e n t o f t h e o b j e c t i v e s , c o n t e n t , m e t h o d , a n d

a s s e s s m e n t i n t h a t o r d e r . S u c h a p r e s e n t a t i o n m a y p r e d i s p o s e t e a c h e r s

t o a d o p t t h i s f o r m a t a s a m o d e l f o r c u r r i c u l u m d e v e l o p m e n t , a n d

t h e r e b y u s e a n o b j e c t i v e s m o d e l i n t h e d e v e l o p m e n t s t a g e . T h e r e w o u l d

c e r t a i n l y b e f e w , i f a n y , c u r r i c u l u m d o c u m e n t s w h e r e t h e o b j e c t i v e s a r e

p r e s e n t e d a t t h e e n d , e v e n t h o u g h t h i s s e q u e n c e m i g h t b e a r e f l e c t i o n

o f h o w t h e c u r r i c u l u m w a s d e v e l o p e d . S o t h e o b v i o u s l o g i c i n

p r e s e n t a t i o n n e e d n o t p a r a l l e l t h e m e t h o d o f d e v e l o p m e n t .

O n e o f t h e a d v a n t a g e s o f t h e t r a d i t i o n a l a p p r o a c h i s t h a t s t u d e n t s

l i k e i t : t h e y ' r e u s e d t o i t a n d i t f i t s t h e i r i d e a o f w h a t s c h o o l s h o u l d

b e . L e a r n i n g d i s c r e t e s k i l l s i n a s t e p - b y - s t e p f a s h i o n l e n d s i t s e l f t o

t r a d i t i o n a l t e s t i n g .

T e s t s c o r e s c a n b e e a s i l y q u a n t i f i e d a n d e x p l a i n e d t o f u n d e r s a s p r o g r a m

o u t p u t s .

P r o g r a m a d m i n i s t r a t o r s c a n u s e t h e r e s u l t s o f t r a d i t i o n a l t e s t s t o j u s t i f y

t h e i r p r o g r a m s ' a c h i e v e m e n t s .

S t u d e n t s , t u t o r s a n d t e a c h e r s c a n p o i n t t o q u a n t i f i a b l e p r o g r e s s , a n d

t h a t i s c e r t a i n l y m o t i v a t i n g .

T r a d i t i o n a l c u r r i c u l u m a l s o l e n d s i t s e l f w e l l t o m a s s p r o d u c t i o n :

p u b l i s h e r s c a n p r o d u c e w o r k b o o k s t h a t b r e a k d o w n r e a d i n g o r m a t h i n t o

s u b s k i l l s a n d p r o c e s s e s , w h i c h s t u d e n t s a n d t e a c h e r s c a n e a s i l y

n a v i g a t e .

T h e t r a d i t i o n a l a p p r o a c h i s e f f i c i e n t i n a f i e l d i n w h i c h r e s o u r c e s f o r

s t a f f d e v e l o p m e n t a r e s c a n t .

W h i l e t e a c h e r s c a n c r e a t e t h e i r o w n m a t e r i a l s u s i n g a t r a d i t i o n a l i s t

a p p r o a c h , t h e y c a n a l s o d r a w u p o n c o m m e r c i a l l y o r l o c a l l y d e v e l o p e d

m a t e r i a l s a n d m e t h o d s .

V o l u n t e e r t u t o r s a n d a d u l t b a s i c e d u c a t i o n t e a c h e r s w i t h o u t m u c h

t r a i n i n g o r t i m e c a n e a s i l y t e a c h f r o m a n e x i s t i n g c u r r i c u l u m . T h e

t r a d i t i o n a l a p p r o a c h i s a l s o a c c e s s i b l e .

C o m m e r c i a l l y p r o d u c e d t r a d i t i o n a l c u r r i c u l a a n d m a t e r i a l s , v i a w o r k b o o k

o r c o m p u t e r , a r e w i d e l y a v a i l a b l e t o l e a r n e r s w h o a r e i n t e r e s t e d i n

s t u d y i n g o n t h e i r o w n .

T h e y d o n ' t h a v e t o w a i t f o r a c l a s s t o s t a r t o r f i t i t i n t o t h e i r s c h e d u l e s ,

e s p e c i a l l y i n c a s e o f a d u l t l e a r n e r s .

R E F L E C T

R e f l e c t o n t h e c o m m o n s t a t e m e n t s l i s t e d b e l o w .

S t a t e m e n t 1 - S c h o o l s t h a t a d h e r e t o t h e s u b j e c t - c e n t e r e d a p p r o a c h

m a k e o u t o f t h e c h i l d r e n .

I a g r e e t o t h a t s t a t e m e n t , b e c a u s e b a s e d o n w h a t I ’ v e r e a d a b o u t t h e

s u b j e c t - c e n t e r e d a p p r o a c h i s a k i n d o f s t r a t e g y t h a t m o s t o f t h e

t h o u g h t s o f t h e t e a c h e r s c a m e f r o m t h e b o o k , t h i s d e s i g n c o r r e s p o n d s

m o s t l y t o t h e t e x t b o o k . M o s t o f t h e s c h o o l u s i n g t h i s k i n d o f s t r u c t u r e

a i m s f o r e x c e l l e n c e i n t h e s u b j e c t m a t t e r c o n t e n t . B u t c o m e t o t h i n k o f

i t , c h i l d r e n a r e a l s o h u m a n b e i n g s ; t h e y h a v e f e e l i n g s & e m o t i o n s t o o .

Y e s , t h e y a r e r i g h t i n s o m e w a y s , t h a t t h e y w a n t t h e c h i l d r e n t o l e a r n

b u t n o t i n t h a t k i n d o f w a y . Y o u m u s t t e a c h t h e m w i t h l o v e f o r t h e m t o

b e m o t i v a t e d t o l e a r n o n t h e m s e l v e s . L e a r n e r s a r e n o t p a s s i v e

i n d i v i d u a l s b u t o n e w h o e n g a g e s w i t h h i s / h e r e n v i r o n m e n t

S t a t e m e n t 2 - I n s c h o o l w h i c h e m b r a c e s t h e c h i l d - c e n t e r e d a p p r o a c h ,

d i s c i p l i n e i s w e a k .

I t h i n k t h i s s t a t e m e n t i s n o t t r u e , t h e y o n l y m i s i n t e r p r e t t h e

d e s i g n . I n m y o w n o p i n i o n t h i s d e s i g n i s a g r e a t t y p e o f l e a r n i n g b e c a u s e

i t a c t i v e l y c r e a t e s ; c o n s t r u c t m e a n i n g s & u n d e r s t a n d i n g a s v i e w e d b y

t h e c o n s t r u c t i v i s t . C h i l d - c e n t e r e d d e s i g n s e t a a n i n t e r a c t i o n b e t w e e n

t h e t e a c h e r s , t h e e n v i r o n m e n t & t h e s t u d e n t s .

S t a t e m e n t 3 - W h y s h o u l d l e s s o n s r e s o l v e a r o u n d p r o b l e m s ? T h e r e a r e

t o o m a n y t o b e s o l v e d

I n m y o w n o p i n i o n a s a f u t u r e t e a c h e r , y o u h a v e t o m a k e t h e

l e s s o n r e s o l v e d a r o u n d a c e r t a i n p r o b l e m . U s i n g t h i s , w e c a n b u i l d

c r e a t i v e a n d c r i t i c a l t h i n k i n g i n s i d e t h e s t u d e n t s ' m i n d . T h e y c a n u s e i t

t o a n a l y z e p r o b l e m s s o t h a t t h e y w i l l b e d e v e l o p e d a s t h e y e a r s g o b y .

T h r o u g h t h i s t h e y w i l l b e c o n s i d e r e d a s c o m p e t i t i v e m e m b e r s o f o u r

s o c i e t y .

i t m o r e r e l e v a n t t o t h e s t u d e n t s i f t h e l e s s o n r e v o l v e d a r o u n d t h e

p r o b l e m , i t s t i m u l a t e s e v e r y s t u d e n t s l i n e o f c o m p r e h e n s i o n i n t h e r e a l

w o r l d , n o t i n f i c t i o n s t o m o t i v a t e t h e m t o b e m a t u r e , r e s p o n s i b l e a n d

m a k i n g t h e m a s o n e o f t h e p e o p l e t h a t a r e c o n c e r n t o w h a t i s r e a l l y

h a p p e n i n g i n t h e s o c i e t y a n d a b l e t h e m b e p a r t o f t h e s o l u t i o n .

S E L F - C H E C K

I d e n t i f y w h a t k i n d o f a p p r o a c h i s u t i l i z e d i n t h e f o l l o w i n g d e s c r i p t i o n s .

1 . A c t i v i t i e s a r e c h o s e n b a s e d o n t h e d e v e l o p m e n t g r o w t h o f t h e

l e a r n e r s . H U M A N I S T I C A P P R O A C

2 . T h e t e a c h e r s f o c u s i s t h a t a l l c h i l d r e n g e t p e r f e c t i n t h e t e s t .

S Y S T E M A P P R O A C H

3 . T e a c h e r e x c u s e s t h e l e a r n e r f r o m t h e t e s t b e c a u s e a t y p h o o n h i t t h e i r

a r e a . M A N A G E R I A L A P P R O A C H

4 . T h e t e a c h e r e x t e n d s c l a s s u p t o 1 : 0 0 o ’ c l o c k i n t h e a f t e r n o o n b e c a u s e

t h e y h a v e n o t u n d e r s t o o d t h e l e s s o n y e t . H U M A N I S T I C A P P R O A C H

5 . C h i l d r e n a r e n o t a l l o w e d t o d o a c t i v i t i e s t h a t t h e y l i k e m o s t d u r i n g

t h e i r v a c a n t p e r i o d . H U M A N I S T I C A P P R O A C H

7 . N o c h i l d i s l e f t b e h i n d i n r e a d i n g , w r i t i n g a n d a r i t h m e t i c . H U M A N I S T I C

A P P R O A C H

8 . S c h o o l m e a n s “ s u r v i v a l o f t h e f i t t e s t ” . S Y S T E M A P P R O C H

9 . L e a r n i n g i s m e a s u r e d i n t e r m s o f l e a r n e r ’ s a b i l i t y t o s o l v e d i l e m m a .

B E H A V I O R A L A P P R O A C H

1 0 . O n l y t h e b e s t c a n s u c c e e d . B E H A V I O R A L A P P R O A C H

MODULE IIIImplementing the Curriculum

Lesson 1: The Roles of Stakeholders in Curriculum Implementation

1. THE ROLES OF STAKEHOLDERS IN CURRICULUM IMPLEMENTATION

Learners

the very reason a curriculum is developed

the ones who are directly influenced by it

make or unmake the curriculum by their active and direct involvement

the primary stakeholders in the curriculum

Since 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, aspirations and

personal goals are some of the factors that should be considered in the implementation of any

curriculum.

Teachers

the other side of the coin in the teaching learning process

his/her primary role is the planning and writing the curriculum a curriculum maker

he writes a curriculum daily through a lesson plan, a unit plan or a yearly plan

prepares activities for the students to do

addresses the goals, needs, interests of the learners by creating experiences where the

students can learn

designs, enriches and modifies the curriculum to suit learner’s characteristics

as a curriculum developer, they are part of textbook committees, faculty selection

boards, school evaluation committees or textbook writers themselves

Curriculum Managers and Administrators

supervise curriculum implementation, select and recruit new teachers, admit students,

procure equipment and materials needed for effective learning

plan for the improvement of school facilities and physical plants

have a great stake or concern about what kind of curriculum their schools offer and how

these are implemented

Parents

he best supporters of the school, especially because they are the ones paying for their

child’s education the power of parents to influence curricula to include instructional

materials and school activities is great, such that the success of the curricula would

depend on their support

How do parents shape the curriculum and why they are considered as stakeholders?

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

programs which is central to high quality educational experiences of the children.

2. The parent’s involvement extends from the confine of the school to the homes.

3. In most schools the Parent Association is organized.

Community Members

success in the implementation of the curriculum requires resources

the community members and materials in the existing local community can very well

substitute for what is needed to implement the curriculum

respected community members may be included in school boards some can become

resource speakers

they can provide local and indigenous knowledge in school curriculum

Other Stakeholders

Professional organizations have shown great influence in school curriculum

they are asked by curriculum specialists to contribute in curriculum review since they

have a voice in the 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 each profession, like teachers’ organization, lawyers’

organization, medical doctors’ association, engineers’ organization and many others. On the

other hand, since all schools in the country, are under the regulation of the government as

provided for in the Philippine Constitution, then the government has a great stake in curriculum

implementation.

The government is represented by the:

1. Department of Education (DepEd) for basic education curricula

2. Commission on Higher Education (CHED) for the tertiary and graduate education

3. The Professional Regulations Commission (PRC)

The DepEd and the CHED have mandatory and regulatory powers over the implementation of

any curricula. PRC has high stake in the school’s curricula because the graduates of the different

tertiary degrees must be certified as professionals. PRC 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.

2. 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 school's

administration's plan should be upheld. Anyway, the classes will be transferred to equally good

classrooms that would enhance learning. Because of the school's decision, the parents

threatened to pull out their children. If you are the principal of the school, how would you

handle the situation?

Reflection and Recommendation

(By Mrs. Erlinda C. Obispo, Retired Principal, Daet, Camarines Norte)

The administration has the right to pursue its decision of transferring classroom location

from one place to another especially when it is for the good of the school and of the learning

programs.

If I were the principal, I’ll call for a General PTA Assembly and explain fully the

advantages of transferring the classroom to another location. Let the members of the PTA

understand that the decision is for the good for their children.

I’ll not be bothered of the threats of the parents. They’re just making a test whether the

principal has the well to pursue the decision of transferring the classroom to another place. Why

give in? Show to them that you are doing your job for the interest of the pupils.

Lesson 2: The Roles of Technology in Delivering the Curriculum

LESSON PLAN

Subject : T.L.E (Computer)

Level : Grade 7

Class Size : 40 students

Duration : 1 period (1 hour)

Lesson : Address the teamwork and cooperation of the students

Topic : Basic Parts of Computer

Instructional Objective

At the end of the lesson, the students should be able to:

a. Identify the different components of a computer.

b. Recognize the proper cable plug connection.

c. Combine each part of the computer.

Instructional Media

LCD Monitor

Keyboard

System Unit

Mouse

Speaker

Slideshow Presentation (PowerPoint)

Projector

Laptop

Flash Cards & Pictures

Activities

1. Motivation

2. Teacher discusses the parts of the computer.

3. Teacher demonstrates how to assemble a set of computer.

4. The teacher will conduct an activity regarding the lesson.

5. Students try to assemble the computer.

6. The teacher will ask the students.

REFLECT:

1. How is the mastery approach better than the traditional one?

Answer: 1. The mastery approach of the curriculum is better than traditional method of

curriculum, because mastery approach is the outcome or end product of the Constructivism

learning theory in which it maintained that humans generate knowledge and meaning from

their self-activity and look forward on the mastery of the said activity as the end process of

learning; hence, mastery approach underscore the students activity by using the medium of

technology in their learning; while the traditional approach is the derivative of teacher-

centered approach of the curriculum in which the method of teaching is focused on the rote

learning and memorization and the teacher is the center of the curriculum.

2. The mastery approach appears time consuming and difficult. Do you believe practice and

experience can overcome these difficulties?

Answer: To develop the mastery of the learning activities through the use of technology

there are elements needed to be acquainted by the students, and these elements are

“Effort, Errors, Practice and Knowledge.“ The effort of the learners is their actualization of

their activity or other skilled learning models through the use of technology. And soon as

they continue to make or operate the said activity they will discover there errors and may

cause of wasting so much time and produce difficulty among the learners. Through the

guidance of the teacher, these errors can be corrected. The teacher should provide practice

and exercise to overcome the difficulties and minimize wasting of time. Practicing and

exercising the students’ activities results in knowledge acquisition of the learners.

3. How can technology help in enrichment activities?

Answer: How can technology help in enrichment activities?

Technology and internet help in enrichment learners’ activity through the following aspect:

· Technology through internet provides factual and related information

· Technology introduce new teaching methods

· Technology gives an opportunity to maximize learning

· Technology conceptualize the e-learning community

· Technology create an ample learning environment

· Technology maximize the learners’ output

· Technology means of innovative skills in learning

· Technology designed to meet learning excellency

4. Should the effective use of media be also assessed by the teacher? Why?

Answer: The effective use of technology and other media should be assessed by the

teacher because even of the emergence of high-technology gadgets in the surface of

education; there is no substitution of our very own HUMAN TEACHERS. Teachers have

feelings and emotions that could facilitate and stimulate learning. Teacher is the active

director of the scenery of the learning climax. Teacher guide and teach the learners with the

proper and advance techniques in manipulating and operating technology integrated in the

education of the modern man. Without the teacher there is no learning.

Lesson 3: Pilot Testing, Monitoring and Evaluating the Implementation of

the Curriculum

SCHOOL-BASED EVALUATION

Interviewee: Mrs. Erlinda Claro Obispo (Retired Principal, Daet, Camarines Norte)

1. What aspect of the curriculum have you conducted through a school-based evaluation?

Answer: We usually conduct school-based evaluation to find out the academic,

physical aspect and record keeping level of school.

Lesson Plan is checked whether the teachers follow the ELC.

2. Who conducted the evaluation in your school?

Answer: The Principal and Master Teachers usually conduct the evaluation.

3. What were the roles of each teacher who participated in the school-based evaluation?

Answer: The teacher who participated in the school-based evaluation was willing

enough to cooperate.

- They prepared their visual aids and arranged by subject areas

- They structured the rooms to make it conducive to learning

- Updated their records especially forms 1,2,48 and 137, class records

and lesson plans

- Surroundings were cleaned and gardens were planted

4. What were the results of the school-based evaluation?

Answer: After the evaluation, we found out the following:

a. The ELC was not followed by inspecting their LP’s

b. Some teachers don’t have activity cards/charts

c. Visual Aids were too minimal

d. Some teachers are still blind in the use of Literature Based

Approach

5. How were the results used in the improvement of the curriculum?

Answer: The results of the evaluations give an insight to the Principal and Master

Teachers that a seminar-training is needed in the following aspects:

a. How to use the ELC and explaining the importance of following it.

b. How to use the Literature Based Approach to teach reading effectively.

CURRICULUM ACCREDITATION: (Accredited Program)

Programs and Institutions Granted Accreditation Status (All Years: 1992-2012)as of December 31, 2012

Polytechnic University of the Philippines (PUP)Sta. Mesa, Manila

CAMPUS(ES)/PROGRAM(S) LEVEL (ACCREDITATION STATUS)

DURATION OF VALIDITY OF ACCREDITATION

STATUS

1) Arts and Social Science (English) Level III Re-accredited Mar. 16, 2008 - Mar. 15, 2012

2) Arts and Social Science (Filipinolohiya)

Level III Re-accredited Mar. 16, 2008 - Mar. 15, 2012

3) Broadcast Communication Level III Re-accredited Mar. 16, 2008 - Mar. 15, 2012

4) Journalism Level III Re-accredited Mar. 16, 2008 - Mar. 15, 2012

5) Social Science (Philosophy) Qualified for Level III July 16, 2009 –July 15, 2010

6) Library and Information Sciences Qualified for Level III July 16, 2009 –July 15, 2010

7) Nutrition and Dietetics Qualified for Level III July 16, 2009 –July 15, 2010

8) Food Technology Qualified for Level III July 16, 2009 –July 15, 2010

9) Graduate: Doctoral (Educational Mgt.)

Qualified for Level III July 16, 2009 –July 15, 2010

10) Graduate: Doctoral (DPA) Qualified for Level III July 16, 2009 –July 15, 2010

11) Business Administration (Banking and Finance)

Qualified for Level III Dec. 16, 2010 - Dec. 15, 2011

12) Business Administration (Economics)

Qualified for Level III Dec. 16, 2010 - Dec. 15, 2011

13) Social Science (Political Economy) Qualified for Level III Dec. 16, 2010 - Dec. 15, 2011

14) Social Science (Political Science) Qualified for Level III Dec. 16, 2010 - Dec. 15, 2011

15) Sociology Qualified for Level III Dec. 16, 2010 - Dec. 15, 2011

16) Business Administration (Advertising and Public Relations)

Qualified for Level III Sept. 1, 2012 – Aug. 31, 2013

17) Business Administration (Entrepreneurial Mgt.)

Qualified for Level III Sept. 1, 2012 – Aug. 31, 2013

18) Business Administration (Management major in Human Resource Development Mgt.)

Qualified for Level III Sept. 1, 2012 – Aug. 31, 2013

19) Graduate: Doctoral (DBA) Qualified for Level III Sept. 1, 2012 – Aug. 31, 2013

20) Graduate: Master’s (MBA) Assessment on-going to Qualify for Level III

November 2011 -October 2012

21) Graduate: Master’s (MBE) Assessment on-going to Qualify for Level III

November 2011 -October 2012

22) Graduate: Master’s (MPA) Assessment on-going to Qualify for Level III

November 2011 -October 2012

23) Graduate: Master’s (MEM) Assessment on-going to Qualify for Level III

November 2011 -October 2012

24) Graduate: Master’s (MAELT) Assessment on-going to Qualify for Level III

November 2011 -October 2012

25) Graduate: Master’s (MPES) Assessment on-going to Qualify for Level III

November 2011 -October 2012

26) Graduate: Master’s (M in Communication)

Assessment on-going to Qualify for Level III

November 2011 -October 2012

27) Graduate: Master’s (M in Psychology)

Assessment on-going to Qualify for Level III

November 2011 -October 2012

28) Graduate: Master’s (MA in Economics)

Assessment on-going to Qualify for Level III

November 2011 -October 2012

29) Information Technology Level II Re-accredited Nov. 16, 2007 - Nov. 15, 2011

30) Computer Science Level II Re-accredited Nov. 16, 2007 - Nov. 15, 2011

31) Cooperatives Level II Re-accredited July 16, 2009 - July 15, 2013

32) Science (Chemistry) Level II Re-accredited Nov. 16, 2012 –Nov.15, 2013

33) Business Administration (Marketing)

Level II Re-accredited Nov. 16, 2012 –Nov.15, 2013

34) Elementary Education Level II Re-accredited Nov. 16, 2012 –Nov.15, 2013

35) Arts and Social Science (History) Level II Re-accredited Nov. 16, 2012 –Nov.15, 2013

36) Office Administration Level II Re-accredited Nov. 16, 2012 –Nov.15, 2013

37) Civil Engineering Level II Re-accredited Nov. 16, 2012 –Nov.15, 2013

38) Computer Engineering Level II Re-accredited Nov. 16, 2012 –Nov.15, 2013

39) Electrical Engineering Level II Re-accredited Nov. 16, 2012 –Nov.15, 2013

40) Electronics and Communications Engineering

Level II Re-accredited Nov. 16, 2012 –Nov.15, 2013

41) Industrial Engineering Level II Re-accredited Nov. 16, 2012 –Nov.15, 2013

42) Mechanical Engineering Level II Re-accredited Nov. 16, 2012 –Nov.15, 2013

43) Accountancy Level I Accredited Nov. 16, 2012 –Nov.15, 2013

44) Architecture Level I Accredited Nov. 16, 2012 –Nov.15, 2013

45) Arts and Social Sciences (Indus. & Org. Psycho.)

Level I Accredited Nov. 16, 2012 –Nov.15, 2013

46) Arts and Social Science (Clinical Psychology)

Level I Accredited Nov. 16, 2012 –Nov.15, 2013

47) Science (Applied Statistics) Level I Accredited Nov. 16, 2012 –Nov.15, 2013

48) Science (Mathematics) Level I Accredited Nov. 16, 2012 –Nov.15, 2013

49) Hotel and Restaurant Management Level I Accredited Nov. 16, 2012 –Nov.15, 2013

50) Tourism Management Level I Accredited Nov. 16, 2012 –Nov.15, 2013

51) Transportation Management Level I Accredited Nov. 16, 2012 –Nov.15, 2013

52) Graduate: Master’s (Applied Statistics)

Level I Accredited Nov. 16, 2012 –Nov.15, 2013

53) Graduate: Master’s (Engineering Mgt.)

Level I Accredited Nov. 16, 2012 –Nov.15, 2013

54) Physical Education Candidate Nov. 16, 2012 –Nov.15, 2013

55) Public Administration and Governance

Candidate Dec. 16, 2010 - Dec. 15, 2012

56) Graduate: Master's (Filipino) Candidate Dec. 16, 2010 - Dec. 15, 2012

57) Graduate: Master's (Information Technology)

Candidate Dec. 16, 2010 - Dec. 15, 2012

58) Graduate: Master's (Library & Information Science)

Candidate Dec. 16, 2010 - Dec. 15, 2012

Accrediting Body:

AACCUP (Accrediting Agency of Chartered Colleges and Universities in the Philippines)

GRADUATION REQUIREMENTS

1. A candidate for graduation should file their application for graduation with the

University Registrar's Office at the start of their last semester.

2. A student shall be recommended for graduation when they have satisfied all academic

and other requirements prescribed by the University.

3. No student shall be allowed to graduate from the University unless they have earned

therein more than fifty percent (50%) of the academic units required in their curriculum.

4. A candidate for graduation should have their deficiencies made up and their record

cleared not later than two weeks before the end of their semester.

5. No student will be issued a diploma and a transcript of records unless they have been

cleared of all accountabilities.

Application for Graduation

1. Pay the Application for Graduation Fee to the Cashier;

2. Present your latest Registration Card, Curriculum Sheet with grades;

3. Go to West 116 (W-116) to get a copy of an Application Form;

4. Photocopy three (3) copies of the Application Form before filling it up;

5. Fill-up the Application Form legibly; and

6. Present the Application Form at W-116 window upon furnishing.

CLASS PROGRAM FOR 2ND SEMESTER S/Y 2013-2014

Subject Code

Subject Description Units Schedule Room

EDUC101Introduction to Curriculum Development 3

Mr. Francis Ryan Año C-301

PS210 Political Science 3Mr. Juan Paolo

Rubio B-211HK110 Heograpiya at Kasaysayan ng Pilipinas 3 Mrs. Luisa Payo B-212

EDUC115 English Curriculum 3 Mrs. Ofelia Platon A-212

SCL311 Science Curriculum 3Mrs. Ana Ma. Gracia Genio C-306

EDUC102 Thesis writing 3 Dr. Clarita J. Ferrer A-207

MAT209 Fundamentals of Mathematics 3Mr. Nelson

Eusebio B-199EDUC103 Principles and Strategies of Teaching 3 Dr. Clarita J. Ferrer A-207

FIL309 Panitikan Sa Kontemporaryong Filipino 3Mrs. Perla De

Mesa C-303EDUC111 Field Study 4 1 Dr. Ofelia Platon A-212

TOTAL UNITS 28

OBSERVATION GUIDE

Figure 1 .1

PART I: OBSERVING INSTRUCTION: LESSONS1. What “hook” did the teacher use to begin the lesson and capture students’ interest? Was the hook effective?

2. Explain how the teacher makes lesson objectives clear to students.

3. Describe instructional strategies the teacher uses that you found effective.

4. Do all students participate in the lesson? On the seating chart, place an X on students called on to answer questions during the lesson.

5. Record a few questions the teacher asks students during the observed lesson, and provide examples of how the teacher responds to student answers.

6. Record how much response time the teacher gives students to answer a question: approximately

____ seconds.

7. Explain how the teacher gives directions to the class.

8. How does the teacher assess student learning during a lesson?

9. What success-building strategies does the teacher use?

10. On the chart showing room arrangement, sketch the teacher’s movement during the lesson.

11. How does the teacher close a lesson?

12. Describe the teacher’s use of resources.

Figure 1.2

PART II: OBSERVING INSTRUCTION: EFFECTIVE TEACHING PRACTICES1. Give examples of how the teacher praises and encourages students.

2. Observe and record some examples of how the teacher talks to the students and how the students talk to the teacher and to each other.

3. Give examples of feedback the teacher gives students.

4. How does the teacher respond to disruptive behavior?

5. How does the teacher demonstrate high expectations for student learning?

6. Identify the strategies the teacher uses to develop and promote positive relationships with students, among classmates, and with parents.

7. What strategies does the teacher use to develop students’ social skills?

8. Describe any problem-solving or decision-making skills students display.

10. Does the teacher regularly hold a class meeting? When and how is it conducted?

Figure 1.3

PART III: OBSERVING EVALUATION1. Describe the teacher’s grading scheme.

2. Does the teacher issue progress reports?

3. Do students have opportunities to impact their grades?

4. Does the teacher use the computer to record grades?

Figure 1.4

PART IV: OBSERVING REFLECTIVE TEACHING PRACTICES1. Does the teacher schedule reflection time?

2. How does the teacher reflect on classroom and student problems, situations, and experiences?

3. Does the teacher keep a journal?

4. Does the teacher videotape the class for self-evaluation?

5. Does the teacher have a mentor?

6. Does the teacher participate in school service activities, take college courses, or attend conferences?

CURRICULUM OBSERVATION: (Not Accredited Program)

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

RAGAY BRANCH

Name of Teacher: Mrs. Ana Ma. Gracia E. Genio Date: April 28 – May 03, 2014

COURSE: Bachelor in Office Administration

SUBJECT: Writing in the Discipline in English 1

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Different Kinds of Tests or Evaluation:

Long Quiz

Mid-Term Exam

Final Exam

Administrative Supports:

Class Records – Cover the Attendance, Quizzes, Recitation, Mid-Term Exam and Final

Exam.

Field Study With Pictures

Classroom Management:

Make-Up Class

On The Job Training

- Office of Sangguniaang Bayan and Ragay District Hospital (Registration Area)

REFLECT

1. Do you think there are advantages of doing a school-based evaluation of a curriculum?

Why?

Answer: Yes, School-based evaluation includes many aspects, but the most

important aspect is that students and classes are evaluated based on school standards

and school information -- not only statewide or nationwide information. Students are

not compared to students in other locations when school-based evaluation is used.

Because of national laws and regulations, school-based evaluation encompasses only a

percentage of the total evaluations used in schools.

Educator-oriented

School-based evaluations can be completely educator written and oriented. Unlike

standardized tests, which are researched and written by companies, teachers and staff

can actually create these school-based evaluations to more clearly show what students

have learned during a specific grading period or school year.

Special Circumstances Taken Into Account

When students take standardized or government tests, the test assumes that all schools

study the same material. While this should be true, the fact is that sometimes schools

do not get to cover a topic, or sometimes students aren't able to complete study in a

particular area. By assessing what has been accomplished in the curriculum, school-

based evaluations can be written to include only what has been studied. That way, the

scores will reflect what the students have actually learned, instead of what they were

supposed to be learning.

2. We often see in school brochures the word ACCREDITED attached to the name. What

benefits will the school derive if its curricular program is accredited?

Answer: Accreditation can offer several important benefits:

It puts a stamp of approval on graduates: graduating from an accredited institution

indicates that graduates are ready to practice at a certain level.

It provides educational programs with opportunities for self-definition and self-

reflection, and with feedback on program content and direction.

It affords the opportunity for continuous improvement of institutions and educational

programs.

Accreditation protects the interests of students, their parents, the academic institutions

themselves, and potential employers, by ensuring that the educational programs

offered have attained a level that meets or exceeds standards that were developed by

experts in the field. While accreditation does not ensure that every graduating student

will become a successful professional, it does guarantee that the student has

demonstrated a certain set of skills and abilities that are reflected in the accreditation

criteria. It is not a sufficient condition for professional success, but in most disciplines it

serves as a necessary condition.

3. Why is there a need to pilot test, monitoring and evaluate curricular programs?

Answer: In the implementation of the curriculum, there are processes needed

after it has been written and before it is accepted for final implementation. Pilot testing

or field try out is one of the common 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.

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 – Statement Column B – Answer1. A voluntary review of the curricular

program to determine its status in terms of several areas that include curriculum and instruction.

Accreditation

2. A formative evaluation of the curriculum during its implementation, to determine if there are things to be modified or corrected.

Curriculum Monitoring

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.

Taught Curriculum

4. The method of tryout that follows a research design to collect empirical data. Pilot Test

5. Curricular evaluation is initiated and directed by the school principal with the teachers in the school itself doing the evaluation.

School-Based Evaluation

6. The nationwide implementation of the Basic Education Curriculum or the BEC for a year is an example.

Written Curriculum

7. In accreditation, the complete list of subjects or courses to be taken.

Program of Studies

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.

Curriculum Evaluation

9. For the elementary level, the subjects include English, Mathematics, Science, Filipino and Makabayan.

Curriculum

10. The best indicator of curricular success. Stakeholder

MODULE IVAssessing the Curriculum

L E S S O N P L A N I N T E C H N O L O G Y A N D H O M E E C O N O M I C S I I IB Y : K I S H E L L E T I P O N O

I . O B J E C T I V E S :

A t t h e e n d o f t h e l e s s o n , s t u d e n t s a r e e x p e c t e d t o :

C l a s s i f y d i f f e r e n t b a k i n g t o o l s a n d e q u i p m e n t L i s t d o w n t h e u s e s o f b a k i n g t o o l s a n d e q u i p m e n t .

I I . S U B J E C T M A T T E R :

A r e a : H o m e E c o n o m i c s U n i t : C u l i n a r y A r t sC o n t e n t : B a k i n g a n d o t h e r k i t c h e n t o o l s a n d e q u i p m e n tR e f e r e n c e : H o m e E c o . I I I p a g e s 7 6 - 8 1I n s . M a t e r i a l s : T e x t b o o k a n d v i s u a l a i d s ( p i c t u r e s o f t o o l s a n d

e q u i p m e n t )V a l u e s I n t e g r a t i o n : P a t i e n c e , a p p r e c i a t i o n o f b a k i n g t o o l s a n d

e q u i p m e n t a n d t h e i r u s e s

I I I . P R O C E D U R E :

A . R o u t i n a r y A c t i v i t y

O p e n i n g P r a y e r C h e c k i n g o f a t t e n d a n c e M o t i v a t i o n

B . L e s s o n P r o p e r :

A . A c t i v i t y :

N a m e t h e f o l l o w i n g p i c t u r e s o f b a k i n g a n d o t h e r k i t c h e n t o o l s a n d e q u i p m e n t s h o w n o n t h e b o a r d u s i n g t h e c a r d w / n a m e o n i t .

A n a l y s i s :

h o w a r e b a k i n g t o o l s a n d e q u i p m e n t c l a s s i f i e d ? G i v e e x a m p l e o f m e a s u r i n g t o o l s a n d e q u i p m e n t E n u m e r a t e p r e p a r a t o r y t o o l s a n d u t e n s i l s , g i v e s i t s u s e s .

A b s t r a c t i o n :

W h a t o t h e r t o o l s a n d e q u i p m e n t a v a i l a b l e i n t h e l a b o r a t o r y a r e a ?

A p p l i c a t i o n :

E a c h s t u d e n t s w i l l p r e s e n t t o o l s a n d u t e n s i l s a n d g i v e i t s u s e .

I V . E V A L U A T I O N :

o T h e t e a c h e r w i l l g i v e a 2 0 i t e m q u i z a f t e r t h e d i s c u s s i o n .

I V . A S S I G N M E N T :

1 . C l a s s i f y t h e b a k i n g t o o l s a c c o r d i n g t o t h e i r u s e s .2 . H o w d o w e c l e a n t h e r a n g e , o v e n a n d m i x e r ?

R e f . H . E . I I I p a g e s 8 1 - 8

A C T I V I T Y 1

M A T C H I N G T H E I N T E N D E D , I M P L E M E N T E D A N D A C H I E V E D C U R R I C U L U M( B a s e d o n t h e L e s s o n P l a n p r e s e n t e d )

A . I N T E N D E D C U R R I C U L U M

B . I M P L E M E N T E D C U R R I C U L U M

C . A C H I E V E D C U R R I C U L U M

A t t h e e n d o f t h e l e s s o n , s t u d e n t s a r e e x p e c t e d t o :

C l a s s i f y t h e

T h e t e a c h e r w i l l s h o w p i c t u r e s o f b a k i n g t o o l s a n d e q u i p m e n t a n d t h e s t u d e n t s w i l l i d e n t i f y i t s

T h e t e a c h e r g i v e s a 2 0 i t e m s q u i z .

A f t e r d i s c u s s i o n , e a c h s t u d e n t s w i l l

d i f f e r e n t k i n d s o f b a k i n g t o o l s a n d e q u i p m e n t .

F a m i l i a r i z e t h e d i f f e r e n t u s e s o f b a k i n g t o o l s a n d e q u i p m e n t .

n a m e . b a k i n g t o o l s a n d e q u i p m e n t a n d e x p l a i n i t s u s e s i n f r o n t .

A N A L Y Z I N G T H E M A T R I X : ( B a s e d f r o m f i g u r e p r e s e n t e d )

A . D o e s A m a t c h w i t h B ?

Y E S , i n t e n d e d c u r r i c u l u m h a d m a t c h e d w i t h i t s i m p l e m e n t e d c u r r i c u l u m . T h e d i f f e r e n t a c t i v i t i e s g i v e n b y t h e t e a c h e r t o h e r s t u d e n t s h a d c o n t r i b u t e m u c h t o m a k e t h e o b j e c t i v e s p o s s i b l y b e a c h i e v e d .

B . D o e s B m a t c h w i t h C ?

Y E S , t h e i m p l e m e n t e d c u r r i c u l u m h a d m a t c h e d w i t h i t s a c h i e v e d c u r r i c u l u m . B e i n g a p o w e r f u l t o o l , t h e a c t i v i t i e s g i v e n b y t h e t e a c h e r g r e a t l y b r i n g a v e r y g o o d o u t c o m e t o t h e s t u d e n t s .

C . D o e s A m a t c h e d w i t h C ?

Y E S , i n t e n d e d c u r r i c u l u m h a d m a t c h e d w i t h i t s a c h i e v e d c u r r i c u l u m . B a s e d o n t h e e v a l u a t i o n m a d e b y t h e t e a c h e r , i t i s c l e a r l y s e e n t h a t t h e o b j e c t i v e s p r o v i d e d w a s a c h i e v e d .

ACTIVITY 2

O B J E C T I V E S

( I n t e n d e d )

A C T I V I T I E S

( I m p l e m e n t e d )

E V A L U A T I O N R E S U L T S ( A c h i e v e d )

1 . T o d e v e l o p h o w t o b e c o m e a n e f f e c t i v e t e a c h e r .

W e i n t e r v i e w e d p r o f e s s i o n a l t e a c h e r s o n h o w t o i m p r o v e o u r w a y s o f b e c o m i n g a n e f f e c t i v e p r o f e s s i o n a l t e a c h e r .

W e r o l e p l a y t h e q u a l i t i e s t h a t a n e f f e c t i v e p r o f e s s i o n a l t e a c h e r s h o u l d p o s s e s s .

2 . T o k n o w t h e i m p o r t a n c e o f t e a c h e r t o a s t u d e n t s .

W e w a t c h e d m o v i e e n t i t l e d , “ E v e r y c h i l d i s S p e c i a l . ”

W e m a d e a r e f l e c t i o n o f h o w i m p o r t a n t i t i s t o u n d e r s t a n d t h e s t u d e n t s b y t h e i r t e a c h e r s .

3 . T o k n o w t h e s t r a t e g i e s / t e c h n i q u e s o n b e c o m i n g a n e f f e c t i v e p r o f e s s i o n a l t e a c h e r .

W e i n t e r v i e w e d o u r C o l l e g e P r o f e s s o r s .

W e m a d e a l i s t o f t h e d i f f . s t r a t e g i e s / t e c h n i q u e s o n b e c o m i n g a n e f f e c t i v e p r o f e s s i o n a l t e a c h e r .

4 . T o b e a b l e t o k n o w t h e i m p o r t a n c e o f g o o d l e s s o n p l a n .

T h e t e a c h e r d i s c u s s e d t o t h e c l a s s a l l a b o u t l e s s o n p l a n a n d i t s i m p o r t a n c e .

S t u d e n t s w i l l c o n d u c t a d e m o t e a c h i n g a b o u t t h e l e s s o n p l a n t h e y h a v e m a d e .

5 . T o m a s t e r y o u r s p e c i a l i z a t i o n .

E n r o l l i n g / s t u d y i n g a l l a b o u t y o u r m a s t e r o f

s p e c i a l i z a t i o n .

M a k i n g a r e s e a r c h a b o u t y o u r f i e l d o f s t u d y .

R E F L E C T I O N :

1 . H o w w o u l d y o u d e s c r i b e a s c h o o l c u r r i c u l u m w h e r e t h e i n t e n d e d o u t c o m e s d o n o t m a t c h w i t h t h e i m p l e m e n t e d a c t i v i t i e s a n d w i t h t h e a c h i e v e d o u t c o m e s ?

A s c h o o l c u r r i c u l u m w h e r e t h e i n t e n d e d o u t c o m e s d o n o t m a t c h w i t h t h e i m p l e m e n t e d a c t i v i t i e s a n d w i t h t h e a c h i e v e d o u t c o m e s a r e l i k e a p u z z l e w i t h a m i s s i n g p a r t . W h y ? , b e c a u s e a p u z z l e n o m a t t e r h o w y o u t r y t o a s s e m b l e , s t i l l i t d o e s n ’ t m a k e s e n s e b e c a u s e s o m e o f i t s p a r t a r e m i s s i n g , j u s t l i k e a s c h o o l c u r r i c u l u m w e r e i t s t h r e e a s p e c t d o n o t m a t c h

f r o m o n e a n o t h e r . I n m a k i n g a c u r r i c u l u m , c e r t a i n f a c t o r s m u s t b e c o n s i d e r e d . I t m u s t b e w e l l p l a n n e d i n o r d e r t h a t t h e i n t e n d e d , i m p l e m e n t e d a n d a c h i e v e d c u r r i c u l u m w i l l b e a t t a i n e d .

2 . I n w r i t i n g y o u r l e s s o n p l a n , w o u l d y o u c o n s i d e r m a t c h i n g t h e i n t e n d e d , i m p l e m e n t e d a n d t h e a c h i e v e d c u r r i c u l a ? W h y ?

S i n c e i n t e n d e d , i m p l e m e n t e d a n d a c h i e v e d c u r r i c u l a a r e i n t e r r e l a t e d f r o m o n e a n o t h e r , i t i s v e r y i m p o r t a n t t h a t i t w i l l b e c o n s i d e r e d i n d o i n g a l e s s o n p l a n . F o r a m o r e e f f e c t i v e w a y o f t e a c h i n g , a l l t h e t h i n g s m u s t b e w e l l p l a n n e d , a n d i t w i l l s t a r t f r o m t h e l e s s o n p l a n . I n o r d e r f o r t h e s t u d e n t s t o u n d e r s t a n d t h e l e s s o n v e r y w e l l , a g o o d l e s s o n p l a n s h o u l d b e p r e s e n t e d , h a v i n g a c l e a r o b j e c t i v e s a n d t h e r i g h t k i n d o f a c t i v i t i e s t o b e g i v e n d e s i r e d o u t c o m e s w i l l p o s s i b l y b e a c h i e v e d .

S E L F C H E C K :

B e l o w a r e p h r a s e s / s t a t e m e n t s t h a t r e f e r e i t h e r t o t h e i n t e n d e d , i m p l e m e n t e d , o r t h e a c h i e v e d c u r r i c u l a . I d e n t i f y e a c h o n e o f t h e m .

I M P L E M E N T E D 1 . C h i l d r e n a r e g o i n g t o a f i e l d t r i p i n a z o o .A C H I E V E D 2 . D e t e r m i n i n g t h e l e v e l o f p e r f o r m a n c e i n a 5 0 i t e m u n i t t e s t .I N T E N D E D 3 . T o c o n s t r u c t m o d e l s t h a t w i l l r e p r e s e n t t h e m o l e c u l e s o f s u g a r .I M P L E M E N T E D 4 . A c t i n g o u t i n r o l e p l a y t h e r e s p o n s i b i l i t i e s o f b a r a n g a y o f f i c i a l s .A C H I E V E D 5 . A c c o m p l i s h e d c h e c k l i s t i n j u d g i n g t h e p r o j e c t m a d e .I N T E N D E D 6 . T o i d e n t i f y t h e c h a r t e r e d c i t i e s i n t h e P h i l i p p i n e s .A C H I E V E D 7 . T h e s c o r e s i n t h e t e s t s h o w t h a t m a j o r i t y o f t h e s t u d e n t s g o t 8 0 % c o r r e c t a n s w e r s .I M P L E M E N T E D 8 . R e a d i n g a l o u d t h e p o e m t o p r o n o u n c e c o r r e c t l y t h e v o w e l s o u n d . I N T E N D E D 9 . T o s o l v e w o r d p r o b l e m s t h a t r e q u i r e s t h e f o u r f u n d a m e n t a l o p e r a t i o n s .I M P L E M E N T E D 1 0 . C o l l e c t i n g s a m p l e o f r o c k s f o r c l o s e r i d e n t i f i c a t i o n a n d c l a s s i f i c a t i o n .

C U R R I C U L U M A N D I N S T R U C T I O N

C u r r i c u l u m i s t h e b a s i s o f w h a t k i n d o f i n s t r u c t i o n t o b e u s e d s u i t e d t o t h e s e t o f g o a l s a n d o b j e c t i v e . I t i s a l s o i n t e r e s t e d i n n e w t r e n d s i n t e a c h i n g a n d l e a r n i n g p r o c e s s . I t t r i e s t o f i n d a n s w e r s t o q u e s t i o n s s u c h a s " w h y t o t e a c h " , " w h a t t o t e a c h " , " h o w t o t e a c h " a n d " h o w t o e v a l u a t e " i n i n s t r u c t i o n a l p r o c e s s . T h e r e l a t i o n s h i p b e t w e e n c u r r i c u l u m a n d i n s t r u c t i o n i s o b v i o u s l y a v e r y c l o s e o n e . C u r r i c u l u m i s e s s e n t i a l l y a d e s i g n , o r r o a d m a p f o r l e a r n i n g , a n d a s s u c h f o c u s e s o n k n o w l e d g e a n d s k i l l s t h a t a r e j u d g e d i m p o r t a n t t o l e a r n . I n s t r u c t i o n i s t h e m e a n s b y w h i c h t h a t l e a r n i n g w i l l b e a c h i e v e d . T o m e e t t h e n e e d s o f t h e 2 1 s t c e n t u r y l e a r n e r a n d a c h i e v e t h e s t u d e n t o u t c o m e s d e s c r i b e d i n i t s F r a m e w o r k , t h e P a r t n e r s h i p c a l l s o n s c h o o l s .

C U R R I C U L U M A N D A S S E S M E N T

C u r r i c u l u m d e t e r m i n e s w h a t a s s e s s m e n t s h o u l d b e d o n e a n d h o w t o d o i t . I t s i m p l y m e a n s t h a t m e a s u r e m e n t u s e s d i r e c t o b s e r v a t i o n a n d r e c o r d i n g o f a s t u d e n t ' s p e r f o r m a n c e i n t h e l o c a l c u r r i c u l u m a s a b a s i s f o r g a t h e r i n g i n f o r m a t i o n t o m a k e i n s t r u c t i o n a l d e c i s i o n s . C u r r i c u l u m , s t a n d a r d s a n d a s s e s s m e n t j o i n t o g e t h e r t o h e l p y o u p r o v i d e t h e b e s t l e a r n i n g e x p e r i e n c e s f o r c h i l d r e n . P r a c t i t i o n e r s s h o u l d a s s e s s c h i l d r e n ’ s p r o g r e s s o n t h e c u r r i c u l u m c o n t e n t t h a t i s p r e s e n t e d t o c h i l d r e n . T h e i n f o r m a t i o n t e a c h e r s g a t h e r a b o u t c h i l d r e n ’ s p r o g r e s s h e l p s d e t e r m i n e h o w t o d e s i g n t h e c l a s s r o o m , t h e k i n d s o f e x p e r i e n c e s , a n d t h e c o n t e n t t h a t w i l l h e l p c h i l d r e n l e a r n n e w s k i l l s . R e g u l a r ( o r o n - g o i n g ) a s s e s s m e n t g i v e s y o u t h e i n f o r m a t i o n y o u n e e d f o r l e s s o n p l a n n i n g a n d h e l p s y o u c r e a t e s t i m u l a t i n g l e a r n i n g e n v i r o n m e n t s f o r c h i l d r e n .

CURRICULUM INSTRUCTION

CURRICULUM ASSESSMENT

I N S T R U C T I O N A N D A S S E S S M E N T

A s s e s s m e n t s m u s t b e c o n d u c t e d t o t e s t t h e e f f e c t i v e n e s s i f t h e i n s t r u c t i o n . T h e i n s t r u c t i o n a l r e s o u r c e s a v a i l a b l e t o a t e a c h e r i n f l u e n c e n o t o n l y t h e n a t u r e o f i n s t r u c t i o n b u t a l s o h o w e f f e c t i v e l y t h e e x p e c t a t i o n s o r l e a r n i n g . W h e n p l a n n i n g i n s t r u c t i o n , t e a c h e r s s h o u l d t a k e t h e i r o w n c h a r a c t e r i s t i c s a n d k n o w l e d g e i n t o a c c o u n t a l o n g w i t h t h e i r s t u d e n t s ’ c h a r a c t e r i s t i c s a n d t h e t i m e a n d r e s o u r c e s a v a i l a b l e o u t c o m e s c a n b e m e t . T h e t e r m r e s o u r c e s a r e u s e d h e r e i n i t s b r o a d e s t s e n s e t o i n c l u d e a v a i l a b l e s u p p l i e s , e q u i p m e n t , s p a c e , e d u c a t i o n a l a s s i s t a n t s ’ o r v o l u n t e e r s , t e x t b o o k s , a n d t i m e . E a c h o f t h e s e r e s o u r c e s i n f l u e n c e s t h e n a t u r e o f i n s t r u c t i o n a n d t h e r e f o r e t h e s t u d e n t a c h i e v e m e n t s t h a t c a n b e p u r s u e d . I n s t r u c t i o n a n d a s s e s s m e n t s h o u l d b e i n t e r t w i n e d t o p r o v i d e a s y s t e m t h a t s u p p o r t s a n d e n c o u r a g e s s t u d e n t ’ s p r o g r e s s . A s s e s s m e n t w i l l p r o v i d e t h e t e a c h e r o r c u r r i c u l u m m a k e r t h e v a l u e o f t h e i r w o r k . I t w i l l a l s o t e l l t h e g e n e r a l p u b l i c o f t h e q u a l i t y o r k i n d o f p r o d u c t t h a t r e s u l t e d f r o m a p r e r e q u i s i t e p r o c e s s w h i c h i s i n s t r u c t i o n . A s s e s s m e n t g i v e s t h e q u a n t i t a t i v e m e a s u r e o f t h e i n s t r u c t i o n .

T H E C O N S E Q U E N C E I F C U R R I C U L U M D O E S N O T R E L A T E T O I N S T R U C T I O N

W i t h o u t a c u r r i c u l u m c o m p o n e n t , t h e r e i s n o n e e d o f t h e t e a c h e r -d i r e c t e d i n s t r u c t i o n a n d t h e r e f o r e n o l e s s o n . D e c i d i n g w h i c h c u r r i c u l u m t a s k s h o u l d b e t a u g h t a n d w h i c h i n s t r u c t i o n a l a p p r o a c h t o u s e b e s t r e q u i r e s t h e u s e o f e v a l u a t i v e p r o c e d u r e . I t s h o u l d b e e m p h a s i z e d t h a t c u r r i c u l u m a n d i n s t r u c t i o n i n t e r l o c k w i t h e a c h o t h e r , t h u s w i t h o u t a c u r r i c u l u m p l a n , t h e r e c o u l d b e n o e f f e c t i v e i n s t r u c t i o n a n d w i t h o u t i n s t r u c t i o n , c u r r i c u l u m h a s v e r y l i t t l e m e a n i n g .

T H E C O N S E Q U E N C E I F I N S T R U C T I O N D O E S N O T R E L A T E T O A S S E S S M E N T

INSTRUCTION

ASSESSMENT

I f i n s t r u c t i o n a n d a s s e s s m e n t a r e n o t i n t e r t w i n e d , i t w i l l n o t p r o v i d e a s y s t e m t h a t s u p p o r t s a n d e n c o u r a g e m e n t o f t h e s t u d e n t s ’ p r o g r e s s . A s s e s s m e n t w i l l n o t p r o v i d e t h e t e a c h e r o r c u r r i c u l u m m a k e r t h e v a l u e o f t h e i r w o r k . I t w i l l n o t t e l l t h e g e n e r a l p u b l i c t h e q u a l i t y o r k i n d o f p r o d u c t t h a t r e s u l t s a p r e r e q u i s i t e p r o c e s s , w h i c h i s i n s t r u c t i o n . A s s e s s m e n t g i v e s t h e q u a l i t a t i v e m e a s u r e o f t h e i n s t r u c t i o n .

T H E C O N S E Q U E N C E I F A S S E S S M E N T D O E S N O T R E L A T E T O C U R R I C U L U M

L i k e i n s t r u c t i o n , c u r r i c u l u m i s a l s o r e l a t e d t o a s s e s s m e n t . I t i s i m p o r t a n t t o a s s e s s c h i l d r e n o n t h e i n f o r m a t i o n y o u a r e p r o v i d i n g t h r o u g h a s s e s s m e n t . A s a n e x a m p l e , a n a s s e s s m e n t o f c h i l d r e n ’ s w r i t i n g s k i l l s i s i n a p p r o p r i a t e i f t h e r e a r e n o w r i t i n g i m p l e m e n t s o r w r i t i n g o p p o r t u n i t i e s i n t h e c l a s s r o o m s c h e d u l e . I f w e d o n o t u s e c u r r i c u l u m c o n t e n t r e s o u r c e s a n d a s s e s s m e n t m e a s u r e s , i t w i l l n o t w o r k t o g e t h e r t o p r o v i d e r i c h o p p o r t u n i t i e s f o r l e a r n i n g . B o t h t h e c u r r i c u l u m c o n t e n t r e s o u r c e s a n d t h e a s s e s s m e n t s s h o u l d b e a l i g n e d w i t h t h e l e a r n i n g s t a n d a r d s .

C u r r i c u l u m c a n b e a c o n f u s i n g c o n c e p t . V a r i e d d e f i n i t i o n s a n d d e s c r i p t i o n s m a y c r e a t e c h a l l e n g e s f o r p r a c t i t i o n e r s a s t h e y s t r i v e t o i m p l e m e n t g o o d p r o g r a m m i n g f o r c h i l d r e n a n d f a m i l i e s a n d t o m a k e p r u d e n t d e c i s i o n s a b o u t t h e u s e o f s t a n d a r d s , t e a c h i n g p r a c t i c e s , a n d a s s e s s m e n t s f o r t h e i r c l a s s r o o m s . T h e c h i l d r e n ’ s i n t e r e s t s , t h e i r d e v e l o p m e n t a l l e v e l s , t h e i r p e r s o n a l i t i e s o r t e m p e r a m e n t s a n d t h e i r

Assessment

InstructionCurriculum CI

AICA

i n d i v i d u a l n e e d s p r o v i d e i m p o r t a n t i n f o r m a t i o n a b o u t t h e e x p e r i e n c e s t h a t s h o u l d b e p r o v i d e d , b o t h f o r a c l a s s o r g r o u p a n d i n d i v i d u a l l y . T h i s u n d e r s t a n d i n g o f e a c h c h i l d b e c o m e s t h e b a c k b o n e o f c u r r i c u l u m a n d d e f i n e s t h e t y p e s o f a c t i v i t i e s a n d e x p e r i e n c e s t h a t a r e p r e s e n t e d t h r o u g h i n t e n t i o n a l c l a s s r o o m p l a n n i n g . P r a c t i t i o n e r s w h o c a n c a p i t a l i z e o n c h i l d r e n ’ s i n t e r e s t s a n d s t r e n g t h s t o d e v e l o p n e w s k i l l s a r e h e l p i n g t o m a x i m i z e c h i l d r e n ’ s o p p o r t u n i t i e s t o l e a r n . T e a c h e r s a r e f a c i l i t a t o r s o f c h i l d r e n ’ s s k i l l d e v e l o p m e n t . I n a d d i t i o n t o u n d e r s t a n d i n g c h i l d r e n a n d t h e i r f a m i l i e s , t e a c h e r s ’ p e r s o n a l i n s i g h t i n t o t h e i r o w n c u l t u r a l b a c k g r o u n d s a n d e x p e r i e n c e s , p e r s o n a l i t y , i n t e r e s t s a n d n e e d s p r o v i d e t h e t h i r d e l e m e n t t h a t g u i d e s p r o g r a m s ’ c u r r i c u l u m d e s i g n . T e a c h e r s w h o c o m b i n e p e r s o n a l e x p e r i e n c e s w i t h t h e i r k n o w l e d g e o f c h i l d d e v e l o p m e n t a n d t h e i r f a m i l i a r i t y w i t h t h e i r c h i l d r e n a n d f a m i l i e s b u i l d s t r o n g o p p o r t u n i t i e s f o r l e a r n i n g a n d d e v e l o p m e n t . T e a c h e r s s c a f f o l d l e a r n i n g b y b u i l d i n g o n c h i l d r e n ’ s p r i o r k n o w l e d g e t o i n t r o d u c e n e w i d e a s a n d i n f o r m a t i o n .

S E L F C H E C K :

A t t h e b e g i n n i n g o f t h e l e s s o n , t h e t e a c h e r s e t a n o b j e c t i v e t o i d e n t i f y t h e d i f f e r e n t a n i m a l s i n t h e g a r d e n . O n t h e d a y , t h e l e s s o n w a s t a u g h t , t h e t e a c h e r b r o u g h t a l l t h e c h i l d r e n t o t h e s c h o o l g a r d e n t o o b s e r v e a n d l i s t d o w n a l l t h e a n i m a l s t h a t t h e y s a w . I n t h i s s i t u a t i o n , d i d t h e o b j e c t i v e f i t t h e a c t i v i t y ? Y E S

A t t h e e n d o f t h e y e a r , a n a c h i e v e m e n t t e s t w a s g i v e n . I t c o v e r e d a l l t h e k n o w l e d g e , c o n t e n t a n d s k i l l s i n t h e l i s t o f t h e c o m p e t e n c i e s f o r t h e p a r t i c u l a r g r a d e l e v e l . D i d t h e a s s e s s m e n t f i t t h e o b j e c t i v e s ? Y E S

T h e c u r r i c u l u m p r o v i d e d m o s t a c t i v i t i e s t h a t r e q u i r e o b j e c t i v e t h a t r e q u i r e o u t d o o r s o r f i e l d w o r k . W h e n t h e a c h i e v e m e n t t e s t w a s g i v e n , a p r a c t i c a l t e s t w a s g i v e n . D i d t h e a s s e s s m e n t m e t h o d m a t c h w i t h t h e a c t i v i t i e s o r i n s t r u c t i o n ? Y E S

T h e t e a c h e r w a n t e d t o a c c o m p l i s h a l e a r n i n g o b j e c t i v e t h a t w o u l d e n a b l e t h e s t u d e n t s t o w r i t e a s i m p l e l e t t e r o r e x c u s e . A f t e r t h e l e s s o n , e a c h s t u d e n t w a s m a d e t o s u b m i t a l e t t e r o r e x c u s e a n d a r u b r i c w a s u s e d t o r e l a t e e a c h . W a s t h e a s s e s s m e n t a p p r o p r i a t e f o r t h e o b j e c t i v e ? Y E S

I t a u g h t a l e s s o n o n t h e a d v a n t a g e o f u s i n g o r g a n i c f e r t i l i z e r o n t h e p l a n t s . W h e n I g a v e t h e t e a t , t h e i t e m s a s k e d w e r e a l l a b o u t i n o r g a n i c f e r t i l i z e r s . W a s t h e r e a f i t b e t w e e n t h e c o n t e n t a n d t h e a s s e s s m e n t ? N O

MODULE VAddressing the Future: Curriculum

Innovations

Lesson 1 – Curriculum Innovations: Local and Global Trends

Activity 1 – CURRICULUM INNOVATIONS

FILIPINO LITERATURE IN MOTION

Philippines

INNOVATION DESCRIPTION

Descriptive Background Information

St. Thomas Academy is a private, co-educational secondary school in rural community, south of Metro Manila.

The innovation involves 56 students in the third year with ages 14-15 years. The students are of mixed cognitive ability levels.

While all the teachers are encouraged by the school to integrate ICT (information and communication technology) in teaching, only the teacher in Filipino is involved in the innovation. The latter is applied in Philippine Literature, specifically in the area of Filipino poetry.

Summary of the Innovation

In the Philippine context where the application of ICT is usually made in subjects using English as the medium of instruction, the use of technology in the national language, introduced in the school in 1997, is considered a novelty. It is an innovation in instruction, the goal being the development of the students’ ability to express their understanding of the lesson, in this case a poem, through activities like poster making, slogan making, poetry writing, painting, and slide presentation, all requiring the application of the technology. The students are expected to create their products (e.g. poster, poem), present them in class, and submit them to the teacher for assessment. This is a departure from what is traditionally done in the teaching of poetry, in which the students would only be asked to read or recite a poem and interpret its message according to their understanding.

Presentations using PowerPoint were produced as group outputs. The groups were self-managing in that the students would, on their own, go to websites to browse for pictures

or events, explore clip art, try out colours and fonts and apply animation and sound effects in their presentation. Decisions on which colours to apply, which pictures to include and which animation would be appropriate were made collectively by the students.

MESO-LEVEL CONTEXT OF THE INNOVATION

School Background

St. Thomas Academy is a private, sectarian secondary school established by the Catholic Archdiocese of Lipa in 1919. It is managed by the nuns of the Franciscan Missionary of the Infant Jesus (FMIJ). The school is located in Sto. Tomas, Batangas, which, although a rural community, has access to major telecommunications in the country. The school has a population of 2060 students. The first language of the students is Tagalog.

The school has 61 teachers, majority of whom are female. The teachers are all trained in the use of ICT.

School Culture

The school’s mission is to produce students who are integrated persons capable of harmonious relationships with God, self, others and the society, and who recognise the use of technology as a tool in enhancing their Christian values, attitudes and habits.

The vision in teaching and learning is the integration of technology in the school curriculum and the development of the full potentials of the individual through the acquisition of knowledge, skills and attitudes.

The idea of the innovation came up at a meeting with the nuns in another FMIJ-managed school, during which there was sharing of experiences about the latter’s use of ICT. This has inspired the nuns at STA to take a similar track, their goal being the transformation of STA into a lead school in ICT use among other schools in the community. The idea gained the support of the school administration, convinced that the students who live in the province have the right to learn the new technology.

The opportunity to learn more about ICT use came when Net Curricula, a private service provider, sponsored a seminar in 1997 promoting the use of technology in education. The Principal of STA attended the seminar, and the training enhanced the confidence of the school to implement the innovation using ICT. The Principal became a prime mover in the application of ICT, as she herself introduced the innovation to the administration and the school council.

Teachers perceive the Principal as a “hands-on leader” in that she uses the technology herself in her work, sending e-mails to teachers, for instance. The Principal admits

that she should be knowledgeable about the innovation to be able to convince the parents and the teachers about the importance and benefits of the use of the technology.

The Principal is one of the Core Faculty members being trained by Net Curricula to give ICT training to the teachers. She also acts as one of the school’s System Administrators trained by Net Curricula. As such she assists teachers when there are technical difficulties with the application of ICT. Her major role, according to the Principal, is to motivate the teachers in order to implement the innovation. The innovation has been in place for four years, and the Principal is satisfied with how well it is being adopted in the school given the latter’s limited ICT resources.

The majority of teachers have been sent to training programs conducted by Net Curricula and are applying ICT in their classes even in such subjects as Filipino and Christian Living. The Administrator admits that at first there was resistance from the teachers to apply the technology but this later changed when they realised the benefits that they would derive from the innovation.

Being a relatively new experience for the teachers, the application of the technology in teaching and learning provides opportunities for teacher collaboration. Teachers plan, share information such as newly discovered websites, and draw on each other’s experiences to solve instructional problems on the use of the technology. Teachers likewise assist each other when there are technical problems in the use of the computers. The support being provided and the teamwork created may have contributed to the general acceptance of the innovation. Teachers would feel confident about adopting the innovation when support is available and is readily accessible.

Beyond the usual collaboration among teachers, the school considers getting the support of parents as equally important to the acceptability of the innovation. The parents were informed about the innovation during the Parent-Teacher Association (PTA) meeting. It was deemed important for the parents to be informed, as they would be asked to pay an additional monthly fee for the Internet Service Provider (ISP). The parents’ support in this regard has implications for the sustainability of the innovation as will be presented in a later discussion.

ICT in the School and Beyond

The integration of ICT in all subject areas as envisioned in the school’s Technology Plan is in keeping with the general vision of developing technologically creative learners who will be useful in the society of the 21st century. According to the ICT Plan, technology shall be used to link the classroom, the curriculum and the students to the rest of the world. This vision is shared among the teachers and the school administration. Teachers believe that the integration of ICT can become an effective tool for communicating knowledge and developing the students’ skills. This is possible, according to the Technical Coordinator, if each classroom can be equipped with at least one computer for the teacher’s lecture-presentation.

The school has already provided educational software for teaching and learning in the following subject areas: Mathematics, Physics, Chemistry, Biology, Earth Science, Language, Creative Arts, History, Economics, vocational subjects and computer education. In addition, prototype lesson plans in Science, Filipino, and other subjects have been developed by teachers to serve as models of integration of ICT.

Teachers who have undergone training conducted by Net Curricula have become adept at using the technology. To enhance their computer skills, the Principal provides enrichment training on other computer applications and techniques.

Students are equally competent in applying the technology. They have access to the ICT resources in the computer laboratory, Internet room and Klik Station. The latter uses prepaid cards and may be accessed for the students’ personal use. It is also available for use by the community even on Saturdays. Most students do not have access to any other ICT resources except those provided in the school or what may be commercially available.

ICT Support Structure in the School

The school has 15 computers connected to the LAN, 16 are connected to the Internet and 3 are for multimedia purposes. In the Internet room, which also serves as the innovation classroom, there are 8 computer units with LAN and Internet connection. Other computers are in the faculty room, at the Office of the Treasurer, and at the Office of the Principal. There are also 40 computer units in the computer laboratory. Peripherals are available for student and teacher use. These include colour printer, scanner, LCD projector, CD-Writer, CD-ROM drive, devices for digital image or video processing. Likewise, there are software available for teaching and learning. These are MSWord, MSPowerPoint, Desktop Publishing, Spreadsheet,

Statistical/Mathematical Programs, Drill and Practice Programs, Tutorial Program, Internet Browser, Computer Aided Design (CAD), Computer Aided Manufacturing (CAM), e-mail software, and software supporting Microcomputer Based Laboratories.

To maintain the ICT resources, the school has designated two system administrators who are both trained in managing the network, supervising and assisting the teachers and the students in the use of the computers in the Internet room, and who can do troubleshooting. The Technical Coordinator takes charge of the CDs and other software provided by Net Curricula. However, technical support is provided primarily by Net Curricula whose services can be requested online. In general, there is satisfaction with the ICT resources available and the technical support being extended to the teachers and the students.

Beyond the assistance being provided by Net Curricula, teachers also receive professional help from a network of teacher specialists - the Core Faculty - organised by Net Curricula as part of its contract with the school. The Core Faculty is a select group of teachers who have been trained to conduct ICT training programmes for other

teachers in the school. The training programmes include Technology Planning Workshop, Electronic Desktop Workshop, Integrating Technology into Curriculum Projects, and Maximising the Web for Instruction. The training is usually done in the summer.

MACRO-LEVEL CONTEXT OF THE INNOVATION

National and State/Provincial Policies The school, being a private institution, is authorised to formulate its own ICT policies and translate these into educational programmes. The policies that the school has crafted in this regard are meant to guide action at the level of administration, teaching and learning.

At the level of the administration, the policy is to sustain the innovation by providing funds to support the training of faculty and other personnel involved in the program and the acquisition and installation of software, hardware and other physical facilities needed for the IT project.

At the level of teaching, the policy is to integrate technology to support and enhance the implementation of the curriculum and use technology in the preparation of instructional materials such as lesson plans, syllabi, etc.

At the level of learning, the policy is for students to observe the code of ethics in the use of ICT, and encourage them to use ICT in conducting research, and, accessing information through the Internet to enhance the learning process.

THEMATIC ANALYSIS OF THE INNOVATION

Curriculum Content, Goals, and Assessment

The innovation class is in Filipino III in the third year. The content of the course is Philippine Literature. The topic addressed in the innovation is a Poem entitled “Ang Punong Kawayan” [The Bamboo Tree] written by a local poet.

The innovation allows for a two-day activity taking a total of 80 minutes at 40 minutes per class period. The first day is largely a teacher-led activity involving a multimedia presentation of the lesson, which the teacher herself develops. The second day is a student-centred activity, where the students work in groups on the assignments given the previous day.

The innovation is designed to contributed to the curriculum goal of enabling the students to practise and speak, write and read the national language skilfully. In specific terms, the students must be able to speak or communicate in various contexts; explain fully the meaning of the given ideas/messages of the author; create phrases in an orderly

arrangement of ideas; and analyse the ideas being communicated in a selection.

According to the Principal, there is no change in the curriculum content, but the innovation is an enrichment of the lesson. The school follows the DECS prescribed curriculum for secondary education. The change, however, is in the instructional approach as there is a shift from the traditional way of reading a poem from the textbook and memorising it for recitation in class to recreating it through various images using ICT.

With the application of ICT, a further change is in the relocation of teaching and learning from the classroom to the Internet room. This is in effect a reconfiguration of where teaching and learning traditionally take place. The laboratory for learning need not be a physical space.

The assessment of learning has changed, too, with the inclusion of group outputs as an indicator of performance and the application of ICT as a basic consideration in the assessment. Assessment is based on the quality and content of the students’ presentation. As the students themselves attest: ‘We get high grades when we present many slides, good colour combination, much content and good presentation.’

The teacher evaluates student outputs based on a set of criteria. The Principal explains: ‘Students are required to submit their projects in diskette form so the teacher can view their output to check the content and assess the totality of the product.’ The teacher admits that the application of ICT is a factor in the computation of grades. Traditionally, assessment is mainly limited to teacher-made tests.

The students, through peer evaluation, likewise do their own assessment. This is done through the presentation of each group’s output in class.

Teacher Practices and Outcomes

After the usual prayers and the morning greetings, the teacher introduced the lesson with a prefatory statement that the lesson would be somewhat different, as computers would be used.

On the first day of the lesson the teacher mainly utilised a multimedia presentation (a module software which she authored) as her instructional tool. She used this from the beginning to the end of the lesson. The multimedia presentation was an interactive lecture, integrating the application of technology in the different phases of teacher activities. The instructional procedure followed the same steps as in non-innovation lessons, that is, from the priming activity to the development and wrap-up of the lesson and evaluation of learning. The only difference is that ICT is integrated as a tool for carrying out the lesson.

The introduction of the lesson is designed as a priming activity. For the particular lesson under study, the teacher introduced the poem with slide show of the legendary origin of the first Filipinos, named Malakas and Maganda, coming out

of a split bamboo. A narration, which the teacher herself recorded, provided the background information on the slide. Several slides of a scenic and peaceful rural setting were subsequently shown, while a lively Filipino folk song evoking the gentle rustle of the bamboo was being played in the background.

Having introduced the subject matter, the teacher went on to the development phase of the lesson. The teacher presented the poem, ‘Ang Punong Kawayan’ [The Bamboo Tree] using slides about the bamboo. As each line in the stanza was projected on the screen, a voice-over recited that line. After the presentation, the teacher asked: ‘Anong katangian ng punong kawayan ang binibigyang halaga sa tula?’ [What characteristics of the bamboo are given importance in the poem?]. This question was also flashed on the screen in the form of a slide. Students raised their hands if they wanted to answer. The question drew several spontaneous answers from the class. At times, the teacher would ask the students to elaborate on their answers or to complete their answer in the form of a statement. Sometimes the teacher would probe as when a student answered, ‘Sila ay nagdadamayan’ [They support each other]. The teacher’s follow-up question, ‘Paano sila nagdadamayan?’ [How do they support each other?], was intended to elicit an explanation that would go beyond a declarative statement. To provide feedback to the students, the teacher flashed on the screen the expected responses to the question.

The teacher then went on to expand the scope of the discussion by situating it within the context of Philippine history. The purpose was to enable the students to draw an analogy between the characteristics of the bamboo and the Filipino character that evolved in the course of the nation’s history. To set the tone for the discussion, a nationalistic song, ‘Ang Bayan Ko’ [My Country] was being played in the background. Slides were shown depicting historical events, such as the Filipinos fighting for independence during the revolution of 1896 and the 1986 EDSA Revolution. This was followed by another set of slides showing such Filipino traits as unity and cooperation. At this point, the teacher asked the students to compare the Filipinos with the bamboo. The common trait - resiliency in the face of crisis or difficulty - was successfully elicited by the teacher. In the process, the teacher likewise succeeded in integrating Values Education into the lesson.

Towards the end of the lesson, the teacher focused her multimedia presentation on the message of the poem, which was about the future of the country. The slides reflected the progressive transformation of the country and the promise of a brighter future. Pointing to the slides showing high-rise buildings, the teacher linked the Filipino legacy of resiliency to what the nation had become:

Ang mga ito ang nagsisimbulo sa hinaharap ng Pilipinas. Kung mayroon tayong mga minanang mga katangian sa ating mga ninuno, paano mo ilalarawan ang hinaharap ng Pilipinas? [These symbolise the future of the Philippines. Given

those Filipino traits that we inherited from our ancestors, how do you see the Philippines in the future?]

The class’ response of ‘magiging maunlad’ [It will be progressive], was an interpretation of the image being communicated by the slides. Thus, the message of the poem was made concrete as slides were presented, and this facilitated the students’ understanding of what otherwise would have been abstract lines from a poem.

The lesson ended with the teacher flashing a slide showing the Philippine flag flying high on top of a bamboo pole. The slide was meant to symbolise that like the bamboo, the Filipino people have remained resilient, overcoming adversities in their history as a nation. To cap the lesson, the class sang a nationalistic song, ‘Malaya Ka, Filipino’ [You are Free, Filipino], which was the music played as part of the slide presentation. Thus, though the lesson was a poem, the teacher drew on a musical selection to reinforce the message and firm up student learning.

Being confident that the lesson had been understood already, the teacher projected on the screen the activities expected to be done the next day. The teacher asked some student-volunteers to read each task orally. After this, she explained to the class how the assigned projects were expected to be done.

There are certain teacher competencies required for carrying out the innovation. One, the teacher has to be knowledgeable about computer applications. Two, she should know how to access the Internet. Three, she should have a working knowledge of other learning areas so she can apply a multidisciplinary approach to the lesson. Lastly, she has to be creative to ensure a well-crafted presentation that will generate and sustain student interest.

The innovation has changed the teacher’s role from a typical lecturer or largely an informationgiver to being a facilitator of learning. As facilitator of learning, the teacher’s tasks involve mainly the presentation of the material for learning and guiding the learner in the construction of meanings. The first task is concerned with the application of ICT in the delivery of content, whereas the second is carried out through the art of questioning. The technical coordinator confirms that teachers involved in the innovation serve mainly as facilitators. ‘They only provide the instructions and the students will work on the application.’

When the activity involves group work, the teacher’s tasks as facilitator include providing direction and clarification when necessary, and monitoring student progress. This may be noted in the following extract from a classroom observation:

The teacher approached the group who at that point was selecting pictures from the clip art. Initially, the teacher viewed the pictures, checked how the group members were proceeding with their work and then she pointed at one of the pictures saying, “‘Yan kabataan” [The youth]. Then the teacher asked the group: ‘Ano ang maganda

dyan?’ [What is beautiful about that?] or …’Ano ba ang gagawin ninyo?’ [What will you do?] to which the students replied ‘poster’. The teacher advised the group to add more details and to choose a good colour combination.

Aside from the change in the teacher’s roles, the innovation has likewise facilitated the task of teaching. The multimedia presentation has concretised the learning material, thus making it easy for the students to understand what would otherwise be abstract literary selection. The teacher explains: ‘A poem is simply read by the students. With the use of ICT, there is much expression in the lesson, it can be animated.’

Similarly, the multimedia presentation of the lesson has added novelty to the usual chalk-and-talk delivery of content. The graphics and the animations that go with the presentation do stimulate students’ interest and this makes it easy for the teacher to keep the students on-task.

Teachers claim, however, that with the use of ICT in teaching, the time needed for preparing lessons is much longer than what they would normally spend without ICT. 'We need more time to prepare our presentations.' 'With the innovation, the time allotment is insufficient. It takes a lot of preparation.' But while the preparatory work may take longer and would require much more effort, the use of ICT, however, during the lesson has reduced the teacher talk and has lightened the work of the teacher.

The innovation does not only serve as an instructional tool for teachers but it has also created some positive impact on them by boosting their self-confidence. The innovation teacher admitted in an interview: 'We receive recognition from our fellow teachers and administrators'. As an innovation teacher, she was selected to represent the school in the annual Net Curricula Best Practices Symposium, as teacher presenter. The tacit recognition gave the teacher a sense of accomplishment and a feeling of pride in her craft.

Student Practices and Outcomes

Student activity in the innovation is best seen during the second day when the students are expected to apply their learning in the form of group outputs. For the lesson under study, the second day started with a list of expected activities, which was flashed on the screen. The teacher reviewed this one by one to clarify expectations. The class was then divided into seven groups. Membership in the group was done by counting off from one to seven and then putting all those belonging to the same number together in one group. Then the teacher asked for volunteers who would act as group leaders. After this, the group proceeded to their respective workstations. Each group was assigned one workstation.

There was a division of labour among the members of the group. The leader led the brainstorming on the concept, the script, the layout or design. Then he made a draft of what the output would look like. The leader presented it to the members, for

comment. Additional ideas were solicited on how best the output might be presented. When consensus was reached, the group proceeded to carry out its agreements. The leader sat before the computer, and manipulated the keyboard and the mouse. A member on his right dictated from a draft the text of the presentation, for encoding. The rest helped by way of giving remarks or comments on the fonts used, colour combination, layout, design, animation, sound effects, etc. Everyone in the group had the opportunity to speak or express what would look good or what needed to be changed. The students appeared to be quite adept at using the computers, having learned the tools from their computer education class.

At times the students asked the assistance of the technical coordinator who was present throughout the activity. At one instance, one group asked for a headset to record the voice of one member as the latter recited the poem they composed. At some point the students sought the help of the System Coordinator who dropped in to check on their work and see if there was any problem with the network.

The groups came up with various outputs. Group 1 developed a slogan using MS Word. The slogan reflected the message in the poem.

Group 2, using MS Word, wrote a short poem dwelling on the same message of the poem used in the lesson. A picture provided the backdrop to the poem.

Group 3 drew a tree in bloom, using MS PowerPoint. They related the characteristics of the tree to the positive traits of the Filipinos.

Group 4 created, from pictures taken from the Internet, a collage of events depicting the recent People Power in the Philippines.

Group 5 wrote a short poem using MS Word. Like the work of group 2, a picture was used in the background.

Group 6 developed a slide presentation using MS PowerPoint. The slides depicted the message of the last stanza of the poem.

Group 7 made a poster using MS PowerPoint. It was an illustration of the positive transformation of the Philippines.

Each group was called by the teacher to present its output. The leaders and the members presented their respective group outputs direct from their workstations and projected these on the screen using an LCD projector. One presentation about a drawing of a tree ran this way: The leader and three other members took turns in reading the description (projected on the screen) of the characteristics of the parts of the tree (e.g., roots, trunk, leaves, fruits) and the positive Filipino traits reflected in those parts. After the presentation, the leader introduced the members of the group as their names were being flashed on the screen. The teacher led the class in giving the group three rounds of applause. This acknowledgment was done at the end of every

group presentation.

The innovation has created positive impact on the students, according to those interviewed. Aside from the values of teamwork and cooperation that have been developed through group work, student motivation is high.

Leadership and communication skills are developed and enhanced. Likewise, students claim to have learned the content easily and that they are able to internalise the lecture because of the visuals. Other teachers observe that 'the students are more challenged and have become interested to attend classes.' The parents, on the other hand, believe that the students’ computer

skills are 'very important to their learning and would be very helpful in their future career. The computer skills can be a big help to the family business.'

In the immediate context, however, the computer skills that the students have acquired can be a boost to their learning. The students have learned how to do information search as they access the Internet. In the process, they learn that there is a wealth of information beyond the books and what the teacher can provide. They have learned how to process information as they download materials from various websites. In other words, the students have learned how to learn and with this is the realisation that they can learn from each other and from other sources, not just from the teacher.

Kinds of Technology and Ways They are Used

Basically, the computer is the main innovation tool both for the teacher and the students. The teacher uses a multimedia computer in developing her presentations.

In regard to the software, the teacher uses MS PowerPoint to create and develop her multimedia slide presentations. Similarly, the students use this software in creating and developing their assigned projects such as poster, collage, etc. For the textual component of the slide presentation, the teacher and the students use MS Word.

The Internet is used to search for content material and download pictures, graphics or events from the World Wide Web that are incorporated into the multimedia presentations of both the teacher and the students. Some students also access the Internet for their research.

Some of the peripherals include the following: scanner, which the teacher uses for scanning some photographs taken by a camera as materials for her multimedia presentation; digital video, which is used by the teacher to document some events or materials outside the classroom as part of her multimedia presentation; colour printer, which is used to print out samples of group outputs; and LCD projector, which is used to project on the screen the multimedia presentations of the teacher and the students.

There are accessories, too, like the headset, which is used to record the voice-over for the PowerPoint presentation

The ICT resources are relatively few, but they are vital in adding variety to what is traditionally done in teaching and learning. The application of ICT in a subject that is conventionally taught through oral interaction and communication does add novelty to the teacher's approach to instruction. The innovation has made it possible for the teacher to concretise using creative imagery what would otherwise be pure abstractions.

Problems and Solutions Related to the Innovation

With the introduction of the innovation, the school administration initially faced the problem of lack of financial resources. It would require a big amount of money to finance and maintain the ICT infrastructure of the school. This problem was addressed through a cost-sharing scheme with the parents whereby the latter would help defray the cost of the technology by paying a user's fee.

There is also the problem of acceptance of the new program by the teachers and the parents. The teachers were apprehensive that they would have difficulty integrating ICT in the curriculum. After undergoing training, however, they were able to overcome their fear of the technology. The support of peers and the administration in terms of technical assistance gave the teacher the confidence that help would always be available.

In the case of the parents, their resistance stemmed from the financial burden associated with the innovation. But when they realised that the benefits that their children would derive would outweigh the cost of the technology, they were willing to shoulder the increase in school fees. One parent was even appreciative, as her e-mail to the school would indicate:

As we face the global communication and as society becomes technologically capable, information technology is a prerequisite for all educational institutions. That's why I send this e-mail to express my deepest admiration to STA for its successful integration of technology in all subjects. (Published in New Echo, June-September 2000 Issue)

Sustainability

The continuity and sustainability of the innovation in the school is affirmed, being made explicit in the school’s vision and mission as well as in its Technology Plan. The latter provides for a ‘Future Setting Statement’ that articulates the school’s commitment to sustain the innovation. The statement reads in part:

To make education relevant and responsive to the needs of the changing society, the STA community will share the responsibility in achieving an effective teaching-learning process. They will plan and work together to evoke a technology-based curriculum that will uphold the Christian, Filipino, human, and Thomasians values and ideals. Students, staff, parents and the community will benefit from the training on the use of technology for they will have the

knowledge of a variety of technologies for adapting to the changing conditions.

Similarly, there are statements of support from teachers. When asked about the continuity of the innovation, the unanimous response was: ‘Yes, even if the agreement with the Net Curricula is terminated. Teachers are already skilled and trained to implement the innovation on their own.’ The Administration is equally determined to see the innovation through: ‘Other services by the Net Curricula will still be implemented.’ ‘Yes, for the school to continue and improve the innovation… It is practical to implement.’

The Plan is explicit about roles of the school administration, teachers, and students, as well as courses of action that will contribute to what it hopes and expects to attain. The Plan provides for continuing efforts at procuring, maintaining and upgrading hardware, acquiring and exploring educational software, and linking with other networks. Continuous development of ICT skills of teachers and students is also assured as the Plan provides for skills training along the use of ICT as tool for teaching and learning.

Teachers are required to undergo training and apply new technologies, and teach students to appreciate the use of computer network, hardware and software. Students as well, are expected to use technology to acquire information, and enhance skills, learning and productivity, and to develop positive attitudes and values. The Plan also includes courses of action meant to motivate parents to continually support the use of ICT in the school. Any withdrawal of parental support would threaten the continuity of the innovation.

The development and existence of a Plan as specific as a Technology Plan is an affirmation of the school’s long-term objective of sustaining the innovation, and possibly coming up with other innovations in the future.

Transferability

At the time that the school was laying the groundwork for ICT use, it clearly defined its objective that the intention of the program was for the development of the students. The anticipated beneficial effects of the innovation especially on the students serve as the rationale for the administration to decide in favour of using ICT.

As far as the school administration is concerned, the transferability of the innovation in the near future would most possibly be within the school. They believe that the innovation can be extended in the school and continued on their own even with the termination of the services of Net Curricula. The Technical Coordinator has confidence in the capability of the teachers saying that, ‘they are already trained to be self-sufficient though they still need to have continuous training/seminar to update them with the new techniques and technology.’

On the other hand, the teachers support the transferability of the innovation in the school but there should be some necessary actions to be taken. The innovation

teacher remarked that ‘teachers have to develop their own courseware first. Doing the innovation with the Net Curricula is very expensive. One teacher says, ‘We are willing to get involved in the innovation. But we are disappointed with the lack of facilities in the school.’ The implication is that teachers support the transferability of the innovation within the school, and this would be easier and more flexible, if there were more ICT facilities.

They believe that the school should first address its own needs and requirements before the innovation can be transferred to other schools. They practically know the problems of a school adopting the innovation for the first time because they have been through it. Even the innovation teacher admits that, ‘it would be hard to transfer the innovation to other schools if that school has no ICT facilities.’

The school however is not closing its door to the possibility of transferring the innovation to other schools. The administrator said that they should be able to transfer the innovation at least to other schools within their congregation where STA can provide the training of teachers. In the case of the other schools in the community, like the public schools, transferring the innovation would depend on the agreement of both parties. The extent of sharing the innovation outside the school would be more in the area of teacher training since it would serve as an apostolate of the congregation in community sharing. On the other hand, the public school teachers should be given encouragement to undergo a similar training.

Activity 2 – BEC, How it is Going?

Interview regarding the implementation of the Basic Education Curriculum

Interviewer : Good morning ma’am! Can we ask you some questions about the implementation

of the Basic Education Curriculum?

Teacher : Yes, sure! What do you want to know about this curriculum?

Interviewer : What subject area are you teaching ma’am?

Teacher : I’m teaching “Araling Panlipunan” 2 and 4.

Interviewer : In the subject area you are teaching, which portion of the Basic Education

Curriculum are you excited to implement? Why?

Teacher : Under the K to 12 Basic Education Curriculum, I am excited to implement to my

pupils the learning competencies because I want to develop their life long skills.

Interviewer : Do you find the content of the curriculum relevant to the needs of time? Can you

please give specific example?

Teacher : Yes! Example: Learning competency – the pupils must be able to connect/relate

the duties and responsibilities of the members of the community to themselves

and to their own family. This is in connection with the social responsibility of the

learners to the present time and in the future.

Interviewer : What do you find something “new” in the BEC, particularly in the subject you are

teaching? Can you please enumerate?

Teacher : First, the sequence of the contents from first to fourth to quarter. Some of the

contents were transferred. Example: Content – “Kabuhayan sa kumunidad”, before

it is in the fourth quarter, now it is placed under the third quarter. Second, some of

the words are omitted/added under the content, content standard, performance

standard and learning competencies. Third, in the latest K to 12 Basic Education

Curriculum, there is already a code for every competency. Example: AP 2 KOM-1a-

s1.

Interviewer : Are there things (objectives, content, materials, activities, assessment) which you

modified in the curriculum? Why?

Teacher : For us teachers who are handling learners under the K to 12 program, we follow

the K to 12 Basic Education Curriculum. We just add “Pagpapahalaga” (Valuing)

after the performance standard, then the list of the learning materials after the

CODE.

Interviewer : Thank you very much ma’am for all the information that you have shared with us.

Teacher : You’re very much welcome.

REFLECT

1. If I am Teacher Pilar, I will convince myself that since I am good in science I should be

able to accept the innovation in technology. Technology innovation means

improvement of our science.

2. If I am the new principal. I will send her to seminars/workshop which are related in the

utilizing the new classroom technology which are being used as an innovation in the

subject being thought.

3. The lessons learned in the situation is “The only thing constant in life is changing”.

SELF-CHECK

1. Salient features of the 2002 BEC

Makabayan in elementary and in High School.

2. The curriculum of the BEED and BSED

3. IC eXCELS (Instructional and Curriculum Excellence)

School Leadership for Southeast Asia

4. Brain Based Learning

5. The ladderized curriculum for Bachelor of Technical Teacher Education (BTTE)

6. Salient features of the 2002 BEC

BEC restructured into only 5 learning areas – English, Math, Science, Filipino and

Makabayan.

7. New Teacher Education Curriculum – implemented by CMO 30, s,2004

8. Project Child (Computer Helping Instruction and Learning Development)

9. Integrative Teaching as Mode of Instructional Delivery

10. The new teacher education curriculum

Lesson 2 – Issues and Concerns in Curriculum

Activity 1 – YOUR ATTITUDE TOWARDS INNOVATION

1. MA2. SID3. SIA4. SD5. SD6. SIA7. SD8. SID

Activity 2 – ISSUES, CONCERNS AND RESPONSES

1.1 The revisions made in the K to 12 Basic Education Curriculum.

1.2 Because of the implementation of the K to 12 program, there will be no 1st and 2nd year

college in the 2 consecutive year. That means some of the instructors/professors in 1st and

in 2nd year college will have no work temporarily.

1.3 I read and tried to understand the latest K to 12 Basic Education Curriculum. I discuss my

concerns regarding the revisions in the K to 12 BEC with my immediate head for his proper

guidance and assistance.

REFLECT

1. I will introduce the latest learning competencies to my students under the K to 12 BEC.

The learning competencies are easy to understand. I will introduce it to my students so

that they will understand the lessons better.

2. Future teachers should welcome innovations so that we will be able to cope with the

challenges that we might encounter while we are in the teaching profession. Teachers

must be open to innovations that will cater to the needs of the learners.

SELF-CHECK

1. E

2. C

3. F

4. A

5. D