Midterm Coverage

UNIT 3: LESSON 1
PHASES AND PROCESS OF CURRICULUM DEVELOPMENT: CURRICULUM PLANNING

The Teacher and the Curriculum Planner

Curriculum planning occupies a central part of the life of every teacher. A teacher regardless of what subject he is
teaching and regardless of the level of his students (elementary, high school, college, graduate students) must plan and
make decisions. He plans to consider long term range goals, instructions, and assessment. For every effective teacher,
instruction is purposeful and intentional.

As the curriculum planner, the teacher must consider the 12 principles curriculum planning presented by Thomaz
Vontz (2020).
1. Plan with students in mind
2. Instructional planning is an inexact science.
3. Teacher enjoys various degrees of autonomy in planning and implementing the curriculum.
4. The beginning and ending courses, units, and lessons are very important to the learning process.
5. Assemble resources before you attempt to start planning.
6. Remember the big picture/long-range goals.
7. Vary instructional strategies.
8. Plans should be considered tentative.
9. As a guide to instruction and learning, strive for CLARITY in planning.
10. Plan with assessment and evaluation in mind.
11. Keep plans simple.
12. Save your plans and stay organized.

Purpose of Curriculum Planning

Curriculum planning stimulates change and development. Also, it makes us embrace the process of change and its
results. This would help to anticipate what will happen, how it should happen, and why it should happen.

Curriculum planners are engaged with the following activities:

a) Make plans to meet the needs of the learners
b) Make decisions
c) Discuss problems that arise in the teaching learning process and in the school environment.
d) Develop functional goals
e) Keep up to date information/knowledge
f) Design ways to improve student learning outcomes.

Curriculum Planning Framework

There are four general aspects of curriculum to be reviewed as part of the curriculum planning process:

1. Curriculum Provision ﹣curriculum is planned to offer the best learning opportunities to every learner.
2. Curriculum Planning and Coordination ﹣it is very essential for the school to look at its arrangement for planning
and coordinating the curriculum.
3. Curriculum Implementation: Teaching and Learning Process ﹣the basic purpose of curriculum planning is to
insure effective learning that is relevant to the full range of students’ education needs.
4. Curriculum Outcomes: Students’ Progress and Attainment ﹣in examining curriculum outcomes, the following
should be reviewed. Its current methods of assessing student progress and attainment. How students’ level of
attainment compare with national standards of attainment .What students have actually learnt, in terms of both
holistic development and academic achievement, on completing any given program or course in the school.

Elements of Curriculum Planning

There is a comprehensive and step-by-step process involved in curriculum planning. This planning process is
illustrated in Oliva’s 1992 Model for Curriculum Development. The elements/components of curriculum planning are also
specified in the model.
Oliva’s Model
1. Statement of aims and philosophy education derived from the needs of students and society.
2. Specification of needs
3. Curriculum goals
4. curriculum objectives
5. Organization and implementation of the curriculum
6. Specification of instructional goals
7. Specification of instructional objectives
8. Selection of strategies
9. A. Preliminary selection of evaluation techniques
10. Implementation of strategies
9. B. Final selection of evaluation techniques
11. Evaluation of instruction
12. Evaluation of the curriculum

UNIT 3: LESSON 2 CURRICULUM DESIGN AND ORGANIZATION

Design – means shape, framework or pattern of learning opportunities.

Curriculum design – is the process of planning and selecting curriculum content (Bueno, 2016).

The Teacher as a Curriculum Designer

These are principles that guide a teacher in performing his role as a curriculum designer, presented by Gordon W.
Taylor and Peter Olivia as cited by Bilbao et. al (2020).
1. Curriculum change is inevitable, necessary and desirable.
2. Curriculum is a product of its time.
3. Curriculum changes made earlier can exist concurrently with newer curriculum changes.
4. Curriculum change depends on people who will implement the change.
5. Curriculum development is a cooperative group activity.
6. Curriculum development is a decision-making process made from choices of alternatives.
7. Curriculum development is an ongoing process.
8. Curriculum development is more effective if it is a comprehensive process, rather than a “piecemeal.”
9. Curriculum development is more effective when it follows a systematic process.
10. Curriculum development starts where the curriculum is.

Approaches of Curriculum Design

Approaches of curriculum design are ways of doing, creating, designing, and thinking about the curriculum. There
are three main approaches which are:
1. Child or Learner-Centered Approach
2. Subject-Centered Approach
3. Problem-Centered Approach
Types of Curriculum Design
There are three major curriculum designs as presented by Reyes and Dizon (2015).
1. Subject-Centered Design – which focus on the content. It has four variations, which include:
i. Subject Design
ii. Discipline Design
iii. Correlation Design
iv. Broad field design/ Interdisciplinary

2. Learner-Centered Design – this considers the learners as the center of the educational process. It has three
examples:
i. Child-Centered Design
ii. Experience-Centered Design
iii. Humanistic Design

3. Problem-Centered Design – it focus on social problem and various problems center on life situations, areas of
living and etc. Two example of this are:
i. Life-situation Design
ii. Core-Problem Design

Components of Curriculum Design

It refers to the important elements which make the instructional activities effective and result oriented.

 Component 1: Behavioral Objectives or Intended learning outcomes

 Are those students needed to achieve after a discussion of a lesson. They refer to what students are
expected to learn which attempt to bring about some changes in them.

 Component 2: Content or Subject Matter

 As stated by Ornstein and Hunkins (2009) the content or subject matter is the meat of the curriculum plan.
It clearly defines the purpose and what is to be acted upon the curriculum.

 Component 3: Teaching and Learning Methods

 These are the instructional strategies, resources and learning activities used in teaching-learning process.
They are the means in attaining the goals and objectives of the curriculum.
 In selecting appropriate methods to be used in teaching. Brian Castaldi as cited by Gilbao, et.al (2020)
suggested four criteria which are;
1. Adequacy
2. Suitability
3. Efficiency
4. Economy

 Component 4: Assessment/Evaluation
 Assessment includes the methods and instruments used to assess the results of the curriculum. It identifies
the quality, process, and results of teaching.
 Assessment has three main forms:
1. Self-Assessment
2. Peer Assessment
3. Teacher Assessment

UNIT 3: LESSON 3 - CURICULUM IMPLEMENTATION

The Teacher as Curriculum Implementer

How important is the teacher as a curriculum implementer?

 They are the person who knows the students’ needs better than those involved in the curriculum
 The implement the planned curriculum in their own classrooms sticking to the designed plans that have taken so
much time, careful planning and effort to create

Curriculum Implementation as a Change Process

Curriculum Change - Change is defined as a process of development or modifications in the curriculum to improve or
adapt it to new circumstances or priorities.
The Kurt Lewin’s Field Analysis
 This was designed to weight the driving and restraining forces that affect change
 Driving forces are those that are seeking change or simply the positive forces for change while restraining
forces are those seeking to maintain the status quo or the obstacles for change

The following steps are suggested by the Models:

1. Define the Problems
2. Define the Objectives of Change
3. Identify the Driving Forces
4. Identify the restraining forces
5. Develop the comprehensive change strategy

Categories of Curriculum Change

1. Substitution – it is completely changing the old curriculum into new one.
2. Alteration - pertains to a slight change of the curriculum but not a replacement of the whole curriculum.
3. Restructuring - this requires a rearrangement of the curriculum structure/content that may give way to certain
change or innovation.
4. Perturbation - disruptive changes in the curriculum in which teacher need to adjust.
5. Value Orientation - this classification will respond to shift in emphasis that the teacher provides which are not
within the mission and vision of the school

Institutionalization
Institutionalization refers to a process leading to the stage in which innovation maybe said to have become a
built in or accepted parts of the school’s curriculum.

Curriculum Implementation Models

Model Author Assumptions Key Players Types of Change
Process
Overcoming Neal Gross Resistance to change  Administrators  Empirical
Resistance to is natural. Need to  Directors Change
Change (ORC) overcome resistance  Teacher Strategy
at outset of  Supervisors  Planned
innovation activities. Change
Must address Strategy
concerns of staff.
Organizational Richard Schmuck Top-down approach  Administrators  Empirical
Development (OD) Matthew miles (vertical  Directors Change
organization) Stress  Teacher Strategy
on organizational  Supervisors  Planned
culture. Change
Implementation is an Strategy
ongoing interactive
process.
Concern-based F.F. Fuller Change is personal.  Teachers  Empirical
Adoption model Stress is on school Change
(CBA) culture Strategy
 Planned
Change
Strategy
Systems Model Rensis Likert and The organization is  Administrators  Normative
Chris Argyns composed of parts,  Directors Rational
units and  Teacher Strategy
departments.  Supervisors  Planned
Linkages between Change
people and groups. Strategy
Implementation
consists of
corrective actions.
Educational Change Michael Fullan Successful change  Administrators  Rational
Model involves need,  Teachers Change
clarity, some  Students Strategy
complexity and  School Board
quality of programs  Community
Members
 Government
 UNIT 3: LESSON 4 – EVALUATIONAND CURRICULUM EVALUATION

Evaluation is the process of making a value or judgment or judging something’s quality, importance, or value. Curriculum
evaluation measures the extent to which the planned curriculum produces the desired outcomes or results.

CURRICULUM EVALUATION MODELS

Aspect Stake’s Responsive Bradley’s Stufflebem’s CIPP Eisner’s
Model Effectiveness Model (Context, Input, Connoisseurship
Process, Product) Model
Model
1. Focus Stakeholder concerns Effectiveness of Context, Input, Expert judgment and
and issues curriculum Process, Product aesthetic qualities
2. Main What are the concerns How effective is the How effective is the How can the
Question of the stakeholders, curriculum in curriculum overall? educational
and how can they be achievening it goals? experience be
addressed appreciated and
critiqued?
3. Approach Qualitative, Quantitative and Comprehensive, Subjective, relies on
responsive to qualitative ongoing evaluation expert observation
stakeholder needs measurements and interpretation
4. Feedback Formative, based on Summative, focused Both formative and Formative, based on
ongoing dialogue with on measurable summative, across expert critique and
stakeholders outcomes different phases detailed feedback
5. Use of Adopts curriculum to Improves curriculum Adjusts curriculum Enhances
Results better meet based on effectiveness during the process and understanding of
stakeholders needs metrics revises based on final curriculum quality
outcomes through expert
critique

 Curriculum evaluation is a formal process that assesses the quality, effectiveness, or value of a curriculum,
involving judgment of both its process and outcomes (Stufflebeam, 1991).
 Curriculum evaluation is a process used by educators to gather data to make decisions about accepting,
modifying, or changing aspects of the curriculum (Ornstein and Hunkins, 1998).
 Curriculum evaluation involves gathering useful information to help make decisions about maintaining,
modifying, or eliminating the curriculum (Oliva, 1988).
 Curriculum evaluation can be defined as describing and judging an educational program, comparing student
performance with objectives, and using relevant information for decision-making (Gatawa, 1990).

Curriculum Evaluation Models

1. Tyler's Objectives-Centered Model (1950)- This model emphasizes the systematic evaluation of curriculum,
focusing on three key elements: the learners, community life, and subject matter. It follows a step-by-step process:
a. Objectives/Learning Outcomes- Review objectives that outline both learning content and expected
student behavior.
b. Context/Situation- Identify situations where students can demonstrate the behavior aligned with the
objectives.
c. Evaluation- Develop and validate evaluation tools that are objective, reliable, and valid.
d. Instruments/Tools- Use these tools to measure change by comparing results before and after.
e. Outcomes/Results- Analyze results to identify strengths, weaknesses, and reasons for performance, using
the findings to adjust the curriculum.

2. Stufflebeam's CIPP Model (1971)- The CIPP model focuses on using evaluative data for decision-making,
incorporating both formative and summative evaluations across four key phases:
a. Context Evaluation- Assesses the environment, school climate, and curriculum goals, identifying needs
and problems to help decision-makers set responsive objectives.
b. Input Evaluation- Provides information on resources, methods, and strategies, helping select the best
procedures, materials, and staff to achieve program goals.
c. Process Evaluation- Monitors program implementation, ensuring it runs as planned, and identifies
strengths and weaknesses to guide improvements.
d. Product Evaluation- Compares actual outcomes with intended goals to assess success and identify areas
for program adjustments. This phase measures if learner needs are being met.
 3. Stake's Responsive Model (1975)- This model emphasizes descriptive evaluation that responds to the concerns of
teachers, students, parents, and administrators. Key characteristics include:
i. Focus on issues and concerns of all stakeholders.
ii. Evaluation takes place in the learning environment.
iii. Preference for qualitative evaluation methods.
iv. Emphasis on program activities rather than just objectives.
v. Prioritization of key issues for decision-making.
vi. Interaction with participants ensures better decisions.

The evaluation process follows nine steps, beginning with stakeholder consultation, determining the scope,
observing the program, identifying issues, collecting data, and preparing thematic reports tailored for different audiences.

4. Bradley Effectiveness Model (1985)- This model evaluates curriculum effectiveness by answering Yes or No to
specific descriptive questions related to key indicators. A "Yes" response indicates a strong curriculum, while a
"No" signals areas for improvement. Key indicators include:
a. Vertical Curriculum Continuity- Does the curriculum align across grade levels?
b. Horizontal Curriculum Continuity- Is the content consistent across the same grade level?
c. Instruction Based on Curriculum- Are lesson plans and materials aligned with the curriculum?
d. Broad Involvement- Are various stakeholders involved in curriculum planning and review?
e. Long-range Planning- Is there a clear review cycle for curriculum implementation?
f. Positive Human Relations- Are stakeholders, including teachers, principals, and leaders, engaged in
curriculum development?
g. Theory into Practice- Are the vision, mission, and learning outcomes clearly reflected in the curriculum?
h. Planned Change- Is there evidence of public acceptance of the program?

If any indicators receives a "No," action is needed to improve the curriculum.

5. Eisner's Connoisseurship Model (1979)- This model focuses on qualitative evaluation rooted in aesthetics and
appreciation. Key characteristics include:
a. Emphasizes qualitative appreciation of what occurs in the classroom.
b. Evaluators should closely observe classroom details.
c. Success is judged by a knowledgeable evaluator's skills and experience.
d. Built on two concepts- Connoisseurship (appreciation of significance) and Criticism (investigating and
disclosing qualities).
e. The evaluation consists of three aspects- Descriptive (portraying educational qualities), Interpretive
(exploring meanings through social science), and Evaluative (making judgments to improve education).

UNIT 4: LESSON 1 – OUTCOME BASED EDUCATION

William Spady (1994), its proponent, himself claims that OBE focuses everything in the educational system
around what is essential for all students to do successfully at the end of their learning experiences. It starts with a clear
picture of what teacher should do, then in organizing the curriculum, instruction, and assessment.

The teachers need to answer these key questions:

1. What do I want the students to learn?
2. Why do I want the students to learn this information?
3. How can I best help students to learn this information?
4. How will I know if the students learned?

Other trends and issues in the 21st century curriculum

 Environmental Problems
 Cultural Diversity
 Global Conflicts
 Scientific Breakthroughs

Curriculum should:
 Provide appropriate knowledge skills, and values to face the future
 be based on knowledge drawn from research
 be a product of consultative, collaborative development process; and
 support excellence and equity for all learners.
The need to develop 21st century skills of leaders in the curriculum
 Life skills - flexibility and adaptability, initiative and self-directions, teamwork and collaboration, social and
cross-cultural skills, productivity and accountability, and leadership and responsibility.
 Citizenship skills - valuing of diversity, global awareness, environmental awareness values, ethics and
professionalism.

5 Minds of the future (2006)

1. The Disciplined mind - makes use of the ways of thinking necessary for major scholarly work and profession.
2. The Synthesizing mind - selects crucial information from the voluminous amounts available, processing such
information in ways that make sense to self and others.
3. The Creating mind - goes beyond existing knowledge, poses new questions, and offer new solutions.
4. The Respectful mind - sympathetically and constructively adjusts to individual differences.
5. The Ethical mind - consistently consider one’s role as citizen and strives toward good word and good citizenship.

The Global Achievement (2011)

1. Critical thinking and problem solving
2. collaboration across networks and leading by influence
3. agility and adaptability
4. initiative and entrepreneurship
5. effective oral and written communication
6. accessing and analyzing information
7. curiosity and imagination

Education 4.0 - is the response of the education sector to all the changes brought by Industrial Revolution (IR) 4.0.

Industrial Revolution - also called the Fourth Industrial Revolution or 4IR—is the next phase in the digitization of the
manufacturing sector, driven by disruptive trends including the rise of data and connectivity, analytics, human-machine
interaction, and improvements in robotics.

10 Skills by IR 4.0
1. complex problem solving
2. critical thinking
3. creativity
4. people management
5. coordinating with others
6. emotional intelligence
7. judgment and decision-making
8. service orientation
9. negotiation
10. cognitive flexibility

UNIT 4: LESSON 2 – RESEACHES ON CURRICULUM DEVELOPMENT

Research – is the utilization of various methods and strategies to gather truthful and accurate information about problems
and issues related to the education and curriculum development.

Being mandated as a learner centered government institution DepEd is expected to incorporate the learning
process in implementing educational policies and program consistent with its vision.
 The Research Agenda

Build on gains from existing

research

Generate knowledge on less

explored but priority fields

Systematically focus DepEd's

attention relevant education

Maximize available
resources for research within
and outside the department

Research Theme and Question

The findings that generated from each team with full evidence- based actions that strategically support the
attainment of the Department’s vision and mission, as well as target outcomes of ensuring.

Access to complete
basic education

Effective transparent
and engaging
Quality education
governance of basic
education

Research themes and

question

Sample themes under teaching and learning

 actors
 activities
 fundamental

Five sub - themes:

1. Instruction
2. Curriculum
3. Learners
4. Assessment
5. Learning Outcomes

Instruction - incorporates strategies to enhance the teaching-learning process. Particularly attention is given to teaching
various subjects in light of reforms under k-12 program and the growing importance of honing well-rounded learners able
to complete in the current as well as the economies.

General Research Question

 What factors affect the teachers delivery of the curriculum?
 Topic
1. Class size
2. Contact time
3. Materials and resources
4. Information and communication technology (ICT)
5. Language Medium of Instruction MTB-MLE

Curriculum - may focus on the contribution of the new K to 12 curriculum on empowering learning outcomes. With the
integration of skills and competencies such as DRR and CAA in the delivery of the new curriculum, looking at
effectiveness is a crucial.

 How is the curriculum able to contribute in achieving learning outcomes?

Topic
1. Contextualization
2. Spiral progression in the curriculum
3. Higher order thinking skills

Agenda - will study the development, social, and behavioral effects of the teaching-learning process on Learners, who are
the primary clients of basic education.

 What factors affect the learning behaviors of learners?

Topic
1. Child development
2. External and internal environment
3. Teaching strategies
4. Multiple intelligences

DepEd has defined the official K to 12 Assessment Framework, which lays out current policies and shows the current
thinking on the matter,. Assessment requires further study to refine details of the framework.

 What factors affect the learning outcomes?

Topic
1. Classroom assessment (i.e formative and summative)
2. Emerging good practices
3. Teachers expertise in constructing various types of assessment
4. Availability of assessment tools and resources(e.g materials, manpower, environment, portfolio
assessment.

Learning outcomes - in understanding what drives achievement, and by assessing and comparing the progress of the
learners across subject, grade levels, and geographical regions.

 How does achievement of expected learning outcomes vary in terms of practices per region, division, and/or
school?
Topic
1. Regional, division, and school variation
2. School typology
3. Role of Leaders
4. Geographic, political, and economic factors-partnership (i.e LGUs, other private and public
organization and institutions.

Module Summary

DepEd order no. 16, s. 2017 which stress the Research Management Guidelines (RMG) supports the Department of
Education’s policy development process, research agenda and policy and program development and implementation.

Research - is the utilization of various methods and strategies to gather truthful and accurate information about problems
and issues related to the education and issues teachers and other education practitioners with the skills necessary for
identifying what the problem is an particular school, and knowing how to address the problem systematically (Hine,
2013).

LESSON 3 CONTEXTUALIZATION OF THE CURRICULUM

DepEd Order No. 35, s. 2016 firmly supports the implementation of a contextualized curriculum. This is in line with the
implementation of Republic Act No. 10533 or the Basic Education Act of 2013 which emphasizes that the curriculum
should be contextualized.

Contextualization- is the process of presenting learning content in a meaningful and relevant context. Lessons should be
based on the learners previous experiences and real-life situations, thus making the lessons flexible, fit, creative, relevant,
meaningful, and adaptive to students’ level of understanding and instructional needs. Contextualizing a curriculum
encourages teachers to use local materials and activities which are common in the learners’ community.

Legal basis of Curriculum Contextualization

Enhanced Basic Education Act of 2013 (RA 10533) Section 5

SEC S Curriculum Development. The DepEd shall formulate the design and details of the enhanced basic
education curriculum. It shall work with the Commission on Higher Education (CHED) to craft harmonized basic and
tertiary curricula for the global competitiveness of Filipino graduates To ensure college readiness and to avoid remedial
and duplication of basic education subjects, the DepEd shall coordinate with the CHED and the Technical Education and
Skills Development Authority (TESDA).

The DepEd shall adhere to the following standards and principles in developing the enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate,
(b) The curriculum shall be relevant, responsive and research-based,
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative
and integrative,
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education
(MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the
known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum
shall be available;
(g) The curriculum shall use the spiral progression approach to mastery of knowledge and skills after each level, and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same
based on their respective educational and social context. The production and development of locally produced
teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division
education units.
Processes in Contextualizing a Curriculum
1. Know the learners’ needs, issues and interests.
2. Gather information and look for available materials. Teachers should provide a variety of local and authentic
materials to the students.
3. Create and teach lessons that are within the experiences of the students so that they could easily relate to the
lessons and that students would become motivated to participate in the discussion and in performing the tasks
given to them.
4. Put new skills into action in the real world.
5. Reflect on and evaluate the contextualized lessons.
6. Revise and add new information or skills.
The degree of contextualization is described into two, localization and indigenization.

Localization - means discussing the learning content using local information and materials that are available in the
learners' community.

Indigenization - is the process of enhancing curriculum competencies, education resources and teaching-learning
processes in relation to the bio-geographical, historical and socio-cultural contest of the learners community. It may also
involve the enhancement of the curriculum framework, curriculum design, and learning standards of subject areas, guided
by the standards and principles adhered to by the national curriculum.