Republic of the Philippines

Province of Cebu
City of Talisay
TALISAY CITY COLLEGE
Poblacion, Talisay City, Cebu
nd
2 Semester, Academic Year 2020-2021

Prof Ed 7 – The Teacher and the School Curriculum

Course Facilitator Deletah dg. Polinar Department

Teacher Contact No.

Program & Year BEED and BSED III Credit Units 3.0
This course includes the fundamental concepts and principles in curriculum and
curriculum development as a foundation to engage prospective teachers as
Course Description curricularists. The more active role of the teacher in planning, implementing and
evaluating school-curriculum as well as in managing school curriculum change vis-à-vis
various context of teaching-learning and curricular reforms shall be given emphasis.
Develop a responsive and relevant Vision, Mission, Goals and Objectives of their envisioned
Culminating Outcome
school.
Prelim Unit Outcome Explain the nature of the curriculum and its foundation and development.

Student’s Name Curricular Yr.& Sec.

Contact No. Time Allotment
Residence Inclusive Date/s

Course Material 2 Curriculum Essentials – The Teacher as a

Knower of Curriculum
CONTENT LEARNING OBJECTIVES
 Curriculum Development Processes and At the end of this course material, you will…
Models  Complete statements with an inclusion of multiple
 Foundations of Curriculum Development choice exercises
 Fundamentals of Curriculum Designing  Find similarities and differences of approaches and
 Curriculum Mapping foundations
 Create your own Course Design
ENGAGE
There are many information you have learned from our previous course material. These are:
1) Definitions of the curriculum 2) 14 types of curriculum operating in every teacher’s classroom. 3) Roles portrayed
by a teacher in the curriculum. 4) Nature and Scope of Curriculum 5) Approaches of School Curriculum. Now let us
review by (a) writing A if you Agree or D if you Disagree on the statements below
___ 1. It is a reality that there exist more than one curricula in the teacher’s classroom.
___ 2. Teachers should expect that school curricula are dynamic and changing.
___ 3. Textbooks and modules are written curricula that represent the recommended curricula.

With the different roles that a responsible teacher does in the classroom every day, qualifies him or her as a
curricularist. The teacher then must be knowing, writing, implementing, innovating, initiating and evaluating the
curriculum in the school and classrooms just like the role models and advocates in curriculum and curriculum
development who have shown the way. In these 3 situations write what role is the teacher portraying in the
situation.
_________4. There is so much to do in one school day, I seem not able to do all, but I have to accomplish something
for my learners. I have made a daily activity plan to guide me.
_________ 5. Knowledge is limitless. What I learned n college is not enough. I need to know more, so I enrolled in
the Graduate School to advance my learning.
_________ 6. I need a poem to celebrate the World Teachers’ Day. I composed one to be used in my class in
Literature.

There are different personalities who have different views on what a curriculum is. Their points of view may
either be Traditional as it is highly academic and formally written in syllabus, lesson plan, books where knowledge is
found as a means to accomplish intended goals. Or maybe Progressive making curriculum as the total learning
experiences of the learner, under the guidance of the teacher. (c) In these last 4 statements, whose views are these
and write the family name.
_________ 7. It includes mathematics, science, history and foreign language?

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_________ 8. Curriculum is planned and enacted by the teacher
_________ 9. and also learned by the students.
_________ 10. Education is experiencing.
EXPLORE
Introduction:

The tempo of societal changes and technological progress in our time so fast that in order for schools and
universities to cope up with this new innovations, they must participate in the educational and social revolution.
Thus, the curriculum as the foundation of teaching –learning process, has to be geared to the rapid societal
changes and the new responsibilities for the new breed of Filipinos. Therefore, the development of programs of
study, learning and teaching resources, lesson plans, assessment of students and even teacher education all based
in curriculum needs changes. According to De Coninck (2008), curriculum. More than ever before, is now viewed as
being at the centre of daily life and the responsibility of society as a whole. (Reyes & Dizon, 2015)

Topic 1A: Curriculum Development Processes

Curriculum development is a dynamic process involving many different people and procedures. Development
connotes changes which is systematic. A change for the better means alteration, modification or improvement of
existing condition. To assure the viability of the curriculum, a logical and systematic procedure must be
undertaken.
Step 1: Curriculum Planning – this involves the school vision, mission, and goals (VMG). If you will look at the course
requirement of this subject you will notice that you will be asked to develop a responsive and relevant Vision,
Mission, Goals and Objectives of their envisioned school. Therefore, start thinking about it already. Why is this
important in the planning stage? It is important because the VMG is translated in the classroom. Every teacher
considers the desired learning outcome for the learners.

Step 2: Curriculum Designing – it is a means of designing, conceptualizing, constructing the learning activities and
students’ involvement in the content and evaluation. Look at the contents of your lesson plan. I have read many
modules in the subjects the Teaching Science, the Teaching of Mathematics and the Teaching of Social Studies and
the Teaching of English. Most of your teachers’ requirements are lesson plans and they have taught you that in
making (designing) a lesson plan you formulate objectives. The learners and the resources are the prime
considerations in making one. Then your intended learning objectives should also match with the strategies, your
resources, your lesson proper and your evaluation.

Step 3: Curriculum Implementing – is putting into action the lesson plan inside the classroom for experienced by
the learners facilitated and guided by the teacher. Look at the verbs that were used experienced, facilitated, and
guided. Who are the persons involved? The teacher who made the lesson plan for the students to exercise experiential
learning.

Step 4: Curriculum Evaluating - determines the extent to which the desired outcomes have been achieved.
Evaluation comes into two forms. These are formative which is the progress of learning and summative which is
the mastery of learning. When the lesson is done, teacher conducts a test. In this step, the factors of teaching and
learning are determined. When there is an unfavourable result of evaluation, teachers start to ponder on this
question, what hindered the implementation of the introduced lesson? Is it the resources or support materials or is
it the strategy? Whatever is the pinpointed result, improvements must be made. Therefore, the result of
evaluation is very important for decision making of curriculum planners and implementers.
Topic 1B: Curriculum Development Models
1. Ralph Tyler Model: There are 4 basic principles of this model posed as:
Questions Considerations
1. What education purposes should schools seek to attain? Purposes of the school
2. What educational experiences can be provided that are likely to Educational experiences related to
attain these purposes? the purposes
3. How can these educational experiences be effectively organized? Organization of the experiences
4. How can we determine whether these purposes are being attained Evaluation of the experiences
or not?

2. Hilda Taba Model: Grassroots Approach – Taba believes that teachers should participate in developing a
curriculum from the bottom (the teachers) to the top (administrators) are those that design the curriculum. If I will
use your prospectus (which is also a type of curriculum) as an example, I would like to inform you that the subjects
found in the curriculum (prospectus) you are using are chosen, decided and judiciously studied by groups of teachers
who specialize in BEED, BSED majors in English, Filipino, Mathematics and Social Studies. This model has 6 steps:

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 1. Diagnosis of learners’ needs and expectations 4. Organization of learning contents
of the larger society.
2. Formulation of learning objectives 5. Selection of learning experiences
3. Selection of learning – contents 6. determination of what to evaluate and the means of
doing it

3. Galen Saylor and William Alexander Curriculum Model – they viewed curriculum develop as a plan for
providing sets of learning opportunities to achieve broad educational goals and related specific objectives for an
identifiable population served by a single school center. They enumerated 4 steps. These are:

3.1. Goals, Objectives and Domains. Curriculum planners begin by specifying the major educational goals and
specific objectives they wish to accomplish. Every goal represents a domain considering the learners’ personal
development, human relations, continued learning skills and specialization. Do you recall your lesson plan
objectives/instructional plan when it is stated as “At the end of the lesson, the students (pupils as the case maybe)
will…
3.2. Curriculum Designing. In designing a curriculum appropriate learning opportunities are determined and
how each opportunity is provided. This can be seen in the teacher’s lesson/instructional plan where appropriate
methods or strategies are stated, the support materials needed for the lesson, and what procedures to be undertaken.
If a teacher teaches one subject for the entire week, to different learners, at different schedules, he/she could not say,
“I will use only 1 lesson plan”. Why? Because, the learners alone are entirely different from each other.

3.3. Curriculum Implementation. Once the teacher has designed (written) the curriculum
(lesson/instructional plan), he/she implements (conducts) it in the class. Therefore the discussion takes place.

3.4. Curriculum Evaluation. A comprehensive evaluation using a variety of evaluation techniques (recall
your Prof Ed 8 lesson) is recommended. The evaluation should involve the total educational programme of the
curriculum plan, the effectiveness of instruction and the achievement of students. The effectiveness of instruction
meant for teachers to determine whether he/she was able to deliver the lesson using appropriate methods and
strategies. Also, in the achievement of students it will open our minds with these terms: Assessment for learning,
Assessment as Learning and Assessment of Learning.

Go back to the last step of Tyler, Taba and Saylor & Alexander Models and check what do you see. For sure
you will agree with me that the last step is Evaluation. Why? Because evaluation is a springboard for improvement,
is the key to determine the effectiveness of one’s teaching skills, is a secret to correct programs and projects.

LEARNING CHECK:
1. Look for a Lesson Plan and encircle the parts where you can find the contribution of Saylor and Alexander.
2. Show the Curriculum Development in a schema

Topic B: Foundations of Curriculum Development

In our first course material, it was stated that curriculum is continuously changing or is an on-going process.
Moreover, it is monitored, examined, evaluated and improved. As the needs of learners change, as society
changes, and as new knowledge and technology appear, the curriculum must change. The society, the learner and
the knowledge are equally considered and cannot be neglected.

I. Philosophical Foundation – Guay (2012) determined philosophical foundation as a driving purpose of education,
as well as the roles of the various participants. In a matrix, the following philosophies is shared by Ornstein and
Hunkins (2014).

Content Perennialism Essentialism Progressivism Reconstructionalism

To educate the rational To promote To promote To improve and
person; intellectual growth of democratic social reconstruct society
learners living To use Education for
Aim
To cultivate intellect change
To make learners
become competent
They assist students to They are the sole They lead for growth They are agents of
Role of
think with reason (critical authorities in the and development of change and reform.
Teachers
thinking HOTS) subject area lifelong learners
Classical subjects, literary Essential skills of the Interdisciplinary Present and future
Focus analysis. 3Rs subjects. educational
landscape

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 Curriculum is enduring Learner-centered
Outcomes-based
Use of great books (Bible, Back to basics, Equal opportunities School and curricular
Koran, Classics) and excellence in for all, contextualized reforms
Liberal Arts education, cultural curriculum, Global education
Trend literacy Humanistic education Collaboration and
Convergence
Standards and
Competencies

II. Historical Foundations – Curriculum planners or developers must know what makes history or why is historical
foundation of curriculum important. Nasiv (2015) shared by analysing the past periods of curriculum. It is
possible to view and review the needed curriculum in terms of current and future education needs. The
contributions of past curriculum specialists paved a great way to our modern curricularists in the development
of present curriculum. These are:
Experts Contributions/Theories and Principles
 Started the curriculum development movement
Franklin Bobbit  C a science that emphasizes students’ needs
1876 – 1856  C prepares learners for adult life
 Objectives and activities should group together when tasks are identified
Werret  Posted that curriculum is science and emphasizes students’ needs (similar with Bobbit)
Charters  Objectives and activities should match. Subject matter/content relates to objectives
1875 – 1952
 Curricula are purposeful activities which are child-centered
William
 The purpose of curriculum is child development and growth
Kilpatrick
 Introduced this project method where teacher and student plan the activities
1871 – 1965
 Curriculum develops social relationships and small group instruction
 Curriculum should develop the whole child. It is child - centered
Harold Rugg
 Objectives and related learning activities should produce outcomes
1886 – 1960
 Emphasized social studies and suggested that the teacher plans curriculum in advance
 C is organized around social functions of themes, knowledge and learner’s interest
Hollis Caswell  Curriculum, instruction and learning are interrelated
1901 – 1989  Curriculum is a set of experiences. Subject matter is developed around social functions
and learners’ interests
 Curriculum is a science and an extension of school’s philosophy. It is based on students’
needs and interest
Ralph Tyler  Curriculum is always related to instruction. Subject matter is organized in terms of
1902 – 1994 knowledge, skills and values
 The process emphasizes problem solving. Curriculum aims to educate generalists and not
specialists
 She contributed to the theoretical and pedagogical foundations of concepts development
Hilda Taba
and critical thinking in social studies curriculum
1902 – 1967
 She helped lay the foundation for diverse student population
 He described how curriculum change is a cooperative endeavour
Peter Oliva
 Teachers and curriculum specialist constitute the professional core of planners
1992 – 2012
 Significant improvement is achieved through activity

III. Psychological Foundations – It is important to include psychology as a foundation of curriculum. Psychology is

defined as the study of the mind, how it works, and it might affect behaviour. And let us remember that in the
realm of education we deal with human beings who have faculties (minds) that work and try to accomplish
something. Oftentimes, we notice that man’s output is dependent or affect their behaviors. Let us divide the
discussion into 2 learning theories:

A. Association and Behaviorism

Time Contributions/Theories and Principles
 He is the Father of the Classical Conditioning Theory, the Stimulus-Response Theory
Ivan Pavlov  The key to learning is early years of life is to train them what you want them to become
 S-R Theory is a foundation of learning practice called indoctrination
 He championed the Connectionism Theory
Edward
 He proposed the three laws of learning: Law of Readiness; Law of Exercise; Law of Effect
Thorndike
 Specific stimulus has specific response
 He proposed the Hierarchical Learning Theory. Learning follows a hierarchy.
Robert Gagne
 Behavior is based on pre-requisite conditions

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  He introduced tasking in the formulation of objectives
 Cognitive Development Theory of Jean Piaget (from Sensorimotor stage to formal stage)
Jean Piaget  Key Factors that influence children to learn and to grow learning (from Schema to
Equilibration)
 Cultural transmission and development and Socio-cultural Development Theory
 Learning precedes development
Lev Vygotsky
 Pedagogy creates learning processes that lead to development;
 the child is an active agent in the educational process
 the 8 Multiple Intelligences
Howard
 Humans have ways of processing information that are relatively independent with one
Gardner
another
 Emotional Quotient
Daniel Goleman
 Emotion contains the power to affect action

B. Humanistic Psychology
Time Contributions/Theories and Principles
 Gestalt Theory. Learning is explained in terms of “wholeness” of the problem. And Human
beings do not respond to isolate stimuli but to an organization or pattern of stimuli
 Learning is complex and abstract; Learners analyse the problem; discriminate between essential
Gestalt
and non-essential data, and perceive relationships
 Learners will perceive something in relation the whole. What/how they perceive is related to
their previous experiences
 Advance the Self-Actualization Theory and Classical Theory of Human Needs
Abraham  He put importance to human emotions based on love and trust
Maslow  Key to Learning: Produce a healthy and happy learner who can accomplish, grow and actualize
his or her human self
 Non-directive and Therapeutic Learning. He established counselling procedures and methods for
facilitating learning
Carl
 Children’s perceptions which are highly individualistic, influence their learning and behaviour
Rogers
 Key to Learning: Curriculum is concerned with process not product; personal needs not subject
matter; psychological meaning not cognitive scores

IV. Social Foundations – This refers to issues from society that has an influence on curriculum. When a curricularist
design curriculum they consider the society, the culture of the group and institution. To enumerate them:
Schools and Society as a source of change; schools as agents of change; Knowledge as an agent of
Society change
John Dewey He considered two fundamental elements, schools and civil society, to be major topics
(1859-1952) needing attention and reconstruction to encourage experimental intelligence and plurality.
Wrote the book Future Shock. He believed that knowledge should prepare students for the
future. He suggested that in the future, parents might have the resources to teach
Alvin Toffler
prescribed curriculum from home as a result of technology, not in spite of it (Home
(1928-2016)
Schooling). He also foresaw schools and students worked creatively, collaboratively and
independently of their age

In summary, the foundation upon which curriculum is based are highly educational and interrelated with each
other. According to Alvior (1) philosophy offers solutions to problems by helping the administrators, curriculum
planners, and teachers make sound decisions. A person’s philosophy reflects his/her life experiences, social and
economic background, shared beliefs, and education. (2) The history of one’s country can affect its educational
system and the kind of curriculum. If we trace the curriculum’s formal beginning, many developments in the
purposes, principles, and contents of the curriculum took place. (3) curriculum developers must craft a more
advanced, more comprehensive curriculum that promotes human potential. Teachers don’t only educate the
minds, but the hearts as well. Lastly (4) since society is dynamic, many developments are difficult to cope with and
adjust to. But the schools are made to address and understand the changes not only in one’s country but in the
world as well.

LEARNING CHECK: What significant contribution can you recall about these persons (1) Ivan Pavlov, (2) Edward
Thorndike, (3) Robert Gagne, (4) Jean Piaget, (5) Lev Vygotsky, (6) Howard Gardner, (7) Daniel Goleman, (8)
Abraham Maslow, (9) Carl Rogers, and (10) John Dewey.

Topic C1: Fundamentals of Curriculum Designing

Designing a curriculum is a very challenging task. It is in this task the teacher’s style and creativity come in.
The curriculum is a planned sequence of learning experiences that should be the heart and mind of every teacher.

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The teacher should involve him/herself in designing a curriculum. The teacher is a part of the learner’s intellectual
journey.

The fundamental laws of designing a curriculum (Oliva, 2003) is described when Curriculum
change/development is…
1. …inevitable, necessary and desirable. Oftentimes, change occurs in the society. We experience societal
development, knowledge revolution, technology era, political tyrannies and others which in the long run schools
curricula become affected.
2. …a product of its time. As fundamental law no. 1 is described a response to change is needed. Going back to
the 4 foundations of curriculum development make it very timely for the changes to occur.
3. … made earlier can exist concurrently with newer curriculum changes. A revision in a curriculum starts and
ends slowly and gradually phased out. Let me use the BEED and BSED curricula as an example. The 4th year
students of this school year are using CMO no. 11 of 2004 while the 1st year-3rd year students are using CMO 74 and 75
of 2017. See the gradual change. But you cannot see 4 curricula being used in one school year. Meaning it is
impossible for a school to be having a curriculum for the 4th year, another curriculum for the 3rd year, another
curriculum for the 2nd year and another curriculum for the 1st year. If ever this will happen, the school will be
sanctioned by the higher authorities.
4. …dependent on the people who will implement the change. Teachers who are the implementers of the
curriculum are the best persons to design and recommend the changes. Administrators, who are also teachers,
can relate to the needs of the teachers because they too are inside the classroom.
5. …a cooperative group activities. An old adage says, “two heads are better than one”. In other words, a
collaborative and cooperative effort of the group create can design a significant and viable curriculum. The
group I am referring to are the stakeholders (you will learn that in course material no. 4).
6. …a decision – making process made from choices of alternatives. This is the outcome of group activities as
learned in law no. 4. The brainstorming session can create suggestions and alternatives leading to a sound and
healthy decisions until a curriculum is designed or framed.
7. …an on-going process. A continuous monitoring, examination, evaluation and improvement of curricula are to
be considered. Why is the 1st year to 3rd year students’ curriculum different from those who are in the 4 th year? For
simple reason, the Basic Education curriculum called K to 12 is the one being used by DepEd. If our, TCC, will not
adapt the changes most likely our graduates are far-behind with what is going on in the real workplace.
8. … more effective if it is comprehensive, rather than a “piecemeal”. It takes a careful plan, established intended
learning outcomes, support resources and needed time available to equip teaching staff pedagogically. When
the General Education courses came about and it was already ready for implementation for the next school year,
CHED immediately conducted trainings for teachers who will teach the new subjects. Likewise, in DepEd Summer
Trainings and Workshops were made to teachers who will teach the MTB-MLE.
9. …more effective when it follows a systematic process. A clear manifestation of a systematic process in
curriculum development is the use of a lesson plan or instructional plan and/or learning competencies used by
DepEd. All teachers and all schools from Aparri to Zulu use only one plan and one framework. If this is not being
practiced, we can imagine the chaos or confusion in our educational system.
10. …from where the curriculum started. Curriculum planners and designers should begin with existing
curriculum. An existing design is a good starting point for any teacher who plans to enhance and enrich it.
Topic C2: Elements and Components of a Curriculum Design
There are many labels of Curriculum Design. Some call it a Syllabus, some Lesson Plan, some Instructional Plan
and some Unit or Weekly Plan. I will not go deeper with the discussion because your teachers have been repeating and
repeating the same issue in your classes especially those in the BEED program. However, it is more important if we will
have a uniform knowledge or understanding with the elements or components. Whatever is the name it has the same
components or elements:

I. Behavioral Objectives or Intended Learning Outcomes. Begin with the end in mind, the line of Stephen Covey,
gave us the same direction with the teacher’s curriculum design. The objectives or the intended learning outcomes
are the reasons for undertaking the learning lesson. As a curriculum designer, we begin our goals, we journey with
our students, we guide them on what to do with their lessons with all the aims of accomplishing whatever is our
intention. Let us not forget the following in making the objectives:
ABCD’s of Learning Domains of Learning SMART Statement
A – Actor Cognitive – Knowledge (Head) S – Specific
B – Behavior Affective – Emotions (Heart) M – Measurable
C – Condition Psychomotor – Skills (Hand) A – Attainable
D – Degree R – Realistic
T – Time bound

II. Content/Subject Matter. The principles in selecting content are the following:
a. Subject Matter should be relevant to the outcomes of the curriculum
b. Subject Matter should be appropriate to the level of the lesson or unit.
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c. Subject Matter should be up to date and, if possible, should reflect current knowledge and concepts

III. References. This follows after the content. It tells where the content or subject matter has been taken

IV. Teaching and Learning Methods. These are the activities where the learners experience learning. The learning
by doing (John Dewey) concept make the students understand well what they are doing. It can be
a. Cooperative learning – the success of learning is manifested by allowing students to work together, making them
find solutions to problems, and encouraging a democratic process discussion.
b. Independent learning – allow learners to develop personal responsibility. Its degree of independence may them
enhance their desire to learn.
c. variety of delivery modes is highly recommended

V. Assessment/Evaluation – learning becomes effective if students are given comments on their performance. This is
learned more in your Prof Ed 8. The 3 main forms of assessment are:
1) self – Evaluation – it aims to produce a significant element in the curriculum because we aim to produce graduates
who are appropriately reflective and self-critical
2) Peer Assessment – students provide feedback on each other’s learning.
3) Teacher Assessment – teacher prepares and administers tests and gives feedback on the students’ performance

LEARNING CHECK: Say yes or no (1) Do you think, curriculum change is inevitable? (2) Does curriculum change not
consider the existing one? (3) Should Curriculum be designed only by one person? (4) Should any change in
curriculum include an evaluation process? (5) Does curriculum change mean total overhaul? (6) Should learning
outcomes be considered first before the content? (7) Should teaching methods consider only the expertise of the
teacher? (8) are time tested methods like inductive and lecture no longer useful? (9) should contents be updated
and relevant? (10) is there only one design that a teacher should know?
Supplementary Material/s:
https://www.youtube.com/watch?v=1-SvuFIQjK8
https://mysominotes.wordpress.com/2018/01/20/curriculum-development-historical-foundations-of-the-
curriculum/
https://www.cmasas.org/philosophical-basis-teaching-and-learning-model
https://www.youtube.com/watch?v=DHhIln5bjk8
https://www.youtube.com/watch?v=MlfT8m_5qqI&t=33s
https://www.youtube.com/watch?v=Khk7zs8gLp0

Topic D: Curriculum Mapping

Curriculum Development
By: Purita Bilbao; Brenda Corpuz ; Filomena Dayagbil

Definition: is a process or procedure that follows curriculum designing

Curriculum Mapping Process: is done in many ways and it is according to what outcome one needs to produce.
Characteristics:
1) are visual timelines that outline desired learning outcome to be achieved, contents, skills and values taught,
instructional time, assessment to be used, and the overall student movement towards the attainment of the
intended outcomes.
2) is simple or elaborated used by the teacher, department or school.
3) provides quality control of what are taught in school to maintain excellence, efficiency and effectiveness.
4) it is intended to improve instruction and maintain quality of education that all stakeholders need to be
assured.
5) it is an always work in progress, that enables the teacher or the curriculum review team to create and
recreate the curriculum
6) It provides good information for modification of curriculum, changing of standards and competencies in
order to find ways to build connections in the elements of the curricula.
Other word of curriculum mapping: Alignment
Types of mapping or alignment: 1) Horizontal Alignment – sometimes called “pacing guide” will make all
teachers, teaching the same subject follow the same timeline and accomplishing the same learning outcomes.
This makes it state-mandated, standard-based. 2) Vertical Alignment – can see to it that concept development
which may be in hierarchy or in spiral form does not overlap but builds a simple to more complicated concepts
and skills.

LEARNING CHECK: 1. Is a curriculum map a permanent document? Support your answer

2. Can a curriculum map as a tool be used in instructional supervision?

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 KNOWLEDGE-BUILDING
Assessment Task 1 Comprehension Check
There are two assessment tasks you need to comply. These are the Matching Type
where you Match Column A with Column B and Multiple Choice wherein you will choose
Instructions: the correct Answer.
Answer it correctly by writing your answer in a sheet of paper together with your
Critical Thinking and Creating
Reading comprehensively the topics will give you a good chance of understanding the
Help Guide
questions which will eventually give you good grades.
This is again a Right – Minus – Wrong examination.
Your Rating/
Basis for Rating: Think with precision especially that the choices in the
Total Points
100
multiple choice item tests sound or look to be the true.

Column A Column B
___ 1. It is the aim of this philosophy to educate the rational person and A. Philosophical
cultivate its intellect
___ 2. He introduced project method wherein the teacher and the student B. Curriculum Map
plan the activities
___ 3. It is a foundation of education that answers the question of, What C. Changes
method should be used?
___ 4. It is a curriculum model that considers the educational experiences D. Indocrination
related to the purposes are considered?
___ 5. When there are changes, you also expect E. Perennialism
___ 6. He introduced the Learning by Doing F. collaborative
___ 7. The foundation of learning practice in the S-R Theory is G. Ralph Tyler Model
___ 8. This adage, practice makes perfect, is true to what law of learning? H. Law of Exercise
___ 9. It is a work in progress. I. Kilpatrick
___ 10. With one word, describe your how curriculum is designed? J. John Dewey
K. Ivan Pavlov
ASSESS

Multiple Choice. Choose the correct answer. Please be guided with the instruction on top.
1. In developing curriculum, which among these statements is true?
a. it is more effective if the school administrator makes it c. if it is done periodically
b. if there is a systematic process d. only one should do it to make it faster
2. It is a philosophical aim in curriculum design to promote democratic social living
a. perennialism b. essentialism c. progressivism d. reconstructionism
3. When a teacher leads the students for growth and development of a lifelong learning, he believes on the
philosophy of
a. perennialism b. essentialism c. progressivism d. reconstructionism
4. Who among these theorist said that humans have several different ways of processing information and these
ways are relatively independent of one another?
a. Jean Piaget b. Howard Gardner c. Robert Gagne d. Vygotsky
5. They introduced a curriculum Model at the same time they become a part of the Historical foundation of
curriculum development
a. Taba and Oliva b. Oliva and Caswell c. Thorndike & Bobbit d. Tyler and Taba
6. Which among this sequence is correct for the Grassroots Approach?
A. Organization of learning contents D. Determination of what to evaluate
B. Diagnosis of learners’ needs E. Selection of learning contents
C. Selection of learning experiences F. Formulation of learning objectives
a. ABCDEF B. BAFECD c. DEACBF D. BFEACD
7. Which among these foundations can show the chronological development of the curriculum?
a. historical b. philosophical c. social d. psychological
8. In the psychological foundation of curriculum the contribution of Edward Thorndike belongs to
a. Industrial Psychology c. clinical psychology
b. association and behaviorism d. Cognitive theory
9. Curriculum change is inevitable, necessary and desirable. Which among these statements is false?
a. The characteristics of a curriculum is dynamic
b. teachers should respond to the changes that occur in the school
c. societal development and knowledge revolution is addressed in the development of curriculum
d. the changes in the curriculum is made available when the team is ready to change it.
10. Abraham Maslow introduced the hierarchical Needs of Man? Where is the self – actualization found and
what does it mean?
a. middle, the need of man is on the basic needs
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 b. top, where personal potential is fully realized after basic bodily and ego needs have been fulfilled
c. bottom, where personal potential is fully realized after basic bodily and ego needs have been fulfilled
d. it is not found in any of the levels
CRITICAL THINKING
Assessment Task 2 Similarities and Differences
1) Make a Venn Diagram of the stated models
Instructions: 2) Write your answers in a bond paper
3) Use a V enn Diagram you think as appropriate
Steps in Accomplishing the Task
Help Guide The enumerated Models are shown below. The pair models are distinct with each other.
Be precise and prudent in making the diagram
Your Rating/
Basis for Rating: COMMUNICATE WITH THE WRITER FOR YOUR THIS
Total Points
120
1) Ralph Tyler and Hilda Taba 2) Hilda Taba and Saylor & Alexander
3) Saylor & Alexander and Ralph Tyler 4) Ralph Tyler and Hilda Taba and Saylor & Alexander
Score Sheet for Critical Thinking:
Listed Similarities (10) Listed Differences (10) Completeness of Details
Content of (10)
Total
Venn Diagram 1
Venn Diagram 2
Venn Diagram 3
Venn Diagram 4
CREATING
Assessment Task 3 Designing your own Curriculum Design
In as much as all programs, BEED and BSED, are using this course material we will give you
the liberty to:
Instructions: 1) choose your own topic
2) write your answer in an intermediate pad
3) write legibly and use a dark black pen
You are given the free hand to choose what topic you will make for your curriculum
design. Therefore, this will give you the comfort of creating something that you are
Help Guide
familiar with. Make sure you have the complete elements or components at the same
time you are following the specific guidelines of every element or component.
Rubric: COMMUNICATE WITH THE WRITER FOR YOUR THIS

Score Sheet for Creating

What to assess Conditional/ Perfect Points
The objectives follow the correct guidelines 15
The content/subject matter are listed completely 15
Reference Materials or book titles are referred with the
15
content/subject matter
Teaching and Learning Methods can be gleaned that students are
15
experiencing the work
Assessment is coherent with the objectives 15
Legibly written 10
Followed instruction as specified above 10
Submitted on time 5
SOURCES/REFERENCES
Emerita Reyes and Erlinda Dizon (2015). Curriculum Development, Adriana Printing Co., Inc. Quezon City.
P. Bilbao, F. Dayagbil, and B. Corpuz (2015), Curriculum Development for Teachers , Lorimar Publishing
Company.
https://simplyeducate.me/2015/01/09/foundations-of-curriculum/: Mary Alvior Retrieved 3/3/21
COURSE MATERIAL ENGAGEMENT CHECKLIST
Your feedback matters to us. The following are statements about the course material. Please indicate the point to
which each statement characterizes your assessment on the course material by checking the appropriate box.
YES NO
 The course material is easy to understand.
 The given instructions are clear.
 The given tasks are doable.
 The given information is complete.
 The teacher seeks ongoing feedback.

What is your personal thought on the course material? ___________________________________________________

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_________________________________________________________________________________________________
ACADEMIC HONESTY STATEMENT
I confirm that I have read and fully understood the policies of Talisay City College with regards to Academic
Dishonesty, and that I am fully aware of its possible legal and disciplinary consequences.
Student’s Signature Over Printed
Checked by
Name
E-mail Address E-mail Address
Date Submitted Date Received

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