Anjeilinne Mae J.

Bocala

BSED-III(VALUES EDUCATION)

Module 2: THE TEACHER AS A KNOWER OF CURRICULUM

LESSON 1: THE SCHOOL CURRICULUM: DEFINITION, NATURE AND SCOPE

A. What is your own definition of a curriculum? Write down your answer in the space provided.

In my own understanding about the definition of curriculum It is a summary of the tasks that must be completed by a
school, a particular grade, or a certain year level at the conclusion of the semester or school year. The means and
resources students will use to interact with for the goal of accomplishing specified educational outcomes are
sometimes referred to as curriculum. According to some educators, the curriculum includes every scheduled activity
that a school provides as part of its duty to provide for students' educational needs. Then there are those who claim
that in addition to planned experiences, the curriculum also contains unplanned ones. Although a school's course
offerings are frequently defined as its curriculum, this definition is not frequently used in educational settings.
Curriculum, depending on how broadly educators define or use the term, generally refers to the knowledge and skills
students are expected to learn, which includes the learning standards or learning objectives they are expected to
meet; the units and lessons that teachers teach; the assignments and projects that students are given; the books,
materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used
to evaluate students. This includes every subject area, the amount of time allotted for each subject area, and the
lessons the teacher needs to cover with the students. It also encompasses the aims, objectives, lesson plans,
instructional techniques, and other elements of classroom instruction and learning. A comprehensive, accurate, and
comprehensive curriculum is very beneficial for the educational system. Because it helps the teacher organizes the
subjects that should be discussed before presenting them to the students in a way similar to how a lesson plan does.
For me, the curriculum specifically, a particular course is the foundation of the educational system, since, without it,
proper and structured learning would not be possible.

B. Do you have a traditional view of a curriculum, a progressive view or both? Explain your view based on your
definition.

While traditional and progressive curricula have their differences, they both aim to evaluate and quantify students'
learning in similar ways. They feature teacher and student interaction. The manner they instruct and engage with the
students varies. A regular curriculum alone won't offer students the advantage they need to complete the tasks they
want to while they are in school. However, the students found the practical education that went along with the
progressive curriculum to be much more enjoyable and intriguing.

LESSON 2: APPROACHES TO SCHOOL CURRICULUM

A. Choose a book that is being used in elementary, high school or college. Identify the following: Content,
 Process, Product.

INVENTORY OF THE CURRICULUM CONTENT, PROCESS AND PRODUCT

TITLE OF THE BOOK: Layunin ng Lipunan: Kabutihang Panlahat

GRADE LEVEL: 9
SUBJECT AREA USED:

No. CONTENT PROCESS PRODUCT/OUTCOME

Example: Example: Example:

Type of curriculum in the A. Individual research A. List of types of curricula

classrooms
B. Interview B. Skill in interview and
observation
C. Observation

1 Mga Elemento ng Kabutihang Isulat ang tatlong elemento ng Kabuuang pagkakaintindi sa

Panlahat Kabutihang Panlahat elemento ng kabutihang panlahat.

2 Paghinuha ng Batayang Konsepto Pangkatang aktibidad: Gumawa ng Para malaman at maunawaan ng

isang presentasyon na ang bawat tao kung sino nga ba ang
nilalaman ay para kanino ang ibigsabihin ng kabutihang
kabutihan. panlahat.

3 Mga Hadlang sa Pagkamit ng Gumawa ng sanaysay na Upang mas maunawaan kung bakit
Kabutihang Panlahat nagpapaliwanag ng mga Hadlang may mga hadlang sa mga
sa Pagkamit ng Kabutihang pagkakataon na ito.
Panlahat

4 Pagsasadula Pangkatang aktibidad: gumawa ng

isang kwento na nagpapakita ng
kabutihan.

5 Paghuhula sa aksyon Pangkalahatang aktibidad. Upang malaman ng mga

estudyante kung ano ano ang mga
kabutihang panlahat sa lipunan.

B. After learning from this lesson, how would you prepare yourself to become a teacher, using the three approaches to
curriculum? Write on the space below.

The teacher should focus on preparing for the curricular material, or what will be taught, as a top priority. The
established learning outcomes and objectives will also reveal this. The three phases of the curriculum include:
Curriculum planning, Curriculum implementation, and Curriculum evaluation.
There are many areas of the curriculum that you, as a teacher, and especially as a new teacher, will simply NOT be in
responsible of. As a new teacher, for examples, you would never review the curriculum. The state level is typically
where those choices are decided. As a teacher, your responsibility will be to implement the county- or state-
mandated curriculum. On a daily, monthly, or yearly planning and pace will be significantly more crucial for you.
Depending on your topic, a group of teachers will likely be allocated to you to work with in some way, and you will
decide things like presentation order and tempo together. Your main task at the classroom level, regardless of
whether you are working alone or in a team, will be to choose whether you want the curriculum to be a process or a
product. There isn't a simple solution to this. Goals, resources, student characteristics (gifted? advanced? special
education?), state curricula, personal preference, ability, etc. What pupils will be able to do after leaving your class
will be a defining characteristic of the curriculum as a whole? Simply the variety of items you have exposed them to
throughout the year makes up the curriculum as a process. Passing or failing depends less on whether they have
mastered the material than on whether they have taken part. Elementary school music classes, for instance, may be
more process-based, with the main objective being merely to expose them to a variety of music and instruments. High
School Chemistry is a product-based course, and passing requires students to show that they have mastered X, Y, and
Z. Participation in the lab alone is insufficient. Since you won't have much control over the curriculum, you should
concentrate your preparation on what and who you will be teaching. It is also a better use of your time to develop
your co-planning and intrapersonal abilities.

LESSON 3 - CURRICULUM DEVELOPMENT: PROCESSES AND MODELS

A. Determine the similarities and differences of the three models of curriculum development process.

How are the models similar?

Similar Features Tyler’s Taba’s Saylor and Alexander

Tyler XXXXX

Both objectives based and They both have specific

both include evaluation objectives that need to be
process. accomplished.

Taba Their models both XXXXX They both specify major

emphasize on the planning educational goals.
phase.

Saylor and Alexander Saylor and Alexander’s Saylor and Alexander's and XXXXX
model included the four Taba's model are similar in
phases of Curriculum a way that they both need
Development Process to examine the needs of
the students or society by
determining the goals,
objectives, and domains
before subjecting to the
curriculum designing,
implementing and
evaluating.
Comment:

Models that list the four main factors that goes into developing the curriculum, including the school's mission. There
are available the distinctive key steps in curriculum development. Regarded the curriculum as a strategy for setting up
specific learning opportunities for the teachers to take advantage of.

How are the models different?

Similar Features Tyler’s Taba’s Saylor and Alexander

Tyler XXXXX T yler's model does not

only focuses on goals,
Tyler's model is different
objectives and domains as
from Taba's model because
considerations on
it starts the steps of
curriculum development
curriculum development
but also the experiences in
from the top.
relation to the purpose of
the curriculum unlike
Saylor and Alexander's
model.

Taba Taba's grass root approach XXXXX Taba's model is different

begins from the bottom, from Saylor and
rather than from the top Alexander's because Taba's
for which Tyler proposed. model had specified each
step toward developing a
curriculum, unlike Saylor
and Alexander's model that
directly submits the goals
and objectives to
curriculum designing
without identifying the
content and possible
experiences that the
learners attain.

Saylor and Alexander The two models is different Saylor and Alexander's XXXXX
from each other for Tyler's model is different from
model gives consideration Taba's model for Saylor's
to experiences while the model directs the steps to
latter does not. the four major steps but
Taba's give attention to
anything that may interfere
the learning of the
 students.

Comment:

The educational experience and its goal have received consideration. Describing every step. Identifies the domain,
objectives, and goals, then designs, implements, and evaluates the curriculum.

B. Describe the model of curriculum development which you understand well. Write in two paragraphs.

The term "curriculum model" refers to a large category of documents used in education to specify particular
elements of training, such as the subject, duration, and style of instruction. The process model and the product model
of curriculum have both been around for a while. The emphasis is more on the final product than on the learning
process under the product model, where grades are the primary purpose. There are three models of curriculum
design: subject-centered, learner-centered, and problem-centered design.
Subject-centered focuses around a specific subject or field, like biology, literature, or mathematics. The subject, as
opposed to the student, tends to be the main focus of this curriculum design strategy. It is the type of standardized
curriculum that K–12 public schools use the most frequently. Learner-centered Unlike other approaches to curriculum
design, the model is not student-centered and is less concerned with individual learning preferences. Students who
are not responsive to this paradigm may fall behind as a result, which might affect their motivation and engagement.
Problem-centered, centers, in contrast, around the wants, needs, and objectives of the learner. It recognizes that kids
are not all the same but rather unique people and shouldn't always follow a set curriculum. This strategy tries to
provide students the power to choose how to pursue their education.

C. What phases of the curriculum process do you find very important as a teacher? Why?

The order in which learning objectives should be learned is one of the most crucial aspects of curriculum
implementation, which the teacher should carefully evaluate. Teachers are essential to any curriculum creation effort
because of their expertise, knowledge, and experiences. Better instructors promote better learning since they are in
charge of providing the curriculum in the classroom and are the most educated about the practice of teaching.

Module 2: LESSON 4 - FOUNDATIONS OF CURRICULUM DEVELOPMENT

A. What significant contribution can you recall about this person?

CONTRIBUTION

Lev Vygotsky Child’s development and education and the Zone of Proximal Development.

Daniel Goleman Emotional Intelligence Theory Explained.

William Kilpatrick The purpose of curriculum is child development, growth and social relationship.

Hilda Taba The theory of inductive thinking. Theoretical and pedagogical foundations of concepts
development.

Ralph Tyler He believes that curriculum should revolve around the students’ needs and interest.

John Dewey His emphasis on progressive education.

Abraham Maslow Hierarchy of Needs

Carl Rogers Psychotherapy method known as client centered therapy.

Franklin Bobbit Views curriculum as a science that emphasizes the needs of the students.

Alvin Toffler Modern technologies, including the digital revolution and the communication revolution, with
emphasis on their effects on cultures worldwide.

B. Identify which among the foundations of curriculum, has influenced what you have learned in school as a college
student?
You'll develop discipline Since no one at your college will make you attend classes or make sure that you submit your
homework on time, you'll develop discipline. It's entirely up to you to exercise severe self-control in this regard. Once
you have your degree in hand, you won't waste the discipline you learned. You will gain knowledge while in college.

You'll develop self-control. You will be in charge of your own education. You'll excel at managing your time. You'll
master handling difficult conversations. You'll learn to be persistent. You'll discover how to request assistance. You'll
improve your moral character. This why the foundations of curriculum influence being a college students.

C. How will the thinking of Abraham Maslow influence your teaching practice in the future?
The four deprivation needs are often handled largely by teachers and leaders (self-esteem, sense of belonging, safety,
and physiological). Every effort a teacher makes to meet these basic needs will increase the ability of their students to
learn and succeed in the classroom. Abraham Maslow influences my teaching practice in the future first is we
necessities of society; this area of Maslow's theory includes the application of group work and other social education
techniques. We are social beings, after all. The COVID crisis has certainly highlighted how much people miss their
extended family and friends. Second is a need for aesthetics and safety; most people desire to live and work in
pleasant, secure environments, which includes classrooms and other public spaces. Third is the need for Self-
Actualization, as future educators. I think we all want our students to be the best versions of themselves, if not in our
courses, then in their future employment and personal lives.