TEACHER IN THE SCHOOL CURRICULUM

UNIT 2: CRAFTING THE CURRICULUM

I. FUNDAMENTALS OF CURRICULUM DESIGNING
Prepared by:
ANGELICA BAYSAC
COLEEN QUEROBIN

Curriculum design focuses on the creation of the overall course blueprint, mapping
content to learning objectives, including how to develop a course outline and build the course.
Each learning objective is met with assessment strategies, exercise, content, subject matter
analysis and interactive analysis. The ultimate goal of curriculum design is to deepen learning and
support students in gaining important core competencies such as critical and creative thinking,
skillful communication and demonstrating care for self and others.

The teacher's involvement in the curriculum development process is essential in the needs
of society. The process of curriculum development requires teachers to act and reflect on society's
needs. In each stage of the development process.

Ten Axioms About Curriculum That Teachers Need As Reminders

1. Curriculum change is inevitable, necessary, and desirable.

Earlier it was stated that one of the characteristics of curriculum is its being dynamic. Because of
this, teachers should respond to the changes that occur in schools and in their context. Societal
development and knowledge revolution come so fast that the need curriculum designs.

2. Curriculum is a product of its time

A relevant curriculum should respond to changes brought about by current social forces,
philosophical positions, psychological principles, new knowledge, and educational reforms. This
is also called timeliness.

3. Curriculum changes made earlier can exist concurrently with newer curriculum changes.
A revision in a curriculum starts and ends slowly. More often, curriculum is gradually phased in
and phased out, thus the changes that occur can coexist and oftentimes overlap for long periods of
time.

4. Curriculum change depends on people who will implement the change.

Teachers who will implement the curriculum should be involved in its development, hence
should know how to design a curriculum.

Because the teachers are the implementers of the curriculum, it is best that they should design and
own the changes. This will ensure an effective and long lasting change.

5. Curriculum development is a cooperative group activity Group decisions in some aspects

of curriculum development are suggested.
Consultations with stakeholders when possible will add to a sense of ownership. Even learners
should participate in some aspect of curriculum designing. Any significant change in the
curriculum should involve a broad range of stakeholders to gain their understanding, support, and
input..

6. Curriculum development is a decision-making process made from choices of alternatives.

A curriculum developer or designer must decide what contents to teach, philosophy or point of
view to support, how to provide for multicultural groups, what methods or strategies, and what
type of evaluation to use.

7. Curriculum development is an ongoing process.

Continuous monitoring, examination, evaluation, and improvement curricula are to be considered
in the design of the curriculum. As needs of learners change, as society changes, and as new
knowledge and technology appear, the curriculum must change.

8. Curriculum development is more effective if it is a comprehensive process, rather than a

"Piecemeal".
A curriculum design should be based on a careful plan, should clearly establish intended
outcomes, support resources and needed time available and should equip teaching staff
pedagogically.

9. Curriculum development is more effective when it follows a systematic process. A

curriculum design is composed of desired outcomes, subject matter content complemented with
references, set of procedures, needed materials and more resources and evaluation procedure
which can be paced in matrix.

10. Curriculum development starts from where the curriculum is.

Curriculum planners and designers should begin with existing curriculum. An existing design is a
good starting point for any teachers who plans to enhance and enrich a curriculum.

Building upon the ideas of Oliva, Let us continue learning how to design a curriculum by
identifying its components. For most curricula the major components or elements are answers to
the ff. questions:

1. What learning outcomes need to be achieved? (Intended Learning Outcomes)

2. What content should be included to achieved the Learning outcomes? (Subject Matter)
3. What learning experiences and resources should be employed?
(Teaching-Learning Methods)
4. How will be the achieved learning, outcomes be measured? (Assesment of Achieved Learning
Outcomes)

Elements or Components of a Curriculum Design

There are many labels or names for curriculum design. Some would call it a syllabus or a
lesson plan. Some would call it a unit plan or a course design. Whatever is the name of the
design, the common components for all of them are almost the same. However, some schools,
institutions or departments may add other minor parts or trimmings to the design.

Let us take the lesson plan as a miniscule curriculum. A lesson plan or teaching or
teaching guide Includes (1) Intended Learning Outcomes (ILO) Or the desired Learning
Outcomes (DLO) formerly labelled as behavioral objectives, (2) Subject matter or content, (3)
Teaching and learning Methods and (4) Assessment Evaluation. Each of these components or
Elements is Described below.

1. BEHAVIORAL OBJECTIVES or INTENDED LEARNING OUTCOMES

Begin with the end In view. The objectives or Intended Learning outcomes are the reason
for undertaking the Lesson from the students point of view; it is desired Learning outcome that is
to be accomplished in a particular learning episode, engaged in by the learners under the guidance
of the teacher. As a curriculum designer, the beginning of the learning journey is the learning
outcomes to be achieved. In this way, both the learner and the teacher are guided by what to
accomplish.

The behavioral objectives, Intended learning outcomes or desired learning outcomes are
expressed in action words found in the revised Bloom's Taxonomy of Objectives (Andersen and
Krathwohl, 2003) for the development of the cognitive skills. For the affective skills, refer to the
taxonomy made by krathwohl and for the psychomotor domain by simpson.

The statement should be SMART: Specific, Measurable, Attainable, Result Oriented and
time-bound. For a beginner, it would help if you provide the Condition, Performance and Extent
or Level of performance in the statement of the intended learning outcomes.

For example, if a lesson intends the students to identify the parts of a simple flower as
stated in the desired learning outcomes, then students should have identified the parts of a simple
flower, at the end of the lesson.

Sometimes the phrase intended learning outcomes is used to refer to the anticipated result
after completing planned activity or lesson. In framing learning outcomes, it is good practice to:

❖ Express each outcome in terms of what successful students will be able to do. For
example, rather than stating students will be able to explain the reason why... It should be:
'Students must have explained the reason why...' this helps students to focus on what they
have to achieve as learning. It will also help curricularists devise appropriate assessment
tasks.

❖ Include different kinds of outcomes. The most common are cognitive objectives
(Learning facts, theories, formulae, principles etc.) and performance outcomes (Learning
how to carry out procedures, calculations and processes, which typically include
gathering information and communicating results) In some contexts, affective outcomes
are important too (for developing attitudes or values, e.g. Those required as a person and
for a particular profession).
II. CONTENT/SUBJECT MATTER

The content of the Lesson or unit is the topic or subject matter that will be covered. In
selecting content, you should bear in mind the following principles in addition to those mentioned
about the content in previous lessons:
● Subject matter should be relevant to the outcomes of the curriculum. An effective
curriculum is purposive and clearly focused on the planned learning outcomes.

● Subject matter should be appropriate to the level of the lesson or unit. An effective
curriculum is progressive, leading students towards building on previous lessons.
Contents which are too basic or too advanced for the development levels of learners make
students either bored or baffled and affect their motivation to learn.

● Subject matter should be up-to-date and, if possible, should reflect current knowledge and
concepts.

● Subject matter should follow the principle of BASICS.

III. TEACHING AND LEARNING METHODS

These are the activities where the learners derive experiences. It is always good to keep in
mind the teaching strategies that students will experience (lectures, laboratory classes, fieldwork
etc.) and make them learn.

The teaching-learning methods should allow cooperation, competition as well as individualism or

independent learning among the students. For example:

● Cooperative learning activities - allow students to work together. Students are guided to
learn on their own to find solutions to their problems.
● Independent learning activities - allow learners to develop personal responsibility.
● Competitive activities, where students will test their competencies against another in a
healthy manner, allow learners to perform to their maximum.

● The use of various delivery modes to provide learning experiences is recommended.

There are some examples of very simple teaching-learning methods with detailed steps
that you can start using as you begin teaching.

A. Direct Instruction: Barak Rosenshine Model (in Ornstten and Hunkins,2018)

Detailed Steps:
1. State Learning objective/ Outcomes: Begin lesson with a short statement of
objectives or desired lesson learning outcomes.
2. Review: Introduce short review of previous or prerequisite learning.
3. Present new materials: Present materials in small, sequenced manner:
4. Explain: Give clear and detalled Instructions and explanations.
 5. Practice: Provide active practice for all students.
6. Guide. Guide students during initial practice; or provide seatwork activities.
7. Check for understanding. Ask several questions, assess students' comprehension.
8. Provide Feedback. Provide systematic feedback and corrections.
9. Assess performance. during practice session. Obtain student success rate of percent or
more
10. Review and test. Provide for spaced review and testing.

B. Guided Instruction: Madeline Hunter model (in Ornstien & Hunkins, 2018)

1. Review. Focus on previous lesson, ask students to summarize main points.

2. Anticipatory set. Focus student's attention on new lesson. Stimulate Interest in the
new materials.
3. Objective. State explicitly what is to be learned; state rationale or how it will be useful.
4. Input. Identify needed knowledge and skills for learning new lesson; present materials
in sequenced steps.
5. Modeling. Provide several examples or demonstration throughout the lesson.
6. Check for understanding. Monitor students' work before they become Involved in
lesson activities, check to see they understand directions or tasks.
7. Guided practice. Periodically ask students questions and check their answers. Again
monitor understanding.
8. Independent practice. Assign Independent work or practice when it is reasonably sure
that students can work on their own with understanding and minimal frustration.

C. Mastery Learning; JH Block and Lorin Anderson model (in Ornstein & Hunkins, 2018)

1. Clarify. Explain to students what they are expected to learn.

2. Inform. Teach the lesson, relying on the whole group instruction.
3. Pretest. Give a formative quiz on a no fault-basis, students can check their own paper.
4. Group. Based on results, divide the class into mastery and non-mastery groups (80% is
considered mastery)
5. Enrich and correct. Give enrichment instruction to mastery group. Give corrective
(practice/drill) to non-mastery group.
6. Monitor. Monitor student progress; vary amount of teacher time and support for each
group based on group size and performance.
7. Posttest. Give a summary test for non-mastery group of the students.
8. Assess performance. At least 75% should achieved mastery by the summative test.
9. Reteach. If not, repeat procedures; starting with corrective Instructions (small study
groups, individual tutoring, alternative instructional materials, extra homework, reading
materials practice and drill.

D. Systematic Instruction: Thomas Good and Jere Brophy (in Ornstein and Hunkins, 2018)

1. Review. Review concepts and skills related to homework, provide review exercises.
2. Development. Promote students understanding, provide controlled practice.
3. Assess comprehension. Ask questions, provide controlled practice.
 4. Seatwork. Provide uninterrupted seatwork; get everyone involved, sustain momentum.
5. Accountability. Check the students work.
6. Homework. Assign homework regularly; provide review problems.
7. Special reviews. Provide weekly reviews to check and further maintain and enhance
learning.

Teaching-Learning Environment

In the choice of the teaching learning methods, equally Important is the teaching learning
environment. Brian Castaldi in 1987 suggested four criteria in the provision of the environment or
learning spaces in designing a curriculum. These criteria include (1) adequacy, (2) suitability, (3)
efficiency and 4 economy.

1. Adequacy- This refers to the actual learning space or classrooms.

2. Suitability- This relates to planned activities. Suitability should consider chronological
and developmental ages of learners.
3. Efficiency- This refers to operational and instructional effectiveness.
4. Economy This refers to cost effectiveness. How much is needed to provide
Instructional materials?

Learning occurs most effectively when students receive feedback, i.e. when they receive
information on what they have already (and have not) learned. The process by which this
information is generated is assessment.
*Self-assessment through which students learn to monitor and evaluate their own learning.
*Peer assessment, in which students provide feedback on each other's learning.
*Teacher assessment, in which the teacher prepares and administers tests and gives feedback on
the student's performance.

Application of the Fundamental Components to Other Curriculum Designs

While our example refers only to designing a lesson plan which is a mini curriculum,
similar components will also be used in making a syllabus for teaching in higher education
courses or other curricular projects. Based on the curriculum models we have learned, the
fundamental components include the following:

Major components of a Courses Design or Syllabus

1. Intended Outcomes (or Objectives)

2. Content/Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment)

SUMMARY:
 Education is the most powerful weapon which you can use to change the world.- Nelson
Mandela Education is the first step for people to gain the knowledge, critical thinking,
empowerment. As educators, we are only as effective as what we know if we have no working
knowledge of what students studied in previous years, how can we build on their learning? If we
have no insight into the curriculum in later grades, how can we prepare learners for the future
classes? In a world that places a growing premium on social skills, education systems need to do
much better at fostering those skills systematically across the school curriculum.
 TEACHER IN THE SCHOOL CURRICULUM
UNIT 2: CRAFTING THE CURRICULUM
II. APPROACHES TO CURRICULUM DESIGNING
Prepared by:
SHEINE TULINAO
SHEKINA SERRA

Types of Curriculum Design Models

There are many ways of looking at curriculum and designing one. For our own purposes, let
us focus on the most widely used examples:

1. Subject-Centered Design
This is a curriculum design that focuses on the content of the curriculum. The subject-
centered design corresponds mostly to the textbook because textbooks are usually written
based on the specific subject or course. Henry Morrison and William Harris are the few
curricularists who firmly believed in this design. As practiced, school hours are allocated to
different school subjects such as Science, Mathematics, Language, Social Studies, Physical
Education, and others. This is also practiced in the Philippines, because a school day is
divided into class periods, a school year into quarters or semesters. Most of the schools using
this kind of structure and curriculum design aim for excellence in the specific subject
discipline content.

Subject-centered curriculum design also has some variations which are focused on the
individual subject, specific discipline and a combination of subjects or disciplines which are a
broad field of interdisciplinary.

1.1 Subject Design

The subject design curriculum is the oldest and so far the most familiar design for teachers,
parents and other laymen. According to the advocates, subject design has an advantage
because it is easy to deliver. Textbooks are written and support instructional materials are
commercially available. Teachers are familiar with the format, because they were educated
using also the design. In the Philippine educational system, the number of subjects in
elementary education is fewer than in the secondary level. In college, the number of subjects
also differs according to the degree programs being pursued. For each subject, a curriculum is
being designed.

However, the drawback of this design is that sometimes, learning is so compartmentalized. It

stresses so much the content and forgets about students’ natural tendencies, interests and
experiences. The teacher becomes the dispenser of knowledge and the learners are simply the
empty vessel to receive the information or content from the teacher. This is a traditional
approach to teaching and learning.
1.2 Discipline Design
This curriculum design model is related to the subject design. However, while subject design
centers only on the cluster of content, discipline design focuses on academic disciplines.
Discipline refers to specific knowledge learned through a method which the scholars use to
study content of their fields. Students in history should learn the subject matter like
historians, students in biology should learn how the biologists learn, and so with students in
mathematics, who should learn how mathematicians learn. In the same specific manner,
teachers should teach how the scholars in the discipline will convey the particular knowledge.
The discipline design model of curriculum is often used in college, but not in the elementary
or secondary levels. So from the subject-centered curriculum, curriculum moves higher to a
discipline when the students are more mature and are already moving towards their career
path or disciplines such as science, mathematics, psychology, humanities, history and others.

1.3 Correlation Design

Coming from a core, correlated curriculum design links separate subject designs in order to
reduce fragmentation. Subjects are related to one another and still maintain their identity. For
example, English literature and social studies correlate well at the elementary level. In the
two subjects, while history is being studied, different literary pieces during the historical
period are also being studied. The same is true when science becomes the core, mathematics
is related to it, as they are taken in chemistry, physics, and biology. Another example is
literature as the core with art, music, history, geography related to it. To use correlated
design, teachers should come together and plan their lessons cooperatively.

1.4 Broad field Design/Interdisciplinary

Broad field design or interdisciplinary is a variation of the subject-centered design. This
design was made to cure the compartmentalization of the separate subjects and integrate the
contents that are related to one another. Thus subjects such as geography, economics,
political science, anthropology, sociology and history are fused into one subject called social
studies. Language arts will include grammar, literature, linguistics, spelling, and composition.

Sometimes called holistic curriculum, broad fields draw around themes and integration.
Interdisciplinary design is similar to thematic design, where a specific theme is identified,
and all other subject areas revolve around the theme.

2. Learner-Centered Design
Among progressive educational psychologists, the learner is the center of the educational
process. This emphasis is very strong in the elementary level, however, more concern has
been placed on the secondary and even the tertiary levels. Although in high school, the
subject or content has become the focus and in the college level, the discipline is the center,
both levels still recognize the importance of the learner in the curriculum.

2.1 Child-Centered Design

This design is often attributed to the influence of John Dewey, Rouseau, Pestallozzi and
Froebel. This curriculum design is anchored on the needs and interests of the child. The
learner is not considered as a passive individual but one who engages with his/her
environment. One learns by doing. Learners actively create, construct meanings and
understanding as viewed by the constructivists. In the child-centered design, learners interact
with the teachers and the environment, thus there is a collaborative effort on both sides to
plan lessons, select content and do activities together. Learning is a product of the child’s
interaction with the environment.

2.2 Experience-Centered Design

This design is similar to the child-centered design. Although the focus remains to be the
child, experience-centered design believes that the interests and needs of learners cannot be
pre-planned. Instead, experiences of the learners become the starting point of the curriculum,
thus the school environment is left open and free. Learners are made to choose from various
activities that the teacher provides. The learners are empowered to shape their own learning
from the different opportunities given by the teacher. In a school where experience-centered
curriculum is provided, different learning centers are found, time is flexible and children are
free to make options. Activities revolve around different emphasis such as touching, feeling,
Imagining, Constructing, relating and others.

The emergence of multiple intelligence theory blends well with experience-centered design
curriculum.

2.3 Humanistic Design

The key influence in this curriculum design is Abraham Maslow and Carl Rogers. Maslow’s
theory of self-actualization explains that a person who achieves this level is accepting of self,
others and nature; is simple, spontaneous and natural; is open to different experiences;
possesses empathy and sympathy towards the less fortunate among the many others. The
person can achieve this state of self-actualization later in life but has to start the process while
still in school. Carl Rogers, on the other hand, believed that a person can enhance self-
directed learning by improving self-understanding, the basic attitude to guide behavior.

In humanistic curriculum design, the development of self is the ultimate objective of learning.
It stresses the whole person and the integration of thinking, feeling and doing. It considers the
cognitive, affective and psychomotor domains to be interconnected and must be addressed in
the curriculum. It stresses the development of positive self-concept and interpersonal skills.

3. Problem-Centered Design
Problem-centered design is a curriculum design approach that focuses on real-life problems,
issues, or situations as the starting point for learning. Instead of organizing lessons around
subjects or learner interests alone, it organizes learning experiences around problems that
need to be solved.

3.1 Life-Situations Design

Life-situations design is a type of problem-centered curriculum design that focuses on the
daily life experiences, needs, and challenges of learners as the basis for learning. The idea is
that education should prepare students to solve the problems they face in real life at home, in
the community, and in society.

3.2 Core Problem Design

Core problem design is a form of problem-centered curriculum design where learning is

organized around a central or major problem (core problem) that affects many areas of life or
society. All lessons and activities revolve around understanding and solving this big, central
issue.

Core design popularized by Faunce & Bossing in 1959, it presented ways on how to proceed
using core design of a curriculum. These are the steps.

STEP 1: Make group consensus on important problems.

STEP 2: Develop criteria for selection of important problems.
STEP 3: State and define the problem.
STEP 4: Decide on areas of the study, including class grouping
STEP 5: List the needed information for [Link] 6: Obtain and organize information.
STEP 7: Analyze and interpret the information.
STEP 8: State the tentative conclusions.
STEP 9:Present a report to the class individually or by group.
STEP 10: Evaluate the conclusions.
STEP 11:Explore other avenues for further problem solving.

APPROACHES TO A CURRICULUM DESIGN MODELS

Child / Learner-Centered Approach

The child-centered (or learner-centered) approach is a way of designing curriculum and
teaching where the focus is on the learner—their needs, interests, abilities, and experiences—
rather than mainly on the subject or the teacher.

Subject-Centered Approach
The subject-centered approach is the traditional way of designing curriculum where learning
is organized around different subjects or disciplines (Math, Science, English, History, etc.).
The emphasis is on mastery of subject matter rather than students’ interests or real-life
problems.

Problem-Centered Approach
The problem-centered approach to curriculum design organizes learning around real-life
problems, issues, or concerns that learners face in their community, environment, or society.
Instead of focusing only on subjects or student interests, it emphasizes critical thinking and
problem-solving.
 TEACHER IN THE SCHOOL CURRICULUM
UNIT 2: CRAFTING THE CURRICULUM
III. CURRICULUM MAPPING
Prepared by:
GINULYN GENISE
IRMA LAGUA

THE CURRICULUM MAP

A map is geared to a school calendar. It provides quality control of what is taught in schools
to maintain excellence, efficiency and effectiveness. It is intended to improve instruction and
maintain quality of education that all stakeholders need to be assured. A map can reassure
stakeholders specific information for pacing, and alignment of the subject horizontally or
vertically. It will also avoid redundancy. inconsistencies and misalignment.

Horizontal alignment, called sometimes as "pacing guide", will make all teachers, teaching
the same subject in a grade level, follow the same timeline and accomplish the same learning
outcomes. Vertical alignment, will see to it that concept development which may be in
hierarchy or in spiral form does not overlap but building from a simple to more complicated
concepts, and skills

Alignment, either vertical or horizontal, will also develop interdisciplinary connections

among teachers and students, between and among courses.

A curriculum map is always a work in progress that enables the teacher or the curriculum
review team to create and recreate the curriculum. 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.
 TEACHER IN THE SCHOOL CURRICULUM
UNIT 3: IMPLEMENTING CURRICULUM
I. THE TEACHER AS CURRICULUM-IMPLEMENTOR AND MANAGER
Prepared by:
NIKKI BALLESTEROS
LERMY BAYAN
INTRODUCTION
The success of any educational program does not solely depend on the design of the
curriculum but largely on how it is implemented. The teacher plays a pivotal role in this
process as both a curriculum implementor and a curriculum manager. While curriculum
planners and developers may design the framework and structure of learning, it is the teacher
who brings the curriculum to life within the classroom. The teacher interprets, adapts, and
delivers the planned curriculum according to the needs, interests, and abilities of the learners.
Thus, teachers are not merely transmitters of knowledge but are active agents of curriculum
change and innovation.
As curriculum implementors, teachers translate written objectives into meaningful learning
experiences. As curriculum managers, they ensure that teaching and learning processes are
organized, efficient, and directed toward achieving educational goals. Therefore, curriculum
implementation is not a mechanical process but a dynamic and interactive act of teaching,
managing, and nurturing learning

What is curriculum Implementation?

Curriculum Implementation is the phase where the teacher’s actions bring the planned
curriculum into reality. It involves the practical application of curriculum plans, designs, and
materials in actual classroom settings. During this phase, teachers use various strategies,
resources, and activities to help learners acquire knowledge, develop skills, and form
attitudes as outlined in the curriculum.

A common saying in education is that “a good plan is work half done.” If this is true, then
the other half of the success of curriculum development rests in the hands of the teacher, the
implementor. Without effective implementation, even the most well-designed curriculum
remains a mere document with no impact on learners.

It is important to recognize that curriculum implementation cannot take place without the
learner. The learner is the central figure in the implementation process. Every teaching
decision—objectives, methods, materials, and assessments—should revolve around the
learner’s characteristics, needs, and experiences.

The teacher’s role is to facilitate learning by creating experiences through which learners can
construct knowledge. Effective implementation happens when teachers are sensitive to
learners’ differences and design activities that are relevant, engaging, and meaningful to
them.
The Learner as the Central Figure
It is important to recognize that curriculum implementation cannot take place without the
learner. The learner is the central figure in the implementation process. Every teaching
decision—objectives, methods, materials, and assessments—should revolve around the
learner’s characteristics, needs, and experiences.
The teacher’s role is to facilitate learning by creating experiences through which learners can
construct knowledge. Effective implementation happens when teachers are sensitive to
learners’ differences and design activities that are relevant, engaging, and meaningful to
them.
Teacher as curriculum implementer and manager- a teacher is a curriculum maker.
He/she writes curriculum daily through a lesson plan,unit plan or yearly plan .
•it designs, enriches and modifies the curriculum to suit the learner's characteristics
• The teachers are empowered to develop their own school curricula taking into consideration
their own expertise,the context of the school and abilities of the learners.

Curriculum Implementation

• this is the phase where teacher action takes [Link] is one of the most crucial processes in
curriculum development although maybe education planner would say "a good plan is work
halfdone"

• Curriculum Implementation Means putting into practice the written curriculum that has
been designed in syllabi, course of study, curricular guides and subjects.

According to Loucks and Lieberman(1983) implementation is the trying out of new practice
and what it looks like when actually used in school system. And it simply means that
implementation should bring the desired change and improvements.
 TEACHER IN THE SCHOOL CURRICULUM
UNIT 3: IMPLEMENTING THE CURRICULUM
II. IMPLEMENTING THE DESIGNED CURRICULUM AS A CHANGE PROCESS
Prepared by:
IRISH MARAMAG
CRISTINE JOY TERRENAL

INTRODUCTION
We hear teachers say: “Here go again, another curricular change? We are already overloaded!
Why we have to do this?”
This is the common voice that we hear from teachers and curriculum implementors. But as
stressed out earlier, change is inevitable in curriculum development. To be relevant, we need
to change, a change for the better and it can be obviously seen through implementation.
Curriculum Implementation: Defined
Following the curriculum models of Tyler, Taba, Saylor and Alexander or Lewis, is the next
step to curriculum designing which is curriculum implementing. This is the phase where
teacher action takes place. It is one of the most crucial processes in curriculum development
although many educational planners would say: “A good plan is work half done.” If this is so,
then the other half to the success of curriculum development rests in the hands of
implementor who is the teacher.
Curriculum implementation means putting into practice the written curriculum that has been
designed in syllabi, course of study, curricular guides, and subjects. It is a process wherein
the learners acquire the planned or intended knowledge, skills, and attitudes that are aimed at
enabling the same learners to function effectively in the society.
Ornstein and Hunkins in 1998 defined curriculum implementation as the interaction between
the curriculum that has been written and planned and the persons (teachers) who are in charge
of delivering it. To them, curriculum implementation implies the following:
 Shift from what is the current to a new or enhanced curriculum.
 Change in knowledge, actions, attitudes of the persons involved.
 Change in behavior using new strategies and resources.
 Change which requires efforts hence goals should be achievable
Loucks and Lieberman (1983) define curriculum implementation as the trying out of a new
practice and what it looks like when actually used in a school system. It simply means that
implementation should bring the desired change and improvement.
In the classroom context, curriculum implementation means teaching what has been written
in the lesson plan. Implementing means using the plan as a guide to engage with the learners
in the teaching-learning process with the end in view that learning has occurred and learning
outcomes has been achieved. It involves the different strategies of teaching with the support
of instructional materials to go with the strategy.
In a larger scale, curriculum implementation means putting the curriculum into operation
with the different implementing agents. Curriculum implementation takes place in a class, a
school, a district, a division or the whole educational system. Or in a higher education,
curriculum implementation happens for the course, a degree program, the institution or the
whole higher education system. It requires time, money, personal contacts and support.

Process of curriculum change

May be assisted by permissiveness and support in accordance of with a helpful improvement

in curriculum. Changing curriculum changes individuals.

It must be necessary in consideration that the resources of implementation of curriculum are

available or not.

McNeil in 1990 categorized curriculum change as follows:

1. Substitution - The current curriculum will be replaced or substituted by a new one.

Example: Changing an old book to entirely new one.

2. Alteration - In alteration, there is a minor change to the current or existing curriculum.

Example: Instead of using a graphing paper for mathematics teaching, this can be altered by
using a graphing calculator.

3. Restructuring - Building a new structure would mean major change or modification in the
school system, degree program or educational system.

Example: Using an integrated curriculum for the whole school for K-12 requires the primary
and secondary levels to work as a team.

4. Perturbations - These are changes that are disruptive, but teachers should adjust to them
within a fairly short time.

Example: If the principal changes the time schedule because there is a need to catch up with
the national testing time, the teacher has to shorten schedule to accommodate unplanned
extra-curricular activities.

5. Value Orientation - This classification will respond to shift in the emphasis that the teacher
provides which are not within the mission or vision of the school or vise versa.

Example: When new teachers who are recruited in religious give emphasis on academics and
forget the formation of values or faith, they need a curriculum value orientation.

Curriculum Implementation as a Change Process

Kurt Levin's Force Field Theory and Curriculum Change

Kurt Levin's (1951) as the father of social psychology explains the process of change, the
model can be used to explain curriculum change and Implementation.

In the educational landscape

There are always two forces that oppose each other. These are the driving force and the
restraining force.

Based on Kelvin's Force Field Model

Driving Force Restraining Forces

Government Invention E Fear of the unknown

Society's Values U Negative Attitude to Change

Technological Changes L Tradition Values

Knowledge Explosion B Limited Resources

Administrative Support I Obsolete Equipment

Important Elements in the Process of Change

1. Developmental - It should develop multiple perspectives, increase integration and make

learning autonomous, create a climate openness and trust, appreciate and affirm strengths of
the teachers.

2. Supportive - Material support like supplies, equipment, conductive learning environment

like classrooms and laboratory should be made available. For any innovation to be fully
implemented, period of three to five years to institutionalize a curriculum is suggested. Time
is needed by the teachers to plan, adapt, train or practice, provide the necessary requirements
and get support. Support from peers, principals, external stakeholders will add to the success
of implementation.

3. Participatory - For curriculum implementation to succeed, it should be participatory,

especially other stakeholders like peers, school leaders, parents and curriculum specialists are
necessary. Participation builds a learning community in which is very necessary in
curriculum implementation.
 TEACHER IN THE SCHOOL CURRICULUM
UNIT 3: IMPLEMENTING THE CURRICULUM
III. IMPLEMENTING CURRICULUM DAILY IN THE CLASSROOM
Prepared by:
JAY-R LITTAWA
MIKAYLA PALOS

Intended Learning Outcomes

 Review the components of a daily plan for teaching
 Identify intended learning outcomes
 Match learning outcomes with appropriate teaching methods

INTRODUCTION

A teaching activity is like implementing a miniscule curriculum. A daily lesson is

based on a planned or written curriculum, which will be put to action by the teacher in the
classroom. Before the lesson ends the teacher must find out if the students have truly learned.
Let us see how this process will be shown.

DepED Order No. 70 s. 2012

Teachers of all public elementary and secondary schools will not be required to
prepare detailed lesson plans. They may adopt daily lesson logs which contain the needed
information and guide from the teacher Guide (TG) and Teacher Manual (TM) reference
material the page number, interventions given to the students and remarks to indicate how
many students have mastered the lesson or are needing remediation.
However, teachers with less than 2 years of teaching experience shall be required to prepare
Daily Lesson Plans which shall include the following:

I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment

So, as prospective teachers, you should prepare lesson plans that will comply with the
necessary components asked by the Department of Education. Those who will be employed
in the private schools, may have a different lesson plan format, but the fundamental parts will
be the same.

Content Focus
Starting the Class Right: Laying Down the Curriculum Plan

Before the class begins everyday, a teacher must have written a lesson plan. The main
parts of a lesson plan are (1) Objective or Intended learning outcomes (LO), (2) Subject
Matter (SM), (3) Procedure or Strategies of Teaching, (4) Assessment of learning outcomes
(ALO) and (5) Assignment or Agreement Intended Learning Outcomes (ILO). These are the
desired learning that will be the focus of the lesson. Learning outcomes are based on
Taxonomy of Objectives presented to us as cognitive, affective and psychomotor. Bloom's
Taxonomy has been revisited by his own student, Lorin Anderson, and David Krathwohl. Let
us study both in the comparison below.

Bloom’s Taxonomy Revised Bloom’s by Anderson (2001)

(1956)
EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING

Somehow the two are similar, however the highest level of cognition in the revised
version, is creating. Take note that the original version is stated as nouns while the revised
version is stated as verbs which implies more active form of thinking.

Revised Bloom's Taxonomy: A Quick Look

There are three major changes in the revised taxonomy. These are
a. Changing the names in the six categories from nouns to verbs.
b. Rearranging these categories.
c. Establishing the levels of the knowledge level in the original version.
Let us study the cognitive categories with the example key word (verbs) for each in the new
version of Bloom's Taxonomy that follow.

Categories — Example Key Words

 Remembering. Recall or retrieve previously learned information

Defines, describes, identifies, labels, lists, outlines, selects, states
 Understanding. Comprehend meaning, translate, state problem in own words,
making meaning
Comprehends, explains, distinguishes, estimates, gives examples, interprets, predicts,
rewrites, summarizes
 Applying. Use concept in new situation, applies what has been learned in new
situation
Applies, changes, computes, operates, constructs, modifies, uses, manipulates,
prepares, shows, solves
 Analyzing. Separate materials or concepts into component parts so that the
organization is clear. Distinguishes between facts and inferences
Breaks down, compares, contrasts, diagrams, differentiates, discriminates, identifies,
infers, outlines, relates, selects, separates
  Evaluating. Make judgments about the value of ideas or materials
Appraises, compares, criticizes, defends, describes, discriminates, evaluate,
interprets, justifies, summarizes
 Creating. Build a structure or pattern from various elements. Put parts together to
create a whole, to make new meaning and structure.
Composes, compiles, designs, generates, modifies, organizes, rearranges,
reorganizes, revises, rewrites, summarizes, creates

In writing objectives or intended learning outcomes, it is always recommended that more

of the higher-order thinking skills (HOTS) should be developed and less of the low level
thinking skills (LOTS) for learners. The low level categories will develop LOTS and thinking
skills progress as the categories move higher.

Another revision is the expansion of the concept of Knowledge which was not given
emphasis nor discussed thoroughly before.

Levels of Knowledge
1. Factual knowledge — ideas, specific data or information
2. Conceptual knowledge — words or ideas known by common name, common
features, multiple specific examples which may either be concrete or abstract.
Concepts are facts that interrelate with each other to function together.
3. Procedural knowledge — how things work, step-by-step actions methods of inquiry.
4. Metacognitive knowledge — knowledge of cognition in general, awareness of
knowledge of one's own cognition, thinking about thinking.

Intended learning outcomes (ILO) should be written in a SMART way. Specific, Measurable,
Attainable, Result Oriented (Outcomes) and Time-Bound.
I. Subject Matter or Content. (SM) comes from a body or knowledge (facts, concepts,
procedure and metacognition) that will be learned through the guidance of the
teacher. Subject matter is the WHAT in teaching. In a plan, this is followed by the
references.
II. Procedure or Methods and Strategies. This is the crux of curriculum
implementation. How a teacher will put life to the intended outcomes and the subject
matter to be used depends on this component.
Applying
Understanding
Remembering
Lower-Order Thinking Skills
Let’s take a closer view. How will you as a teacher arrange a teaching-learning situation
which will engage students to learn? Here are some points to remember.
Teachers have to take into consideration that the different strategies should match with the
learning styles of the students.
● There are many ways of teaching for the different kinds of learners. Corpuz &
Salandanan, (2013) enumerated the following approaches and methods, which
may be useful for the different kinds of learners. Some are time tested methods,
while others are non-conventional constructivist methods.
1. Direct Demonstration Methods: Guided Exploratory/Discovery Approach, Inquiry
Method, Problem-based Learning (PBL), Project method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells, ThinkPair-
Share
3. Deductive or Inductive Approaches: Project Method, Inquiry-Based Learning
4. Other approaches: Blended Learning, Reflective Teaching, Integrated Learning,
Outcomes-Based Approach
Teachers have to take into consideration that the different strategies should match with the
learning styles of the students
● Students have different learning styles. There are many classifications of learning
styles according to the different authors. The Multiple Intelligence Theory of
Howard Garner implies several learning styles, but for our lesson, we will just focus
on the three learning styles which are Visual, Auditory and Kinesthetic. These three
preferred styles can help teachers choose the method and the materials they will use.
● Teaching and Learning must be supported by instructional materials (IMs)
Considering the teaching methodologies and learning styles, the different support
materials should be varied. This will ensure that the individual differences will be
considered.
Instructional materials should complement Visual, Auditory and Tactile or a combination
of the three. However, following Dale's Cone of Learning which is a visual device, can
help teachers to make decision on what resources and materials will maximize learning.

1. Use of direct purposeful experience through learning by doing retains almost all of the
learning outcomes. Ninety percent of learning is retained. Examples are field trip, field
study community immersion, practice teaching.
2. Participation in class activities, discussion, reporting and similar activities where learners
have the opportunity to talk and write. Seventy percent of learning is remembered.
Examples are small group discussion, buzz session, individual reporting, role play, panel
3. Passive participation as in watching a movie, viewing exhibit, watching demonstration
will retain around 50% of what has been communicated.
4. By just looking at still pictures, paintings, illustrations and drawings, will allow the
retention of around 30% of the material content.
5. By hearing as in lecture, sermon, monologues, only 20% is remembered.
6. Reading will ensure 10% remembering of the material.
Regardless of the amount of remembering from the concrete to abstract, each layer
contributes to learning and requires instruction support materials.
Visual: Concrete (flat, 3-dimensional, realias, models, etc.) or abstract (verbal symbols,
words)
Audio: recordings of sounds, natural or artificial
Audio-Visual: Combination of what can be seen and heard
Kinesthetic: Manipulative materials like modelling clay, rings, dumb bells, equipments,
others
Experiential: utilize all modalities

Methods and materials must implement the plan: Taking action

Example No. 1: Lesson using basic steps and parts as prescribed by DepEd Order 70 s,
2012 for teachers, two years and less in service.
This lesson plan will show the basic component of any plan. This can be applied to any
subject that follows a generic format
● Finding out what has been achieved: Assessing achieved outcomes
At the end of the activity, the teacher will find out if the intended learning outcomes (ILO)
have been converted into achieved learning outcomes (ALO).
Tests and other tools are utilized at the end of the lesson to identify this, What Knowledge,
Process Understanding and Performance (KPUP) are demonstrated by the learners? The rule
of
thumb is what has been taught should be measured, to find out if the intended outcomes set at
the
beginning has been achieved. More detailed discussion will be found in the Module
on Evaluation of the curriculum
 TEACHER IN THE SCHOOL CURRICULUM
UNIT 3: IMPLEMENTING THE CURRICULUM
IV. THE ROLE OF TECHNOLOGY IN DELIVERING THE CURRICULUM
Prepared by:
LORAINE CARREON
DOMINIC SAQUING

INTRODUCTION

Technology has become an integral component of modern education, reshaping the

way curriculum is designed, delivered, and experienced by both teachers and students. The
integration of Information and Communication Technology (ICT) into education enhances
the teaching and learning process by introducing innovative, engaging, and interactive
approaches to instruction. It allows educators to diversify their teaching strategies while
providing learners with access to a vast range of digital resources and learning opportunities
beyond the traditional classroom.

In today’s digital era, technology is no longer viewed as a supplementary tool but as

an essential element in the curriculum. It supports the development of critical skills such as
communication, collaboration, creativity, and problem-solving—competencies that are vital
for success in the 21st century. As a result, the effective use of technology in curriculum
delivery empowers students to become active participants in their own learning, preparing
them to adapt and thrive in an increasingly interconnected and technology-driven world.

Lesson Content

The Importance of Technology in Education

Technology plays a vital role in delivering the curriculum and improving educational
quality. It enhances teaching and learning processes by making lessons more engaging,
interactive, and accessible. Students can now access information quickly through digital
platforms, online tutorials, and educational applications. This integration of technology
fosters efficiency and promotes lifelong learning, preparing students to adapt to a technology-
driven society.

The e-Curriculum and ICT Integration

The concept of the e-curriculum was developed to respond to the rapid advancement
of Information and Communication Technology (ICT). The e-curriculum ensures that
educational systems remain relevant, modern, and outcomes-based. Outcomes-based learning
focuses not merely on knowledge recall but on the application of learning outcomes to real-
life contexts. ICT integration in the curriculum supports this approach by providing learners
with digital tools that allow them to apply concepts, solve problems, and collaborate
effectively.

Development of 21st-Century Skills

The ultimate goal of integrating technology in education is to equip learners with

21st-century skills. These include critical thinking, creativity, collaboration, communication,
and digital literacy. Mastery of these skills ensures that students are prepared to navigate and
thrive in a globalized, information-rich, and technologically advanced world. Developing
these competencies also enables them to become lifelong learners capable of adapting to the
continuous evolution of technology.

Instructional Media

Instructional media refers to the tools, materials, and technology used to facilitate
teaching and learning. These media can be classified into two major types:

 Non-Projected Media: These do not require electronic equipment to function.

Examples include real objects, models, printed materials, visuals, and field
trips.
 Projected Media: These involve the use of electronic devices to display
content. Examples include slides, films, videos, PowerPoint presentations, and
multimedia resources.

Both types of media play a crucial role in promoting active learning and ensuring that
instructional objectives are achieved effectively.

Factors in Selecting Instructional Technology

The selection of appropriate technology or media in instruction must be guided by four key
factors:

1. Practicality – The chosen technology must be accessible, affordable, and functional

within the school’s available resources. Using advanced tools such as virtual reality
may be ideal, but if the equipment is unavailable or too costly, it becomes impractical.

2. Appropriateness to Learners – Instructional media must match the learners’

developmental level, learning style, and capacity to understand the content. Materials
that are too advanced or too simple will not effectively promote learning.

3. Activity or Suitability – The media selected should align with the type of learning
activity. For instance, interactive videos may enhance speaking skills, while real
objects and models are more suitable for hands-on scientific exploration.

4. Objective-Matching – The selected technology should directly support the intended

learning objectives. For example, if the goal is to improve listening comprehension,
audio materials or video clips with dialogue are more appropriate than static images.

The Role of Technology in Curriculum Delivery

Technology transforms the way curriculum is delivered by shifting traditional teaching

methods toward more dynamic and student-centered approaches. Its roles can be summarized
as follows:

1. Shift to Student-Centered Learning

Technology empowers learners to take an active role in their education. Through
digital tools such as search engines, learning management systems, and educational
applications, students become independent learners capable of exploring topics at
 their own pace. Teachers act as facilitators who guide and support learners rather than
serve as the sole source of information.

2. Holistic Learning Approach

Technology promotes a holistic approach by developing cognitive, psychomotor, and
affective domains. Learners engage in tasks that require thinking, doing, and feeling
—such as group projects, simulations, and collaborative online activities—that
enhance problem-solving, creativity, and interpersonal skills.

3. Increased Use of ICT

The widespread availability of computers, smartphones, and internet access has made
ICT an indispensable component of education. It supports communication,
collaboration, research, and innovation in the learning environment. The increasing
use of ICT also ensures that students are technologically literate and capable of
adapting to future professional demands.
 TEACHER IN THE SCHOOL CURRICULUM
UNIT 3: IMPLEMENTING CURRICULUM
V. STAKEHOLDERS IN CURRICULUM IMPLEMENTATION
Prepared by:
FERDIMAR CABRERA
BJ ANTHONY MALAYAO

INTRODUCTION
Stakeholders in curriculum implementation play a vital role in ensuring the success of
the educational process. They include teachers, students, parents, school administrators, and
the community who work together to achieve the goals of education. Each stakeholder
contributes in different ways teachers deliver the lessons, students engage in learning, parents
provide support, and administrators guide the process. Their collaboration helps make the
curriculum more effective and meaningful for learners.

WHAT ARE STAKEHOLDERS?

Definition of STAKEHOLDER
 a person having an interest or share in a commercial undertaking.
Definition of STAKEHOLDER relating to Curriculum Implementation
 Stakeholders are individuals or institutions that are interested in the school
curriculum. Their interests vary in degree and complexity. They get involved in many
ways in the implementation because the curriculum affects them directly or indirectly.
These stakeholders shape the school curriculum implementation.

CURRICULUM STAKEHOLDERS
1. LEARNERS
Role: They are the core of the curriculum.
The learners are the very reason a curriculum is developed. They are the ones who are
directly influenced by it.
At the end of the curriculum development process, the fundamental question asked is: Have
the students learned?

2. TEACHERS
Role: They implement the developed curriculum.
They are what we called the "Curricularists", they are the ones who plan, design, implement
and evaluate the curriculum. In implementing a certain curriculum, the teacher should have
full knowledge of the program philosophy, its contents, components and the ways of teaching
or applying it.

SOME OF THE THINGS THAT THE TEACHERS DO IN CURRICULUM

IMPLEMENTATION ARE:
1. Guiding, facilitating and directing the activities of the learners.
2. Choosing the activities and the methods to be utilized.
3. Choosing the materials that are necessary for the activity.
4. Evaluating the whole implementation process.
5. Making a decision whether to continue, modify, or terminate the curriculum.
These are the things which contribute to the success of the implementation of a curriculum.
An unsuccessful implementation may even lead to educational failure.

3. SCHOOL LEADERS
Role: They are the Curriculum Managers
Principals and school heads have important roles in the curriculum implementation process in
schools. They supervise in curriculum implementation, select and recruit new teachers, admit
students, procure equipment and materials needed for effective learning

4. PARENTS
Role: They support the Curriculum
"My child and my money go to this school" this statement simply implies that parents best
supports the school their children is attending. They invest their money to a school which can
provide a quality education to their children. The money that they give as school fees or
donations, provides or upgrades instructional materials, school activities and other facilities
in the school which motivates the learners to indulge themselves more in learning.

HOW DO PARENTS HELP SHAPE THE CURRICULUM IN SCHOOLS?

HERE ARE SOME OBSERVATIONS:

Positive Impact: Schools with involved parents see higher student achievement, fewer
discipline issues, and greater student motivation.
Home-School Connection: Parents reinforce school learning at home by following up on
lessons and providing learning resources.
Parent Associations: Parent-teacher associations support school projects and activities,
expanding the learning community.

5. COMMUNITY
Role: The Curriculum Resources and Learning Environment
The success in the implementation of the curriculum requires resources. However, most often
teachers complain that resources are very scarce. There are no books, materials nor facilities
available. These are usual complaints of teachers. The community members and materials in
the existing local community can very well substitute for what are needed to implement the
curriculum.

6. LGU Involvement
Role: LGUs (Local Government Units) play a significant role as stakeholders in curriculum
implementation in the Philippines.
 Financial Support
 Infrastructure Development
 Policy Implementation
 Early Childhood Education
 Local School Boards
 Special Education Fund (SEF) Management
 Community Involvement

7. OTHER STAKEHOLDERS IN CURRICULUM IMPLEMENTATION AND

DEVELOPMENT
7.1 Government Agencies
DepEd, TESDA,CHED - Trifocalized agencies that have regulatory and mandatory
authorities over the implementation of the curricula.
Professional Regulation Commission (PRC) and Civil Service, Co (CSC) - The first
agency certifies and issues teacher licenses to qualify one to teach and the second, affirms
and confirms the appointment of teachers in the public schools.
Local Government Units (LGU) include the municipal and the Barangay Officials.
Some of the teachers are paid through the budget of the LGUs. They also construct school
buildings, provide equipment, support the professional development teachers and provide
school supplies and books. They are the big supporters in the implementation of a school
curriculum

7.2 Non-Government Agencies

Are organizations and foundations that have the main function to support education.
To name a few, this will include the following:
Gawad Kalinga (GK) to build communities means to include education. The full
support of GK in early childhood education is very significant. In each village, a school for
pre-school children and out of school youth have been established.
Synergia an organization/foundation that support basic, education to elevate education
through Reading, Science, Mathematics and English.
Metrobank Foundation supports continuing teacher development programs.
 Professional Organizations like Philippine Association For Teacher Eduction
(PAFTE), State Universities and Colleges Teacher Educators Association SUCTEA),
National Organization of Science Teachers and Educators (NOSTE), Mathematics Teachers
Association of the Philippines (MTAP) and more.
These are just some of the Non-Government Agencies which contributes to the success of a
Curriculum.
 TEACHER IN THE SCHOOL CURRICULUM
UNIT 4: CURRICULUM EVALUATION AND THE TEACHER
I. CURRICULUM EVALUATION AND ITS IMPORTANCE
Prepared by:
ROMA EVITA GANGAN
MARK ANGELO VILLANUEVA

Definition of Curriculum Evaluation

Curriculum evaluation is the systematic process of examining the effectiveness,
relevance, and impact of a curriculum to determine whether the intended learning goals and
outcomes are being achieved.
Types of Curriculum Evaluation
[Link] evaluation is an ongoing assessment used during the learning or
development process to provide feedback and improve performance. It involves both
teachers and students, aiming to identify strengths and weaknesses in real-time so that
teaching methods and learning activities can be adjusted to improve outcomes.
[Link] Evaluation

 Definition: Conducted after the curriculum has been implemented fully.

 Purpose: To determine the overall effectiveness of the curriculum and whether

learning goals were achieved.

3. Diagnostic Evaluation- an assessment conducted before teaching or at the

beginning of instruction. Its purpose is to identify learners’ strengths, weaknesses,
prior knowledge, and learning difficulties so that teaching can be tailored to their
needs.
4. Process of Evaluation- The systematic procedure of collecting, analyzing, and
interpreting information to determine how well educational goals and objectives are
being achieved. It helps teachers, administrators, and curriculum planners make
decisions about improving teaching, learning, and the curriculum. Phases of
Curriculum Evaluation
1. Planning
• Identify Evaluation Focus- Deciding of what to evaluate (objectives, content,
teaching methods, learner outcomes).
• Set objectives and Criteria- Setting of criteria or objectives for success.
• Choose assessment tools- Choose tools for collecting data (tests, surveys,
observations).
2. Assessment
• Implementation of assessment tools- Implementation of the chosen assessment
tools (tests, interviews, and observations) to collect information from learners,
teachers, and school records
• Gathering and Organizing of Data- Organize the data into tables, charts, or
categories for easier analysis.
 3. Evaluation
• Interpretation of Data- Examine and understand what the data means.
• Formulation of findings- Compare results with objectives or expected outcomes
to identify strengths, weaknesses, and gaps in the curriculum or teaching.
4. Reflection
• Review and Adjust- Review the findings.
• Report Findings- Share results with stakeholders (teachers, students, parents,
administrators).
• Improve Future Practice- Adjust and improve curriculum or teaching practices
based on the evaluation.
5. Product Evaluation - A curriculum evaluation that focuses on the end results or outcomes
of a program. It examines whether the goals and objectives of the curriculum have been
achieved and determines how effective the learning experiences have been for students.

TEACHER IN THE SCHOOL CURRICULUM

UNIT 4: CURRICULUM EVALUATION AND THE TEACHER
II. PROCESS OF CURRICULUM EVALUATION
Prepared by:
KIESHA ZAMORA
JAMES GUZMAN

Learning Objectives:

• Teach for understanding, not memorization.

• Encourage students to explain and reason.
• Use real-life examples and challenging questions.
• Be patient and supportive as students learn to think critically.

Curriculum Evaluation

➡️It is concerned with giving value or making judgments.

➡️Evaluation process should be always objective rather than subjective.

 ➡️It is defined as the process of making objective judgment to a curriculum, its
philosophy, goals, and objectives, contents, learning experience, and evaluation.

➡️It is concerned about finding out whether the curriculum is relevant and responsive
to the needs of the society and the learners.

➡️It is a scientific and dynamic process of understanding the merit of any curriculum.

Purposes of Curriculum Evaluation

Why do we need curriculum evaluation? What is its purpose?

Print (1993) identified several important purposes and functions of evaluation in

school setting:

• Essential in providing feedback to learners

First, evaluation is essential in providing feedback to learners. For example, students

can see if they are learning well or if there are areas they still need to improve on.

• Helpful in determining how well learners have achieved the objectives of the curriculum

Second, evaluation helps in determining how well learners have achieved the
objectives of the curriculum. In other words, are the goals of the subject or program being
reached or not?

• To improve curriculum

Third, it is important to improve the curriculum. Through evaluation, we see what is

working and what is not, so we can revise and adjust.

In addition, curriculum evaluation is also useful to administrators and teachers in many

different ways. For example:

• Evaluation helps in making decisions about improving teaching and learning processes.

• It helps in shaping academic policies.

• It guides in initiating curricular changes and innovations.

Aside from learners, evaluation is also useful for teachers and administrators. It helps
in making decisions about how to improve teaching strategies. It also helps in shaping
academic policies in schools. Lastly, it guides curricular changes and innovations, so schools
can adapt to the needs of the times.
Instruments for Curriculum Evaluation

Classroom-based instruments (teacher level):

Tests & Exams – measure student learning outcomes

Observation Checklists – track student behavior/participation

Interviews– gather learner/teacher feedback

Anecdotal Records – note important student incidents

School/Program-level instruments (admin level):

Surveys / Opinion Polls – collect feedback from students, parents, teachers

Focus Group Discussions – in-depth group insights

Graduate Tracer Studies – follow-up on alumni performance

Standardized/National Tests – compare achievement against benchmarks

Classroom Application

Teachers can gather data for evaluation using:

Test results – check if students met objectives

Observation – monitor participation & behavior

Checklists & Anecdotal Records – track progress and special cases

Interviews/Feedback – get learners’ opinions

Let me give an example. Imagine in a Math class, students score very low in a test.
Instead of simply moving on, the teacher will analyze the errors to find out why. Maybe the
weakness is in problem-solving, or maybe students didn’t understand the steps. After
identifying the problem, the teacher can adjust the teaching strategy — maybe use visual aids
or more practice activities. After some time, the teacher will check again through another test
or activity.

This cycle is curriculum evaluation happening in real life, and it shows how teachers
are the first evaluators of the curriculum in their classrooms.
Steps in the Process of Curriculum evaluation

1. Plan - Decide why and how the evaluation will be done.

2. Set Criteria - Choose what standards or goals to measure.

3. Collect Data - Gather information through tests, feedback, and observations.

4. Analyze - Study the results and see if goals are met.

5. Judge - Identify strengths, weaknesses, and gaps.

6. Recommend - Suggest changes or improvements.

7. Implement - Apply the changes in teaching and learning.

8. Re-evaluate - Check again to ensure continuous improvement

TEACHER IN THE SCHOOL CURRICULUM

UNIT 4: CURRICULUM EVALUATION AND THE TEACHER
III. CRITERIA TO BE OBSERVED IN CURRICULUM EVALUATION
Prepared by:
CEDRICK QUINSAY
MIKYLA TELAN
Objectives:
 Identify the major criteria used in curriculum evaluation.
 Explain the importance of each criterion.
 Apply the criteria in assessing a sample curriculum/lesson.
a) Relevance – aligned with learners’ needs and society’s demands.
b) Validity – content matches objectives, accurate and updated.
c) Significance – worthwhile, contributes to holistic development.
d) Balance – equal weight on knowledge, skills, values.
e) Feasibility – realistic given time, resources, teacher competence.
f) Utility – useful in real life, develops problem-solving and life skills.
g) Learnability – appropriate to learner’s age, abilities, and readiness.
h) Consistency – logical alignment of objectives, content, methods, and assessment.
i) Flexibility – adaptable to learners’ differences and changing needs.
j) Effectiveness – achieves intended learning outcomes.
k) Efficiency – optimal use of time, effort, and resources.
l) Sustainability – can be maintained and improved long-term.
 TEACHER IN THE SCHOOL CURRICULUM
UNIT 4: CURRICULUM EVALUATION AND THE TEACHER
IV. QUESTIONS TO BE CONSIDERED IN CURRICULUM EVALUATION
Prepared by:
MARIVIC MEDRANO
ROSALY MARAMAG

Learning Outcome
At the end of this module, you should be able to:
 Explain why evaluate curriculum;
 Discuss what to evaluate in curriculum; and
 Discuss how to evaluate curriculum.

Learning Content
The following are questions to be considered in curriculum evaluation:
a) What for?
b) What to evaluate?
c) How to evaluate

What for?
 Measure the effectiveness of teaching and learning.
 Assess whether learners acquire the intended knowledge, skills, and values.
 Identify strengths and weaknesses of the curriculum.
 Provide information for curriculum improvement and decision-making
 Ensure accountability among teachers, schools, and educational stakeholders

What to Evaluate?
1. Content
2. Learning Objectives
3. Teaching methods and strategies
4. Learning Experience
1. [Link] and Facilities
5. Learning Performance

 Content
The relevance, accuracy, and appropriateness of learning materials.

 Learning Objectives
Whether the goals are clear, attainable, and aligns with national or institutional standards.
  Teaching methods and Strategies
The effectiveness of instructional approaches used by teachers.

 Learning Experience
The extent to which students are actively engaged and motivated in learning.

 Resources and Facilities

The adequacy of materials, infrastructure, and technology.

 Learning Performance
Outcomes of learning as shown in assessments, projects, and real-life applications.

How to Evaluate?
You have learned in assessment of learning that evaluation of students' performance
can take place before, during and after the execution of the lesson. This pattern is also true in
evaluating the effectiveness of the implementation of curriculum.
There also two main functions of curriculum evaluation, (1) formative and (2)
summative.

1. Formative Evaluation - This phase of evaluation takes place during the process of
curriculum development and implementation to identify the weak points, problems
encountered and lacking elements components in this stage. The results may be
utilized for the modification or formulation of curriculum such as in the selection of
curriculum elements and modification of curriculum elements.
2. Summative Evaluation - The form of evaluation used at the end of the
implementation of a program. It takes place after the implementation of the
curriculum to document the worth/merit and demerit. If the curriculum is a four (4)
year offering/program, then summative evaluation can be carried out after 4 years.

However, there is a need to have a permanent follow-up evaluation and quality control of
the program to allow the curriculum to become responsive to the current situation. This
should be a built-in in the process of curriculum implementation to prevent from becoming
obsolete

TEACHER IN THE SCHOOL CURRICULUM

UNIT 4: CURRICULUM EVALUATION AND THE TEACHER
 V. CURRICULUM EVALUATION MODELS
Prepared by:
JEVERSON GUMIRAN
EFRELN MUNOZ

A. Tyler's Objectives-Centered Model

One of the earliest curriculum evaluation models, which continue to influence many
assessment projects, was that proposed by Ralph Tyler (1950) in his monograph Basic Principles of
Curriculum and Instruction

The Tyler approach moved rationally and systematically through several related steps:

1. Begin with the behavioural objectives that have been previously determined. Those
objectives should specify both the content of learning and the student behaviour
expected: "Demonstrate familiarity with dependable sources of information on
questions relating to nutrition."

2. Identify the situations that will give the student the opportunity to express the
behaviour embodied in the objective and that evoke or encourage this behaviour.
Thus, if you wish to assess oral language use, identify situations that evoke oral
language.

3. Select, modify, or construct suitable evaluation instruments, and check the

instruments for objectivity, reliability, and validity.

4. Use the instruments to obtain summarized or appraised results.

5. Compare the results obtained from several instruments before and after given periods
in order to estimate the amount of change taking place.

Scriven’s goal-free evaluation asks the evaluator to set aside the program’s stated goals and
instead look directly for actual outcomes — both intended and unintended. The point is to judge the
program by what it actually produces, not only by whether it met its written objectives. This helps
reveal effects that goal-based checks might miss.

The purpose of this approach is to avoid bias. Sometimes programs only look successful
because they meet their written goals, but in reality, they may have harmful or unexpected results. The
goal-free model helps uncover these unintended outcomes.

The strength of this model is that it provides a more honest and complete picture of the
program’s effects. However, its limitation is that it does not directly compare with the official goals,
so it is often best used together with goal-based evaluation.

[Link]' Discrepancy Evaluation Model

• Developed by Malcolm Provus (1971)

• Evaluate projects under the Elementary-Secondary Education Act in the United States
 • Has 4 major stages of conducting curriculum evaluation.

4 major stages of conducting curriculum evaluation

• Determining program standards.

• Determining program performance.
• Comparing performance with standards.
• Determining whether a discrepancy exists between performance and standards.

[Link]'s CIPP Model

Founder and director, Ohio state University Education Center (1963-1973)

Created the innovative CIPP Evaluation Model
Director of Western Michigan University

CIPP EVALUATION MODEL

CONTEXT INPUT PROCESS

PRODUCT

Context Evaluation

The curriculum evaluator describes the environment a the different needs of the society,
school, and students

Tree Frog

Input Evaluation

Aims to provide information for determining how resources are utilized to achieve curriculum
objectives. At this level, the resources of the school and the different designs for
implementing the curriculum are considered.

Process Evaluation

This phase aims to detect the problems in the implementation of the curriculum, provide
information for programmed decisions, and maintain a record of the procedures as it occurs.

Product Evaluation

Aims to gather, interpret, and appraise curricular attainments, not just the end of an
implementation of a curriculum.
Context evaluation

D. Stakes' Congruency-Contingency Evaluation Model

Robert Stake (1975) claimed that curriculum evaluation is not complete unless three categories of data
are made available.

Models evaluation countenance stakes

1. ANTECEDENTS-include data on students and teachers, the curriculum to be evaluated,

and the community context

2. TRANSACTIONS-include time allotment, sequence of steps, social climate, and

communication flow

[Link]-encompass students' learning in the form of understandings skills, and values

or attitudes, as well as the effects of the curriculum on the teachers, students, and the school

E. Eisner's Educational Connoisseurship Model

Eliot Eisner (1985) provided a qualitative way of evaluating a curriculum. This model does not have
methodical procedures compared with other evaluation models.

Eisner's model calls for a deeper and wider observation results of evaluation that are expressed in
written form. The results, however, are not just merely descriptions; they provide excellent and
accurate interpretation and appraisal.

E. Eisner's Educational Connoisseurship Model

Using this model calls for thorough and comprehensive observations of classroom and school
activities in relation to curriculum. It tries to capture every aspect of curriculum activities including
the hidden curriculum.

curriculum evaluation is important. It provides information in almost every aspect of the curriculum

TEACHER IN THE SCHOOL CURRICULUM

UNIT 4: CURRICULUM EVALUATION AND THE TEACHER
VI. TOOLS, METHODS, AND TECHNIQUES FOR EVALUATION
 Prepared by:
KRISTEL LEANO
RHEN BLEMSIH GUILE GALIBOT

I. Learning Outcomes
1. Define evaluation and differentiate it from assessment and measurement.
2. Identify various tools, methods, and techniques used in evaluation.
3. Explain the appropriate use of different evaluation tools in specific learning contexts.
4. Design a simple evaluation tool suitable for classroom use.
5. Reflect on the importance of choosing appropriate evaluation techniques to improve
learning outcomes.

II. Introduction
Evaluation is a vital component of the teaching-learning process. It helps teachers
determine whether learning objectives have been met and provides insights into the
effectiveness of instructional strategies. By using appropriate tools, methods, and techniques,
educators can make informed decisions to improve student learning and instruction.

III. Lesson Content

A. Definition of Evaluation
Evaluation is a systematic process of collecting, analyzing, and interpreting
information to determine the extent to which learners have achieved learning objectives.

B. Difference Between Measurement, Assessment, and Evaluation

Term Meaning Example

Measurement Assigning numbers to A student scores 85/100.

learning outcomes
(quantitative).

Assessment Gathering data on student Using a quiz or

performance. observation.

Evaluation Judging the value or Deciding if the student has

quality based on mastered the topic.
assessment results.

C. Tools for Evaluation

● Written Tests – objective (multiple choice, true/false) or subjective (essay, reflection).
● Performance Tasks – demonstrations, role-plays, experiments, projects.
● Portfolios – a collection of student work over time.
● Checklists and Rating Scales – used for assessing behaviors or skills.
● Rubrics – provide clear criteria for scoring performance-based tasks.
● Self and Peer Evaluation Forms – promote reflection and collaboration.
● Anecdotal Records – qualitative notes about student behavior and participation.
D. Methods of Evaluation
Method Description Example

Quantitative Uses numerical data to Standardized tests, quizzes

measure learning
outcomes.

Qualitative Focuses on descriptive and Observations, interviews

non-numerical information.

Formative Conducted during learning Weekly quizzes, reflections

to improve instruction.

Summative Done at the end of a unit to Final exams, projects

evaluate achievement.

Diagnostic Identifies strengths and Pre-test

weaknesses before
instruction.

Placement Used to group students Entrance exam

according to ability or
background.

E. Techniques for Evaluation

● Observation Technique – Teacher observes and records student performance or
behavior.
● Interview Technique – Used to gather in-depth insights about students’ learning
experiences.
● Questionnaire Technique – Collects students’ opinions or feedback through
written responses.
● Testing Technique – Uses various test formats to assess learning outcomes.
● Peer and Self-Evaluation – Encourages reflection and responsibility among
learners.

VI. Summary
Evaluation is a key element in ensuring effective teaching and learning. Using the
right tools, methods, and techniques enables teachers to understand students’ progress,
identify areas for improvement, and make better instructional decisions.

TEACHER IN THE SCHOOL CURRICULUM

UNIT 4: CURRICULUM EVALUATION AND THE TEACHER
VII. CURRICULUM CHANGE/IMPROVEMENT
Prepared by:
 APRIL JOY CAGAYAN
GRACY TEJADA
CURRICULUM CHANGE
Refers to the basic alteration in the structure and design of learning experiences based
on new conceptions, which may be at the school, district, or national level
CURRICULUM IMPROVEMENT
Refers to alteration of certain aspects of curriculum without changing the fundamental
curriculum elements/structures/conception
CONCEPTS
 It is a process, not an event-it requires time, energy and resources
 It is achieved incrementally and entails development in feelings and skits in
using new programs, which should lead to improvement.
 Process of Curriculum Change may be assisted by permissiveness and support
in accordance with a helpful improvement in Curriculum

 Changing Curriculum, Changes Individuals

 At the time of Curriculum Change, it must be necessary in consideration that
resources of implementation of Curriculum are available or not
CURRICULUM CHANGE CAN BE SUMMARIZED AS:
CHANGE OF KNOWLEDGE
 Successful curriculum development requires better use of “change knowledge”
- failure is often a result of neglecting it. Learning about educational change and
its key features should become integral elements of any serious curriculum reform
process.
RECONCEPTUALIZING CURRICULUM
 Many curriculum reforms are based on how the curriculum has traditionally
been organized. As a consequence, many curricula have become overloaded,
confusing and inappropriate for teachers and students.
SPECIFIC APPROACHES
 Therefore, helping teachers to create professional learning communities and
schools to learn from each other are recommended approaches.
 Changing the way teachers teach and students learn requires specific
approaches in service training of teachers not enough. If curriculum reform aims
at changing the ways students learn and teachers teach, more sophisticated
implementation strategies are required.
The Driving Forces of Curriculum Change/ Improvement.
 National Imposition
 Student Demands
 Local Need
 Standards
 Staff Dissatisfaction
 Leadership
 Parental Demands
Types of Curriculum Change/ Improvement
NORMATIVE-RE-EDUCATIVE STRATEGIES
 It is based on the rationality and intelligence of humans. This kind of change
can occur by approaching humans convincing them that there is a need to change
their values, attitudes, understanding and skills.
POWER STRATEGIES
  Changes should meet the expectations of the superiors who are in a higher
power. Such coerce strategies are used often in schools.
JOHN MCNEIL'S TYPE OF CURRICULUM CHANGE
1. SUBSTITUTION
 In this type of change one element is substituted by the other, i.e. one course
paper/one unit is replaced with another. Mostly, this kind of change is easily
Implemented.
ALTERNATION
 If some material, content, item or procedure is introduced into the existing
material and is adopted, it is considered alteration.
PERTURBATION
 Some changes when introduced disturb the program for sometimes and then
later on they get adjusted or adopted into the program.
RESTRUCTURING
 These changes lead to modification of the system itself. For instance, team
teaching, project method or competency-based teaching and evaluation This
change is like restructuring.
VALUE-ORIENTED CHANGE
 This change basically brings a shit from one's philosophy or basic ideology
towards a particular auricular prescription or orientation. Most of them who resist
should adjust with the changes and accept the same. The teachers who cannot
adjust their values to such changes may not be retained for long.
Factors Affecting Curriculum Change/ Improvement
1. Does the school have a well-defined philosophy? Is it accepted by the teachers? What
contradictions are there between philosophy and practice?
2. When was the school last evaluated by an outside group? Were there any key
recommendations that were not acted upon?
3. Has the school participated in educational innovations or experiments?
4. Does the school staff participates in professional activities?
5. What provision is made for suitable equipment, facilities and instructional aids?
6. What evidence is there of poor articulation?
7. To what extent are administrative and supervisory practices democratic in nature?

Phases and Steps in Curriculum Development

Planning
Content and Method
Implementation
Evaluation and Reporting

Each phase has several steps or tasks to complete in logical sequence. These steps are
not always separate and distinct, but may overlap and concurrently. For example, the
curriculum development team is involved in all of the steps. Evaluations should occur in most
of the steps to assess progress.

Two types of Evaluation are included in the Phases and Steps illustration:
(1) Formative provides feedback during the process of developing the curriculum, and (2)
Summative answers questions about changes (impact) that have occurred in learners because
of their learning experiences. Summative evaluation provides evidence for what works,
what does not work, and what needs to be improved.
PLANNING
"Nobody plans to fail but failure results from a failure to plan. “The planning phase
lays the foundation for all of the curriculum development steps. The steps in this phase
include:

• Identify Issue/Problem/Need
The need for curriculum development usually emerges from a concern about a major
issue or problem of one or more target audience.

• Form Curriculum Development Team

Once the nature and scope of the issue has been broadly defined, the members of the
curriculum development team can be selected. Topics covered in this section include:
(1) the roles and functions of team members,
(2)a process for selecting members of the curriculum development team, and
(3) principles of collaboration and teamwork.

• Conduct Needs Assessment and Analysis

There are two phases in the needs assessment process. The first is procedures for
conducting a needs assessment. A number of techniques are aimed toward learning what is
needed and by whom relative to the identified issue. Techniques covered in this section
include: KAP- Knowledge, Attitude, and Practice Survey: focus groups; and environmental
scanning. Analysis, the second part of this needs assessment step, describes techniques on
how to use the data and the results of the information gathered

CONTENT AND METHODS

Determines intended outcomes (what learners will be able to do after participation in
curriculum activities), the content (what will be taught), and the methods (how it will be
taught). Steps include:

• STATE INTENDED OUTCOMES

Once the issue is defined, the curriculum team is formed, the needs assessed, analyzed
and prioritized, the next step is to refine and restate the issue, if needed, and develop the
intended outcomes or educational objectives. An intended outcome states what the learner
will be able to do as a result of participating in the curriculum activities.

This section includes:

(1) a definition of intended outcomes,
(2) the components of intended outcomes (condition, performance, and standards),
(3) examples of intended outcomes, and (4) an overview of learning
behaviours.
A more complete explanation of the types and levels of learning behaviours is included in the
Addendum as well as intended outcome examples from FAO population education materials.

• Select Content
The next challenge in the curriculum development process is selecting content that
will make a real difference in the lives of the learner and ultimately society as a whole. At
this point, the primary questions are: "If the intended outcome is to be attained, what will the
learner need to know? What knowledge, skills, attitudes, and behaviours will need to be
acquired and practiced?"
 • Design Experiential Methods
After the content is selected, the next step is to design activities (learning experiences)
to help the learner achieve appropriate intended outcomes. An experiential learning model
and it's components (.e., experience, share, process, generalize, and apply) are discussed in
this section.
Additional topics include:
1. learning styles and activities appropriate for each style,
2. a list of types of activities (with descriptions);
3. an activity design worksheet for facilitators; and
4. Brief discussions on learning environments and delivery
modes.
IMPLEMENTATION
Produce Curriculum Product
Once the content and experiential methods have been agreed upon, the actual production of
curriculum materials begins. This section includes:
1) suggestions for finding and evaluating existing
materials;
2) evaluation criteria, and
3) suggestions for producing
curriculum materials.

• Test and Revise Curriculum

This step includes suggestions to select test sites and conduct a formative evaluation
of curriculum materials during the production phase. A sample evaluation form is provided.

• Select Content
The next challenge in the curriculum development process is selecting content that
will make a real difference in the lives of the learner and ultimately society as a whole. At
this point, the primary questions are: "If the intended outcome is to be attained, what will the
learner need to know? What knowledge, skills, attitudes, and behaviors will need to be
acquired and practiced?"

• Design Experiential Methods

After the content is selected, the next step is to design activities (learning experiences)
to help the learner achieve appropriate intended outcomes. An experiential learning model
and it's components (.e., experience, share, process, generalize, and apply) are discussed in
this section.
Additional topics include:
1. learning styles and activities appropriate for each style,
2. a list of types of activities (with descriptions);
3. an activity design worksheet for facilitators; and
4. Brief discussions on learning environments and delivery modes.

• Produce Curriculum Product

Once the content and experiential methods have been agreed upon, the actual
production of curriculum materials begins. This section includes:
1) suggestions for finding and evaluating existing materials.
2) evaluation criteria, and 3) suggestions for producing curriculum materials.
• Test and Revise Curriculum
 This step includes suggestions to select test sites and conduct a formative evaluation
of curriculum materials during the production phase. A sample evaluation form is provided.
• Recruit and Train Facilitators
It is a waste of resources to develop curriculum materials if adequate training is not
provided for facilitators to implement it. Suggestions for recruiting appropriate facilitators are
provided with a sample three-day training program.
• Implement Curriculum
Effective implementation of newly developed curriculum products is unlikely to occur
without planning. Strategies to promote and use the curriculum are discussed in this step

EVALUATION AND REPORTING

• Design Evaluation Strategies
Evaluation is a phase in the curriculum development model as well as a specific step.
Two types of evaluation, formative and summative, are used during curriculum
development.
Formative evaluations are used during the needs assessment, product development
and testing steps. Summative evaluations are undertaken to measure and report on the
outcomes of the curriculum. This step reviews evaluation strategies and suggests simple
procedures to produce valid and reliable information. A series of questions are posed to guide
the summative evaluation process and a sample evaluation format is suggested.
• Reporting and Securing Resources
final element in an evaluation strategy is "delivering the can use them) In
this stem Suggestions for what and how report to key shareholders specially funding
and policy decision makers, are provided and a brief discussion on how to secure resources
for additional programming.
APPROACHES TO CURRICULUM IMPROVEMENT
Technical- Scientific Approach
The curriculum developers which may include
specialists, superintendents,principals and coordinators are likened to engineers and architects
who use instruments and empirical methods in preparing a blueprint with well
defined elements orderly-sequenced procedures, and quality control measures to increase the
probability of success in its implementation
Behavioral-Rational Approach
It is a means-end approach. Curricula developed this approach become the
actual orints which prescribe the roles of figures in the educative process. Viewing the
curriculum as the means and instruction as the end is a behavioral orientation.

Systems-Managerial Approach
1. Motivate interest of all stakeholders
2. Encourage participation and involvement of all stakeholders
3. Synthesize divergent viewpoints
4. Monitor curriculum implementation
Intellectual- Academic Approach
Emphasizes the importance of theories and principles in curriculum planning.
This model is influenced by the philosophy of John Dewey Non-Technical/Non-Scientific
Approaches Flexible and less structured without predetermined objectives to guide the
learning- teaching process.
Context that not all ends of education can be known nor indeed to be known in all cases.

Humanistic-Aesthetic Approach
 Argues that those who favor the rational approach miss the artistic and personal
aspects of curriculum and instruction. It is rooted in which promotes the liberate from
authoritarian teachers.
Reconceptualize Approach
criticizes the technocratic - scientific models as not sensitive to the inner feelings and
experience of individuals. Reflects on existentialist orientation. Reconstructionism The aim
of education is not to control instruction in order to preserve existing order. Tuners Eclectic
Models The school is an institution of social reform. Criticizes the progressivists for putting
too much emphasis on the individual learner to the neglect of the needs of society.