Lesson 1.3 Curriculum Design

Learning Task 1.3

Direction: Answer the following questions on your e-portfolio.

1. Name other subjects or disciplines as examples of subject design.

Answer: Math,English,Science and Filipino

2. Name other subjects or disciplines as examples of the different types of integrated curriculum design.

Answer:Arts, Mathematics, and reading, history and literature, integrated humanities, health and reading,social studies, physical education.

3. Give some advantages and possible pitfalls of subject design and integrated design.

Answer: In subject design,it advocates of subject centered design contend that this techniques will help individual learners improve their academic abilities.In subject centered curriculum design makes curriculum preparation faster and more straightforward.It considered the time spent for preparing,designing and introducing the program.
While in integrated design,it includes not only looking at topics in depth but also offering a practical learning environment for students by using a real life examples.

4. Name some schools nearby you that use a learner-centered curriculum.

Answer:Palo National High School

5. How do students learn in a learner-centered curriculum?

Answer: Learner-centered education empowers the students to take ownership of what they learn by focusing on how the new knowledge solves a problem . Instead of simply pouring information over the child's mind, the facilitator presents the student with an issue and guides the class as they build a solution.

6. What are some benefits of having a learner-centered curriculum?

Answer:These are some benefits of having learner-centered Curriculum:
∆It improves participation
∆it mproves retention of knowledge
∆It will boosts performance at work
∆develops problem-solving skills,
∆fosters collaborative learning.
∆Makes learning more fun and facilitates personalized learning.

7. Having a learner-centered curriculum in mind, answer the following questions below:

• What possible skills, knowledge, and values are emphasized in the curriculum?

Answer: It develop skills such as decision making and problem solving, team work, and presentation skills that are relevant to the current labor needs.

• What possible learning experiences can be provided?

Answer:These are the;complex cognitive skills such as reflection and critical thinking,an ability to apply knowledge to practical problems encountered in one’s vocation, family, or other areas of life,an understanding and appreciation of human differences and practical competence skills (e.g., decision making, conflict resolution),also a coherent integrated sense of identity, self-esteem, confidence, integrity, aesthetic sensibilities, and civic responsibility.

• What about the learning environment?

Answer:The teacher builds on the conceptual and cultural knowledge of each student. The classroom is often involved in discussion, where the students do much of the talking and construct their own meaning based on prior knowledge and experiences.

• What are the requirements of the curriculum for the teachers?

Answer:Curriculum may also encompass a school's academic requirements for graduation, such as the courses students have to take and pass, the number of credits students must complete, and other requirements, such as completing a certain number of community-service hours.

8. Name a school nearby that uses problem-centered design.

Answer:Caloogan Elementary School

9. Name some benefits and issues related to its implementation.

Answer: Problem based learning or PBL allows a child to demonstrate his or her capabilities while working independently. It shows the child's ability to apply desired skills such as doing research. It develops the child's ability to work with his or her peers, building teamwork and group skills.

10. Identify some current issues and problems that can be used as a theme for a problem-based curriculum.

Answer:∆PROBLEMS IN GROUP DYNAMICS-Problems occur when some students do most of the work. The team collaborates on not working together. Sometimes this happens because one or more students refuse to do the work. Other times it happens because one or two members do not want others involved, fearing that their grade will be damaged by the efforts of peers they perceive as having lesser skills.
∆LACK OF STUDENT ENGAGEMENT-occur when a project behaves like a traditional unit. A common clue is the types and purpose of the assigned products. Products presented in class or posted on school walls are a good start.
∆STUDENTS ARE NOT USED TO ACTIVE LEARNING-Many students feel like passive participants in their education—and many education experiences lead them to that—so teachers who want to set up powerful PBL experiences first need to guide students to take the lead in their learning.

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Lesson 1.2 Curriculum Planning

Learning Task 1.2

Write a REFLECTION about Article 1: Curriculum planning and system change

"Curriculum Planning and Systems Change"

∆The Article Curriculum Planning and Systems Change described the three basic domains of curriculum planning which can be viewed as three constituents systems.
∆ It discussed the interrelationships and the implications of these domains for curriculum planning for significant change. Also,it is about the three common models of curriculum planning which are intended to bring about significant curricular change.

∆Curriculum planning refers to the decision-making process concerning the substance of schooling such as the knowledge, skills, and dispositions that constitute the experience and outcome of schooling.

There are three levels of curriculum planning:
✓Institutional Curriculum Planning, ✓Programmatic Curriculum Planning, ✓Classroom Curriculum Planning.

∆The Institutional Curriculum Planning -characterized by discourse on curriculum policy at the intersection between schooling, culture, and society (Westbury, 2000).

∆The Programmatic Curriculum Planning -is the intermediate levels between institutional curriculum and classroom curriculum planning, with a focus on curriculum writing in the form of curriculum documents and materials (Doyle, 1992a).

∆The Classroom Curriculum Planning- also called curriculum as event or the enacted curriculum, is characterized by a cluster of events jointly developed by a teacher and a group of students within a particular classroom (Doyle,1992a, 1992b). These three levels of curriculum planning are interrelated and interdependent.

∆ All three levels of curriculum planning are necessary and need to work together in a way that ensures sustainable curricular change at the classroom level.

∆None of the levels can be undermined without undermining a vital factor in curriculum planning and development.

∆ The three common models of curriculum planning :
✓Top-Down Model
✓Bottom-Up Model
✓Combination – that intend to bring about significant curricular change, or by implication, systems change was considered.

∆The roles of an individual teacher or a team of teachers in curriculum planning - they are the one responsible for identifiable students, deciding alone or with students what shall occur in a specific educational setting. School teachers as well implement the documents and materials in classroom. And they can participate that is called school-based curriculum development (SBCD) in which they articulate their own visions and goals of teaching, develop their own curriculum materials in the light of their visions and goals, and put the materials into practice with students.The roles of administrators in curriculum planning is they are the one who make decisions concerning the adoption of a particular curriculum framework and related materials as the programmatic curriculum for the school.

∆In terms of schooling, its purpose based on my research is to build a progressed society, and to provide for the fullest possible development of each learner for living morally, creatively, and productively in a society he belonged to.

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Lesson 2.1 Curriculum Development Models

Learning Task 2.1

Direction: Answer the following questions.

1. Choose a linear curriculum development model and identify the possible strengths and weaknesses of each model when applied to the Philippine context.

Answer: I choose, Understanding by Design Model (UbD) - developed by Grant Wiggins and Jay McTighe by 2002. The strengths of this model is when applied to the Philippine context wherein its focus is on learning rather than on teaching, it also provides guidance for instruction and designing lessons, units, and courses which comes with the identification of learning goals first which results in developing assessments and instruction with ease.It leads the teacher to develop a transparent and explicit instruction thus creating meaningful activities and tasks. The difficulty of this is that when assessing students on their thoughts and feelings toward a topic,it requires extensive professional development before its implementation which costs in terms of time and money.

2. Choose a cyclical curriculum development model and identify the possible strengths and weaknesses of each model when applied to the Philippine context.

Answer: I choose about the Nicholls’ and Nicholls’ Model of Curriculum Development - developed by Audrey Nicholls and Howard Nicholls during 1978. The strengths is that when applied to the Philippine context wherein it will be more relevant and responsive to the needs of the students and the school, as well as enables teachers, administrators, and education boards to address curricular issues and propose innovations and changes when necessary. The weakness of this model is wherein linear model like the top-down approach are used in developing curricula by the curriculum workers. There’s a tendency for teachers in higher education to find this model as time-consuming because of the situational analysis that required before developing any syllabus.

3. Which among these dynamic curriculum development models can be applied in the Philippine context?

Answer: For me,among the four dynamic curriculum development models,the model should applied in the Philippine context is about the Eisner’s Artistic Approach to Curriculum Development by Elliot W. Eisner (1979) because it is effective in the context of developing and designing courses for higher education.This model calls for more relevant and responsive ways of selecting and organizing contents and learning experiences that responds to the diversity needs of students.

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Lesson 2.2 Curriculum Implementation

Learning Task 2.2

Direction: Answer the following questions.

1. Interview a DepEd teacher and about their process of school level curriculum implementation practices. Use the roles and functions identified on this lesson. Determine teacher roles as a curriculum worker on your e-portfolio.

Answer:
The DepEd teacher I interviewed,said that, the curriculum that is currently implemented by DepEd is the The K to 12 curriculum ;standards and competence-based. This curriculum is being implemented to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. It is also added that the Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic Education Curriculum Framework and adopts the general principles of the National Early Learning Framework (NELF). The Kindergarten learners have a smooth transitional to the content-based curriculum of Grade 1 up to Grade 12.

In additional,the teachers roles as a curriculum worker is to serve the daily implementors of a planned curriculum through developing lesson plans, yearly, and syllabus.Teachers must prepare instructional materials, select methods, and strategies, and assess the students’ learning process.

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