Direction: Answer the following questions.

1. Name other subjects or disciplines as examples of subject design.
Answer:
MAPEH
Edukasyon sa Pagpapakatao
Araling Panlipunan

2. Name other subjects or disciplines as examples of the different types of integrated curriculum design.
Answer:
Interdisciplinary: Science+Mathematics

Multidisciplinary or broad fields: Araling Panlipunan+Edukasyon sa
Pagpapakatao+MAPEH+T.L.E

Core: Reading+Writing+OralCommunication

3. Give some advantages and possible pitfalls of subject design and integrated design.
Answer:
The advantage of subject design is that it helps individual learners improve their academic abilities. While the advantage of integrated design is that it give meaningful learning experiences to the learner as well offers a practical learning environment for students by using real-life examples. On the other hand, the possible pitfalls of subject design is that it prevents students from understanding the wider context of what they're learning. While the possible pitfalls of integrated design is that it will result to the lack of time to plan effective units, as subjects are being incorporated within a broader topic.

4. Name some schools nearby you that use a learner-centered curriculum.
Answer:
The schools nearby me that uses a learner-centered curriculum are Anahaway Elementary School, and Anahaway National High School

5. How do students learn in a learner-centered curriculum?
Answer:
Students learn in a learner-centered curriculum by reflecting on what they are learning and how they are learning it.

6. What are some benefits of having a learner-centered curriculum?
Answer:
Some benefits of having a learner-centered curriculum are: Improves knowledge retention, Enhances problem-solving skills as well as critical thinking skills, and it also encourages 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: The possible skills, knowledge, and values emphasized in a learner- centered curriculum are: cognitive skills such as reflection and critical thinking, application of knowledge, decision making and problem solving, team work, and presentation skills to practical or real-life problems.

What possible learning experiences can be provided?
Answer: The possible learning experiences that can be provided in a learner- centered curriculum is having a real-life scenarios that can challenge the learners to find solutions to a given problem,

What about the learning environment?
Answer: The learning environment of a learner-centered curriculum is focused on the students’ concerns and involvement in making decisions and solving problems.

What are the requirements of the curriculum for the teachers?
Answer: The requirements of the curriculum for the teachers is to avoid lecture or demonstration-style activities but instead create opportunities for participation that are centered on the learner.

8. Name a school nearby that uses problem-centered design.
Answer: A school nearby that uses problem-centered design is Anahaway National High School.

9. Name some benefits and issues related to its implementation.
Answer: Based on my research, some benefits of problem-centered design are: Development of Long-Term Knowledge Retention, Use of Diverse Instruction Types, Continuous Engagement, Development of Transferable Skills, and Improvement of Teamwork and Interpersonal Skills. On the other hand, some issues of problem- centered design are: Potentially Poorer Performance on Tests, Student Unpreparedness, Teacher Unpreparedness, Time-Consuming Assessment, and Varying Degrees of Relevancy and Applicability.

10. Identify some current issues and problems that can be used as a theme for a problem-based curriculum.
Answer: Some current issues and problems that can be used as a theme for a problem-based curriculum are: Poverty, lack of education, drug or substance abuse, vice, crime, and unemployment.

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: My chosen linear curriculum development model is the Understanding by Design Model (UbD) that was developed by Grant Wiggins and Jay McTighe by 2002. I chose this particular model because of its strengths 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. As well as leads the teacher to develop a transparent and explicit instruction thus creating meaningful activities and tasks. However, in someone else’s strength there is always a weakness, and with this, Understanding by Design Model (UbD) is very subjective in nature. Difficulty can arise when assessing students on their thoughts and feelings toward a topic. It also 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: My chosen cyclical curriculum development model is the Nicholls’ and Nicholls’ Model of Curriculum Development that was developed by Audrey Nicholls and Howard Nicholls during 1978. I chose this particular model because of its strengths 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. However, this model has its weakness, wherein linear model like the top-down approach are used in developing curricula by the curriculum workers. And there’s a tendency for teachers in higher education to find this model time-consuming because of the situational analysis required before developing any syllabus.

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

Answer: Among the four dynamic curriculum development models, Eisner’s Artistic Approach to Curriculum Development by Elliot W. Eisner (1979), is the one that I think can be applied in the Philippine context. It is because its effective in the context of developing and designing courses for higher education. And this model calls for more relevant and responsive ways of selecting and organizing contents and learning experiences that responds to the diverse needs of students.

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:
Based on the response of the DepEd teacher I had interviewed, the curriculum that is currently implemented by DepEd is the The K to 12 curriculum which is 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. She 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). Wherein it will enable Kindergarten learners to have a smooth transition to the content-based curriculum of Grades 1 to 12.

Moreover, the teachers roles as a curriculum worker is that they serve as the daily implementors of a planned curriculum through developing lesson plans, or unit plans, yearly, and syllabus. Daily, teachers prepare instructional materials, select methods, and strategies, and assess students’ learning.