PrEd 132_ The Teacher and The School Curriculum

KAREN G. SALVACION BEED III Blk. 15

Compilation of The Task
-Learning Task 1.2
-Learning Task 1.3
-Learning Task 2.1
-Learning Task 2.2
-Article: The Instrument Developed to Evaluate Local Curriculum in Indonesia

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PrEd132_Learning Task 1.2 —

Article No. 1: Curriculum Planning and Systems Change

Curriculum planning is a complex process where the faculty define intended learning outcomes, assessment, content and pedagogic requirements necessary for student’s success an entire curriculum. The curriculum planning is characterized by a set of teachers and administrators. Teacher interprets and transforms the materials in the light of his or her knowledge and beliefs about the purposes of schooling. However, the roles of the administrators in curriculum planning is that, they help educational institutions established and improves their curricula. Also, the administrators assess the current curricula’s quality and they were trying to improve it. They keep track of curriculum changes and assist with administrative task. To achieve an accurate analysis, the administrators consult with education specialist.

Whereas, the purpose of schooling is to prepare our young learners to be cultivated and empowered and fully equip with knowledge that they can be used in order to succeed in facing numerous challenges in the social and political order. The educators were frequently joining the job with the intention of educating others, but suddenly their views changed as they begin on playing a close attention to the network of personalities and ideas that surrounds the institution in which they teach. Educators were no longer motivated by a desire to teach others. Which this may cause of losing one’s child sight of greater educational difficulties. Education system must provide students with an empowering activity and encourages students to actively engage with available materials and encourage students to work harder, explore and engage with real life activities that they would apply to themselves. It is an effective technique because it helps to ingrain knowledge into their memory.

The schools exist inside of our societal surroundings, it has an impact on the cultures of the people as they serve through the curricula. The schools and their curriculum were influenced by and shaped by the cultures. The curriculum planning influenced curriculum creation in the sense that certain factors interfere in the curriculum building process which is the result of cultural views, societal expectations, values, norms and tradition that derived from stakeholder’s background. And we cannot deny the fact the relationship between the school and the society itself.

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PrEd132_Learning Task 1.3 —

Lesson 1.3: CURRICULUM DESIGN

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

➢ Subject-centered designer divides the curriculum into nice and neat subjects such as math, science, history, literature and biology. This structuring of the disciplines is for practical reasons. It organizes the curriculum into basic concepts that are combined based on what they have in common.


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

➢ An integrated curriculum is described as one that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts. Integration focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life. The subjects or disciplines as examples of the different types of integrated curriculum design are: Art, Mathematics, and Reading, Writing Across the Curriculum, History, Science, and Mathematics, History and Literature, Integrated Humanities, Health and Reading, Areas of Mathematics, Social Studies, Health, and the Arts, Physical Education, Science and Health, and other instances of integrated curriculum design are all significant.


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

➢ Many education departments have proposed the concept of Integrated Curriculum, in which different types of knowledge and their respective disciplines are combined. The advantages or benefits of Integrated Curriculums include not only looking at topics in depth, but also offering a practical learning environment for students by using real-life examples. Some of our teachers have tried various forms of integrated curriculum where the teachers from various subjects collaborated on a single project. Teachers understand the subject-centered program better because their teaching was built on this form of specialization. Advocates of subject-centered design contend that this technique will help individual learners improve their academic abilities. Subject-centered curriculum design makes curriculum preparation faster and more straightforward. Consider the time spent preparing, designing, and introducing the program. Think what happens at the first staff meeting, when each teacher is given his or her teaching load for the year and how this is to be mapped on the everyday school timetable. It is simple and easy to do in a short period of time.


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

➢ Eastern Visayas State University (EVSU – Dulag), Visayas State University (VSU – Tolosa), Eastern Visayas State University (EVSU – Tanauan), Leyte Normal University (LNU). Are some schools that are near and uses a learner-centered curriculum.


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

➢ Learner-centered education empowers the students to take ownership of what they learn by focusing on how the new knowledge solves a problem or adds value. 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. Furthermore, learner-centered education assists students in developing skills that will better prepare them for their future employment. The learner-centered curriculum place students at the center of their own learning environment by allowing them to be involved in deciding why, what, and how their learning experience will take shape.


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

➢ In learner-centered curriculum, lessons are designed to keep learners engaged in the course and making their learning more effective and more active. Some benefits of having a learner-centered curriculum are: Increases involvement. Participation is the first step toward any eLearning program's success. Learners' essential needs are met through a learner-centered approach, which ensures a personalized and comfortable eLearning experience and it improves knowledge retention. The students are given more importance in this type of curriculum design. Learner-centered design emphasizes individual development and their approach to organizing the curriculum merges from the needs, interests and purposes of students and this creates opportunities for students to teach each other, answer their peer's questions, and present the results of their works. Overall, learner-centered education helps the students develop skills that will better equipped them for their professional careers.


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


o What possible skills, knowledge, and values are emphasized in the curriculum?
➢ Learner-centered education uses interactive strategies to engage the students and develop their abilities. This educational approach helps students develop skills such as decision making and problem solving, team work, and presentation skills that are relevant to the current labor needs.


o What possible learning experiences can be provided?
➢ The possible learning experiences can be provided in learner-centered curriculum are 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. skills. the ability to apply knowledge to real-world difficulties in one's job, family, or other aspects of life an awareness of and respect for human differences skills of practical competence, self-esteem, and confidence, integrity, aesthetic sensibility, and civic responsibility are all aspects of a well-integrated sense of self.


o What about the learning environment?
➢ A learner-centered environment is more than just providing information or teaching skills. It is an educational approach that focuses on the participants' concerns and involves them in making decisions and solving problems. Also learner-centered creates a safe environment for learners to consider changing behaviors and which involves taking into account students' background knowledge, interests and social.

o What are the requirements of the curriculum for the teachers?
➢ Every state has its own set of teacher requirements, as well as additional requirements for public school teachers. The steps below provide an overview of the prerequisites for teachers: To begin, earn an under graduate degree, then participate in supervised teaching, then pass assessments and tests, then obtain a teaching license, and finally, pursue graduate studies. Then, Learner-centered teachers must: Act as Facilitators and Guides. Provide Anytime, Anywhere and On-Demand Support. Embody Core Values That Support Deeper Learning. Truly Encourage Students Drive Their Own Learning. Create Real-World and Authentic Learning Experiences. Leverage Technology to Personalize Learning.


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

➢ San Rafael Elementary School, San Agustin Elementary School, Magsaysay Elementary School, Calipayan Elemtary School, Luan Elementary School, are the name of schools nearby that uses problem-centered design.


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

➢ This promotes the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities to the students for working in groups, finding and evaluating research materials, and life-long learning. Typically, students find it more enjoyable and satisfying. It encourages greater understanding. The method affords more intrinsic reward, and which encourages students to spend more time on studying. As well as this promotes interdisciplinarity.


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

➢ The group dynamics challenges and a lack of student involvement are two current topics and problems that might be used as a theme for a problem-based curriculum. Prior learning experiences do not prepare students well for PBL. The PBL requires more time and takes away study time from other subjects. It creates some anxiety because learning is messier. Sometimes group dynamics issues compromise PBL effectiveness. Less content knowledge may be learned.

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PrEd132_Learning Task 2.1 —

Lesson 2.1: Curriculum Development Models

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

The linear curriculum development model that I choose is Tyler’s Rational Linear Model. Ralph W. Tyler (1902-1994) major contribution in the educational field was in the area of measurement which he then transformed to the term called evaluation. The Tyler Model, developed by Ralph Tyler in the 1940’s, is the quintessential prototype of curriculum development in the scientific approach. Tyler did not intend for his contribution to curriculum to be a lockstep model for development. Originally, he wrote down his ideas in a book Basic Principles of Curriculum and Instruction for his students to give them an idea about principles for to making curriculum.

The strengths of this model when applied to the Philippine context are: it involves the active participation of the learner (Prideaux, 2003), objectives are clearly defined in the process. These purposes are translated into educational objectives, simple linear approach to development of behavioral objectives (Billings Et Halstead, 2009), thus Tyler wants to start by defining the goal and making it the focal point of the curriculum, and lastly, some programs want clearly defined goals.

On the other hand, the possible weaknesses of this model when applied to the Philippine context are: it treats ends and means separately. It doesn't indicate who decides what is worthwhile learning. It doesn't consider that not all learning outcomes can be measured It fails to consider the changing environment. It fails to recognize that the future cannot be predicted accurately with precision, narrowly interpreted objectives (acceptable verbs), difficult and time-consuming construction of behavioral objectives, curriculum restricted to a constricted range of students’ skills and knowledge. Critical thinking, problem solving and value acquiring process cannot be plainly declared in behavioral objectives (Prideaux, 2003). And lastly, the learning experience are individual and are not totally within the power of the teacher to select.


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

The cyclical curriculum development model that I choose is Wheeler’s Curriculum Development Model. This model provides cyclical process in which each element of the curriculum is related and interdependent. It is a type of model that indicates curriculum development is a continuous cyclical. In addition, according to this model, curriculum development should be responsive to changes in the education sector and make appropriate modifications to account for these changes. This model helps curriculum developers take correct decisions thus encouraging active participation of staffs in school-based curriculum.

The strengths or the advantages of Wheeler’s curriculum development model includes: continuing activity, incorporates the information into the curriculum elements as interrelated and interdependent, has feedback mechanism, emphasize on the situational analysis. And lastly, evaluate at a stage where its findings are feedback into the objectives.

On the other hand, the weaknesses or the disadvantages of Wheeler’s curriculum development model are: it is time consuming, it is difficult to locate, It is not different from objective model, and it seems to lack of procedure between organizing and integrating learning experiences, content and evaluation.




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

Among of all the dynamic curriculum development model, I choose Walker’s Model of Curriculum Development that can be applied in the Philippine context. Because the model used for curriculum development is influenced generally by the level at which the development is occurring, and used at a macro level curriculum development (national). And Walker’s model focuses on the subjective perceptions and views of the designers, the target group, and other stakeholders. It is a dynamic and descriptive model of curriculum development. Curriculum workers may review their previous decisions and actions to correct some mistakes, and this model can be used for a school-based curriculum
development.

One of the strengths of Walker’s model is the input of curriculum developers, target group, and other parties/stakeholders in the development of the curriculum. Stake holders engagement in the planning and development stages empowers and acknowledge them, specially teachers, as valued contributors. And lastly, one of the strengths of the deliberative model is the broad social support that the intended product will have, after all users and other parties involved were given apple opportunity to contribute.

Walker’s Curriculum Development has its weaknesses or disadvantages and theses are: First, Walker’s describe what happens in the process of curriculum design but does not describe what actually happens in the classroom. Second, the process of deliberation can be time consuming and resource intensive, and can result in curriculum products that may not be consistent and aligned internally. Third, consensus is often hard to achieve when developing curriculum at national or regional levels. And lastly, walker’s model can be confusing to other curriculum workers who are not aware of the necessary processes of curriculum development. If this model is applied in the Philippines, where most teachers are implementers of curriculum developed by other educators, this model may not have a value to them.

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PrEd132_Learning Task 2.2 —

Lesson 2.2: Curriculum Implementation

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

1. Why is it that curriculum implementation and it's development important?

- Curriculum implementation and it's development is need of appropriate selection and organization of learning experience. As this helps in the selection of study matter and other activities so that the learner are able to acquire goals and objectives of teaching and learning process.

2. What is the importance of curriculum planning in curriculum development process?

- Curriculum planning develop well coordinated, quality teaching, learning and assessment programs which builds students knowledge, skills and behaviors in the disciplines, as well as their interdisciplinary and or physical personal and social capacities.

3. What is the significant role of curriculum implementation in the teaching and learning process?

- It makes us teachers to be systemic in delivery. This helps to make the curriculum relevant to the needs and the society as a whole. There is need to ensure effective use of curriculum resource so as to enhance maximum productivity in school.

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Article: The Instrument Developed to Evaluate Local Curriculum in Indonesia —

Salvacion, Karen G. BEED 3 Block 015

1. In what way is Indonesia’s educational system and the Philippines’ similar?

Indonesia has the fourth largest education system in the world. An assessment of the quality of education in Indonesia, a landmark education report of 50 nations was conducted and Indonesia ranked last. It is unfortunate how the education system does not benefit the youth in a middle income country, as assessed by the World Bank. Another major problem of the Indonesian education system is its low completion rate. Only a third of Indonesian students – in a country where 57 million attend school – complete basic schooling. This is an evidence of the low affordability of education in Indonesia. A lot of problems in the education sector in Indonesia arise from its inadequacy of budget. Because of this, education experts say less than half of the country’s teachers possess even the minimum qualifications to teach properly ad teacher absenteeism hovers at around 20 percent. Many teachers in the public school system work outside of the classroom to improve their incomes. In similar to the Philippine Educational System, Philippines still has one of the lowest budget allocations to education among the ASEAN countries. With this root problem, public schools face the difficulty brought by poor facilities, underpaid teachers, insufficient reading materials and others. Finally, looking in the pragmatic level, there is an educational and employment mismatch. There is a large proportion of “mismatch” between training and actual jobs. This is the major problem at the tertiary level and it is also the cause of the existence of a large group of educated unemployed or underemployed. According to McKinsey’s Education to Employment study, only 42 percent of worldwide employers believe new graduates are adequately prepared for work.

2. Summarize the methodology used in evaluating a curriculum.

The article was entitled "The Instrument Developed to Evaluate Local Curriculum in Indonesia. The initial investigations in the methodology was evaluated by the local government using research and development. The research and the development model used in the study is Borg & Gal model consisted of 10 simplified steps into four steps: (1) initial investigations, (2) design stage, (3) expert validation and; (4) trials, evaluations, and revisions. The initial investigation used qualitative research with a phenomenological approach. Data were collected using Focus Group Discussion (FGD) techniques with 14 participants consisting of 6 vice principals and 8 local curriculum teachers. The purpose of FGD is to obtain constructs that can be used to Evaluate the Local Curriculum. From the FGD results, it was found that there were several factors that became the basis for evaluating the local curriculum, namely; 1.l) government support, school support, student motivation, equipment materials and funds are summarized into process factor; 2) teacher preparation, implementation, formative assessment and summative assessment summarized into process factors; 3) student's knowledge, student attitudes, students skills and entrepreneurial desires are summarized output factors. Aside from that, their instrument design phase was conducted by developing a questionnaire and validation phase conducted by 2 evaluation experts or 1 measurement expert and 8 practitioners.

3. What tools were used to derived results?

The tools that are being used in study in order to derive the results is a questionnaire. The questionnaire that are being used have been developed are then validated by experts.

4. What did the evaluators found out from the results of the study?

Based on the study, the evaluators found out that the instruments developed to evaluate the local curriculum consist of, resources instruments, process instruments, and output instruments. Therefore, the results of validation by the expert and evaluator shows that there are 7 items invalid and can not be used to evaluate the local curriculum. The results of the validity are reliability analysis on small-scale trials show that there are 3 invalid items, consisting of 2 of the resource factors and 1 of the output factors. The result of the analysis of large-scale trials show that all constructs derived from the FGD and the study of literature have a value of valid and reliable instrument that can be used to evaluate the Local Curriculum.

5. What conclusion can you draw from the study?

Based on the study, it indicates the similarities of the Indonesia's educational system and the Philippines educational system. The instruments developed that are being used in the study is very effective in evaluating local curriculum. The instrument used in the study is comprehensive and it is very easy to use, accurate in obtaining information about the weakness and strengths of the local curriculum and this is also beneficial to the government and in every schools.

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