The Teacher and the School Curriculum Learning Material

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The Teacher and the School Curriculum Learning Material

One. Curriculum Essentials

The Philippine Educational system has three levels:

One. Basic Education. This level includes Kindergarten, Grades one to Grade six for elementary and for secondary, Grades seven to Grade ten for Junior High School and Grades eleven and twelve for Senior High School. Each of the levels has its specific recommended curriculum. The new basic education levels are provided in the K to twelve Enhanced Curriculum of twenty thirteen of the Department of Education.

Two. Technical Vocational Education. This is post-secondary technical vocational educational and training taken care of Technical Education and Skills Development Authority. For the TechVoc track in SHS of DepEd, DepEd and TESDA work in close coordination.

Three. Higher Education. This includes the Baccalaureate or Bachelor Degrees and Graduate Degrees (Master's and Doctorate), which are under the regulation of the Commission on Higher Education.

In various levels of schooling and in various types of learning environments, several curricula exist. Glatthorn, two thousand, classified these:

Types of Curricula Simultaneously Operating in the Schools

One. Recommended Curriculum. Almost all curricula found in our schools are recommended. For Basic Education, these are recommended by the Department of Education; for Higher Education by the Commission on Higher Education; and for vocational education by TESDA. These three government agencies oversee and regulate Philippine education. The recommendations come in the form of memoranda or policies, standards and guidelines. Other professional organizations or international bodies like UNESCO also recommend curricula in schools.

Two. Written Curriculum. This includes documents based on the recommended curriculum. They come in the form of course of study, syllabi, modules, books or instructional guides among others. A packet of this written curriculum is the teacher's lesson plan. The most recent written curriculum is the K to twelve for Philippine Basic Education.

Three. Taught Curriculum. From what has been written or planned, the curriculum has to be implemented or taught. The teacher and the learners will put life to the written curriculum. The skill of the teacher to facilitate learning based on the written curriculum with the aid of instructional materials and facilities will be necessary. The taught curriculum will depend largely on the teaching style of the teacher and the learning style of the learners.

Four. Supported Curriculum. This is described as support materials that the teacher needs to make learning and teaching meaningful. These include print materials like books, charts, posters, worksheets, or non-print materials like PowerPoint presentations, movies, slides, models, realias, mock-ups and other electronic illustrations. Supported curriculum also includes facilities where learning occurs outside or inside the four-walled building. These include the playground, science laboratory, audio-visual rooms, zoo, museum, market or the plaza. These are the places where authentic learning through direct experiences occur.

Five. Assessed Curriculum. Taught and supported curricula have to be evaluated to find out if the teacher has succeeded or not in facilitating learning. In the process of teaching and at the end of every lesson or teaching episode, an assessment is made. It can either be an assessment for learning, an assessment as learning or an assessment of learning. If the process is to find the progress of learning, then the assessed curriculum is for learning, but if it is to find out how much has been learned or mastered, then it is an assessment of learning. Either way, such a curriculum is the assessed curriculum.

Six. Learned Curriculum. How do we know if the student has learned? We always believe that if a student changed behavior, he or she has learned. For example, from a non-reader to a reader or from not knowing to know or from being disobedient to being obedient. The positive outcome of teaching is an indicator of learning. These are measured by tools in assessment, which can indicate the cognitive, affective and psychomotor outcomes. The learned curriculum will also demonstrate higher-order critical thinking and lifelong skills.

Seven. Hidden/Implicit Curriculum. This curriculum is not deliberately planned but has a great impact on the behavior of the learner. Peer influence, school environment, media, parental pressures, societal changes, cultural practices, and natural calamities are some factors that create the hidden curriculum. Teachers should be sensitive and aware of this hidden curriculum. Teachers must have good foresight to include these in the written curriculum in order to bring to the surface what is hidden.

The Teacher as a Curricularist

Two. The School Curriculum: Definition, Nature and Scope

Some Definitions of Curriculum:

Some Points of View of Other Curricularists

Curriculum from Traditional Points of View

Curriculum from Progressive Points of View

Three. Approaches to the School Curriculum

One. Curriculum as a Content or Body of Knowledge

BASICS: Fundamental Principles for Curriculum Contents

Two. Curriculum as a Process

Three. Curriculum as a Product

Curriculum Development Process

Curriculum Development Process Models

Two. Hilda Taba Model: Grassroots Approach

Three. Galen Saylor and William Alexander Curriculum Model

Five. Designing the Curriculum

Ten Axioms About Curriculum That Teachers Need as Reminders

Six. Approaches to Curriculum Designing

One. Subject-Centered Design

One point one. Subject design.

Two. Problem-Centered Design

Approaches to Curriculum Design Models

Principles of Child-Centered Curriculum Approach:

Curriculum Mapping

Benefits of Curriculum Mapping:

Seven. Curriculum Implementation

Curriculum Implementation as a Change Process

Categories of Curriculum Change

Eight. Implementing a Curriculum Daily in the Classrooms

DepED Order Number seventy s. twenty twelve

Bloom's Taxonomy nineteen fifty-six versus Revised Bloom's by Anderson twenty zero one

Levels of Knowledge

CONE OF LEARNING by Edgar Dale

Nine. Stakeholders in the Curriculum Implementation

Other Stakeholders in Curriculum Implementation and Development

One point one. Government Agencies:

One point two. Non-Government Agencies and Professional Organizations.

Ten. Curriculum Evaluation and the Teacher

Reasons for Curriculum Evaluation

Eleven. Curriculum Evaluation Through Learning Assessment

Twelve. Curriculum Development Reforms and Enhancement

Why K to twelve?

Thirteen. Education four point zero in the school curriculum

Nine. Curricular modification in basic education during and post-pandemic

Overview

This learning material explores the teacher's role in the curriculum, detailing various types of curricula within the Philippine education system, including recommended, written, taught, and assessed curricula. It emphasizes the importance of teacher involvement in curriculum planning, implementation, and evaluation for effective education.

Key Points

1The document outlines the three levels of the Philippine educational system: Basic Education, Technical Vocational Education, and Higher Education
2It defines multiple types of curricula, including recommended, written, taught, supported, assessed, learned, and hidden
3The teacher is described as a curricularist responsible for knowing, writing, planning, implementing, innovating, and evaluating the curriculum
4Effective curriculum implementation is essential for achieving desired learning outcomes
5Understanding the hidden curriculum's impact on student behavior is crucial for effective teaching.

Details

Category: Education

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