Module 3 Educ 129

Module 3
Module Overview
Phases and Process of

Curriculum Development
“The main hope of its nation lies in the proper education of its youth.”
– Erasmus
In this Module
Curriculum Planning
Curriculum Design and Organization
Approaches in curriculum designing
Types of curriculum design
Elements of designing
Components of curriculum design
Curriculum Implementation
Models of implementation
Change processes
Institutionalization
Curriculum Evaluation
Reasons for evaluation
Types of evaluation
Evaluation model
Curriculum Innovation
Models and Levels of Curriculum Innovation
1
The curriculum development process follows systematic ways of organizing content,
strategies, and assessment, taking into consideration the learners. Each component that will be
discussed later shows how one element is related to the other component. It is apparent that steps
are clearly defined and can be treated as separate but sometimes may overlap and occur
concurrently during the implementation. To effectively craft the curriculum following the
process, curriculum designers must conduct a needs assessment of the target audience, involve
the curriculum implementers, train teachers, and regularly monitor and evaluate the
implementation of the curriculum for continual improvement.
At the completion of the module, you are expected to:
 Explain the phases and process of curriculum development, taking into consideration the
relationship of one element to the other component.
 Analyze a sample curriculum map in the tertiary department using a specific standard.
Are you ready? Then start the lesson now!
Lesson
1 Curriculum Planning
At the end of the session, you are expected to:

 Define curriculum planning as a continuous process.
 Identify the levels of curriculum planning in the context of learning experiences
 Identify the elements of curriculum development necessary in establishing an effective
curriculum.
2
Introduction
Before we start with our discussion in curriculum planning, it is important that we know
and understand a few terms in the field of curriculum. Working knowledge of these terms is
essential for effective participation in curriculum planning activities.
In this topic, we will try to evolve a definition of curriculum planning, tackle its levels
and dimensions, and discuss the elements of curriculum development. Hopefully, we will be able
to apply the elements of curriculum planning in crafting learning outcomes that are aligned with
specific learning competencies
Acrostics
Direction: Write a descriptor with which you are familiar that starts with each of the letter
of the words Curriculum Planning.
C
U
R
R
I
C
U
L
U
M
P
L
A
N
N
I
3
N
G
Analysis
Guide Questions
1. How did you choose the descriptors in each letter of the words Curriculum Planning?
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2. Based on the descriptors, what is your understanding about curriculum planning?
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3. Do you agree that curriculum planning is not an easy task? Why?

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ABSTRACTION
A. Definition of Curriculum Planning
We must acquaint ourselves with a few terms in the field of curriculum. Working
knowledge of these terms is not only part of studying curriculum, but also essential for active
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participation in curriculum planning activities. As our immediate concern is curriculum planning,
we shall attempt to evolve a definition of this term at the outset. What does curriculum planning
involve? Curriculum planning is a complex activity involving the interplay of ideas from the
curriculum field and other related disciplines. However, the ultimate purpose of curriculum
planning is to describe the learning opportunities available to students.
Curriculum Curriculum plans that define

planning is concepts or ideas without
ultimately considering action are
concerned with incomplete since the learning
the experiences must eventually involve applying
of learners the things learned
Curriculum planning thus involves many
groups of people and levels of operation
and is a continuous process
Curriculum planning typically Curriculum
Curriculum planning is a continuous involves decisions about some planning
combinations of areas and involves
process in which participants contribute to issues since it is challenging to decisions about
making decisions about: consider any one of these in both content
isolation. and process
the purposes of learning

how that purpose might be carried out
through teaching-learning situations Curriculum
planning Curriculum planning is not the
whether the purpose identified, and the involves sole responsibility or privilege of
means selected are both appropriate and decisions about any group. It is, in essence, a
effective. a variety of product of team-work.
issues/topics
B. Levels of Curriculum Planning
One of the most important professional activities in education is the planning of learning.
This is essential since it largely determines the day-to-day life of the learner. There are several
situations that are involved in the planning of learning experiences. They represent curriculum
planning activities at:
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The National Level
involves scholars of some discipline from various institutions across the
country
B.
The State Level
involves the establishment of a committee (group of educators (teachers,

principals, curriculum coordinators, etc.) under the Education Department
the task of the Committee is to recommend what ought to constitute the
overall program across the nation
The Building Level

deals with a group of parents, teachers, administrators, counsellors and
students from a particular institution
the group works on the basis that a student’s encounter with personal and
social experiences is as important as with those experiences gathered from
the academic activities
The Teacher Team Level

deals with a group of teachers representing different subject areas who
come together to develop a unit
type of activity that is known as inter-disciplinary curriculum planning
since it involves contributions from various subjects or disciplines of
knowledge
The Individual Teacher Level

a teacher tries to take a decision about learning objectives—what the
teacher would like a group of students to learn about a particular subject
Cooperative Curriculum Planning Level
the teacher and learners work together to decide any combination of the
‘what, how, who were, and when’ questions regarding the unit they are
working on
Elements of Curriculum Planning
According to Herrick and Tyler, the following are the components and elements of
curriculum development: Situational Analysis, Formulation of Objectives, Selection of Content,
Strategies and Methods of Teaching, and Evaluation.
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analysis of different conditions such as emotional, political, cultural,
religious and geographical condition of a country
helps curriculum planners in the selection of objectives, selection of
Situational Analysis
organization of learning materials and in suggesting appropriate evaluation
procedure
the following are the four main factors for formulating
Formulation the objectives of education: A. Socierty; B. Knowledge; C.
of
Objectives
Leaner; D. Learning Process
one of the important elements in curriculum development

consider the following factors in the selection of subject matter:
available sources and resources
demand of the society
international needs
level or age of the learner
Selection of Content methods of content organization
number of courses offered
quantity and qualification of teaching staff
scope of subject matter
system of examination
types of society and culture
these are adopted by the teachers during instruction and learning

Strategies and experiences
Method of Teaching
a broader term being used to make judgment about the worth and
Evaluation
effectiveness of the curriculum.
a broader term
being used to make
judgment about the
worth and
effectiveness of the
curriculum.
Application
A. Direction: Using the matrix below, write at least three critical questions to ask in the
doing the following curriculum planning activities:
Curriculum Planning Activities Critical Questions
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The National Level
The State level
The Building Level
The Teacher Team Level
The Individual Teacher Level
The Cooperative Curriculum

Planning level
B. Today I learned that

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Congrats! You’ve reached the end of this lesson! Great job!
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CURRICULUM DESIGN AND ORGANIZATION
Lesson Approaches in Curriculum

1 Designing

1. Describe common approaches in curriculum designing as a guide to planning for
instruction.
2. Determine ways to utilize the different approaches in the classroom vis-à-vis its
principles and characteristics.
Introduction
It has been said that curriculum design is a means for teachers to plan for instruction. It
provides guidance on what will be done, who will do it and what schedule to follow. Teachers
have the option to choose from among the common approaches to utilize.
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In this lesson, you will be provided with information on the different approaches in
curriculum designing as well as its principles and characteristics. Varied activities are also
outlined for you to learn.
Minute Talk
Direction: You may choose a partner and please read the following situations below. Discuss
with your partner on how the school facilitated the learning of their students.
School A mentions that each

child is considered important
and each capacity is
respected.
School B shares that activities

School X mentions that curricular
and co-curricular activities in the
for every learner are
school are anchored on the theory differentiated according to
of multiple intelligences. student’s abilities, interests
and needs.
School F believes that all activities

should start with a subject matter School D shares that there is
Analysis
as a means : Let
of identifying us Analyze
problems a need to develop every
of living. learner to be independent.
1. What does the word “curriculum design “mean” as used in the

situations given above?
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2. What common understanding do you have in curriculum design?
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3. How does your understanding of curriculum design influence your
instructional plan?
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Abstraction: Let Us Build on!
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Approaches in Curriculum Designing
Curriculum design is a purposeful, deliberate and systematic organization of teaching and

learning activities. Each approach follows specific context and characteristics. There are three
basic approaches in curriculum designing.
Please refer to the matrix below for the description of each approach.
APPROACHES IN CURRICULUM DESIGNING

Learner-Centered Subject-Centered Approach Problem-Centered
Approach Approach
 Child is the center of  Separate distinct  Assumes that in the
the educational subjects for every process of living,
process. educational level: children experience
 Curriculum is basic education, problems.
constructed based on higher education or  Problem solving
the needs, interest, vocational-technical enables the learners to
purposes and education. become increasingly
abilities of the able to achieve
learners. complete or total
 Built upon the development as
learners’ knowledge, individuals.
skills, previous
learnings and
potential.
For a deeper understanding of the three approaches let us examine the principles and
characteristics of each curriculum design approach.
PRINCIPLES OF CHILD-CENTERED
CURRICULUM DESIGN APPROACH
Acknowledge and respect the fundamental rights of the child.

Make all activities revolve around the overall development of the
learner
Consider the uniqueness of every learner in a multicultural
classroom
Consider using differentiated instruction or teaching
Provide a motivating supportive learning environment for all the
learner
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PRINCIPLES OF PROBLEM-CENTERED
The primary focus is the subject matter.
The emphasis is on bits and pieces of information which may be
detached from life
The subject matter serves as a means of identifying problems of
living
Learning means accumulation of content, or knowledge.
Teachers role is to dispense the content.
PRINCIPLES OF SUBJECT-CENTERED
The learners are capable of directing and guiding themselves in

resolving problems, thus developing every learner to be
independent.
The learners are prepared to assume their civic responsibilities
through direct participation in different activities.
The curriculum leads the learners in the recognition of concerns and
problems in seeking solutions. Learners are problem solvers
You work with your partner and do the following:
themselves.
Do this: Surf the internet and look for an example of a curriculum that is problem-centered,
subject-centered and learner-centered. Discuss on the advantages and disadvantages of each
curriculum design approach.
Application: Let’s Apply
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A. Using the table below indicate how you can utilize the different approaches in the
classroom.
Curriculum Design What I will do to utilize the approach in the

Approach classroom
1. Child-Centered
Curriculum Design
Approach
2. Subject-Centered
Curriculum Design
Approach
3. Problem-Centered
Curriculum Design
Approach

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Closure
CONGRATULATIONS!!!!!
You may now proceed to the next
Lesson lesson.
2 Types of Curriculum Design
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1. Compare and contrast the different types of curriculum design in terms of its focus and
direction.
2. Determine the application of the different curriculum approaches in the classroom setting.
Introduction
For a teacher to develop better learning activities to accomplish an outcome requires a

specific curriculum approach. The approach chosen will guide the teacher of the instructional
delivery. It will assist in determining the structure of the learning environment and arrangement
of the teaching and learning activities. In this lesson, you will be introduced to the different types
of curriculum design as well as its nature and direction.
Picture Analysis
Guide Question:
1. What is being shown in the picture?

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2. How are the activities arranged by the teacher?

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3. Which of those activities enable students to develop their skills and abilities?
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Analysis: Let us Analyze
1. What does your answer to the activity above tell about your concept of curriculum
design?
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2. How do you feel upon knowing your perspective about curriculum design?
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3. Which of the pictures describe above are classified as the subject-centered design,
learner-centered design and problem-centered design? Why?
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Abstraction: Let Us Build On!
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The organization and arrangement of a curriculum is always dependent upon the
curriculum design model adapted by the writer. Schools then have the option to select which
curriculum model to follow for the institution. The types of curriculum models are categorized
into three. What are those?
Types of Curriculum Models Description

Subject Centered Design  Curriculum is divided into subject
areas
 Activities are arranged according
to a particular subject
 Focus on the content of the
curriculum
 Strong emphasis is placed on
instruction
 Direct strategies are used
 Activities are around acquisition
and memorization of facts
Learner –Centered Design  Learner is the center of the
educative process
 Focus on the needs and interest of
the learners
 Activities allows the development
of skills and talents of learners
 Aim to develop the independence
of the learner
 Teacher acts as the facilitator of
learning
Problem-Centered Design  Organized using social problems,
needs, interests and abilities of
learners.
 Allows the development of
problem solving skills, judgement
and decision making
 Encourage students to think in a
deeper context
 Enhance logical reasoning of
learners
 Allows the teamwork and
collaboration
 Strengthen motivation and
engagement of learners
Form groups of three members each and do the following:
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a. Examine the words subject-centered design, learner-centered design and problem-
centered design and illustrate each design through drawing.
Subject-Centered Learner-Centered Problem-Centered
b. Discuss why you think the drawing is associated with each design.
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Application
A. Using the matrix below, do the following:
1. Choose at least two subjects you were enrolled last first semester SY 2019-2020.
2. As far as you can recall, list down all the learning activities done in the chosen classes.
3. Indicate the types of design that each learning activity can address.
Learning Activity Types of Design
1.
2.
3.
4.
5.
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6.
7.
8.

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Closure
.
Congratulations!!!! Well done.

You may now proceed to the next lesson
Lesson
3 Elements of Designing
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At the end of the lesson you are expected to :
1. Describe the important elements of a curriculum design as applied in a daily lesson plan.
2. Critique a sample lesson plan vis-à-vis the elements of curriculum design.
Introduction
Crafting an instructional curriculum is not an easy task. It calls for making a decision on
what content, teaching-learning activities, and assessment will a curriculum include. This is so
because instruction changes at different levels. But it can be effective if there is an available and
well-defined content that is easy to understand.
In this topic, you will be introduced to a lesson plan as a miniscule curriculum. The
different elements will be described to give you direction and a better understanding of the
concept.
THINK-PAIR-SHARE
THINK
What do you think is the most important element in designing a lesson plan? Explain why in the
space below.
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PAIR
Look for a partner and start a discussion on what is the most important part of a lesson plan.
Combine your ideas and summarize your discussion below.
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Share
Share with the class the most important part of the paired discussion. List
below the three most important points you would like to share.
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Answer briefly
1. What did you understand about a lesson plan as discussed above?

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2. Based on the discussion, what is the most important part of a lesson plan?
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3. What do you think is the use of a lesson plan in the teaching learning process?
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Abstraction: Let Us Build On!
A lesson plan can be labelled as a

miniscule curriculum thus, designing it includes several elements:
What are those?
Elements Description
Intended Learning Outcomes  Something to be accomplished
after a particular session
 Should follow SMART: Specific,
Measurable, Attainable, Result
Oriented and Time-bounded
 State based on what students can
do
 Include cognitive, performance
and affective outcomes
Content/Subject Matter  Topics to be covered in a session
 Relevant to the outcomes
 Appropriate to the level of the
lesson
 Reflect current knowledge and
concepts
References  Books, modules or any print used
as sources of information for a
topic
 Includes the author, copyright,
publishing company and others
Teaching and learning Strategies  Activities where the learners
derive experiences.
 Must allow interaction,
communication and collaboration
as well as independent learning
 Use of varied strategies to
accommodate all types of learners
 Utilize cooperative learning
activities to allow teamwork and
collaboration
Assessment/Evaluation  Feedback by the teacher about the
performance of the students
 Provide an information whether
or not the outcomes are met.
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To sum up there are four major components of a course design. This includes Intended
Outcomes/Objectives; Content/Subject Matter; Methods/Strategies; and Evaluation/Assessment.
All these are necessary for an effective teaching learning process.
However for a better understanding of curriculum design let us take a look at the sayings
shared by Peter Oliva. Please refer to the box below
Peter Oliva’s 10 Axioms for Curriculum Designers
1. Curriculum change is inevitable, necessary and desirable.

2. Curriculum is a product of its time
3. Curriculum changes made earlier can exist concurrently with newer curriculum
changes
4. Curriculum change depends on people who will implement the change
5. Curriculum development is a cooperative group activity
6. Curriculum development is a decision-making process made from choices of
alternatives
7. Curriculum development is an on-going process
8. Curriculum development is more effective if it is a comprehensive process rather
than a “piecemeal”
9. Curriculum development is more effective when it follows a systematic process
10. Curriculum starts from where the curriculum is.
Exit tickets:
Based on the discussion we have today, what is your understanding of the following: Provide a
brief answer.
Syllabus Lesson Plan Objectives/Outcomes

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Subject Matter Teaching and Learning Methods Assessment and Evaluation
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Application
A. Secure a copy of a sample lesson plan of a subject of your choice.

B. Determine whether the sample lesson plan is written following the exact structure as
discussed. Provide a revise statement of the component.
C. Write your answer in the table below.
Components of the Copy from the Yes/No Revise Statements

lesson Plan Lesson Plan
D. Today I learned that
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Closure
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Congratulations you made it
through!!!!!
Lesson Components of a Curriculum Design
4
At the end of the lesson you are expected to:
1. Distinguish between horizontal alignment and vertical alignment in designing a

curriculum.
2. Analyze and explain a sample curriculum map using the structure discussed as the
benchmark.
Introduction
It is noted that a lesson plan tells about in detail what and how a teacher intends to teach a
lesson on a day-to day basis. But a curriculum map provides a teacher a plan in diagram form on
what will happen for the entire school year. In this lesson you will be introduced to curriculum
mapping and its organization.
K-W-H-L
What do you think you know about a curriculum map? After completing the KWH, find a
partner and share your answer.
K W H L
What I know or What I want to How I can learn this What I learned
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think I know learn
1. What do you feel after discussing your answer with your partner
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2. Are your answers the same? Or not?

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3. As a teacher, how are you going to utilize the curriculum map in the teaching learning
process?
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Abstraction: Let us build on

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A curriculum must be reviewed and evaluated regularly. This is to ensure that
competencies identified are aligned with the regulatory standards. Curriculum mapping model is
based on Dr. Heidi Hayes Jacobs’s work (1997, 2004, 2006, 2008, 2010) which addresses the
need to create various models that focuses on the recommendations and requisites that affect
students’ learning and teaching environments.
How is it defined?
Curriculum Mapping
 Process of organizing core skills, competencies, contents, learning experiences and

assessment used for each course.
 An activity involving teachers and stakeholders utilizing appropriate strategies.
 Utilizes diagram to correct misalignments and redundancy and improve overall coherence
of a course of study.
 Provides the visual that presents the timeline, sequence and articulation of content and
other important details.
What are the processes involved?
Curriculum Mapping Process
Determine subject
Indicate the Write the learning
Make a matrix areas to be
timeline outcomes
covered
Review the map Identify teaching

List the applicable
and revise based learning methods
assessment tasks
on the suggestions and activities
How is it mapped?
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Curriculum mapping can either be:
1. Horizontal alignment or a pacing guide allows teacher teachers teaching the same subject
in a particular grade level to use the same timeline and accomplish the same learning
outcomes.
2. Vertical alignment is strategy used to ensure that no overlapping will happen in the
process of writing the curriculum. It builds concepts and skills from simple to more
complex ones.
3. Subject-area alignment is a technique used to ensure coherence within a subject area for
example Mathematics, Science must be aligned within and across year level.
4. Interdisciplinary alignment is a strategy used to ensure that content is coherent across

multiple subject areas and may be aligned both within and across year level. It usually
emphasize on essential skills needed by students to succeed in a particular academic
course. For example vocabulary can also be taught in other subjects not only in English
courses.
Fill out the last column of the table indicating what you have learned after the discussion.
K W H L
What I know or What I want to How I can learn What I learned
think I know learn this
A. Application
B.
What to do:
 Using the sample curriculum map for Bachelor of Secondary Education particularly for
the Professional Education Courses.
 Analyze and answer the questions below:
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1. What is the meaning of Practiced for subject Technology for Teaching and learning 1
and PO2?
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2. What is the interpretation of Demonstrated for subject Teaching Internship and PO7?
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3. What is your understanding of introduced for subject Facilitating learning-centered
teaching and PO1?
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Sample Curriculum Map

CURRICULUM MAP OF PROGRAM OUTCOMES
Bachelor of Secondary Education major in Mathematics

Legends: I – Introduced Concepts/Principle P – Practiced with Supervision D – Demonstrated
Course Title Program Outcomes
PO1 PO2 PO3 PO4 PO5 PO PO7
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Child & Adolescent Learners & Learning Principles I
The Teacher & Community, School Culture & Organizational I
Leadership
Facilitating Learning-Centered Teaching I P
Technology for Teaching and Learning 1 I P P
Foundation of Special & Inclusive Education I
Building & Enhancing Literacy Skills Across Curriculum I
Assessment of Learning 1 I P P
The Teaching Profession I
Assessment of Learning 2 I P
The Teacher and the School Curriculum I P P
Field Study 1 D D D D D D D
Field Study 2 D D D D D D D
Teaching Internship D D D D D D D
Sample Program Outcomes
Program Outcomes:
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1. Exhibit competence in mathematical concepts and procedures to perform tasks
systematically, intellectually, morally, and ethically.
2. Exhibit proficiency in relating mathematics within and/or across curriculum teaching
areas to systematically create new and worthwhile ideas.
3. Manifest meaningful, comprehensive, and relevant pedagogical content knowledge
(PCK) of mathematics to develop critical and creative thinking, and/or other higher order
thinking skills.
4. Demonstrate competence in designing, constructing, selecting, and utilizing different
forms of assessment strategies in mathematics to make useful contribution when needed.
5. Demonstrate proficiency in problem-solving by working positively and ethically with
others in solving and creating routine and non-routine problems with different levels of
complexity.
6. Demonstrate ability to use effectively appropriate approaches, methods, and techniques in
teaching mathematics including responsible use of technological tools and crafting of
messages to address learning goals.
7. Manifest continuous appreciation of mathematics as an opportunity for creative work,
moments of discovery, and gaining insights of the world to enhance one’s performance
and productivity.
C. Today I learned that
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Closure
Congratulations! Well done.

module!
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Curriculum Implementation
Lesson
1 Models of Implementation
At the end of the session you are expected to:

 Analyze the models of curriculum implementation in the context of curriculum change
 Discuss the three-stage process of educational change.
Introduction
Curriculum implementation means putting into practice the written curriculum that has
been designed in the 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 the same learners to function effectively in society. (SADC MoE, Africa 2000) You
will now see some of the commonly practiced models.
Read the given notes about the models of implementation. Fill in the PMI Chart.
Write what you think are the advantages of each model under Plus, and its
disadvantages under Minus. If you find something interesting in the model,
write it under interesting.
Models of Implementation
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1. Overcoming Resistance to Change Model - This model rests on the assumption that
the success of curriculum implementation primarily depends on the impact the developer
can make on the consumers, i.e., teachers, students and the society in general. While
addressing the persons within the system, we should remember that to get the desired
result the subordinates should be motivated rather than ordered
2. Leadership-Obstacle Course (LOC) Model. This model treats staff resistance to
change as problematic and proposes that we should collect data to determine the extent
and nature of the resistance.
3. Linkage Model – This model recognizes that there are innovators in research and
development centers, universities, etc. Educators in the field, however, find some of their
attempts at innovations that are inappropriate for solving the problems. What is therefore
needed is a match between the problems and innovations-the establishment of linkages.
This model foresees two systems: user system and resource system. There has to be a link
between these two systems.
4. The Rand Model is based on the assumption that the success of the implementation of
new program depends on: the characteristics of the proposed change; competencies of the
teaching and administrative staff; the support of the local community; and the school
organizational structure
4. Organizational Development Model – This model is an information-processing

change strategy that enables the system to improve its operations and the quality of
interactions among its members to facilitate the introduction of change.This model
improves the organization’s problem solving and renewal process and its emphasis on
teamwork and organizational culture.
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1. In the ORC Model, what should be addressed to make curriculum implementation

successful?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________
2. What conditions must exist for the Leadership Obstacle Course Model to prosper?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________
3. The Linkage Model foresees two systems: user system and resource system. There has to
be a link between these two systems. Describe the link between the user system and the
resource system.
32
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________
4. What are some implications in the use of the Rand Model?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________
Models of Implementation
 The implementation of the curriculum is more than delivering new materials for courses.
It requires an understanding of the purpose of the program, the roles people will play, and
those affected. This process needs to be planned, but not rigid. It requires constant fine-
tuning. It requires a community of trust.
 Let us remember that curriculum implementation is a process of change, and every such
process will have some resistance to offer initially. To understand the models presented
earlier, let us emphasize the following points of each model:
1. (Overcoming Resistance to Change) rests on the assumption that the success or failure of
planned organizational change basically depends on the leaders’ ability to overcome staff
resistance to change.
1. LOC (Leadership Obstacle Course) eextends the ORC model and puts emphasis on the
gathering of data to determine the extent and nature of the resistance in order to deal with
it appropriately.
2. Linkage Model involves a cycle of diagnosis, search, retrieval, formulation of solution,
dissemination and evaluation.
3. The Rand Change Agent (RCA) model suggests that organizational dynamics seem to be
the chief barriers to change.
4. Organizational Model’s emphasis on teamwork and organizational culture. Curriculum
implementation is ongoing and interactive
33
All these models suggest that the educational change is a three-stage process. Write a sentence to
capture the idea for each stage.
1. Initiating the change
________________________________________________________________________
________________________________________________________________________
_____________________________________________
2. incorporating the change
________________________________________________________________________
________________________________________________________________________
_____________________________________________
3. implementing the change
_______________________________________________________________
_______________________________________________________________
Application
1. Describe how you would use each of the curriculum implementation models presented
in the readings to facilitate curriculum change.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________
2. Which of the curriculum implementation models presented in the readings is the most
consistent with your way of thinking? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________
3. Today I learned that

_______________________________________________________________________
_______________________________________________________________________
34
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
Closure

module!
35
Lesson Change Processes
2
At the end of the session you are expected to:

 Analyze what is change process in curriculum implementation
 Explain the phases of the change process
Introduction
Curriculum change is a learning process for teachers and for their schools. Good
understanding of change and a clear conception of the curriculum are necessary conditions for
improved implementation of the new curriculum into practice (Pasi Sahlberg).
The field of education is as dynamic as the changes in the environment and society. From
the traditional practices, it has to keep pace with the fast-changing world. The emerging
innovative pedagogies and technologies have challenged schools to introduce innovations in
their institutions. Changes are inevitable.
Change occurs in three phases over time (Fullan, 2007; Miles et al., 1987).
In your succeeding activities, you will come to understand and appreciate implementing the
designed curriculum as a change process.
Recall your experiences in your schools (senior high school or higher education
school). What changes did you experience in your curriculum?
Figure out where your answers will be in the given table.
36
IMPLEMENTATION INSTITUTIONALIZATION
INITIATION
1. What made you decide to place your answers in a particular column?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. How did those changes affect you, the other students and teachers?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Why do we need to implement changes in curriculum?
________________________________________________________________________
________________________________________________________________________
_____________________________________________
4. What resources were made available by your school to support the initiation and
implementation?
________________________________________________________________________
________________________________________________________________________
_____________________________________________
37
Your previous activity showed you the three phases of curriculum change. They are as follows:
Initiation Implementation Institutionalization
Figure: The three overlapping phases of the change process (Miles et al.,1987)
1. INITIATION - is the first phase of the change process. In most cases, those facilitating
and leading change pay close attention to launching the innovation because they
recognize that how well something begins affects how it ends. Yet launching an initiative
is only the beginning. While initiation deserves considerable emphasis, leaders plan for
all three phases simultaneously.
The initiation phase is about deciding to embark on innovation, and of developing

commitment towards the process. The key activities in the initiation phase are the
decision to start, and a review of the school's current state as regards the particular
change. Matthew Miles (1986) made an analysis of the various stages of school
improvement. This is a list of factors that Miles believes make for successful initiation:
 the innovation should be tied to a local agenda and high profile local need
 a clear, well-structured approach to change
 an active advocate or champion who understands the innovation and supports it
 active initiation to start the innovation (top-down is OK under certain conditions)
 good quality innovation.
38
2. IMPLEMENTATION - is the second phase of the change process. Once the vision of
institutionalization is clear and consistent, leaders concentrate on what is needed to put
the innovation into practice by planning for and supporting
implementation.
Implementation is the phase of the process that has received the most attention. It is the
phase of attempted use of the innovation. The key activities occurring during
implementation are the carrying out of action plans, the developing and sustaining of
commitment, the checking of progress and overcoming problems. The key factors
making for success at this stage, according to Miles (1986), are:
• clear responsibility for orchestration/co-ordination (head, coordinator, external
consultant)
• shared control over implementation (top-down is not OK); good cross- hierarchical
work and relations; empowerment of both individuals and the school
• mix of pressure, insistence on `doing it right', and support
• adequate and sustained staff development and in-service training
• rewards for teachers early in the process (empowerment, collegiality, meeting needs,
classroom help, load reduction, supply cover, expenses, resources).
3. INSTITUTIONALIZATION - occurs when the innovation becomes routine practice in

its frequency, consistency, accuracy, and results. Members of the organization use the
change at least at the routine level of use and have resolved
major issues related to its implementation, such as resources, time, materials,
and so on.
Institutionalization is the phase when innovation and change stop being
regarded as something new and become part of the school's usual way of doing things.
The move from implementation to institutionalization often involves the transformation
of a pilot project, to a school-wide initiative, often without the advantage of the
previously available funding. Key activities at this stage according to Miles (1986)
are:
 an emphasis on `embedding' the change within the school's structures, its organization
and resources
 the elimination of competing or contradictory practices
 strong and purposeful links to other change efforts, the curriculum and classroom
teaching
 widespread use in the school and local area
 an adequate bank of local facilitators, (e.g., advisory teachers) for skills training.
Adapted from: Fullan, M. (2007). The new meaning of educational change (4th ed.).
New York, NY: Teachers College Press.
Categories of Curriculum Change

McNeil in 1990 categorizes curriculum change as follows:
39
1. Substitution – The current curriculum will be replaced or substituted by a new one.
Example: Changing an old book to a new one
2. Alteration – There is a minor change to the existing curriculum.
Example: Use a graphing calculator to replace a graphing paper
3. Restructuring – It would mean major change or modification in the school system,
degree program or educational system.
Example: Using an integrated curriculum for the school for K to 12 requires the
elementary and secondary levels to work as a team
4. Perturbations – These are changes that are disruptive, but teachers have to adjust to
them within a short period of time.
Example: The principal approves of 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 category 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 sectarian schools, give emphasis
only on academics and forget the formation of values or faith. These teachers need a
curriculum value orientation.
Application
A. Answer the given questions.

1. What would be your response to curriculum implementation as a part of curriculum
change?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What are the challenges of curriculum implementation?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________
3. How will the institution be able to sustain the change over time?
40
________________________________________________________________________
________________________________________________________________________
_____________________________________________
B. Give your own examples applying the different categories of curriculum change.
1. Substitution
________________________________________________________________________
________________________________________________________________________
_____________________________________________
2. Alteration
________________________________________________________________________
________________________________________________________________________
_____________________________________________
3. Restructuring
________________________________________________________________________
________________________________________________________________________
_____________________________________________
4. Perturbations
________________________________________________________________________
________________________________________________________________________
_____________________________________________
5. Value Orientation
________________________________________________________________________
________________________________________________________________________
_____________________________________________
Today I learned that

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________
Closure
41

CURRICULUM EVALUATION
Lesson
Reasons for Evaluation
1
1. Acquire clear understanding of what is curriculum evaluation.

2. Explain the need to evaluate the curriculum.
Introduction
Evaluation, in the context of education, is not merely about the students’ evaluation of
learning, development, and achievement but also the assessment of different aspects of the
curriculum. Curriculum evaluation aims to examine the impact of implemented curriculum on
students’ learning achievement.
In this lesson, you will learn the basic concepts and reasons for curriculum evaluation.
Illustrations and activities are also provided for you to better learn the concepts.
Empty Outlines
Direction: Look for a partner and complete the empty outline below. Share your answer with
partner.
For me, curriculum evaluation means:
______________________________________________________________________________
______________________________________________________________________________
42
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________
Analysis : Let us Analyze
Guide Questions:
1. What common understanding do you have about curriculum evaluation?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Do you agree that curriculum evaluation is important? Why?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. How does your understanding about curriculum evaluation influence your assessment plan?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Curriculum Evaluation: A Process and a Tool
43
In any educational system, curriculum evaluation is necessary because it provides the
basis for curriculum policy decisions, feedback on continuous curriculum adjustments and
processes. A regular evaluation of any curriculum will ensure that the written and delivered
curriculum has the desired effect on the students' achievements.
But what is really meant of curriculum evaluation? Below are just some of the
definitions of the curriculum evaluation.
Evaluation This is a method Evaluation is to

Curriculum of identifying,
answers two identify the
evaluation is a collecting, and
questions: weaknesses and
process done to presenting
1. Do planned strengths as well
gather data that relevant
learning as problems
enables one to information for
opportunities, encountered in
decide whether the evaluation of
programs, the
to accept, alternatives to
courses and implementation,
change, modify or
activities as to improve the
eliminate the eliminate the
developed and curriculum
whole curriculum curriculum.
organized development
of a textbook
actually process. It is to
produced determine the
desired results? effectiveness of
2. How can a and the returns
curriculum best on allocated
Ornstein, A. &
improved? finance.
Hunkins, F (1998)
Olivia, P. (1988)
McNeil, J. (1997) Gay, L. (1985)
Based on the analysis of the diverse meanings and definitions of curriculum evaluation, it
reveals that it is both a process and a tool. Evaluation is a process because it follows a procedure
based on models and frameworks to get to the desired results. On the other hand, it is
a tool because it will help teachers and program implementers to judge the worth or merit of the
program and innovation or curricular change. It is both a process and a tool because the results of
the evaluation will be the basis to improve the curriculum.
Reasons for Evaluation
44
The desire to review the curriculum emerges because it is important for both the
instructors and students to assess to what degree their existing curriculum and its
implementation have generated meaningful, positive, and appropriate outcomes for students.
Let us always remember that curriculum evaluation aims to improve on what has already been
available. Enumerated below are some of the reasons for the evaluation.
Curriculum Evaluation defines the strengths and weaknesses of an existing

1 curriculum that will form the basis of the proposed plan, design, or
implementation. This is referred to as the needs assessment
When the evaluation is done in the middle of the curriculum development, it

2 will tell of the designed or implemented a curriculum that can produce or is
producing the desired results. This is related to monitoring.
Based on some standards, curriculum evaluation should determine whether

3 the outcomes have equaled or met the standards so that they can be labeled as
a success. This is sometimes called a terminal assessment.
Curriculum evaluation provides information necessary for instructors, school

4 administrators, curriculum specialist for policy recommendations that will
enhance achieved learning outcomes. This is the basis for decision making.
Do this: Write a slogan that will encapsulate the meaning and importance of curriculum
evaluation.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________
45
A. Direction: Fill in the matrix below by writing specific activities that describes the
curriculum as a process and as a tool.
Concept Activities
Curriculum evaluation as a process
Curriculum evaluation as a tool

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______
Closure
CONGRATULATIONS for a job well done!
You may now proceed to lesson 2.
46
Lesson
Types of Evaluation
2
At the end of the session you can:
1. Identify the types of evaluation

2. Determine when to use a certain evaluation
Introduction
Types of evaluation refer to various procedures, products, and people that are subject to
evaluation. The fact that we are talking about various forms of evaluations does not mean there
are a variety of different evaluation processes. The methods implemented in the evaluation
process are the same, regardless of what is being evaluated. What varies is what is being
evaluated, how the evaluation is being implemented, and the types of decisions being made.
In this lesson, you will explore the different types of evaluation, and when they are best utilized.
Quick Writes
Direction: You write anything that comes into your mind about the words below. Look
for a partner and share your answers with him or her.
1. Student Evaluation
47
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________________
2. School Evaluation
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________________
3. Curriculum Evaluation
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________________
4. Personnel Evaluation
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________________
Guide Questions:
1. Are your answers the same? Or not?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
________________________________________________
2. Based on the activity, do you agree that evaluation may vary as to each
other? Why?
48
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
________________________________________________
3. On what context does evaluation vary as to each other?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_______________________________________
Types of Evaluation
Over the last decades, it has been observed by various stakeholders that a percentage of
graduates have been found unsuitable for employment due to the lack of skills in performing the
tasks expected from them. These issues have contributed to the criticism of the educational
curriculum. In order to produce competent graduates, we must continually evaluate the
curriculum.
There are different types of evaluation. They are classified on the basis of how it is used
and how the results are interpreted. Types of evaluation refer to the various processes, products,
and persons subject to evaluation. These include students, schools, schools, systems, programs,
and personnel.
The matrix below illustrates the types of evaluation based on purpose and based on what is being
evaluated.
49
Types of evaluation based on purpose
 The entry behavior or potential of the learner is measured

to find out if the student possesses the knowledge, skills,
and attitudes required to begin the course of instruction.
Placement  used to find out to what extend student has already
mastered the objectives of the planned instruction, e.g.
entrance exam
 used to monitor student’s learning progress during

instruction which aims to provide ongoing feedback to
Formative students and teachers regarding success and failure of the
teaching-learning process
 strengthen or improve the object being evaluated
 is concerned with finding out the reasons for student’s

persistent or recurrent learning problem that cannot be
resolved by standard corrective measures of formative
evaluation
Diagnostic  the goal or aim is to find out the causes of learning
problems and plan or prepare to take remedial actions
 observational techniques or specially prepared designed
techniques can be used to diagnose the problem
 usually given at the end of the course or unit of

instructions to find out which student has mastered the
expected learning outcomes and to what degree
Summative  While the summative assessment outcomes are usually
used for assigning grades or for certifying the mastery of
instruction goals of the learners, they can also be used to
provide feedback on the appropriateness of the objectives
and the effectiveness of the instruction.
Types of evaluation based on what is being evaluated
Student
Evaluation
50
 evaluation of any instructional materials
 evaluation of instructional strategies, physical and
organizational arrangements
 involve evaluation of a total package of the curriculum
 evaluate the attainment of the curriculum’s
objectives/goal
 evaluation of any instructional materials

 evaluation of instructional strategies, physical and
Curriculum organizational arrangements
Evaluation  involve evaluation of a total package of the curriculum
 evaluate the attainment of the curriculum’s
objectives/goal
 evaluation of the overall educational program of the

school and entails the collection of data on all aspects of
its operation
 determine the degree to which school objectives or goals
School Evaluation are being achieved
 identify areas of strengths and weaknesses in the total
program
 provide feedback to which gives direction to the future
activities
 includes evaluation of persons responsible for educational

Evaluation of outcomes
1. Classify the following examples learning activities to the following
Personnel  evaluate the attainment
categories: placement, of teacher’s
diagnostic, instruction
formative, and summative
_______ a. Asking students to draw concept map

Source: Gafoor,
Kunnathodi. (2013). Types
_______ b. National achievement test
and Phases of Evaluation in _______ c. Domain unit exam
Educational Practice. _______ d. Turn in a research proposal for early feedback
10.13140/2.1.3801.168
_______ e. College readiness test
_______ f. Midterm exam
_______ g. College entrance exam
Application: Let’s students
_______ h. Asking Apply to create a “My Opinion Journal”
_______ i. A Research paper
2. Based from your answer in item 1, write a short description of each

type of evaluation.
51
________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
Closure
CONGRATULATIONS for completing lesson 2
You may now proceed to the next lesson.
52
Lesson
Evaluation Models
3
At the end of the lesson you can:
1. Describe the several processes for evaluating the curriculum

2. Explain the major features of curriculum evaluation models
Introduction
There are several evaluation models that have been utilized in evaluating the existing
curriculum. Similar to what the teachers are doing with the assessment of students, these models
help you plan and structure evaluation.
In this lesson, you will explore the different major concepts of curriculum evaluation
models.
K-W-L
53
Direction: What do you think you know about curriculum models? After completing the first two
columns look for a partner and share your answer.
What I know What I want to know What I learned
1. Are your answers the same? Or Not?

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
2. As a teacher, how are you going to utilize curriculum evaluation

models in conducting curriculum evaluation?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
54
Curriculum Evaluation Models
In conducting curriculum evaluation, it is important that you must choose a suitable

evaluation model that will guide you in designing your own evaluation. In the context of the
academe, below are the examples of evaluation models that have been utilized in evaluating
curriculum.
Tyler’s Model of Curriculum Evaluation
Propounded by Ralph Tyler in 1949

Tyler’s model is also referred to as “the goal attainment model of curriculum
evaluation
emphasizes more on goals formulation through a detailed analysis of feedback
from the students, society and subject matter
measures the extent to which the educational goals of a program have been
attained (Singla & Gupta, n.d) Propounded in 1971
The CIPP model came as a c
compare performance data with the objectives/standards specified Stufflebeam in 1971
proceeds from the broader view of a concept and narrow it down to the specific Focused more on decision m
Seeks to improve and achiev
Tyler’s Model: doing” approach (Zhang et a
CIPP Model four stages:
Context – assess the overall
goals and priorities are attun
responsive to assessed needs
Input – refers to the ingredie
strategies, the learners, the te
Selection of Selection of Organization Evaluation of
educational learning of learning learning Process – refers to the ways
Limitation: Leaves evaluationexperiences
purposes towards the tail endexperiences
of the framework. experiences – monitors the proje
Not useful for diagnosis of reasons why a curriculum has failed. participants accept and carry
Product – indicates if the cu
Source: Models of curriculum evaluation and application in educational. Retrieved from – measure, interpre
https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-application-in- significance, and probity
educational
55
Limitation: Over values effi
Sources: Models of curriculum
Outcom
Outcom
Product
Cipp evaluation model - Linke
Does
Does
https://www.slideshare.net/myl
Components of curriculum - Li
Steps in conducting a curriculum evaluation https://www.slideshare.net/jose
In conducting curriculum evaluation, you may opt to use any specific

curriculum evaluation model or a combination of them. ASCD, 1983 suggests the steps
enumerated below:
Steps What to Consider

1. Identifying primary audiences Curriculum Program Sponsors, Managers
and Administrators, School Heads,
Participants (Teachers and Students)
Content Specialist; other stakeholders
2. Identifying critical issues/problems Outcomes (expected, desired, intended)
Process (Implementation) Resources
(Inputs)
3. Identifying data source People (teachers, students, parents,
curriculum developers); Existing
documents; Available records; Evaluation
Studies
4. Identifying techniques for collecting Standardized Test, Informal tests; Samples
data of Students Work; Interviews; Participant
Observations, Checklist, Anecdotal
records
5. Identifying established standards and Standards previously set by agency;
criteria DepEd, CHED, Professional Organization
6. Identifying techniques in data analysis Content Analysis, Process Analysis,
Statistics, Comparison, Evaluation Process
7. Preparing evaluation report Written; Oral; Progress: Final; Summary;
Descriptive, Graphic, Evaluative and
Judgmental; List of Recommendations
8. Preparing modes of displays Case Studies; Test Scores Summary;
Testimonies; Multimedia representation;
Product Display (exhibits); Technical
Report.
Chapter 4: Evaluating the curriculum. Retrieved from
https://www.slideshare.net/RizzaLynnLabastida/chapter-4-evaluating-the-curriculum-67274672
Do this: Fill in the last column of the matrix.
What I know What I want to know What I learned
56
Be an Evaluator
1. Look for any curriculum products. A textbook for Basic Education or Higher
Education is an example.
2. Fill up the table below
Preliminary Information
Title:
Author(s):
Publisher:
Copyright Date:
Material Evaluator:
3. Select a certain chapter of the said book. Review and evaluate that chapter using the
Consumer-Oriented Evaluation Approach by Scriven and adapted from the work of
Marvin Patterson shown below.
(+) Yes or (o) All right (-) No or (NA) Not

of good but not of poor applicable
Criteria
quality good quality
quality
Content covers a significant
portion of the course
competencies
Contents are up-to-date
Reading level is appropriate for
57
most students who will use the
material
Intended learning outcomes,
competencies are stated
Formative and summative
assessments are included
Activities are varied to meet the
needs of students
Teacher’s guide is included with
management suggestions.
Materials are presented in
logical order
Degree of match between
learning activities and intended
learning outcomes.
3. What are your major comments?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________
Closure
CONGRATULATIONS for reaching

this far. Be ready for the next lesson
Lesson
Curriculum Innovation:
1
Models and Level of Curriculum
Innovation
58
1. Describe the models of curriculum innovation as a strategy used for a more relevant
curriculum.
Introduction
Globalization and other issues and trends in the 21st century influence the school
operation. Added to that is the problem with the integration of technology and the fourth
industrial revolution. Schools therefore, must revisit its offering to be more responsive and
relevant. In this section, you will be provided with a brief concept on models and levels of
curriculum Innovation.
Two Minute Talk
Direction: Look for a partner and answer the question below:
1. What is the benefit of curriculum innovation to students?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________
Guide Questions:
1. What is your understanding about curriculum innovation and its benefit to students?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_______________________
2. Do you agree that curriculum innovation is important? Why?
59
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________
3. How does your understanding of curriculum innovation influence you as a future
teacher in terms of instructional planning?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________
Curriculum Innovation is a challenging task. It requires constant contact with

stakeholders to be more relevant. Thus it requires one to explore and discover something new.
Below are the different models of curriculum innovation.
Models of Curriculum Innovation
Model Description
Researching  Conduct of environmental scanning to determine background
of parents and the community
 Gather information on the needs, interest, and capabilities of
individual students
 Serve as the basis in decision making for curricular
improvement and innovation
Ethos Building  Techniques which allows curriculum makers to discover, trial
and pilot curriculum innovation
 Provide support system to new and less qualified teachers
Trialling  Pilot testing of the curricular innovation
 May be done in collaboration with other schools
Implementation  Actual implementation of the innovation
 Change may occur from simple to complex depending upon
the situation and circumstances
Evaluation and  Analysis of the result against the expected output as stipulated
Review in the plan.
60
But curriculum Innovation usually takes place in different levels. Let us try to examine the levels
of curriculum innovation
Level of Curriculum Innovation
Level Description
Central Approach  Referred to as official laws and regulations provided by the
national government
 Consist of broad policies, standards, and guidelines
 Serves as the basis for decision making and framework in the
school level
 Involves a system-wide decision making
 Describes general objectives and educational principles as the
basis for decision making in the school level
School-based  Referred to as more specific and detailed plans by the school
approach  Decision making made by schools m board of directors,
teachers and stakeholders and industry partner
 Schools are encouraged to exercise increase improvement
regarding outcomes, strategies, and content
 Innovation may not be uniform in all schools but are
responsive to the needs of the students and the community at
large
A. Direction:
Assume that you are a member of the school-based curriculum innovation committee,
what curriculum innovation can you suggest in addressing issues on fourth industrial
revolution and the COVID 19 pandemic?
Issue Curriculum Innovation

Fourth Industrial Revolution
COVID 19 pandemic
61
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
Closure
CONGRATULATIONS!!!!!
lesson.
Module Summary
This module was designed to provide students an opportunity to understand phases and
processes of curriculum development. The activities, analysis, abstraction and application
included throughout the module afford students a chance to make sense on the activities and
processes a curriculum maker undertake in crafting a curriculum particularly curriculum
planning, curriculum design and organization, curriculum implementation, curriculum evaluation
and curriculum improvement. As future educator and curriculum maker, understanding the
relevance, importance and applicability of the aforementioned concepts is deemed important.
62
References:
Bilbao, Purita P. Ed.D, Dayagbil, Filomena T. Ed.D and Corpuz, Brenda B. Ph.D, (2015)
Curriculum Development for Teachers – OBE and K-12 Based, Lorimar Publishing Inc.
Brundrett, Mark and Duncan, Diane (2011)Leading curriculum innovation in primary schools,
Management in Educatio
Gafoor, Kunnathodi. (2013). Types and Phases of Evaluation in Educational Practice.

10.13140/2.1.3801.1680.
Kiira Kärkkäinen, BRINGING ABOUT CURRICULUM INNOVATIONS: IMPLICIT APPROACHES IN THE OECD
AREA OECD Education Working Paper No. 82
Pawilen, Greg Tabios. (2015) Curriculum Development A Guide for Teachers and Students, Rex
Bookstore Inc.
https://www.slideshare.net/bibashenry/curriculum-evaluation-57058694
http://talc.ukzn.ac.za/Libraries/Curriculum/models_of_curriculum_evaluation.sflb.ashx
https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-application-in-
educational
https://www.ipl.org/essay/Importance-Of-Curriculum-Evaluation-FK765DNPC486
https://www.slideshare.net/mylenepilongo7/cipp-evaluation-model
http://talc.ukzn.ac.za/Libraries/Curriculum/models_of_curriculum_evaluation.sflb.ashx
https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1143&context=ajte
https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-application-in-
educational
http://egyankosh.ac.in/bitstream/123456789/8282/1/Unit-17.pdf
https://napoos.files.wordpress.com/2014/03/es-331-ii.pdf
https://www.slideshare.net/upycon/types-of-evaluation-15926729
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Gafoor, Kunnathodi. (2013). Types and Phases of Evaluation in Educational Practice.
10.13140/2.1.3801.1680.
Chapter 4: Evaluating the curriculum. Retrieved from

https://www.slideshare.net/RizzaLynnLabastida/chapter-4-evaluating-the-curriculum-67274672
Curriculum evaluation - LinkedIn SlideShare. Retrieved from

https://www.slideshare.net/bibashenry/curriculum-evaluation-57058694
Chapter 1 Basic Concept in Assessment. Retrieved from

https://www.slideshare.net/sksukae/chapter-1-basic-concept-in-assessment
Evaluation and measurement - LinkedIn SlideShare. Retrieved from

https://www.slideshare.net/AkolIvanOluka/evaluation-and-measurement
Models of curriculum evaluation and application in educational.

https://www.slideshare.net/koldaf20/models-of-curriculum-evaluation-and-application-in-educational
Models of curriculum evaluation and application in educational. Retrieved from

Cipp evaluation model - LinkedIn SlideShare. Retrieved from

https://www.slideshare.net/mylenepilongo7/cipp-evaluation-model
Components of curriculum - LinkedIn SlideShare. Retrieved from

https://www.slideshare.net/josephestroga/components-of-curriculum
Models of curriculum evaluation and application in educational. Retrieved from

Goal free model - LinkedIn SlideShare. Retrieved from

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evaluation-57058694
64

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Module 3

Phases and Process of

At the completion of the module, you are expected to:

Are you ready? Then start the lesson now!

At the end of the session, you are expected to:

3. Do you agree that curriculum planning is not an easy task? Why?

A. Definition of Curriculum Planning

Curriculum Curriculum plans that define

the purposes of learning

B. Levels of Curriculum Planning

The State Level

involves the establishment of a committee (group of educators (teachers,

The Building Level

The Teacher Team Level

The Individual Teacher Level

Cooperative Curriculum Planning Level

Elements of Curriculum Planning

one of the important elements in curriculum development

these are adopted by the teachers during instruction and learning

Curriculum Planning Activities Critical Questions

The State level

The Building Level

The Teacher Team Level

The Individual Teacher Level

The Cooperative Curriculum

B. Today I learned that

Congrats! You’ve reached the end of this lesson! Great job!

Lesson Approaches in Curriculum

At the end of the session, you are expected to:

School A mentions that each

School B shares that activities

School F believes that all activities

1. What does the word “curriculum design “mean” as used in the

Abstraction: Let Us Build on!

Curriculum design is a purposeful, deliberate and systematic organization of teaching and

APPROACHES IN CURRICULUM DESIGNING

Acknowledge and respect the fundamental rights of the child.

The learners are capable of directing and guiding themselves in

Application: Let’s Apply

Curriculum Design What I will do to utilize the approach in the

B. Today I learned that

For a teacher to develop better learning activities to accomplish an outcome requires a

1. What is being shown in the picture?

2. How are the activities arranged by the teacher?

Abstraction: Let Us Build On!

Types of Curriculum Models Description

Form groups of three members each and do the following:

Subject-Centered Learner-Centered Problem-Centered

A. Using the matrix below, do the following:

Learning Activity Types of Design

B. Today I learned that

Congratulations!!!! Well done.

1. What did you understand about a lesson plan as discussed above?

A lesson plan can be labelled as a

What are those?

Peter Oliva’s 10 Axioms for Curriculum Designers

1. Curriculum change is inevitable, necessary and desirable.

Syllabus Lesson Plan Objectives/Outcomes

A. Secure a copy of a sample lesson plan of a subject of your choice.