Designing The Curriculum: Worksheet No. 2 The Teacher As A Curriculum Designer
Designing The Curriculum: Worksheet No. 2 The Teacher As A Curriculum Designer
Designing The Curriculum: Worksheet No. 2 The Teacher As A Curriculum Designer
WORKSHEET NO. 2
The Teacher as a Curriculum Designer
PRETEST
Directions: Read and answer the following statements by writing True if the statement is correct and False if it is wrong.
1. Every single day, a teacher designs a lesson or utilizes a curriculum that has been made and was previously
written. True
2. Societal development and knowledge revolution come so fast that the need to address the changing condition
requires new curriculum designs True
3. Competitive activities, where students will test their competencies against another in a healthy manner, allow
learners to perform to their maximum. Trure
4. Curriculum planners and designers should begin with the new curriculum. True
5. As a curriculum designer, the beginning of the learning journey is the learning outcomes to be achieved. True
Fundamentals
Lesson 3.1 of Curriculum Design
LEARNING ACTIVITIES
Directions: Secure a copy of a sample Lesson Plan. Using the matrix given below, analyze the sample you secured and give
suggestions based on the principles and concepts you learned in this module.
D. Generalization
What is the importance of the transfer of
energy between each organism?
E. Application
If one organism is removed from the web of
interconnected feeding relationship, how will it
affect the other organisms and us humans?
Evaluation/ Assessment IV. EVALUATION It utilized self-assessment. I think it
Formative Test will be nicer if they evaluate their own
Identification learning and provide feedback on
each other’s learning too.
Answer briefly:
1. Which one principle of Oliva is reflected in the lesson plan? Explain.
The Principle of Olivia that is reflected in this lesson plan is “curriculum development is more effective when it follows
a systematics process”. As you can this lesson plan clearly manifests process from the desired outcomes to subject
matter content.
2. If you were to improve the design, what will you add, or subtract or modify? Write your re-design suggestion.
If I were to improve the design, I will add more in objective and activities that more interactive that they will extend
their skills and knowledge.
SELF EVALUATION
Directions: Which of the following concepts do you clearly understand? Answer Yes or No to the questions that follow.
Questions
As a curricularist and curriculum designer…
1. Do you think curriculum change is inevitable? Yes
2. Does curriculum change not consider the existing one? No
3. Should curriculum be designed only by one person? No
4. Should any change in curriculum include an evaluation process? Yes
5. Does curriculum change mean total overhaul? No
6. Should learning outcomes be considered first before the content? Yes
Approaches
Lesson 3.2 to Curriculum Designing
LEARNING ACTIVITIES
Directions: Get a hold of materials about the K to 12 and answer the following:
1. What kind of curriculum design influence mostly the K to 12 Curriculum? (A) Subject-Centered? (B) Learner-
Centered? (C) Problem-Centered? (You may have more than one answer)
2. Cite an illustrative example that relates to your choice.
3. Place your answer on a matrix like the one below.
Type of Curriculum Design in K to 12 Illustrative Example
Subject-Centered Design/ Approach A model in which the curriculum is divided into subject
areas and cross-curricular learning is not quite
flexible. Emphasis focuses on the acquisition,
memorization and interpretation of each unique area
of content. There is a clear emphasis on instruction,
teacher-to-student explanation, and direct methods
within this curriculum structure. Direct approaches
include lectures, questions and answers, as well as
conversations between teachers and students.
Learner-Centered Design/ Approach Learner-centered originally referred to forms of
education that for example, include opportunities for
students to conduct learning activities, participate in
discussions more actively, organize their own
learning projects, discuss topics of interest to them
and generally contribute to the design of their own
course of study
Problem-Centered Design/ Approach This fact implies that because of the interests,
expectations and abilities of the learners, a learner
should be equipped to solve real life problems that
arise. Many school activities revolve around solutions
to issues such as poverty, drug problems, lack of
positive ideals, environmental concerns, and much
more.
SELF- EVALUATION
Directions: Identify what kind of design and approach are utilized in the following descriptions.
1. Only students who master the subject content can succeed. Subject-Centered
2. Students are encouraged to work together to find answers to their task. Problem-Centered
3. No learner is left behind in reading, writing and arithmetic. Subject-Centered
I observed that each BTI represents what the PST needs to perform to become a good teacher. No one BTI is more
important than the other.
ASSESSMENT
Directions: Choose the letter of the correct answer and explain briefly.
1. Which of the following is true about curriculum mapping?
a. It is unusual for a curriculum map to cover an entire school year
b. Curriculum mapping is most effective when it is initiated by a teacher for the subject and the grade she/he
teaches.
c. A lesson plan is a curriculum map that outlines the details of what will be taught, how it will be taught, and
what resources will be used to teach
d. The systematic curriculum mapping results to an improved horizontal, vertical, subject area, and
interdisciplinary coherence.
2. The decision for inclusion of learning outcomes, activities and assessment strategies in the curriculum originates with
the
a. School head c. Policy makers
b. Teachers d. Stakeholders
3. The following statements below refer to the concepts and parameters of curriculum quality audit except one. Which is
the exception?
a. Curriculum quality audit determines competencies to be taught across courses and disciplines in various
programs
b. Curriculum quality audit identifies overrepresentation of the competencies anchored on standards
c. The process ensures alignment of course content, activities, assessments to support student success.
d. The audit includes mapping the competencies in the course syllabi to the standards
5. If you were the teacher, what should be done based on the data?
a. Revise the syllabus and include all the beginning teacher indicators as required in the curriculum
b. Initiate a meeting with school head and co-teachers and analyze the gaps to achieve balance in the
curriculum
c. Inform the school head or the curriculum expert regarding the discrepancy so he/she can do something
about it
d. Request for capacity building activity to gain expertise in the process of implementing the curriculum quality
audit.
6. Which of the following standards for quality teacher education is used as the basis for the design, implementation and
evaluation of the Philippine Teacher Education?
a. PPST c. CMO 74 to 82
b. NCBTS d. CFT-SEA