FS 4 Learning Activities

7/23/2019 FS 4 Learning Activities

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Episode 1: The meaning Of curriculum

1.2. Visit school library/surf the internet or consult the dictionary. Write

two 2! meanings of curriculum ta"en from authoritati#e sources.

$eaning of %urriculum &eferences!

1. Curriculum refers to themeans and materials

with which students will

interact for the purposeof achieving identiededucational outcomes.

2. Curriculum is broadly

dened as the totality of student experiences thatoccur in the educational

process.

♥ education.com

by: Edward '. Ebert (()

%hristine Ebert) $ichael *.

+entley ,-/,/1!

♥ wi"ipedia.com

$y analysis:

♥ In my analysis, based from the meaning of curriculum that I got

from the internet, curriculum is the set of learning goals that the

students should be achieved in order to finish or advanced to the

next level.



1.. E#ol#e your own de0nition of curriculum. %onsider all the

meanings you ha#e ta"en from the dierent sources and from

authoritati#e sources.

♥ or me3 curriculum is the guiding stars in education3 because

curriculum is a set of plans for learning that guides the students

to attain the predetermined goals and the teachers to identify

the learning outcomes that students should demonstrate before

they ad#anced to the ne4t le#el.

5ow did ( feel after the acti#ities6

♥ 7fter accomplishing this acti#ity3 ( felt moti#ated because as a

future teacher3 ( will be part of the curriculum as theimplementer3 planner3 and writer.



&e8ections/insights

Why is %urriculum important6

%urriculum is important because:♥ The curriculum identi0es the learning outcomes3 standards and core

competencies that students must demonstrate before ad#ancing to the ne4t

le#el.

♥ 7dministrators follow detailed curriculum to help students achie#e state and

national standards of academic performance.

♥ 'chool9s curriculum informs teachers what s"ills must be taught at each

grade le#el to ultimately prepare students for postsecondary education or a

ob.

♥ %urriculum outlines for students a se;uence of courses and tas"s that mustbe successfully completed to master a subect and earn a diploma or

degree.

♥ %urriculum is also intended to teach students the importance of

responsibility3 hard wor" and responsible citi<enship.

5ow can one enrich the curriculum in e#ery school6

We can enrich the curriculum in e#ery school if we:♥ E4tend the regular curriculum by pro#iding students a wide range of

acti#ities to e4periences.

♥ $a"e learning more meaningful and enoyable3 by ma"ing the content and

process learned in a conte4t of real and present problems.

♥ *et the students to construct their own meaning through "nowledge and

s"ills application.



Episode 2: The types of%urricula in schools

2.1. Visit the schools near your place or your 7lma $ater. (nter#iew a teacher3administrator or former teacher in that school. ind out what curriculumis being used in the school/colleges/uni#ersities in your place. %hec" thecorresponding column.

2.2. (nter#iew a teacher from a school. 7s" this ;uestion:“Why must the teacher be aware and sensitive to the hidden curriculum?”

7ccording to m"oren3 a social study middle school teacher. Teachers mustbe aware and sensiti#e to hidden curriculum because)

♥ 5idden curriculum often supports a #iewpoint of the maority group or

of in8uential indi#iduals. (t also may be based on speci0c religious

#iews. This would support the actions of a religious group usually themaority religious group! while ignoring or downplaying those of otherreligious groups. The hidden curriculum is dangerous because it oftenpresents a biased or stereotypical #iew of e#ents3 people3 andactions. 7s our di#ersity grows in our country and in our classrooms3teachers must be aware of this bias so they don9t falsely portray agroup of people3 a religion3 or speci0c e#ents in history.

2.. *ist down some of the tools used by the school to assess theircurriculum.

=ame s! of

'chools/%olleges/>ni#ersities

& e c o m m e n d e d

u l u m

W r i t t e n

% u r r i c u l u m

T a u g h t

% u r r i c u l u m '

u p p o r t e d

u r r i c u l u m

7 s s e s s e d

% u r r

i c u l u m

* e a r n e d

% u r

r i c u l u m

5 i d

d e n % u r r i c u l u m

1. (saac *ope< integrated

school ilis!

2. 7rellano uni#ersity ?

@laridel campus

. Aose ri<al uni#ersity ru!

? hs di#ision



$y &ef lectionWhy do ( need to "now the dierent the dierent types of

curricula6

♥ (n my opinion3 we need to "now the dierent types of curricula

because it was interBconnected to each other3 and all the types of

curriculum helps us3 teacher to ma"e a total ;uality education. Where

education can touch the heart3 teach the mind3 and transform li#es.

Episode : the teacher

@erformance based'trategy

&e8ecti#e 'trategy

@ersonal

%ommunication

'trategy

@aperBandBpencil

'trategy

Obser#ational 'trate

Tools used by the school to

assess their curriculum.



7s a curricularist

1.1 (nter#iew a teacher on the speci0c role he/she plays as a curricularist.

Level Role as a Curricularist

Early Childhood

na Eva !imene"

#ulo $ay Care

Center

♥ ( play the role of curriculum planner3 because (

write and master the daily lesson plan. ( also play

the role of curriculum implementer3 as ( teach the

content of curriculum to my students.Elementary

Roland C.

$alloran !r.

!R%&Elementary

$ivision

♥ $y role is to implement the prescribe curriculum by

the CepEd as well as the uni#ersity at limit in the

classroom le#el.

'econdary Level

'egundo (.

)a*o"a+saac Lope"

+ntegrated

'chool

♥ $y role is to design3 enrich3 and modi0es the

curriculum to suit the learners9 needs.

.. &esearch in the library and loo" for the role of a teacher as a curricularist.

&esearch Title: The DVoice of the Teacher in curriculum de#elopment: a #oice

crying in the wilderness

&esearchers!: 7rend %arl aec2Fsun.ac.<a!

indings:

(n her/his research and sur#ey3 she/he found out that:

♥ The teacher clearly shows a strong desire to become in#ol#ed in the

earlier stage of decisionBma"ing processes of curriculum de#elopment.

♥ $ost of the teacher he/she inter#iewed3 stated that as a professional

and owing to their handsBon contact with daily teaching practiced3

they can ma"e a creati#e contribution to rele#ant curriculum

de#elopment.

♥ The actual participation of the teachers is an illusion3 because the 0nal

decision ha#e already been ta"en elsewhere3 and by the time they

become in#ol#ed they e4perienced curriculum as perspecti#e and

imposed upon the Dfrom the top down.

♥ The responding teacher felt that their opinion and needs should be

accommodated beforehand3 seeing that in the main policyBma"ers and

curriculum agents ha#e already lost contract with classroom and

school practice.

mailto:[email protected]

mailto:[email protected]



G.1. (nter#iew an administrator3 a student3 a parent3 and a teacher. ind out their

#iew points on the traditional and progressi#e curriculum.

♥ 'tudent

=ame: Eullah Veronica $agboo'chool: &i<al Technological >ni#ersity &T>!

♥ aculty $ember

=ame: $s. +ernadette Halang'chool: A&>'ubect 7rea Taught/5andled: %5EC3 English3 'cience

Episode G: Teacher as a

"nower of curriculum

spects (raditional ,rogressive

Role of (eacher Cispenser of "nowledge)'oloist acilitator) %oach

Role of ,upils &eceptor of "nowledge (nitiator of "nowledge)odes of +nstruction TeacherBcentered *earnerBcentered

+nstructional )aterials $anila paper3 %artolina3

and other teacher made

materials.

'lide presentation3

proector

)odes of assessment Obecti#e type of test 'ubecti#e type of test)

outcomeBbased


Role of (eacher %ontroller of the learning

en#ironment

acilitator3 guides the

pupils to thin"Role of ,upils @assi#e absorbers of

information andauthority.

7cti#e @articipant3

problem sol#ers3 andplanners.

)odes of +nstruction Te4tboo"3 lecture3 and

indi#idual written

assignments.

E4perimentation3 proect3

group wor"s3 and role

play+nstructional )aterials +lac"board3 chal"3 manila

paper3 and cartolina

%omputer3 internet3 and

proector)odes of assessment @reBtest3 postBtest3

;ui<<es3 and periodic

e4am results

&ubrics3 proect3

acti#ities3 portfolios3

summati#e and formati#e

e4am.



♥ 7dministrator

=ame: =ida Ca#id

'chool: 5eadstart preBschool of $andaluyong=o. of years of administrati#e e4perience: years

♥ @arent

=ame: 7na E#a Aimene<5ighest Educational 7ttainment: %ollege *e#el

$y &e8ection:7fter inter#iewing the dierent sta"eholders3 ( learned their opinion about

the traditional and progressi#e curriculum. ( also was able to compare my own

opinion about the topic and ( ha#e the opportunity to debate my beliefs3 and some

educational issues. 5a#ing a con#ersation and little debate with them3 strengthen

and enhance my "nowledge and my beliefs.


Role of (eacher TeacherBcentered *earnerBcenteredRole of ,upils &eceptacle %onstructor of "nowledge

)odes of +nstruction %hal" and tal" method (n;uiry based and

re8ecti#e+nstructional )aterials +lac"board and manila

paper

21st century materials

)odes of assessment @aper and pencil 7uthentic andperformance based


Role of (eacher Hi#e all information Huide the studentsRole of ,upils 'tudents ta"e notes3

mastery of s"ills

'tudent performance to

demonstrate learning)odes of +nstruction Huided instruction Cisco#ery and

e4periential+nstructional )aterials %artolina3 +lac"board3

and manila paper

$ultimedia3 internet3

slide presentation)odes of assessment @aper and pencil @erformance outcome



G.2 &esearch on the dierence of the traditional and progressi#e curriculum.

7ccomplish the 5Bchart gi#en below. Write the similarities at the center and the

dierence on each side.

$y @ersonal (nsight:

(n accomplishing this acti#ity3 ( was able to distinguish the similarities and

dierence of the traditional and progressi#e curriculum. 5owe#er after learning

the dierence and similarities of the two point of #iews in curriculum3 ( was

con#inced that we need both #iewpoints of the curriculum to further enhance our

curriculum.

Traditional

%urriculum

♥ $ore indi#idual

wor"

♥ ocused on

de0ning and

recall of

information.

♥ TeacherBdominant

♥ '"ill focused

♥ $ore on

memori<ation

for mastery

♥ @aperBandB

pencil

♥ E4ternal

e#aluation

♥ 'poon feeding♥ ocused on

learning

outcome

♥ E4ternal

e#aluation

@rogressi#e

%urriculum

♦ $ore re8ection

♦ &ubrics

♦ 'tudent

e#aluation

♦ ocused on the

application of

the ac;uired"nowledge

♦ Tas" focused

♦ 'tudent

centered

♦ @erformance

test

♦ $ore on

reasoning and

openBended

;uestions.♦ $ore on group

acti#ities

♦ *ess teacher

tal"ing

♦ ocused on the

process of the

'imilarities

ᴥ TeacherB'tudent

interaction.ᴥ +oth ha#e ways

of measuring I

e#aluating

learningᴥ +oth aim for

Episode J: 7pproaches

7bout 'chool %urriculum



J.1. 7ccomplish the template gi#en below by following the gi#en sample.

'ub-ects Content ,rocess ,roduct

'ample:

%urriculumCe#elopment with

ield 'tudy G

Ce0nition of %urriculum

♦ %lustering

♦ &ead @ost

%ategori<e

♦ (nter#iew

E#ol#ed a

conte4tuali<edde0nition of

curriculum.

1. English@art of 'peech

♦ &ead poems

♦ 7nalyse

♦ %ategori<e

♦ %reate

Eecti#e and

creati#e writing

s"ills.

2. 'ocial

'tudies

5istory ♦ (dentify

♦ %ompare lifein the past

to life today

♦ E4plain

♦ %reate

chronologica

l se;uence

7c;uiring

"nowledge aboutsigni0cant e#ents3

de#elopments3

indi#iduals3

groups3

documents3

places3 and ideas

to support

in#estigations. 'cience @art of 'peech ♦ (dentify

♦ amiliari<e♦ Craw

Craw the function

of dierent partsof the body.

/. 0ilipino @aniti"an ♦ @agbasa

♦ @agBunawa

♦ @agsasadula

$apanuri at

masusing pagB

unawa sa te"sto

at babasahin.

$y &e8ection:

(n accomplishing this acti#ity3 ( was able to apply the dierentapproaches about school curriculum3 and also ( learned how to identify

the process of curriculum and its possible outcomes. 7lso3 ( was able

to learn the importance of this approaches to the curriculum and to

the learning process.



J.2 There are si4 criteria in the selection of "nowledge/subect matter. (nter#iew ateacher3 the indicators for each of the criteria by answering the gi#en ;uestion.

Criteria uestions +ndicators1. 'ignicance ♥ 5ow do you "now

the signi0cance in

the content of the

curriculum6

♦ (t9s signi0cant if it will

de#elop the

cogniti#e3 aecti#e3

and psychomotor

s"ills of the students

and also the cultural

aspects.

2. alidity ♥ 5ow do you "now ifthe curriculum is

#alid6

♦ The content of thesubect matter is

authentic. Kou9ll "now

if the content is

authentic if the

students create a

tangible3 useful

product to be shared

with their world.. %sefulness ♥ When do we "now

that the curriculum isuseful6

♦ The content of the

subect matter mayrelati#e to the

learners who is going

to use it./. Learnability ♥ When do you "now

that the content is

within the range of

your learner9s

e4perience6

♦ The subect matter in

the curriculum should

be within the range of

e4periences of the

learners.3. 0easibility ♥ When do you "now

that the content iswithin the time3

resources and

e4pertise of teacher

and e4periences of

the learners6

♦ *ess teaching eorts

and educationalresources but more

eLcient result and

eecti#e outcomes.

4. +nterest ♥ When do you "now

that the learners are

♦ The learners are

interested in the topic



interested in

content6

if he/she is acti#ely

participating to the

discussion.

&e8ection:

7fter inter#iewing some of the faculty teachers in A&>3 ( was able to indicatewhether the "nowledge or subect matter is signi0cant3 #alid3 useful3 learnable3

feasible3 and interesting to my students. 7lso3 while ( was inter#iewing them3 they

ga#e me some useful ad#ices and strategies that ( can use3 they also gi#e me

some techni;ues to on how to use the si4 criteria in selection of "nowledge or

subect matter.

J. +.7.'.(.%. is an acronym to state the principles of curriculum content.

,rinciple 15 Curriculum $evelopment 'ample

6alanceEquitable assignments of contents,

time, experiences, and other elements.

irst Hrading:

1. +ranches of earth science

2. &ealms of the eartha. $eteorology

1. Element of weather2. Earth9s atmosphere. +iochemical cycle

rticulation

Curriculum is arranged vertically or

horizontally.

Hrade 1

1. 7dd I

subtract

(ntegers2. $ultiply I

di#ide

integers

Hrade 21. 7dd I

subtract

decimals2. $ultiply I

di#ide

decimals

Hrade 1. 7pply

arithmeti

c

operation

s to sol#e

problems.

'cope

Content, topics, learning experience

and organizing the threads of an

educational plan.

1. Heneral subect: 5istory of Western

$usic'peci0c Topic: &enaissance musical

instruments.2. $odule 1: %urriculum concepts3 nature

and purposes*esson 1: %oncept nature and purpose

of curriculum

+ntegration

Curriculum is integrated and

interconnected.

$ath arithmetic operations! @hysics law

of motions!:

Write the contents in one subect area

for the 0rst grading period.

Write a sample content of one topic in

a subect from le#el to le#el or grade to

Write a sample topics in a subect area.

%ite a lesson which is integrated in

other sub ects.



Continuity

Vertical repetition and recurring

approaches of content

7rade three5 7dding

thousands

7rade two: 7dding5undreds

7rade one5 7dding

Tenths

M.2. There are steps in the model of 5ilda Taba. (nter#iew a teacher and in;uire

how these steps are applied by accomplishing the gi#en chart by gi#ing concrete

e4amples.

Write sample topics in a subect area

where content is organi<ed in spiral

fashion in breadth and depth.

Episode M: %urriculum

Ce#elopment: @rocess and models

'teps 7pplication to &eal Teaching

1. Ciagnosis of learners9 needs and

e4pectations of larger society.♦ Teachers identify the needs of

the students preBtest!

2. ormulation of learningobecti#es.

♦ Teachers will specify obecti#esbased to the student needs and

to the CepEd curriculum guide.

. 'election of learning content. ♦ The obecti#e suggests the

curriculum9s content. The

obecti#e and content should

match3 also the #alidity and

signi0cance of the content area

are also determined.

G. Organi<ation of learning content. ♦ The teacher organi<e the content

into a se;uence3 ta"ing intoconsideration of learners9

maturity3 academic

achie#ements and interest.

J. 'election of learning e4perience. ♦ Teacher select instructional

methods that will engage the

students with the content.

M. $odes of e#aluation. ♦ The teacher will de#elop means

of e#aluation. They will

determined which obecti#es

ha#e been accomplished.



M. %omplete the staircase of the curriculum de#elopment process

according to Tyler. Write the answer in the steps. Hi#e e4amples for each

steps.

G

'tep /5Evaluation ofob-ectives.

E4. The teacher

could ha#e the

students write an

essay without

assistance.

2

'tep 5

8rgani"ing theexperience.

E4. The teacher

needs todetermine a

logical order of

e4perience for the

students.

'tep 25 +dentifyeducational

experiences

related to

purpose.

E4. The students

need to meet the

obecti#e of writing

an essay.

'tep 15$etermine theschool9s purpose.

E4. 7 school is

de#eloping an

English curriculum

may create anobecti#e that



-.2. (nter#iew an administrator3 a faculty and cite speci0c e4amples in each of the items

gi#en below. %omplete the table.

0oundation of curriculum 'ample: situation1. ,hilosophical 0oundation • *earning by doing3 by Aohn Cewey

• The constructi#ism through

e4periments or laboratory wor"s.2. #istorical 0oundation • ield trips3 historical tour3 outbound/

. ,sychological 0oundation • +eha#iourism3 case study

/. 'ocial 0oundation • @eer teaching3 mentoring and small

group discussion

$y @ersonal (nsight

1

Episode -: oundation of

%urriculum de#elopment



The philosophical3 historical3 psychological and social foundation contributes to the better

understanding of what a curriculum is3 these are also the basis of "nowledge that

pro#ides the foundation of curriculum.

-. E#ol#e your philosophy based on the e4isting philosophies of education. (llustratethrough a graphic organi<er. E4plain how this will be applied3 if you are going to put your

own school.

( were going to put my own school

N.1 7ccomplish the matri4 by inter#iewing an administrator and a teacher to e4plain how

the ten a4ioms are reali<ed in the school setting. The teacher or the administrator has the

option to choose the a4iom that he/she wishes to e4plain.

(en axioms for curriculum $esigners 'ituations:'amples on how theseaxioms are reali"ed in the school

setting1. Curriculum change is inevitable;

necessary and desirable.• ormulating and implementing new

curriculum designs.2. Curriculum re<ects its own

time. +t is a product of its time.• 7s the time changes the curriculum

also changes.. Curriculum changes made • The new curriculum is in use while

7s a teacher3 ( belie#ed that my tas" is:

• To as" openBended ;uestions.

• To ma"e a distinction between psychologic

;uestions and moral ;uestions.

• To inculcate good #alue and ethics through

modelling.

• To facilitate learning and de#elopment3

considering multiBculturalism and di#ersity

( will belie#ed that e#ery child:

• (s special.

• 5as dierent learning styles.

• 5as dierent interests and intelligences.• %an choose what she wants to be.

Episode N: %rafting the %urriculum:

the teacher as a designer



earlier can exist concurrentlywith newer curriculum changes.

the old is functioning.

/. Curriculum change depends onpeople who will implement thechange.

• The lesson plans of the teachers are

aligned with the new curriculum.

3. Curriculum development is acooperative group activity.

•

To help promote the curriculum3parents3 teachers3 learners and

other sta"eholders cooperate and

supports the curriculum.4. Curriculum development is a

decision&ma=ing process madefrom choices or alternatives.

• The curriculum de#eloper will

design the curriculum and decide on

the contents and strategies to use.>. Curriculum development is an

on&going process.• %urriculum is always changing.

?. Curriculum development ismore e@ective if it is acomprehensive process notpiecemeal.

• %urriculum design is '$7&T

'peci0c3 $easurable3

achie#able/a#ailable3 rele#ant andtime bound.A. Curriculum development is

more e@ective when it follows asystematic process.

• %urriculum is carefully planned and

not ust from a guess wor".

1B. Curriculum developmentstarts from where thecurriculum is.

• The e4isting curriculum is used as

the basis in creating new

curriculum.

N.2 Obser#e a class or get a sample lesson. >sing the elements/components3 write

a sample curriculum using the template gi#en below.

(ntended

*earning

Outcomes

'ubect $atter or

*earning %ontent

Teaching or

*earning $ethods

7ssessment/E#alua

tion

7. (dentify the

sounds

each ?ed

ending

1. Topic:a. Words with

B/ed/ endingb. >nderstandi

7. @reparatory

7cti#itiesa. Caily

&outine

WW1:

%ategori<e the

words according to

the sound the ?ed



words

stands for

B/d/3 B/</ or

B/ed/+. $a"e

udgementon the

actions/

solutions

gi#en by

the

characters

in the story.

ng

inference.2. &eference

• @honics

&eaders

'cholastic (nc.. $aterials

• 'lide

@resentation

• $ultimedia

b. &e#iewc. $oti#ation

+. *esson

Ce#elopmenta. @resentatio

nb. Ciscussionc. Henerali<ati

onsummari<e

the topic for

the day!%. 7pplication

a. Crill on

reading

words that

contains ?

ed ending.

ending sounds for.

.1 These are types of curriculum design models. %omplete the template gi#en below by

citing their best features.

Episode : approaches to

%urriculum design



Curriculum Design Models 6est 0eatures. !ub"ect#Centered Design ♦ ocused on the content of

curriculum1.1 Subject Design ♦ %orresponds mostly to the boo"s.

♦ Easy to deli#er.

1.2 Discipline Design ♦ ocused on the academic discipline.1. !orrelation Design ♦ *in"s separate subect designs in

order to reduce fragmentation.1." Scrap #eld Design$ %nterdisciplinary

Design♦ (t integrate the subect contents

that are related to each other.$. %earner#Centered Design ♦ *earner is the centered of the

educati#e process.2.1 !hild&!entered Design ♦ ocused on the needs and interests

of the child.2.2 '(perience&!entered Design ♦ *earners9 e4periences become the

starting points of curriculum.

♦ *earners9 are made to choose from#arious acti#ities that the teacher

pro#ide.2. )umanistic Design ♦ The de#elopment of self is the

ultimate obecti#e of learning.

♦ (t focus on the de#elopment of

positi#e selfBconcept and

interpersonal s"ills.&. 'roblem#Centered Design ♦ Various problem are gi#en

emphases..1 *i+e Situation Design ♦ 7llows students to clearly #iew

problems area clearly.♦ >se the past and the present

e4perience of the learners9..2 !ore ,roblem Design ♦ (t centers on general education and

the problem are based on common

human acti#ities.

$y @ersonal (nsights

(n completing this acti#ity3 ( was able to distinguish the best features of the dierentcurriculum design models and as a teacher ( was able to learn dierent ways to deli#ery

my lesson. 7lso3 upon accomplishing this acti#ity ( was able to choose what curriculum

design suited for me and also for my future students3 because with this "nowledge3 ( may

able to formulate a strategies3 method3 and techni;ues that will help my students to

enhance their s"ills.

Episode 1,: implementing the curriculum: the

teacher as curriculum implementer and manager



1,.2 These are the categories of curriculum change. Het

sample/situations for these categories from the school you #isited.

Categories of CurriculumChanges

'ituation: 'amples

1. 'ubstitutionReplace the present with anew one.

♦ One element is substitute

by the other3 e4ample one

course paper3 one unit is

replaced with another.

2. lteration+ntroduce minor changes or

modication on the currentone.

♦ (f some material3 content3

item or procedure is

introduced into the e4istingmaterials and adopted.

. Restructuring+ntroduce ma-ormodication of the currentcurriculum.

♦ $odi0cation of the system

itself for instance3 team

teaching3 proect method or

competency3 based

teaching and e#aluation.

/. ,erturbationChanges happen within afairly short time.

♦ 'ome changes when

introduced disturb the

programme for some time

and later on they get

adusted or adopted into the

programme.

3. alue 8rientationResponds to shift inemphasis within thevision:mission of the

school.

♦ The change basically brings

a shift from one9s

philosophy or basis ideology

towards a particular.

1,. 7nswer the ;uestion brie8y. Why do we need to change the

curriculum from time to time6

♦ (n my opinion3 we ha#e to change curriculum because our society

change o#er time and we should ha#e our education system



meet this changes or else it will cause chaos3 because of lac" of

"nowledge and misunderstanding. We pre#ent those things to

happen3 that9s why we re#ise the curriculum from time to time to

cope with the dynamic society.

11.1 (nter#iew dierent sta"eholders and in;uire about their roles in curriculum

de#elopment.

'ta"eholders of the %urriculum

Ce#elopment

&oles in %urriculum Ce#elopment

1.Learners ♦ E#erything in the curriculum

should re#ol#e around her

interests3 needs3 abilities3 and

capacities.

2.(eachers ♦ They holds the "ey in

operationali<ing what acti#ities

ha#e been planned.

.'chool Leaders: dministrator ♦ They pro#ide necessary

leadership in e#aluating teaching

personnel and school programs./.,arents ♦ They are the best supporters of

the school.

3.Community ♦ They pro#ide the necessary

materials and resources for

learning.

4.8ther gencies ♦ They re#iew the curriculum

because professional

organi<ation ha#e better #iew of

the industry.

$y &e8ection(n this acti#ity3 ( further understand the role of the dierent

sta"eholders in de#eloping curriculum and it was great to "now that

Episode 11: sta"eholders incurriculum de#elopment



e#eryone in the society participate in de#eloping the curriculum

because in that way we can assure the #alidity3 reliability3 and

signi0cance of the content of our curriculum.

12.1 7s" at least si4 teachers3 why there is a need to e#aluate the curriculum.

Episode 12: curriculum e#aluation

and the teacher



Why do we

need toe#aluate thecurriculum6

1. To allow thecurriculum

de#elopers andimplementers tobe certain aboutthe functions of

the curriculum putin place.

2. it pro#idese#idence to tell

how well thestudents ha#e

learned.

/. meetingaccreditationstandards bymeasuring

student andprogram

performance.

G. it deteminesthe worth of thecurriculum to the

institution.

J. it gi#einformation oneecti#eness ofthe curriculum.

M. it gi#esinformation on therele#ancy of thecurriculum in the

society.

Date post:	17-Feb-2018
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