LESSON 3

• Curriculum planning


  The sum total of skills and concepts that students learn, explicitly as well as implicitly
• Sensible curriculum planning


  • Brings focus to your teaching
  • Makes it easier to figure out what activities, projects, and lessons you do each day
• Instructional planning


  Essential for every teacher, requiring decisions about the curriculum
• Veteran teachers


  • Focus on core elements
• Novice teachers


  • Include more detail
• Professors


  • Require detailed plans to provide feedback and guidance, allowing them to see and hear your developing ideas
• Detailed planning


  Helps you benefit from mentors' wisdom and experience, aiming to make you a great teacher
• Take instructional planning seriously as it integrates key ideas in curriculum, instruction, and assessment
• Understanding by Design


  The most prominent model of curriculum planning, developed by Jay McTighe and Grant Wiggins
• Questions the Understanding by Design model requires teachers to ask and answer


  • What is most important for students to learn?
  • What are my short- and long-term goals?
  • What essential questions will we be asking and answering?
  • How will I know if students have learned?
  • How is the content best organized?
  • How will students learn this content best?
• Sources of curriculum design

  • Science
  • Society
  • Moral doctrine
  • Knowledge
  • Learner
• Science as a source


  • Based on the scientific method; the design contains observable and quantifiable elements
  • Problem solving is most important
  • Learning how to learn
• Society as a source


  • Curriculum designers must notice the role that society will play in their curricular ideas and analyze the social situation
  • Political issues such as: No child left behind and race to the top are still being used and revised in curriculum
  • Schools and their curricular are still being critiqued by radicals and liberals that don't feel that the curriculum serves underrepresented groups such as indigenous people, people of color, women and homosexuals
  • Effective curriculum designers realize the need for collaboration among diverse individuals and groups
• Moral doctrine as a source


  • Subjects follow a hierarchy system
  • Knowledge and spiritually
  • Develop empathy, insight, and compassion
  • William Pinar felt that viewing curriculum as religious text may allow for blending of truth, faith, knowledge, ethics, thought, and action
• Knowledge as a source

  • Celebrates Plato's academic views
  • What knowledge is most worth?
  • What intellectual skills must be taught
  • Knowledge may be a discipline
• Participants in curriculum development and planning

  • Teachers
  • Students
  • Principals
  • Parents
  • Curriculum specialists
  • Superintendents
  • The national government and its agencies
• Teachers


  • Must fill in the main position in curriculum decision making for they decide which parts of the curriculum, newly developed or on- going, to implement or stress in a particular class
  • According to Michael Fullan, teachers can function not only as co-designers of expert curricula and instructional systems but also co-researchers into the effectiveness of implemented curricula
• Students


  • Their input is significant in its own right, accepting them to participate in curriculum development also inspires them and encourages them to take the responsibility for matters that concern them
• Principals


  • For a successful curriculum planning in school the principals must be involved
  • They should schedule time for curricular activities arrange INSET, sit on curriculum committees and refine school's mission, serve more actively as curriculum initiators and implementers
• Parents


  • Supports and influences the implementation of the curriculum by means of financial resources (contribution for the public school / payment of school fees)
  • May help in monitoring and evaluating the implementation of the curriculum by keeping a close check at the lessons learnt in school and checks homework
  • May stand in the gap between the student and school administration by providing the students resources that may be required in the curriculum but not are not available in school
  • May help teachers to monitor the behavior and social dev't of the students especially from students with special needs
• Curriculum specialists


  • Have a broad knowledge of curriculum
  • Experts in creating and implementing curricula
  • Responsible for ensuring that programs are conceptualized, designed and implemented
  • Expected to have considerable understanding of curriculum and skill managing people
  • In school curriculum, they are known as department heads wherein they have some background in curriculum but they possess a major and are often more concerned in supervision and instruction
• Superintendents

  • Respond to matters before school board
  • Initiate curriculum activity
  • Start programs for INSET
  • Inform all district personnel of changes occurring in other schools
  • Process demands from outside the system for change or maintenance of educational offerings
  • Inspire change and enable curricula to respond to changing demands of the time
• The national government and its agencies


  • The national gov't affects the curriculum in many ways, it frequently publishes guidelines on what will be taught
• Curriculum planning


  The process whereby the advance arrangement of learning opportunities for a particular population of learners is created
• Outcome goals of the K to 12 basic education program

  • Philippine education standards to be at par with international standards
  • More emotionally mature graduates equipped with technical and/or vocational skills who are better prepared for work, middle level skills development and higher education
  • Significantly addressed shortage or gaps in educational inputs (teacher items, school head items, classroom, instructional materials) addressed significantly
  • Broadened and strengthened stakeholders' support in the improvement of basic education outcomes
• Process goals of the K to 12 basic education program

  • Decongest and reform the basic education curriculum in coordination with CHED, TESDA and other education stakeholders
  • Develop culture-sensitive, culture- responsive and developmentally appropriate print/non-print online learning resources for K to 12
  • Conduct in- service training for teachers relative to the implementation of the K to 12 curriculum
• Focus on integrated instruction

  • Equip learners with skills for future employment
  • Equip learners with critical and creative thinking
  • Equip learners with life skills
• Universalize kindergarten


  By 2012
• Institutionalized school-based management


  For school empowerment
• Institute reform in assessment framework and practice

  For learner-centered basic education
• Address basic input shortages

  • Classroom
  • Teachers
  • Textbooks
• Promote good education governance

  • In the entire Department of Education
• Pursue legislation


  To institutionalize K to 12 Basic Education Program
• Formulate transition management plan


  1. For the K to 12 implementations

  2. Including modelling per region per specialization
• Identify K to 12 model schools

  1. Per region

  2. Per specialization tracks

  3. That will model senior high school SY by 2012-2013
• Focal point of planning decisions


  DepEd shall formulate the design and details of the enhanced basic education curriculum<|>CHED to craft harmonize basic and tertiary curricula for the global competitiveness of Filipino graduates and to ensure college readiness and to avoid remedial and duplication of basic education subjects<|>TESDA to enhance their skills