REPUBLIC OF THE PHILIPPINES

TAGUIG CITY UNIVERITY

General Santos Ave., Central Bicutan, Taguig City

Final
Written
Output
(SYTHESIS)

Ma. Floriza Janyn V. Frivaldo

MAED 207- Section A
 George B. Borromeo, Ph.D.

July 29, 2022

Chapter 1: Curriculum
Essentials
The focus of Module 1 is the teacher and the school curricula. The various sorts of curricula that
are used in the teacher's classroom and school are described in this introductory lesson. It also
discusses the crucial roles that teachers play as curricularists who take part in all aspects of
curriculum creation at all levels of education.

Numerous curricula are available for all educational levels and learning environments. There are
seven (7) different sorts of curricula, including (1) recommended curriculum which only The
Ministry of Education, the Commission on Higher Education, or any professional organization
can recommend and implement a curriculum, (2) written curriculum refers to a lesson plan or
syllabus written by teachers, (3) taught curriculum means that the curriculum must be taught or
executed based on what has been written or prepared. The written curriculum will be brought to
life by the teacher and the students, whose teaching and learning philosophies will greatly
influence this curriculum., (4) supported curriculum is described as support materials that the
teacher needs to make learning and teaching meaningful, (5) assessed curriculum- these
assessments, including as quizzes, midterms, and finals, are what is referred to as the
"evaluated curriculum." To determine whether or not students are making progress, teachers
may utilize performance-based evaluations and authentic assessments like portfolios., (6)
learned curriculum- demonstrates what the pupils have studied. Through learning outcomes, the
capability that students should display at the end of the class can be evaluated. What students
are able to perform or do in their cognitive, emotional, or psychomotor domains can represent a
learning outcome. The learning outcome may be based on exam results, and students may
pursue it through learning objectives., and (7) hidden curriculum refers to the unforeseen or
unplanned curriculum, which is essential to learning. It is made up of standards, principles, and
practices., according to Allan Grathon (2000), quoted by Bilbao et al. (2008).

Are you aware of the complexity of the teacher's job in the classroom? In this lesson, we have
also enhanced our understanding of the role of the teacher as a curricularist.  In relation to
curriculum, instruction, assessment, evaluation, teaching, and learning, teachers carry out a
number of interconnected tasks. All day long, a classroom teacher is actively engaged in the
material. However, the term "curricularist" has rarely been used to refer to a teacher. So what
does the teacher do to deserve the label curricularist? The teacher knows the curriculum, writes
the curriculum, plans the curriculum, initiates the curriculum, innovates the curriculum,
implements the curriculum and evaluates the curriculum. 

The school curriculum's definition, nature, and scope are described in Module 2 along with other
information that the teacher as a knower has to know. This lesson gives educators like us a
broader understanding of the curriculum in terms of the curriculum approach, curriculum
development process, various curriculum models, and the theoretical underpinnings of the
curriculum.
The curriculum-making process is dynamic. There are often adjustments made to curricula that
are meant to make them better. To aid us with this, well-known curricularists like Ralph Tyler,
Hilda Taba, Galen Saylor, and William Alexander have provided us with models that can help us
better understand the process of curriculum building.

Lastly, we have widened our knowledge in terms of the solid foundation of curriculum
development. The foundation upon which the curriculum is based is educational philosophies,
historical developments, psychological explanations, and societal influences. All of these are
interrelated with each. 

Chapter 2: Crafting the

Curriculum
Each educator should have a curriculum in mind as a structured series of learning activities.
Every teacher should take part in curriculum design as a curricularist. It is actually one of the
teachers' responsibilities to develop curricula. As a result, we shall participate in our students'
intellectual journeys. We will provide them the experiences they need to be able to learn what it
is that we want them to learn.

Every single day, a teacher creates a lesson plan or uses a previously created and published
curriculum. Creating a curriculum is a difficult endeavor, and this is where the teacher's
personality and ingenuity shine. As a result, this module gave us the essential ideas and
exercises that we as teachers may use to get ready to build a curriculum.

In addition to brushing up on the fundamentals of creating a straightforward design through a

lesson plan component, we have furthered our understanding by seeing other curricularists'
methods. We have seen various instances of curriculum designs utilized in classrooms and
schools throughout this lecture.

Before a teacher can put this plan or design into action, he or she must complete a curriculum
map. A curriculum design is mirrored in a written curriculum either as a lesson plan, syllabus,
unit plan, or a larger curriculum like the K–12 curriculum. I've previously pondered how to pace
my lecture so that it can span a number of time units, such as hours, weeks, quarters,
semesters, or the entire year. This lecture has shown me the value of curriculum mapping and
curriculum maps as a method and tool for developing curricula.
Chapter 3: Implementing the
Curriculum
After learning fundamental concepts about curriculum-its nature and development-implementing
the curriculum, you've planned is the next stage. This is one of the main responsibilities we
have as teachers in the classroom. It's possible that many of the courses we've utilized have
been suggested and documented. Our job is to put this into practice. Our lesson plan should be
prepared for use each day. Our effort to put what we learn into practice determines how well it
works.

As a result, we will manage these curricula, such as K–12, as well as apply them. We shall put
what has been planned and created into practice. The teacher is the one who will give the
various classroom exercises additional context. We need to find several teaching philosophies
in order to guarantee that our students will be engaged, interested, and unlikely to forget what
we have taught them. One of Benjamin Franklin's sayings that comes to mind is, "I tell me and I
forget, teach me and I may remember, involve me and I learn." Nothing in a curriculum should
end with the planning and design stage. It must be put into practice.

In light of this, we have also realized that the implementation of the curriculum has changed the
process. There is an illustration that shows 2 opposing forces which are the driving force and
the restraining force. To be relevant, we must change for the better, and this change will be
visible through implementation. Keep in mind that curriculum development will inevitably evolve.

There is a very small curriculum, like the teaching activity, in terms of curriculum
implementation. It is related to the daily lesson plan, which is based on the written or prepared
curriculum that we will use in the classroom. We must assess the level of learning among our
students before the lesson is over.

The importance of technology in developing curricula was appropriately stressed as well. The
delivery of instruction to the students involves the use of technology extensively. The use of
virtual or online technology was injected, particularly with the appearance of Covid-19, which
threatened the entire world and especially the education sector.
Finally, stakeholders in the execution of the curriculum were discussed. Participants in the
curriculum are people or organizations with an interest in it. They participate in numerous ways.
The instructors, administrators, parents, and even the entire community share our enthusiasm in
the curriculum.

Chapter 4: Evaluating the

Curriculum
The focus of this subject was curriculum evaluation, including its concept and the teacher's
function as an evaluator. It described the methods for assessing the curriculum as it was
developed, planned, or put into practice. It served as a reference for well-known curriculum
designs currently being used in both domestic and international educational programs.

A part of developing a curriculum that responds to public accountability is curriculum evaluation.

It examines educational innovations or changes that take place in classrooms, schools, districts,
divisions, or the entire educational system. It is proving the value and merit of the curriculum.
Test findings are the only form of evaluation evidence that will be considered. Since
improvement, not proof, is ultimately the goal of evaluation.

The idea of aligning the curriculum as it is planned, written, and executed serves as the
foundation for curriculum review. It is an attempt to respond to the two major queries:  1. Do
planned events, programs, and courses, as they are formulated and carried out, deliver the
expected results? 2. How may these course curricula be made better?

Consequently, this was really helpful in giving me a clear grasp of curriculum evaluation. This
has also clarified the need for and method of curriculum evaluation. Also, it increased my
understanding of various models for curriculum evaluation.

Going further in this chapter, I have a better understanding of how learning assessments are
used to evaluate the curriculum. have also made a distinction between the levels of assessment
and learning outcomes. A grade-based interpretation of the usefulness of assessment has been
made using the levels of learning outcomes and the suitable assessment techniques.

In the end, I clearly realized that, in accordance with the models put forward by Hilda Taba and
Ralph Tyler, curriculum development concludes with evaluation. However, curriculum
development can also be seen as PIE since it is an ongoing process. Planning, Implementing,
and Evaluating (PIE) is a cycle, therefore after evaluating, the planning process begins once
more.

Chapter 5: Evaluating the

Curriculum
We learned about some curriculum adjustments and improvements in this subject. There is a
need to start improving and reforming the curriculum as the Philippines is able to come to terms
with ASEAN and the rest of the globe. Having a thorough understanding of some of these
innovations is essential for curricular knowers, designers, implementers, and evaluators.

I've discovered that it's critical that curriculum developers improve the curriculum and suggest
curricular innovations in order to adapt to the shifting educational landscape in the nation and
around the globe. It is imperative that we, as teachers and curricularists, are aware of what is
going on and will be happening in the curriculum. Knowing what to expect and being prepared is
essential. Therefore, gaining a comprehensive understanding of the K-12 Basic Education
Curriculum Reform. Just to be updated, as we have our new president and appointed secretary
of education the newly-elect Sarah Duterte-Carpio, there have been circulating reforms and or
scraping the K-12 Curricula as the result of the evaluation wasn’t good enough. So, as a teacher
and curricularist, we should be ready and be informed if this will be implemented or not. 

OBE, on the other hand, was also covered. In the Philippines, higher education now adheres
mostly to the outcomes-based education (OBE) paradigm. All curricula, including those for
teacher education, are based on the idea of OBE when it comes to creating courses, preparing
lessons, instructing, and evaluating student learning. We have the chance to better comprehend
OBE through this study and connect it to the teacher preparation programs.

To sum up, chapter 5 addresses the curriculum reforms enhancement, local and global, as well
as issues and concerns.