Obtlp TTTSC
Obtlp TTTSC
Obtlp TTTSC
UNIVERSITY
Owned and operated by the City Government of Urdaneta
TEACHER EDUCATION
OBJECTIVES
1. To provide professional, technical, and expert instruction in arts, sciences, humanities, and technology.
2. To conduct systematic investigations geared toward the establishment and discovery of novel facts, solve
present or existing problems, provide new ideas or develop new theories, satisfy curiosity, and mastery of
nature.
3. To establish sustainable livelihood projects that will uplift the quality of life of the members of the
community, and to expand transnational collaborations that will have socio-economic benefits to the present
and future generations.
Integrity Competence
True UCUians imbued with the spirit of nobility live their lives guided by the Passion for excellence drives noble persons to shine in their chosen craft.
ideals of honesty and authenticity. Their words and actions consistently reveal their They do not settle for mediocrity, and capacitate themselves with the requisite
commitment to decency and honor. They pursue the path of truth even if this were know-how and skills to establish their expertise and credibility in their discipline.
the less popular choice. They continue the pioneering character of Dr. Pedro Orata by spearheading
innovations while building on traditions of excellence.
Teamwork Transcendence
The spirit of nobility moves UCUians to cooperate with other members of the Noble UCUians are selfless stewards of goodness and compassion to their
university in realizing a common goal. With humility, they accept that each fellow human beings, to the school, to the community, and to those in need—
member of the UCU community brings his or her own capabilities to actualize the prioritizing the cause of others before theirs, willing to accept, do, and get the
university’s vision. Noble UCUians seek and pursue to achieve unity in any area or job done without expecting recompense. Going beyond self-actualization, they
situation, understanding that the best outcomes almost always happen in the spirit aim to reach their full potential to best serve noble causes beyond the self.
of cooperation.
1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts
2. Demonstrate mastery of subject matter/discipline
3. Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities
4. Pursue life-long learning for personal and professional growth through varied experiential and field- based opportunities
Course Information
Course Title: The Teacher and the School Curriculum Course Credit: 3 units (18 weeks, 54 hours)
Course Code: E149, E159,185, E229, E242, E176,E287, E239, E291,E259,E193,E169,E276,E210,E307 Prerequisite:
Instructor’s Information
Course Description
This course includes the study of the fundamental research-based concepts and Ma. Crisila G. Brutas Arlene M. Jugal
principles in curriculum and curriculum development as a foundation to engage 09814640732 09156051740
prospective teachers as curricularists. It also focuses on the more active role of the [email protected] [email protected]
teacher in planning a developmentally-sequenced teaching-learning process;
identifying constructively-aligned learning outcomes and competencies; Russel V. Santos Maricris A. Serquillos
contextualizing, localizing and indigenizing curricula; implementing relevant and 09685157374 09168550318
responsive learning programs; and evaluating the curriculum towards its improvement. [email protected] [email protected]
The teachers’ individual, collegial and collaborative roles in managing school
curriculum change vis-à-vis various contexts of teaching-learning, curricular Rogelio Y. Sibayan,Jr. Anilyn M. Tabara
requirements and curricular reforms shall also be given emphasis. 09667185591 09175064075
[email protected] [email protected]
Consultation schedule
8:00-5:00 Friday
At the end of the course, the pre-service teachers should be able to:
a. demonstrate research-based knowledge of the concepts, theories and principles in curriculum and curriculum development within and/or across curriculum
teaching areas;
b. demonstrate skills in designing and developing constructively-aligned and developmentally-sequenced learning programs, experiences and instructional
processes consistent with curricular needs;
c. demonstrate knowledge in implementing contextualized learning programs and/or instructional plans that are relevant and responsive to the needs of diverse
learners;
d. demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups;
e. demonstrate skills in the selection and use of tools appropriate for monitoring, critiquing and assessing instructional plans; and seek advice concerning strategies
that can enrich teaching practice
At the end of the lesson, the students are expected to: Lesson 1.1 The curricula in School Interactive lecture Reflection
a. discuss the different curricula that exists in the school
b. analyze the significance of curriculum and curriculum
1.5 hour development in the teacher’s classroom
Research
At the end of the lesson, the students are expected to: Lesson 1.2 The Teacher as a Small group discussion; Quiz, Let-like test
1.5 hour enhance understanding of the role of the teacher as a Curricularist reflection journal
Curricularist in the classroom and school
CHAPTER 1 MODULE 2 THE TEACHER AS KNOWER OF CURRICULUM
At the end of the lesson the students are expected to; Lesson 2.1 Approaches to the Interactive lecture: Quiz, power point presentation
describe the different approaches to school curriculum School Curriculum Metaphoric thinking Let-like test
explain by examples how the approaches clarify the
definition of curriculum
eflect on how the three approaches interrelate with each
1 hour other
explain and summarize the curriculum development Lesson 2.3 Curriculum Small group discussion Quiz
2 hours process and models Development: Processes and Let-like test;
models Reflection journal
describe foundations of curriculum development Lessons 2.4 Foundations of Small group discussion; case Observation Notes of a selected
3 hours explain how each foundation influences the curriculum curriculum
study interactive lecture; school as a case; LET-like test;
development reflection reflection journal
CHAPTER 2 DESIGNING THE CURRICULUM MODULE 3 THE TEACHER AS CURRICULUM DESIGNER
Identify the fundamentals of curriculum designing Lesson 3.1 Fundamentals of Group Discussion; Interactive Quiz
3 hours Appreciate the task of designing a curriculum Curriculum Design lecture
Identify some familiar curriculum designs Lesson 3.2 Approaches of PowerPoint presentation Text of power point
Analyze the approaches in the light of how these are applied in Curriculum Design
2 hours the school setting Interactive lecture Quiz
Define curriculum mapping and curriculum quality audit Lesson 3.3 Curriculum Mapping Interactive lecture; video Quiz
Explain the benefits of curriculum mapping and curriculum and Curriculum Quality Audit presentation of the 3 types of
3 hours quality audit leadership; small group Reflection Journal, LET-like test,
Familiarize oneself of some examples of curriculum maps discussion; research reflection. research output
PRELIM EXAMINATION
CHAPTER 3 IMPLEMENTING THE CURRICULUM MODULE 4THE TEACHER AS A CURRICULUM IMPLEMETOR AND A MANAGER
Define curriculum implementation Lesson 4.1 Implementing the Lecturette, small group Comic strip; reflection journal;
1 hour Analyze what is change process in curriculum implementation Designed Curriculum as a Change discussion, comic strip making, research output
Explain the process of curriculum implementation Process simulation research
Review the components of a daily plan for teaching Lesson 4.2 Implementing a Lecturette, small group LET-like test
4 hours Identify intended learning outcomes curriculum Daily in the Classroom discussion, comic strip making,
Match learning outcomes with appropriate teaching methods simulation research Research output
Discuss the roles of technology in curriculum delivery Lesson 4.3 The Role of Small group discussions; LET-like test ; reflection journal
2 hours Identify factors in technology selection including the use of Technology in Delivering the interactive lecture
visual aids Curriculum
Reflection
Identify stakeholders of the curriculum Lesson 4.4 Stakeholders in Skit; interactive lecture; power LET-like test; reflection journal
2 hours Enumerate the role of each stakeholder Curriculum Implementation point presentation;
Performance test kit
CHAPTER 4 EVALUATING THE CURRICULUM MODULE 5 CURRICULUM EVALUATION AND THE TEACHER
Acquire clear understanding of what curriculum evaluation is Lesson 5.1 What, Why and How to Interactive lecture; video Reflection Journal
Explain the need to evaluate the curriculum and how it’s being Evaluate a Curriculum viewing
2 hours done
Expand knowledge about different curriculum evaluation
models
Explain how curriculum can be evaluated through the Lesson 5.2 Curriculum Evaluation Interactive lecture: Quiz, power point presentation
assessment of learning outcomes Through Learning Assessment Metaphoric thinking Let-like test
5 hours Identify levels of learning outcomes vis a vis levels of
assessment
Match levels of learning outcomes with appropriate assessment
tools
Interpret the value of assessment in terms of grades assigned
Analyze the relationship between planning and implementing in Lesson 5.3 Planning, Small group discussion Quiz
curriculum development Implementing and Evaluating:
2 hours Explain the connection of curriculum implementation and Understanding the Connections Let-like test;
evaluation
Discuss the interrelatedness of curriculum evaluation and Reflection journal
curriculum planning
Interpret the overall relationships of planning, implementing and
evaluating in curriculum development
MIDTERM EXAMINATION
CHAPTER 5 CURRICULUM DEVELOPMENT REFORMS AND ENHANCEMENT MODULE 6 GEARING UP FOR THE FUTURE; CURRICULUM REFORMS
5 hours Gain comprehensive understanding of the K to 12 Basic Lesson 6.1 Reforms for Basic Small group discussion; case Observation Notes of a selected
Education Curriculum Education Curriculum study interactive lecture; school as a case; LET-like test;
reflection reflection journal
MODULE 7. CURRICULAR REFORMS IN TEACHER EDUCATION
Define what is outcome-based education as this apply to teacher Lesson 7.1 Outcome-Based Reading of sample policies Graded simulation: LET like test;
education Education for Teacher Preparation followed by small group results of interview, reflection
3 hours Analyze the four principles in outcome-based education Curriculum discussion; simulation,interview journal
Describe how teaching and learning relate to OBE of a school head; reflection
Explain how the achieved learning outcomes will be assessed
Summarize the prospective teacher’s roles and responsibilities
in the implementation of the outcome-based education
Identify the desired outcomes in terms of competencies of the Lesson 7.2 Enhanced Teacher Small group discussion; Quiz, Let-like test
new teacher education curricula Education Curriculum Anchored reflection journal
Be familiar with the degree programs, the contents, the delivery on Outcome-Based Education
3 hours modes and the assessments in the new teacher education
program
Analyze the new teacher education curricula in the context of
outcome-based education
Reflect on the pre-service teacher’s preparation to become
highly qualified global teachers
MODULE 8 CURRICULAR LANDSCAPE IN THE 21ST Century
Describe the curricular landscapes of the 21 century classrooms Lesson 8.1 The 21st Century
st
Small group discussion; Written work
Identify the 21st century skills to be developed in the curriculum Curricular Landscape in the interactive lecture
1.5 hours Classrooms
Explain the education 4.0 in the school curriculum Lesson 8.2 Education 4.0 in the Interactive lecture; small group Observation Notes of a selected
1.5 hours Discuss ways of implementing Education 4.0 School Curriculum discussion; news article analysis school as a case; LET-like test;
research; reflection activity reflection journal
Explain the curriculum changes introduced in the basic Lesson 8.3 Curricular Modification
education to address learning-related problems brought about by in Basic Education During and Written work; LET-like test items
2 hours the pandemic Post Pandemic Lecturette
Identify the different modes of teaching delivery during and post
Covid 19 pandemic
Identify the implications of the occurrence of COVID 19 Lesson 8.4 Curriculum Response Action song, Small group Quiz, LET-like test items
pandemic to teacher education curriculum of Higher Education for Teacher discussion; Lecturette; research
2 hours Propose adjustments to the curriculum during a pandemic Education Amid the Pandemic and Reflection paper research output
Identify ways and means to address the curriculum vis-à-vis the Beyond
situation that prevails during the pandemic
FINAL EXAMINATION
POLICY ON ATTENDANCE
1. In view of the challenges brought about by the COVID-19 pandemic on the educational landscape, the university is modifying its policy on
attendance for this semester.
2. Every student is required to attend his classes for every week of the course.
3. For online-based mode of learning, the student attendance shall be monitored based on learner’s participation in an interactive online study group
or discussion prompt, student’s submission of outputs (assignments, activities, exams and quizzes), or a documentation showing that the student
initiated contact with a faculty member to ask a question about an academic subject related to the course.
4. For correspondence-based mode of learning, the student attendance shall be monitored based on learner’s accomplishment of outputs
(assignments, activities, exams and quizzes), or a documentation showing that the student initiated contact with a faculty member to ask a
References Aldinger, Cynthia (2015). Life is the Curriculum. Create Space Independent Pub. Bago, Adelaida L. (2008). Curriculum Development: the Philippine
Experience. 2008 Estes (2015). Instruction: a models approach. 7th ed. Pearson (D). Flinder. (2012). The curriculum studies reader, 4th ed. Routledge.
Glatthorn, Allan. (2012). Curriculum leadership: strategies for development and implementation. Thousand Oaks, California: SAGE Publications.
Henderson, (2014). Reconceptualizing curriculum development: inspiring and informing action. Routledge. Helbowitsh, Peter S. (2013). Basic Principles of
Curriculum and instruction. Chicago. The University of Chicago Press. Lemlech, Johanna Kasin. (2010). Curriculum and Instructional Methods for the
Elementary and Middle School. Allyn and Bacon. Marsh, Colin, J. (2004). Key concepts for Understanding Curriculum. Oxon. Routledge Falmer. Milman
(2013). Teaching Models: designing instructions for 21st Century learners. Pearson Education. Ornstein (2016). Curriculum: foundations, principles, and
issues with enhanced Pearson e-text access. Pearson Education.S; Slattery, 2012. Curriculum development in the postmodern era: teaching and learning
in the age of accountability. http://www.khayma.com/muhannad/Dr%20Amer%20lectures/curiculum%20lectures%20en/curriculum%20concepts
%20nature%20and%20purposes.pdf
MARICRIS A. SERQUILLOS
HILARION V. OLIMPO, MAEd,MPES
ANILYN M. TABARA Program Head, Culture, Arts and
Instructors Physical Education Department