Philippine Normal University Visayas

The National Center for Teacher Education

FACULTY OF TEACHER DEVELOPMENT

OBGTEC COURSE SYLLABUS

PNU Philosophy Education for personal renewal and social transformation

PNU VISION A leading future-ready teacher Education University responsive to national and global
development goals and directions.

PNU Mission Philippine Normal University is committed to lead innovative, responsive and sustainable teacher
education programs that set the standards of future-ready teachers and education leaders.

PNU Quality Policy As the National Center for Teacher Education, the Philippine Normal University commits to
provide inclusive, innovative, impactful, and sustainable teacher education programs that produce
future-ready teachers and education leaders imbued with the values of truth, excellence, and
service. Furthermore, PNU shall ensure the continual improvement of its Quality Management
System through compliance with International Quality Standards and statutory and regulatory
requirements.
PNU shall achieve these commitments through its core functions of instruction, research,
extension and production.
PNU Visayas PNU Visayas as the Environment and Green Technology Education Hub commits to the protection
Environmental Policy and preservation of the environment and promotion of the renewable resources and clean energy
Statement technologies through education. The Campus further commits to integrate environmental
(ISO 14001:2015) management into its operational and decision- making processes, curricular programs, co-
curricular activities, research and extension endeavors through compliance with International
Environment Standards.
FTD Goals The Faculty of Teacher Development promotes the University’s mission of nurturing innovative
teachers and educational leaders. It is committed to:
1. Providing the best teacher preparation and development training to produce teachers
who are strong in content, grounded in the discipline and possess the technological and
pedagogical knowledge to effectively teach and lead in the on-going educational
reforms at all levels of education;
2. Promoting quality instruction by ensuring a strong philosophical and conceptual
foundations for the teacher education curriculum programs to develop graduates with
the following qualities: humane and ethical educated person, reflective and responsive
specialist, critical and creative technology expert and transformative educator;
3. Advancing research in education by providing opportunities to students and faculty
members of the College to conduct research to produce and construct knowledge about
teaching- learning, reflect and make meaningful connections between theory and
practice, solve problems and locate opportunities for strategic actions; and
4. Promoting a culture of sharing by extending scholarship and expertise to other
educational institutions and agencies and establishing partnerships with communities and
organizations involved in education.
Course Number PROF ED 06
Course Title The Teacher and the School Curriculum
Course Prerequisite The Teaching Profession, Psychology of Learners, Theories of Learning
Course Description This course introduces pre-service teachers to the fundamental concepts,
principles and differing views on curriculum development process. Emphasis will be
given on the role of the teachers as curricularists in planning, designing,
implementing, and evaluating school curriculum so that they will be able to interact
meaningfully with the national and local curriculum requirements. In this course,
students will be able to translate curriculum content into learning activities relevant
to the learners as well as manage curriculum change and reforms vis-a-vis various
context of teaching and learning. In the end, the students are expected to review,
analyze and critique existing curriculum for possible improvement/enhancement.
Program The Professional Education courses are expected to develop competent teachers who
Specialization demonstrate the following:
Outcomes 1. Apply developmentally appropriate and meaningful pedagogy grounded on content
knowledge and current research;

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2. Critical understanding of the application of theories and principles to teaching-learning

founded on sound educational philosophy;
3. Establish learning environments that are safe, secure, and are responsive to learner
diversity and effectively manage behavior of learners coming from diverse backgrounds;
4. Are reflective teachers who continually improve their teaching practice, value professional
growth and active professional engagement;
5. Deep understanding of the curriculum and are able to translate them into relevant
learning activities by applying professional knowledge in planning and designing learning
activities;
6. Apply variety of assessment tools and strategies in monitoring, evaluating, documenting
and reporting learners’ progress and achievement; and
7. Able to establish community-school partnership and community’s engagement in educative
process.
EGTE, GAD, GCED In addition to the PNU OBTEC outcomes, the Green OBTEC will develop or produce environmentally
Integrations responsive graduate possessing:
1. Deep awareness and understanding of the science of environment and human systems
2. Infusing environmental principle like “Everything changes” in adopting new methodologies and
strategies in teaching as in online teaching

Integrating peace education and the principles of inclusivity in the preparation and choosing of topics

Embedding gender awareness in every aspects of the teaching and learning concepts delivery .

Course Content
Sessi Instructional Delivery Design
Content
on Independent Flexible Learning Activities
Course Learning (preferably with Assessmen
No./ Face-to-Face Study/Flexible
Outcomes focusing/essential t
Dura Activities Learning Synchrono Asynchrono
questions)
tion Activities us us
Course Orientation Presentation
1  What is the course about? and
 What are its purposes? Why should it be discussion by
studied? the course
 What learning evidences are expected from professor
the students of this course? Not Applicable Not
 How will performances be rated? Applicable
 PNU Visayas, the EGTE Hub and the
Environmental principles.
 We can count on Trees, Care for the
environment Singing with
song
interpretation

UNIT 1 NATURE & PURPOSE OF CURRICULUM

Essential Question:
1. Why the need for a curriculum?
2. How do you see the teacher in the curriculum?

Explain the nature of Changing Concepts,   A personal

2-3 curriculum and other Nature, Purpose 3 sessions for statement
related concepts and Types of face-to-face /concept
Define curriculum Curriculum interaction on
operationally (Integration of using the curriculu
Elucidate the Environmental following: m and the
significance of the Principles: PPT aided role of
Everything Read the the
curriculum and the Lecture-
Changes, All Forms article “The teacher as
role of the teacher as discussion
of Life are Saber-tooth curriculari
curricularist with small
Important) Curriculum” st
group activity
Collaborative
Learning Individual
 Graphic paper
Organizer output on
 Reflection the Saber-
Writing tooth
curriculu
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Sessi Instructional Delivery Design

Content
on Independent Flexible Learning Activities
Course Learning (preferably with Assessmen
No./ Face-to-Face Study/Flexible
Outcomes focusing/essential t
Dura Activities Learning Synchrono Asynchrono
questions)
tion Activities us us
m

Group
output
(Graphic
organizer,
small
group
activity)

Short quiz

UNIT 2 CURRICULAR FOUNDATIONS

Essential Question:
1. What influences curriculum development?
2. What curricular directions maybe expected in the future?

4-6 Explain how Group

Major Foundations
philosophical and discussion of Online search  Concept
of Curriculum
psychological school pre-assigned for map
of thought influence I. Philosophical topics information  Accomplis
the curriculum and Foundations related to the hed
applied in the (perennialism, Small group assigned matrix
classroom essentialism, activities topics for  Short quiz
progressivism and (Think-pair- discussion
7-8 reconstructionism)
Examine how history share,
and society influenced II. Psychological concept
curriculum Foundations mapping, Reflection
(behaviourism, matrix Paper on
Decide how curriculum cognitivism, making) Video clip on the video
can be made relevant constructivism, and Six blind clip
to today’s societal humanism) men and an
conditions Video clips on elephant
(environmental issues III. Historical global and
and problems, gender Foundations local issues
and development
issues, GCED) IV. Socio-cultural
Foundations
Short
essay on
making
the
curriculu
Film Viewing m
(e.g., “Dead relevant
Poets’ (knowled
Society”, ge, skills
“MuntingTi and
nig”, values
“Mona that are
Lisa’s most
Smile”) worth)

UNIT 3 CURRICULUM APPROACHES

Essential Question:
1. What approaches are generally used in curriculum development?
2. Which approach is most appropriate given a particular context?
Group
Compare the I.    A
9 discussion of
strengths/weakness Technical/Scienti ccomplish
pre-assigned
advantages and fic Approach ed matrix
topics
challenges that may be
brought about by the II.
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Sessi Instructional Delivery Design

Content
on Independent Flexible Learning Activities
Course Learning (preferably with Assessmen
No./ Face-to-Face Study/Flexible
Outcomes focusing/essential t
Dura Activities Learning Synchrono Asynchrono
questions)
tion Activities us us
Non-technical/Non- Comparative
different approaches
scientific Approach matrix of
Suggest an approach two
that may address a approaches
particular context
UNIT 4 CURRICULUM DESIGN
Essential Question:
1. What should be considered in designing a curriculum?
2. Which design is most appropriate given a particular context?
3.
Discuss and explain the I. Components of  Lecture -    Short
components and Curriculum discussion quiz
10-12 qualities of curriculum Design of pre- Online search  Think-
design assigned for pair-
Differentiate the II. Sources and topics information share
different Organizational related to the output
tyes/approaches to Dimensions of  Small group assigned
curriculum design Curriculum activities topics for  Concep
 Identify the best design Design (Think- discussion t map
given a particular pair-share,
context III. Qualities of concept  Accom
 Discuss the role of the Curriculum mapping, plished
teacher as curriculum Design matrix Matrix
designer making)
IV.
Types/Approaches  Video clips “A
to Japanese  Reflecti
Curriculum Method to on
Design Develop Paper
Creativity
V. The Teacher as in
Curricularist Kids./This
is Britain –
School”

13 MID-TERM EXAMINATION
UNIT 5 CURRICULUM PLANNING
Essential Question: How are curriculum planned and designed?

 Identify factors which I. Curriculum  Lecture Active

must be considered Development and Discussion class
in planning and Planning on participati
developing a assigned on
curriculum topics
 Explain the different II. Models of
models of curriculum Curriculum  Matrix making Environmental
development and Development (common scanning Completed
planning grounds (adopted Matrix
 Discuss the role of and community)
various sectors in uniquenes
curriculum s of each
III. Participants in
development and model)
Curriculum Buzz
planning with  Buzz session
Development and session
emphasis on the role on the role
Planning output
of teachers of various
sectors in
 Conduct environmental Paper
curriculum
scanning as input to output on
developme
curriculum environme
nt
development and ntal
planning (with scanning
integration of Gender
and Development,

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Sessi Instructional Delivery Design

Content
on Independent Flexible Learning Activities
Course Learning (preferably with Assessmen
No./ Face-to-Face Study/Flexible
Outcomes focusing/essential t
Dura Activities Learning Synchrono Asynchrono
questions)
tion Activities us us
Environment and
Green Technology
Education and Global
Citizenship Education
concepts and
themes)
UNIT 6 CURRICULUM IMPLEMENTATION
Essential Question: How can curriculum be successfully implemented?

 Explain the factors that Curriculum

influence curriculum Implementation  Lecture  Completed
implementation and Its Discussion Matrix
Approaches on Research
 Discuss the role of the assigned Article on
teacher as Factors Influencing topics Curriculum Summary
curriculum Curriculum Implementa of
implementors Implementation  Matrix making tion Research
(common Finding in
 Identify challenges in grounds Interview Tabular
curriculum Curriculum and teachers as form
implementation implementation uniquenes Curriculum
in the Classroom s of each implemente
model) rs Interview
Results
 Research
finding
presentati
on

UNIT 7 CURRICULUM EVALUATION

Essential Question: How can the merit and worth of curriculum be determined?

 Demonstrate concrete What, why and

9-11 understanding of how of Curriculum  Lecture  Classroom
the concepts Evaluation Discussion Observatio Filled-up
related to on n on matrix
curriculum assigned Curriculum
evaluation Models of topics Evaluation
 Identify appropriate Curriculum Observatio
evaluation tools to Evaluation  Matrix making  Interview n results
be used in various (common teachers as
context grounds Curriculum
Curriculum Change Interview
 Justify the need for and Evaluators
and Innovation result
change or uniquenes and
innovation in the s of each Innovators
curriculum’ The K to 12 and the model)
 Innovations in the Outcomes-Based
Basic Education and Teacher Education
Teacher Education Curriculum
Curriculum
 Discuss the role of the
teacher as The Teacher as
curriculum Curriculum
evaluators and Evaluator and
innovator Innovator

FINAL EXAMINATIONS

12

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Sources of Information

Course Textbooks
References
Bago, Adelaida. 2011. Curriculum Development (Philippine Setting). De La Salle University Press.

Baunzon, Priscillano T. 2009. Foundations of Curriculum Development and Management.

Manila:National Bookstore

Bilbao, Purita B., Filomena T. Dayagbil & Brenda B. Corpuz. 2014. Curriculum Development for Teachers.
Quezon City: Lorimar Publishing, Inc.

Bueno, David C. 2016. Fundamentals of Curriculum Theory and Development (A Modular Approach).
Quezon City: Great Books Traiding

Orstein, Allan and Francis Hunkins. 2018. Curriculum Foundations, Principles & Issues. England:Pearson
Education Limited

Pawilen, Greg Tabios. 2015. Curriculum Deevelopment A Guide for Teachers and Students. 1 st Ed.
Manila:Rex Book Store

Villena, Danilo K., Emerita Reyes and Erlinda Dizon. 2015. Curriculum Development. Quezon City: Adriana
Publishing Company, Inc.

Online Sources
A Japanese Method to Develop Creativity in Kids.
https://www.youtube.com/watch?v=kXnugJEcVE8

Constructivism in the Classsroom. https://www.youtube.com/watch?v=EWKyGa5emwQ

The Saber-Tooth Curriculum.

https://users.ugent.be/~mvalcke/OWK_1415/toetsing/thesabertoothcurriculumshor.pdf

This is Britain – School. https://www.youtube.com/watch?v=yMUJKH1fFF0

What are the world’s biggest problems. https://www.youtube.com/watch?v=YY9nxG2ZQ7w

World Education Issues: A Guide to Global Issues

https://www.youtube.com/watch?v=qX_O4EuP7-g

Performance
Indicator and
Course Performance Indicator Evidence of Performance Performance Standard
Evidence of
Performance
Explain the nature of curriculum and other A personal Rubrics for Evaluating a
related concepts statement/concept on Summary
Define curriculum operationally curriculum and the Grid/Matrix/Graphic
Elucidate the significance of the curriculum role of the teacher as Organizer
and the role of the teacher as curricularist curricularist  Completeness of Ideas
Individual paper output  Consistency of concepts
 Brevity of language
on the Saber-tooth
curriculum
Participation Rubrics
Graphic organizer  Listening Skills
Explain how philosophical and psychological Think-Pair-Share Output  Openness to others’ ideas
school of thought influence the Concept map  Preparation
curriculum and applied in the classroom Accomplished matrix  Contribution
Examine how history and society influenced  Reflection Paper  Leadership
curriculum Short essay
Decide how curriculum can be made Essay Rubric:
relevant to today’s societal conditions  Completeness of content
(environmental issues and problems,  Analysis of the issue
gender and development issues, civic  Organization
citizenship)
Compare the strengths/weakness Reflection Paper Rubric
Accomplished matrix
 Self-directed presentation
advantages and challenges that may be
brought about by the different  Language/Grammar
 Organization
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Performance
Indicator and
Course Performance Indicator Evidence of Performance Performance Standard
Evidence of
Performance
approaches  Sincerity
 Suggest an approach that may address a
particular context Rubric for Class/Oral
 Discuss and explain the components and qualities of
Presentation
Short quiz
curriculum design Organization
Think-pair-share output
 Differentiate the different tyes/approaches to Content
Concept map
curriculum design Presentation
 Identify the best design given a particular context Accomplished Matrix
 Discuss the role of the teacher as curriculum Reflection Paper
Rubric for Group Output
designer Collaboration
 Identify factors which must be considered in Active class participation Organization
planning and developing a curriculum Content
Completed Matrix
 Explain the different models of curriculum Presentation
development and planning Buzz session output
Timeliness
 Discuss the role of various sectors in curriculum Paper output on
development and planning with emphasis on the environmental
role of teachers
scanning
 Conduct environmental scanning as input to
curriculum development and planning (with
integration of Gender and Development,
Environment and Green Technology Education
and Global Citizenship Education concepts and
themes)
Explain the factors that influence curriculum Completed Matrix
implementation Summary of Research
Discuss the role of the teacher as curriculum Finding in Tabular form
implementors with short reflection
Interview Results and
Identify challenges in curriculum Presentation
implementation

Demonstrate concrete understanding of the Filled-up matrix

concepts related to curriculum evaluation Observation results
Identify appropriate evaluation tools to be Interview result and
used in various context presentation
Justify the need for change or innovation in
the curriculum’
Innovations in the Basic Education and
Teacher Education Curriculum
Discuss the role of the teacher as curriculum
evaluators and innovator

Grading Examination - 30% 

System Output (Activity sheet, reflection) – 30%
Class Participation - 20 %
Quizzes - 20%
 TOTAL 100%

a. Attendance
Course
Policies  Attendance during the online synchronous activities would be considered when rating class
participation so, it will be monitored religiously.

b. Examination
 All examinations and quizzes will be done using the Goggle Quiz and be submitted to the Goggle
Classroom.
 Output instructions will be given through Goggle Assignment and must be submitted in the same
platform. In case of difficulty, Messenger will be utilized in the submission.
C. Communication
 Every member of the class must also be a member of the Class Group Chat for easy

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Performance
Indicator and
Course Performance Indicator Evidence of Performance Performance Standard
Evidence of
Performance
communication.
D. Late Submission of outputs will still be accepted, but the final deadline for all outputs after the term
ends will be strictly implemented.
Consultation Every Tuesday, 4:30 – 5:30
Period By Messenger, Phone: 09198241, email: [email protected]

Prepared by: Approved by:

JUDITH P. RECAIDO MARIA FATIMA C. PERALES

Subject Teacher Associate Dean

GLICERIA ARLYN G. GARANCHO

Dean for Academics and EGTE

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Reference Code:PNU-MN-2016-UCM-FM-002 Effectivity Date: June 2018

Revision: 000