The document discusses curriculum and instructional design. It provides definitions of curriculum, including macro and micro curriculum. It also discusses objectives and characteristics of different curriculum models used in the Philippines like the Secondary Education Development Plan curriculum, New Secondary Education Curriculum, Basic Education Curriculum, and Revised Basic Education Curriculum. Instructional design models and theories are also covered, including Gagné's nine events of instruction and the ADDIE model of analyze, design, develop, implement, and evaluate. Learning domains and outcomes based on behaviorism, cognitivism, and constructivism are summarized as well.

2.  The whole body of courses offered
by an educational institution or one of
its branches.
 Any particular body of courses set
for various majors.
 All planned school activities
including courses of study, organized
play, athletics, dramatics, clubs,
and home-room program.

3. “A course of
study offered by a
school”

4.  1.Franklin Bobbit (1876-1956)- presented
curriculum as a science that emphasizes on
students' need.
 2. Werret Charters (1875-1952) -considered
curriculum also as a science which is
based on students' need, and the
teachers plan the activities.

5.  3. William Kilpatrick (1871-1965) - viewed
curriculum as purposeful activities which are
child-centered.
 4. Harold Rugg (1886-1960) - emphasized
social studies in the curriculum and the
teacher plans the lesson in advance.
 5. Hollis Caswell (1901-1989)- sees
curriculum as organized around social
functions of themes, organized knowledge
and earner's interests.

6.  A detailed plan
 The approach in providing learning is
achieved by laying down a detailed plan of
how the different components will achieve
the specified goals.

7.  Curriculum design is an aspect of the
education profession which focuses on
developing curricula for students.
 The practice of organizing curriculum—
activities, environments, goals, knowledge,
student and teacher interests, social
conditions, technologies, and values.

8.  Curriculum designs lend form to, and chart
provisions for, the processes of learning and
teaching and become concrete and
operational at various stages of educational
practice.
 Curriculum designs provide varied qualities
and powers of experience and knowledge.

9. CURRICULUM
Macro Curriculum Micro Curriculum
generic specific
-Has a broad scope.
-It can be termed generic because it
is common to all schools in the
country.
-Macro curriculum is the general
course of studies mandated for
all the Philippine schools. It is
made up of subject areas
required of students to complete
and earn credentials
corresponding to a school level,
for instance, basic education.
-is for a particular school.
-Micro Curriculum is like the specific or
branded versions of the generic
medicine .
- Micro curriculum refers to what
learning expectations schools
include in the prescribed subject
areas.

10.  SEDP Secondary Education Curriculum
Objectives:
 To strengthen the Ministry of Sciences andTechnology Education and
Culture.
 To develop the quality and coverage of basic non-formal education and
secondary education
 Fortify Science andTechnology.
Characteristics:
 “work-oriented”
 More practical arts and vocational course were offered to students.

11.  The Features of 2010 Secondary Education Curriculum
 The 2010 Secondary Education Curriculum has the following
strengths/ advantages:
 It focuses on essential understandings.
 It sets high expectations (standards-based) expressed in terms of
what students should know and the quality of the skills that they are
expected to demonstrate as evidence of learning.
 It is rich and challenging as it provides a personalized approach to
developing the students’ multiple intelligences.
 It develops readiness and passion for work and lifelong learning.

12.  NSECThe New Secondary Education
Curriculum
 Started in S.Y. 1988-1989
Objectives:
 Aims to upgrade secondary education which has been considered as the
weakest link in the school system.
 It strengthen the students’ preparation for work or tertiary education.
Characteristics:
 Cognitive-Affective-Manipulative based consisting of 8 subject areas
such as English, Filipino, Social Studies, PEHM,Values Educ.,
Mathematics, and Science programmed in 40 minutes daily schedule.

13.  BEC Basic Education Curriculum
Objectives:
 Aims to produce more functionally literate students by empowering
them with the life skills.
 Promote ideal teachers hat will perform collaborative teaching and
transcending knowledge in a non-authoritative way of instructing.
Characteristics:
 It has reduced the number of subjects from an average of 8-5 focusing
ENGLISH, SCIENCE, MATH, ENGLISH, and MAKABAYAN subjects that
intend to develop a personal and national identify through adequate
knowledge of Philippine History. (Sec. 3 Article XIV)
 MAKABAYAN instructs complete learning students.
 Will prepare the students for global competitiveness.

14.  RBEC Revised Basic Education Curriculum
 Year 2004 when this BEC curriculum later RBEC was presented to teachers. We were
instructed to implement RBEC with Makabayan subjects and other tool subjects. We were
provided with lesson guides and other materials for the implementation.
When Roco left DepED and other officials take the seat, the DepEd improves the
curriculum. We were instructed to follow teaching methods suited for the curriculum
 The RBEC has been drawn from various studies, particularly that of the Committee on
InformationTechnology, Science and Mathematics, Education andTechnologies. This
committee is under the Presidential Commission on Education Reforms.
Called the laboratory of life, Makabayan will be the practice environment for the tool
subjects. It is designed to help the students develop better interpersonal skills, empathy
will cultures, vocational efficiency and problem-solving and decision-making skills.

15. WHAT IS
K-12?

16. Briefer on the Enhanced K to 12 Basic Education
Program
What is K to 12?
K to 12 means Kindergarten and the 12 years
of elementary and secondary education.
Kindergarten refers to the 5-year old cohort that takes
a standardized kinder curriculum.
Elementary education refers to primary schooling that
involves six or seven years of education
Secondary education refers to high school.

18. Features of K 6-4-2
(1) Kindergarten and 12 years of quality basic education is a right of
every Filipino, therefore they must be and will be provided by
government and will be free.
(2) Those who go through the 12 years cycle will get an elementary
diploma (6 years), a junior high school diploma (4 years), and a senior
high school diploma (2 years). eventually be required for entry into
tertiary level education (entering freshmen by SY 2018-2019 or seven
years from now).
(3) A full 12 years of basic education will eventually be required for entry into
tertiary level education (entering freshmen by SY 2018-2019 or seven years from now).

19. An open and consultative process will be adopted in the
development and implementation of K to 12.
Change is two-fold: (a) curriculum enhancement and (b) transition
management.
What is Senior High School?
2 years of in-depth specialization for students depending on the
occupation/career track they wish to pursue
Skills and competencies relevant to the job market
The 2 years of senior HS intend to provide time for students to
consolidate acquired academic skills and competencies.
The curriculum will allow specializations in Science and
Technology, Music and Arts, Agriculture and Fisheries, Sports,
Business and Entrepreneurship.

20.  The 2010 Secondary EducationCurriculum still patterned the content of the
curriculum to the 2002 Restructured Basic Education Curriculum. It still includes
the five major learning areas:
 1.English
 2.Filipino
 3.Science
 4.Mathematics
 5.Makabayan
 a.Araling Panlipunan
 b.Technology and Livelihood Education
 c.Music,Arts, Physical Education and Health
 d.Edukasyon sa Pagpapahalaga
 TheValues Education (VE) is integrated throughout the different learning areas.

21. Curriculum
Basic Education Curriculum
Philippine Elementary Learning Competencies (PELC)
 The PELC is a listing of expected outcomes in all academic subjects in elementary education.
English
Edukasyong Pagpapakatao
Edukasyon sa Pagpapalakas ng Katawan
Edukasyong Pantahanan at Pangkabuhayan
Filipino
Mathematics
Musika
Science and health
Sining biswal
Sibika at kultura

23.  The act of giving knowledge
 Emphasis is on breaking down the instruction
according to the different learning domains
(CAP) and activities that will promote
learning .

24. ”Phase of curricular process
that is concerned with the
organization of the learners,
the learning environment, and
the experiences of learning in
order to optimize learning
outcomes.”

25.  A detailed plan
 The approach in providing learning is
achieved by laying down a detailed plan of
how the different components will achieve
the specified goals.

26.  Called ISD or Instructional System Design
 The Philosophy, methodology, and approach
used to deliver information.
 The practice of creating instructional
experiences which make the acquisition of
knowledge and skill more efficient effective,
and appealing.

27.  Is the intentional facilitation of learning
toward identified learning goals.
 Instructional Design is the systematic development
of instructional specifications using learning and
instructional theory to ensure the quality of
instruction. It is the entire process of analysis of
learning needs and goals and the development of a
delivery system to meet those needs. It includes
development of instructional materials and
activities; and tryout and evaluation of all
instruction and learner activities.

28.  Instructional Design is the systematic
development of instructional specifications
using learning and instructional theory to
ensure the quality of instruction. It is the
entire process of analysis of learning needs
and goals and the development of a delivery
system to meet those needs. It includes
development of instructional materials and
activities; and tryout and evaluation of all
instruction and learner activities.

30. oCognitivism
oBehaviorism
oConstructivism

33.  Robert Gagné classified the types of learning outcomes.To identify the
types of learning,Gagné asked how learning might be
demonstrated.These can be related to the domains of learning, as
follows:
 Cognitive Domain
Verbal information - is stated
Intellectual skills - label or classify the concepts
Intellectual skills - to apply the rules and principles
Intellectual skills - problem solving allows generating solutions or
procedures
Cognitive strategies - are used for learning
 Affective Domain
Attitudes - are demonstrated by preferring options
 Psychomotor Domain
skills - enable physical performance

34.  According to Gagné, learning occurs in a series of learning events. Each learning event must be
accomplished before the next in order for learning to take place. Similarly, instructional events should
mirror the learning events:
 Gaining attention:To ensure reception of coming instruction, the
teacher gives the learners a stimulus. Before the learners can start to
process any new information, the instructor must gain the attention
of the learners.This might entail using abrupt changes in the
instruction.
 Informing learners of objectives:The teacher tells the learner what
they will be able to do because of the instruction.The teacher
communicates the desired outcome to the group.
 Stimulating recall of prior learning:The teacher asks for recall of
existing relevant knowledge.
 Presenting the stimulus:The teacher gives emphasis to distinctive
features.

35.  Presenting the stimulus:The teacher gives emphasis to
distinctive features.
 Providing learning guidance:The teacher helps the students
in understanding (semantic encoding) by providing
organization and relevance.
 Eliciting performance:The teacher asks the learners to
respond, demonstrating learning.
 Providing feedback:The teacher gives informative feedback
on the learners' performance.
 Assessing performance:The teacher requires more learner
performance, and gives feedback, to reinforce learning.
 Enhancing retention and transfer:The teacher provides
varied practice to generalize the capability.

36.  ADDIE process
 Perhaps the most common model used for
creating instructional materials is theADDIE
Model.This acronym stands for the 5 phases
contained in the model (Analyze, Design,
Develop, Implement, and Evaluate).

37.  Analyze –The first phase of content development begins with Analysis.
Analysis refers to the gathering of information about one’s audience, the
tasks to be completed, and the project’s overall goals.The instructional
designer then classifies the information to make the content more
applicable and successful.
 Design –The second phase is the Design phase. In this phase,
instructional designers begin to create their project. Information
gathered from the analysis phase, in conjunction with the theories and
models of instructional design, is meant to explain how the learning will
be acquired. For example, the design phase begins with writing a
learning objective.Tasks are then identified and broken down to be more
manageable for the designer.The final step determines the kind of
activities required for the audience in order to meet the goals identified
in the Analyze phase.

38.  Develop –The third phase, Development, relates to the creation of the
activities being implemented.This stage is where the blueprints in the
design phase are assembled.
 Implement – After the content is developed, it is then Implemented.This
stage allows the instructional designer to test all materials to identify if
they are functional and appropriate for the intended audience.
 Evaluate –The final phase, Evaluate, ensures the materials achieved the
desired goals.The evaluation phase consists of two parts: formative and
summative assessment.The ADDIE model is an iterative process of
instructional design, meaning at each stage, the designer can assess the
project's elements and revised them if necessary.This process
incorporates formative assessment, while thesummative
assessments contain tests or evaluations created for the content being
implemented.This final phase is vital for the instructional design team
because it provides data used to alter and enhance the design.

39. 2 teach
+ 2 learn
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4 ever