This course outline describes an education course called "The Teacher and the Curriculum". The course focuses on equipping prospective teachers with research-based knowledge about curriculum development and design. It teaches them to plan developmentally sequenced learning programs and identify aligned learning outcomes. Teachers will learn to contextualize, localize and indigenize curricula to make them relevant for diverse learners. The course also covers the teacher's role in managing school curriculum changes. It aims to develop students' skills in areas like curriculum implementation, evaluation, and unpacking curriculum standards. The learning outline lists the units that will be covered over the semester.

2. Educ 109:
The Teacher and
the Curriculum

3. Educ 109:
The Teacher and
the Curriculum

4. COURSE
OUTLINE
This course includes the study of the fundamental research-based
concepts and principles in curriculum and curriculum development as a
foundation to engage prospective teachers as curricularists. It also focuses
on the more active role of the teacher in planning a developmentally-
sequenced teaching-learning process; identifying constructively-aligned
learning outcomes and competencies; contextualizing, localizing and
indigenizing curricula; implementing relevant and responsive learning
programs; and evaluating the curriculum towards its improvement. The
teachers’ individual, collegial and collaborative roles in managing school
curriculum change vis-à-vis various contexts of teaching-learning,
curricular requirements and curricular reforms shall also be given
emphasis.

5. At the end of the semester, the students can:

6. A.Learning Outcomes
1. demonstrate research-based
knowledge of the concepts,
theories and principles in
curriculum and curriculum
development within and/or across
curriculum teaching areas;
At the end of the semester, the students can:

7. A.Learning Outcomes
2. demonstrate skills in designing and
developing constructively-aligned and
developmentally-sequenced learning
programs, experiences and instructional
processes consistent with curricular
needs;
At the end of the semester, the students can:

8. A.Learning Outcomes
3. demonstrate knowledge in
implementing contextualized learning
programs and/or instructional plans
that are relevant and responsive to
the needs of diverse learners;
At the end of the semester, the students can:

9. A.Learning Outcomes
4. demonstrate knowledge of
teaching strategies that are
inclusive of learners from
indigenous groups;
At the end of the semester, the students can:

10. A.Learning Outcomes
5. 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 semester, the students can:

12. LEARNING
OUTLINE

14. Unit I. Understanding
Curriculum
 Definitions
 Conceptions
 Different Types of
Curriculum
 Elements of Curriculum
 Purposes of Curriculum

16. Unit II. Foundations of
Curriculum
 Philosophical Foundations
 Psychological Foundations
 Historical-Sociological
Foundations
 Legal Foundations

18. Unit III. Phases and
Processes of
Curriculum
Development
A. Curriculum
Planning
Curriculum Sources
Curriculum Influences

19. Unit III. Phases and
Processes of Curriculum
Development
B. Curriculum Designs
 Definitions
 Types of Curriculum Designs
 Approaches to Curriculum Design
 Things to Consider in Designing
Curriculum
 Curriculum Design Qualities
 Sequencing Curriculum Content

20. Unit III. Phases and
Processes of Curriculum
Development
C. Curriculum Development
Different Curriculum
Development Models

21. Unit III. Phases and
Processes of Curriculum
Development
D. Curriculum Implementation and Evaluation
1. Implementation
 Curriculum Implementation
 Models of Implementation
 Curriculum Workers
 Levels of Curriculum Implementation
 Things to consider in Implementing the
Curriculum

22. Unit III. Phases and
Processes of Curriculum
Development
2. Evaluation
 Curriculum Evaluation
 Purposes of Curriculum Evaluation
 Curriculum Evaluation in the
Classroom
 Curriculum Evaluation at the School
or School System Level
 Models of Curriculum Evaluation

24. Unit IV. Unpacking of Curriculum
Standards and Competencies
 Definition
 Steps for Unpacking Curriculum
Standards and Competencies
 Other Techniques for Unpacking
Curriculum Standards and
Competencies

26. Unit V. Trends and Issues on
Curriculum & Curriculum Development
A. Researches on Curriculum Development
(local)
Researches on Curriculum
Development (foreign/international)
B. Contextualization of the Curriculum
C. Curriculum Indigenization
D. Curriculum Localization

28. GRADING
SYSTEM

29. GRADING
SYSTEM
WRITTEN WORKS
PERFORMANCE TASKS
MAJOR EXAM

31. THREE TYPES
OF
BUSINESS
ORGANIZATION
S
THREE TYPES
OF
BUSINESS
ORGANIZATION
S
COURSE
REQUIREMENT
S

32. COURSE
REQUIREMENT
S
WRITTEN WORKS
PERFORMANCE TASKS
MAJOR EXAM

33. COURSE
REQUIREMENT
S
WRITTEN WORKS
Written – Quizzes, Long/Unit
Tests, seatwork, individual/group
activities, assignment

34. COURSE
REQUIREMENT
S
PERFORMANCE TASKS
Performance Tasks – Recitation/class
participation, group performances,
reflection/analysis/reaction paper,
individual/group activities/outputs

35. COURSE
REQUIREMENT
S
MAJOR EXAM
Major Examinations – Mid term
and Final examinations

37. POLICIES AND
RULES
• Three late attendance=one absence
• 3 consecutive absences=drop
• Special quiz can only be given to students with valid
reason of absence. Can only be taken until next
meeting.
• Late submission of requirement/s is not allowed.
Follow the format required.
• Incomplete uniform=absent

38. THANK YOU