Curriculum Dev't

1. KATRIN B. LUTAO
BSEd 4-N1
REFLECTION ON ACTIVITY 4: TERTIARY EDUCATION CURRICULUM
A. Which of the curriculum designs do you prefer? Why?
Among the curriculum designs, I prefer the Learner-Centered. This design gives prior
importance to the learner as part of the educative process. It acknowledges the learner’s needs,
individual difference, learning styles, multiple intelligences, and development, which drive the
curriculum in crafting its goals, content, experiences, and evaluation for holistic and maximum
learning. It is already proven that learners develop positive attitude towards learning if their
interests are tapped. The learners are the primary clients which the curriculum serves and so it
is just right to have this learner-centered approach in designing the curriculum.
B. If there is a need to modify something in your college curriculum, in what aspects are these?
How?
I would like to give little modifications and or additions to the curriculum content and
experiences found in the syllabus. The lessons cover only poetry and neglect other forms of
writing in prose like short stories, etc. There should be balance between the two. In addition, the
experiences should include writing with the use of different perspectives using inanimate
objects. It can also be that the students would write under varied environments like using of
music, pictures, paintings, actual observations, etc, in which the students’ writings will be rooted.
C. What is the impact of curriculum design in teaching and learning? Will the varied designs
make a difference in the way you will teach or the way can learn? How?
Indeed, the curriculum designs are like frameworks that say much about how the
teaching-learning process would go. In the subject-centered design, the scenario would likely be
my aims as a teacher is to deliver the subject matter with heavy reference to what is in the
textbook. I would be delivering it in a “one approach fits all” manner. On the learner-centered

2. design, the learning process looks like I am using creative teaching methods and differentiated
instruction in order to cater the learners’ varied needs and interests. The learners feel that the
classroom is an avenue for honing and using the skills that they have. Lastly, the problem-centered
design gives the scenario like I include in my teaching real-life situations and problems
which could possibly guide them in living in an upright way and that they will be knowledgeable
in dealing with the complexities of life.
REFLECTION ON ACTIVITY 5: THE CURRICULUM STAKEHOLDERS
The situation given illustrates a conflict between two stakeholders important in the
curriculum implementation. The parents and school administration both have the good intention
of providing a conducive environment for the students. If I were the principal of the school, I
would call for a talk with the parents so as to resolve things and to make an agreement with
them. As the head of the institution, I should first express my apology to them for the
inconvenience and thank them for their efforts in improving the classroom location. Apart from
this, I should make it clear to them that the new classroom location would be equally conducive
to the students and that I will express the school’s purpose for doing plan. Lastly, I would inform
them what will happen to the classroom location that they have invested in. In these ways, the
parents would understand the situation.
I recommend that stakeholders have regular communication so that both cooperate and
establish understanding regarding plans made. Decision-making should also involve other
stakeholders not just the school administration.
REFLECTION ON ACTIVITY 7: CURRICULUM ACCREDITATION
1. Do you think there are advantages of doing a school-based evaluation of a curriculum? Why?
One advantage that I see in a school-based evaluation is that the stakeholders get to
see what aspects of their implemented curriculum are working and what are not. This means a
lot in knowing its effects. In addition, this kind of evaluation is suitable in special circumstances

3. such as in the case of standardized tests because not all teachers are able to cover all lessons
for a period and so it gives them the chance to adjust the requisites of the evaluation with
respect to the matter involved.
2. We often see in school brochures the word ACCREDITED attached to the name. What
benefits will the school derive if its curricular programs are accredited?
I think schools work on having their institutions be accredited for the primary reason of
quality education. Accreditation is the tool used to monitor, assess and evaluate the quality of
education students receive. This attracts stakeholders to enter and engage with the school. It is
somehow a proof of credibility and excellence in teaching and service. Being accredited also
results to financial aid opportunities for the construction of more classrooms, improvement of
facilities, and additional materials. For the graduates, it helps in achieving the workplace they
want to get into as employers prefer those who are from accredited schools. Lastly, the
accreditation process is a way for a school to have a look at the programs’ strength and
weakness for sustainability and improvement.
3. Why is there a need to pilot test, monitor and evaluate curricular programs?
Pilot testing is a process that measures whether a program will be effective and will gain
quality results when fully implemented. It is a way to see the strengths and loop holes of the
curriculum and how they can be addressed. Also, it acts like a signal if the curriculum is to be
implemented with confidence and readiness. Monitoring means being hands-on in implementing
the program to ensure that all components work and function. It allows us to see what aspects
are to be retained, altered, or modified. The evaluation part is making judgments about the
effectivity and quality of the program. This also would earn feedbacks from all stakeholders for
maximum quality of a curricular program. All these three contribute to the success of a program
and to achieving its aims and goals.

4. Bicol University
COLLEGE OF EDUCATION
1st Semester, 2014-2015
Outputs and
Reflections in
Curriculum
Development
Katrin B. Lutao
Divine Grace O. Abainza
Lanie Morga
January B. Merilles
Princess Alpha Viray
BSEd 4-N1

5. Dr. Nestor Mińa
Professor
CONTENTS
Activity 2: The Basic Education Curriculum
Activity 3: Secondary Education Curriculum
Activity 4: Tertiary Education Curriculum
Activity 5: Curriculum Stakeholders
Activity 6: The Role of Technology in Delivering the Curriculum
Activity 7: Curriculum Accreditation
Activity 8: Matching the Intended, Achieved, and Implemented
Curriculum
Individual Reflections