Activity 1. Write your personal definition of curriculum.

Explain your definition

Curriculum, as I see it, addresses the ethical, moral, intellectual, emotional, and
psychological needs of the learner so that he will become the embodiment of a productive
citizen who participates in transforming his community and country towards development. In
this way, he does not only contribute to local or national development but also share his
knowledge and skills internationally to make the world a better place to live in now and in the
future.

Essentially, the learner is a social being. His maturity is ineluctable, but he must mature
in a positive way. This is what education is all about. The curriculum is the tool to make
education mold him into a worthwhile being, capable of creating favorable contribution not
only to his family but also to his community and country as well.

The learner is also a universal being. Thus, the excellent ideas, intent and deeds that he
has could possibly transcend beyond his country.

Activity 2. Browse the Internet and check some examples of an ideal curriculum suggested by
professional organizations. List the examples below.

It appears that there is no definite agreement as to what an ideal curriculum is all about.
The emphasis depends on what the educational institution wants to stand for. I would list down
the various curricula available based on orientation or approaches:

Psychological classification curriculum:

1. Social
2. Information Processing
3. Personalist
4. Behavioral

Divisions of curricular orientation

1. Child-centered
2. Society-centered
3. Knowledge-centered
4. Eclectic (a combination of various orientations)

Philosophical classification curriculum

1. Idealism
2. Realism
3. Perennialism
4. Essentialism
5. Existentialism
6. Constructivism
 7. Recontructivism

The different types of curricula in use today include the following overt, explicit or
written; societal; hidden or covert; null; phantom; concomitant; rhetorical; curriculum-in-use;
received curriculum; internal curriculum; and electronic curriculum.

Reference: http://thesecondprinciple.com/instructional-design/types-of-curriculum/ (retrieved

on May 29, 2017)

Activity 3. What are the benefits and possible pitfalls of having an official curriculum
prescribed to all schools?

The palpable benefit is that schools would no longer take pains in creating or crafting
their own curriculum. The Department of Education (DepEd) usually provides the minimum
requirements for schools to follow insofar as the basic courses or subjects are concerned.
DepEd Type II accreditation gives some latitude to the schools to come up with their own
curriculum without the approval of the DepEd provided they meet the minimum requirements
imposed by DepEd.

The pitfall in subscribing to official curriculum is that it stunts creativity. The schools
must be able to define their own philosophy and ideals; from there, they can develop
curriculum that will enliven or put into life what they want their schools to become and
represent. This is next to impossible if schools would simply adapt the official curriculum.

Activity 4. Discuss the roles of teachers and other curriculum workers in ensuring the success
of the implemented curriculum.

The teachers are the main prime movers of the curriculum. They essentially implement

Activity 5. List examples of a null or censored curriculum.

Activity 6. List examples of hidden curriculum.

Hidden curricula are lessons that are taught informally. In a sense, it is an implied or
unintentional learning. It is an institution-based rather than teacher-based. It generally depends
on what the leaders of the institution wants their school to be known for. Representative
examples are as follows:

1. Honesty a reward is given to students who return lost items, a manifestation that the
institution values honesty.
 2. Cooperation choosing compliance rather than belligerence; working in group is
emphasized
3. Hardwork success is usually associated with this value
4. Exercising restraint implied training for self-control
5. Allegiance to teachers or higher-ups fosters loyalty and obedience
6. Punctuality and attendance emphasizing the value of time
7. Completing work one must finish what he/she has started

Activity 7. Examine a philosophy of a particular curriculum. Analyze what curriculum

conception it is leaning to. Write your analysis below.

I had the opportunity to interview the principal of the University Science High School
(USHS). USHS is subsumed to the philosophy, vision, and mission of the Central Luzon State
University where USHS is located. As a science high school, its philosophy, vision and mission
are encapsulated in producing competent and productive individuals who, in whatever field
they choose, will be of service to their community and country through their research outputs
that are beneficial to the public.

The USHS curriculum, therefore, mandates each student from Grade 7 to Grade 10 to
produce an annual investigative report in the field of agriculture, medicine (plant), physics and
chemistry to name a few. This unique annual activity of each student in USHS reinforces the
common philosophy of CLSU and USHS.

Activity 8. Obtain a copy of the following elements of the curriculum intent of a specific
school. Analyze the relationship among these elements.

The USHS, being a science high school, is heavily leaning towards teaching their students the
rudiments and essential components of conducting research, and how this knowledge is
applied in their annual activities. The relationship among the aims, goals, and objectives are
depicted in this manner.

Curriculum Aims: Students will understand and become proficient in identifying the different
components of a full-blown research activity/proposal.

Curriculum Goals: Students will be able to identify and enumerate the various parameters that
make each research component a valid one.

Curriculum Objectives:
1. Student will be able to critique the research proposals of his/her classmates. (Cognitive)
2. Student will choose four of the most promising proposals made by his/her classmates.
(Affective)
Activity 9. Provide examples of curriculum content and learning experiences. Examine their
relationship.

Content Learning Experiences

1. Mathematical operations (Addition,
Subtraction, Multiplication, Division)
2. Acquired respiratory diseases primarily
due to smoking
3. Drug addiction: Its ill-effects
Students should be able to add all their
individual expenses throughout the day and
subtract it from his pocket money
Students learn the value of not smoking by
having a field visit at the Lung Center of the
Philippines (oncology department)
Field trip to one of the rehabilitation centers
will expose students to drug dependents who
are being rehabilitated; at the same time,
draw from these dependents the bad
experiences they had in using drugs

All the examples enumerated in the foregoing provide a learning experience that is real
in nature, meaning students are given the opportunity to value the content by speaking with
actual people who are either drug dependents or with serious respiratory ailments due to
smoking. Students also can do basic mathematical operations by applying them in their regular
student life.

Activity 10. Analyze examples of curriculum evaluation tools. Examine how the evaluation
instruments measure the success of the curriculum using these questions.
1. What curriculum competencies and performance standards are evaluated?
2. What forms of evaluation tools are used?
3. How often does the school evaluate the curriculum?
4. How does the school evaluate its hidden curriculum?
5. What decisions and actions are made after getting the results of the curriculum
evaluation?
Exercise #5

Directions:
1. There are four phases of Observational Learning: attention, retention, motor
reproduction process and motivational processes;
2. Do a reflective essay citing very clearly how these 4 phases take place in your own
learning process; and
3. As you progress in the teaching profession, how do you want your students adopt
them?

Answer:

In my appreciation, observational learning is more of skills development. For instance, if

I want to become an excellent basketball shooter, I need to observe individuals who are adroit
in this field. Stephen Curry is one basketball player who can shoot well. He can provide tips and
techniques on how he perfected his shooting skills. He can also become a source of inspiration
and motivation. Perhaps, a video in Youtube is a good starting point in doing observational
learning, meaning investing serious attention in imitating Stephens shooting techniques and
processes.

Retention and motor reproduction process occur through continuous practice. This is
where muscle memory comes in. Through constant repetition of the shooting activity, mastery
will eventually unfold. Motivational processes come in twofold: from the individual I want to
emulate and in my ability to do so. I must graduate from a mere beginner to a skilled shooter.
Less than that would demotivate me to continue.

I intend to let my students adopt this whenever necessary and applicable.

Exercise #6

Directions:

1.