NAME: MAPANDI, Tahani M.

Activity 1

Using the boxes below, discuss how aims, goals, and objectives are related with one another.

Aims:
 Lifetime aspiration, provide long-term directions for students
 Developed at a system level such as an educational department or government documents like
the 1987 Philippine constitution
 Inculcate patriots and nationalism
 Foster love of humanity
 Promote respect for human rights

 Appreciate the role of national heroes in the historical development of the country
 Teach the rights and duties of citizenship
 Strengthen ethical and spiritual values
 Encourage critical and creative thinking
 Broaden scientific and technological knowledge and promote vocational efficiency

Goals:
 Group expectations, may take weeks, months, or even years to attain
 What destination do you have in mind for learners as far as a particular curriculum or subject
is concerned?
 Might include the ff. students think critically students are diverse people and students assume
responsibility for their own learning
 By analyzing a school’s goal, we can determine the scope of its educational progress
 More specific than aims
-Aim: instilling word-mindedness
-Goal: students learn the roles that various nation play in the world community

Objectives:
 More specific than goals; short term
 Refers to what is expected of students in daily activities
 Objective should/do:
 Be clearly specified to understand and agree on. Objectives may refer to general subject or
grade level, units, or lesson plans. Including performance criteria
 Be appropriate, Educational must reflect students’ needs and the contented to be included
 Be arranging logically so as to make sense when units of instruction and evaluation are being
determined.
 Require regular revision Educators should occasionally analyze their objectives to determine
if they are still of relevance.
Activity 2

Use the diagram or flowchart below to identify in order the components of curriculum. Put an
arrow to show hoe the parts are interrelated with one another to form a whole.

Aims, Goals, Objectives

Evaluation Content or subject

Learning Experience

Identify the Participants in Curriculum Development and planning.

Participants Main Role

1. Teacher Is to help students apply concepts, such as Math,
English, and Science through classroom instruction
and presentations.
Their role is also to prepare lessons, grade papers,
manage the classroom, meet with parents, and work
closely with school staff.
2. Principal Principal play a role in the student discipline in
their school. And also develop a system of
consequence for misbehavior that is in line with
school district policies and may include detention.
In some schools, the principal also plays a lead role
in implementing discipline.
3. Administrator The role of administrator is to facilitate teaching
and learning by acting as an advocate who
promotes the school and public education in the
community.
4. Learner students Is to learn and focus on their studies.
5. Secretary Is an important person to know at your child’s
school. He or she takes care of administrative
details, schedules appointments and handles school
communication. The school secretary is aware of
what’s going on at the school on a day-to-day basis.
 6. Cashier A school cashier handles money and makes
financial transactions in a school setting.
7. President The head of a government.
-highest position in an institution.

Check your Knowledge

1. Define the term “Curriculum” as you understand it. Make a concept web.
-Curriculum is very important in school. It varies based on the location, culture, social,
needs, and implementation. Also it is the arrangement of institution need to manage
educational system also curriculum defines achievement as the goal and its more relevant
to efforts as the objectives.

2. Make a clear distinction in your own words between curriculum and

a) Syllabus
b) Scheme of work
c) Course of study
d) Lesson note

Use a graphic organizer to show your answer.

3. Explain the importance of curriculum in school. (Proper a checklist)
-The importance of curriculum is the certain institution school should be following the
school curriculum or thought by the school, College or etc.
-By Curriculum requires too much to be accomplished w/in a unit and that their students
want more manageable and realistic learning goal.

Check your Knowledge

Identify the Educational Philosophies.
Which of the following statements reflect the four philosophies traditions that have been
discussed? Mark E for essentialism, P for progressivism, PN perennialism and R for re-
constructionism.
Check your answer for your score. Since the statements are subjective. It’s possible that
you may disagree with the classification. Support your argument.
1. A school curriculum should include a common body of knowledge that all PN
students should know.
2. The curriculum should focus on the great ideas that have survived through P
time and related to present day challenges.
3. School should prepare students for analyzing and solving the social P
problems that they will face as adults.
4. Each student should determine his or her individual curriculum, and teacher P
should guide and help them.
 5. Students must be taught about change and how to bring about change. R
6. Teacher and school should emphasize academic discipline, hard work and E
respect for authority.
7. Students must be questioned until they discover the truth in the texts P
selected.
8. School should develop student’s ability to think deeply and analytically R
rather than focus on temporary such as social skills and current trends.
9. For a country to be competitive in the global market place, schools should E
seek to produce more complement workers.
10. Since students learn effectively though social interaction, school should plan PN
for increased social interaction in the curriculum.
11. Students are to be immature to decide what they need to learn and so the P
school should decide for them.
12. Teaching should emphasize relating what is learned to the real-world though P
fieldtrip and internship.
13. Education is not primarily concerned with producing future workers but E
should emphasize learning for its own sake and students should enjoy
teaching learning and discussing interesting ideas.
14. Education should enable students re recognize injustices in society, and R
school should promote projects to redress social inequalities.
15. Students should be active participants in the learning process involved in P
democratic class decision making and reflective thinking.
16. Students should be taught to be more sensitive to race, gender, ethnicity and R
differences in general.

Enumerate the distinctive features of ff. curriculum.

ACTIVITY 1
QUALITIES DISTINCTIVE FEATURES
1. Scope Consisting of all the contents, topics, learning experiences
and organizing threads comprising the educational plan.
Curricular average, time, diversity, maturity of all the
learners.
2. Sequence World-related sequence, concepts, related sequence,
learning.
Related sequence and utilization.
3. Continuity Involves revising materials more than once, strengthen of
learning and development of skills.
4. Integration Horizontal relationship among topics and themes from all
knowledge domains.
5. Articulations Vertical articulation/Horizontal articulation
Arranged from level to level or grade to grade.
6. Balance Equitable assignment of content time experience and other
elements to establish balances is needed in curriculum
design and review for its effectiveness and relevance.
ACTIVITY 2

Complete the statement below.

1. Articulation – The smooth flow of the curriculum on both vertical and horizontal
dimensions, it is the way in which curriculum components occurring later is a
program.
2. Continuity- Absence of description in the curriculum overtime.
3. Scope – the breadth and depth of curriculum-content at any level or at any given time.
4. Balance – students must obtain and use knowledge in ways that advance that
personal, social and intellectual goal.
5. Integration – is linking all types of knowledge and experiences, contained within the
curriculum plan are known as interpretation.
6. Sequence – it is concerned with the order of types over time.

Distinguish between formative and summative evaluation by means of matrix below.

Types of Distinguishing Features When/Where to use Expected/Outcome

Evaluation Results
1. Formative Formative assessment it Formative Help students
can be used by assessment the identify their
instructors to improve evaluation takes strengths and
their teaching and by the place several times weakness and the
improved their learning. during the learning target areas that need
process. work.
2. Summative The goal of summative By using summative For summative the
assessments is to assessments you results is to evaluate
evaluate student assign grades; the students
learning at the end of the grades tell you achievements.
instructional unit by whether the student -A midterm exams
comparing it against accused the learning -Final projects
some standards or goal or not. -A paper
benchmark.

ACTIVITY 3

Add more to concepts, views and definitions of curriculum evaluation presented and
discussed in this chapter by doing all library research and searching the table below to
highlight specific information called for, and present brief discussion below the table.

Curricular Concept of Views about Focus of defining

Educationist Curriculum Curriculum Curriculum
Curriculum tends to Combination of All the courses of study
define achievement different training offered by an
as the goal and it is arranged in a educational institution
more relevant to sequence. -Curriculum is a planned
efforts or the set of course that is
objectives presented to teach and
-Curriculum is an learning in a certain
area of education level.
that is characterized
by a lack of
agreement about its
nature and
definition.
-Course taught at an
educational
institution, or taught
in a particular
subject.

Discuss the ff. taxonomy of educational objectives.

1. Cognitive Domain (Knowledge)

Cognitive Description Outcome Verbs
1. Remembering Recall or retrieve previous Stating describe, identify,
learned information selects, recalls, and
reproduce.
2. Understanding Comprehending the meaning Defends, generalize,
translation of instructions and defends translate,
problems summative.
3. Applying Use a concept in a new Computes, construct,
situation used of an discuss, relates, solves,
abstraction applies what was uses, modifies, applies
learned in the classroom into changes
novel situation in the
workplace.
4. Analyzing Separate materials or concept Analyze, compare,
into components part so that contrast, outline
its organizational structure
may be understood

2. Affective Domain (Attitude)

Affective Description Outcome Verbs
1. Respond to Active participation on Performs, labels, tells,
phenomenon the parts of the learners helps, conforms, discuss,
attend and react to a and respect
particular phenomenon
2. Valuing The worth or value a Treasure, joins, invites,
 person attaches to a respect
particular object,
phenomenon or behavior.
3. Organizing Organize values into Compare, relates,
priorities by constructing synthesizes
different values, reading
conflicts, between them
and creating a unique
values system
4. Internalize values Has a values system that Acts, qualifies, modifies and
controls their behavior. influence
The behavior persuasive,
consistent, predictable and
most important
characteristic of learner.

3. Psychomotor Domain (Skills)

Psychomotor Description Outcome verbs
1. Perception The ability to use sensory Chooses, describes,
(awareness) to guide motor activity. identifies, moves and
This range from sensory selects
simulation, selection to
translation
2. Sets Readiness to act, it Begins, displays, states,
includes mental, physical reacts, volunteers
and emotional sets
3. Guided response The early stages in Copies, follows, reacts,
learning complex skills reduces and responds
that includes limitation,
trial and error.
Adequacy of performance
is achieved by practicing.
4. Mechanism (Basic This is the intermediate Mixes, organizes,
Proficiency) stage in learning a manipulates, displays,
complex skill learned assembles, construct and
responses have become fixes
habitual and the
movement can be
performed with some
confidence and
proficiency
5. Adaptation Skills are well develop Recognize, adopters,
and individual can modify varies, changes and alters
movements pattern to fit
special requirements