Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

KATIPUNAN CAMPUS
Katipunan, Zamboanga del Norte
COLLEGE OF EDUCATION
SYLLABUS
Program: BEED
Department: College of Education
Instructor/Professor: ROGELIO A. MURRO JRMSU-IMD-KAT-047
Pre-Requisites: Course Code PED 17 Date & Time:
Unit Credit: 3 units Room: COE 4
No. of Hours: 54 Hours
Course Title CURRICULUM DEVELOPMENT Consultation Hours:

PHILOSOPHY Jose Rizal Memorial State University adheres to the principle of dynamism and cultural diversity in building a just and humane society.

VISION Jose Rizal Memorial State University envisions to become a center of excellence among institutions of higher learning in the local, national and global arena.

Jose Rizal Memorial State University pledges itself to deliver effective and efficient services along instruction, research, extension and production. It commits itself to provide quality
MISSION
professional, technical and technological training with the aim of producing skilled, self-renewed and globally competitive individuals.

GOALS Jose Rizal Memorial State University focuses on developing graduates with the following attributes:

E - xemplary performance that can compete in the local, national and global arena.
X - enial delivery of services and
C - ommitment to provide the constituents with quality education and sets as
E - xample to every clientele especially those who are potential
L - eaders imbued with
L - ove and dedication to serve the people and
E - xhibit a deep sense of patriotism while
N - urturing the educational environment with
C - ourage, competencies and cooptism, among the institutional members and
E - ffective and efficient leadership to attain quality holistic development
COURSE This course is intended to provide the education students with the knowledge and skills in developing a curriculum appropriate for the type of
DESCRIPTION learners based on the program recommended by the recommending agency whose aims are also align with the Philippine Professional Standards
for Teachers.
COURSE At the end of the course, the education students should be able to apply approaches to curriculum development, align curriculum components to
OBJECTIVES instruction and assessment and distinguish the roles of stakeholders in the delivery of the curriculum.
PROGRAM 1. Can demonstrate and practice the professional and ethical requirements of the teaching profession;
OUTCOMES 2. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and
ADDRESSED BY skills;
THE COURSE 3. Have a meaningful and comprehensive knowledge of the subject matter they will teach;
4. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.
Course Learning Methodology
Outcomes Required Assessment Resource/ Time
Intended Learning Outcomes Materials Frame Remarks
Topics Reference Teaching Activity Learning Activity

Demonstrate the
dynamism The VMGO The University Memorize and recite the VMGO Presents the Memorize and Oral Recitation Projector, 1.5 hrs
needed in various Code of JRMSU VMGO of the recite the VMGO Journal Writing Laptop
situations to University of JRMSU
apply the Analyze the path
attributes of the Explain what JRMSU hope to Explains the that they are 3 hrs.
VMGO become and what College of importance in taking and Rubrics
Education wants to produce attaining the visualize who Projector,
VMGO of the they are in the Laptop
University and future
the College of
Education
Describe  Define curriculum and  Deliver  Lecturette,  Paper and 6 hours
curriculum and 1. CURRICULUM Almeda, Rosario curriculum development accurate and reflective pencil tests
curriculum AND and Bilbao, updated discussion
development CURRICULUM Purita (2001). content  AV materials
concepts, nature DEVELOPMENT Curriculum knowledge  Observation
and purposes Development. using  Reports
A. Conceptual WVSU Printing appropriate
understanding of Press methodologi
Identify and Curriculum and es,
compare Curriculum approaches
curriculum models Development and
and approaches to strategies
curriculum design.
 B. Curriculum  Describe curriculum from the  Link the  Lecturette,  Checklist
from different different points of view. current Group
points of view. content with Discussion,
1. Traditional the past and Dyad
View future  AV Materials
2. Progressive lessons  Matrix
View
Explain curriculum Bilbao P.  Engage and
delivery and Lucido,P,.et.al sustain
implementation. (2008) learner’s
Curriculum interest in
Development.Lo the subject
rimar by making
Identify tools or Publishing, Inc. content
instruments for Philippines meaningful
monitoring and relevant
curriculum to them.
implementation
and assessment.

C. Types of Articulate and  Interpret  Field works

Curriculum in  Identify the different types of demonstrate educational and
Schools curriculum observed to be one’s personal teaching observations
Explain the existing in schools philosophy of  Interviews
relationships of teaching
curriculum
planning teaching
process and
evaluating in
curriculum
development.  Actual school
http://www.tec visit(experien
hnology.com/ed tial learning
Assess the existing D. Major leadership/curr  Relate curriculum to its and on site
curriculum Foundations of iculumdevelop philosophical, historical, social observation)
applying the Curriculum ment/ and physiological foundations  Lecturette,
criteria and tools. 1. Philosophical library,
2. Historical research,
Explain some 3. Physiological http://www.21 revisit,
curriculum Social stcenturyschool precious
innovations. s.com/designin courses (the
gacurriculum:ht teaching
m profession)
Participate
willingly in the
discussion
II. CURRICULUM
COMPONENTS
and
APPROACHES  Lecturette,
 Explain Workshops, Paper and
A, Curriculum learning documentary pencil test
Distinguish the Models(and goals,  Apply analysis of the
roles of Desings) (Taba, instructional appropriate different
stakeholders Tyler, Saylor &  Describe the different procedures approaches to example
(students; teachers; Alexander, curriculum models. and contents leson models.
employers; Olivia) clearly and planning and
parents; and accurately to curriculum
community) in the http://www.sil, students development
delivery of the org/literacy/yo  Set
curriculum. B. outube_mle_vid appropriate
Elements/Comp oes.htm  Identify the different elements goals.
onents of or components of curriculum.
Curriculum
1. Curriculum
aims, goals, and
Apply appropriate objectives http://www.sli
approaches to deshare.net/cut
lesson planning 2. Curriculum erodz042909/c  Understand  Handouts the
and curriculum content or urriculum-  Describe how aims, goals and the learning identified
development subject matter development- objectives relate to curriculum goals models,
11473935 PowerPoint
presentation

3. Curriculum
Development http://www.fac  Interviews
ultyfocus.com/t library Rating Scales
4. Curriculum opic/articles/cu  Explain how content or subject research
Evaluation rriculum- matter relates to curriculum. panel forum.
development/

 Direct
observations,
C. Curriculum  Describe how the different fieldworks,
approaches activities based on the experiential
objectives and subject matter learning on Reflection
make up the total learning site visits.
experiences in a curriculum.
  Workshop on
D. Principles to the different
Curriculum  Discuss the different curricular Ratings Scale
Designs approaches in curriculum designs and
principles

 Enumerate the different

principles in curriculum
designs.

 Analyze existing curriculum in

the light of the different
principles.

III. TEACHING
LEARNING
PROCESS and
CURRICULUM
DEVELOPMENT

A. Teaching as  Select  Fieldwork,

a process in  Explain teaching as a process of teaching class
Curriculum implementing the curriculum. methods, observation
Developmen learning and group
t activities reporting
and  Employ
instructional activities,
B. Learning as a materials or teaching  Portfolio with
process in resources methods, the different
Curriculum appropriate instructional evidences and
Developmen  Cite that learning is a process to learners materials and reflection on
t that complements teaching in and aligned technology, how
the implementation of the to the classroom curriculum is
curriculum objectives of management implemented.
the lesson. techniques
C. Teaching appropriate
and Learning  Deliver for a chosen
together  Describe the ways of teaching accurate and subject area.
D. Some Ways and learning. updated
of Doing content
Teaching  Analyze the observations of knowledge
 and Learning teaching and learning processes using
E. Ways of as a way of implementing the appropriate
Learning curriculum. methodologi
F. Teaching es,
and Learning approaches
in the and
Curriculum strategies.

IV. CRAFTING
the
CURRICULUM
A. Designing
Curriculum
1. Subject-
centered
design  Describe different dimensions
models of curriculum design.  Keep abreast
2. Learner- with recent
centere development
desing in education
model
3. Problem-
centerd
design
models

B. Dimensions
and  Use the guidelines in
Principles of creating/designing curriculum
Curriculum  Show proofs  Crafting a
Design of simple
 Design a curriculum instructional curriculum
C. Guidelines in planning.  Scope and
Curriculum  Implement sequence
Design instruction chart
as planned.  Teaching
 Demonstrate guide/acade
ability to mic patella
cope with
varied
teaching
milieu
V.
IMPLEMENTING
the
CURRICULUM

A. Role of  Lecture,
stakeholders  Involve discussion on
in community the roles of
curriculum stakeholders technology in
implementat  Explain how technology for the delivering
ion supports curriculum leaners curriculum.
implementation and delivery. achievement Use of
B. Role of  Distinguish resource
Technology the role of person
in delivering  Identify the factors in the stakeholders
curriculum selection of technology.  Demonstrate (students,
skills in the teachers,
1. Factors of use of employers,
Technology information parents and
selection selection of community in
 Enumerate the different types technology the delivery
of instructional media in teaching of the
2. Types of technology and learning. curriculum
Instructional
media/techn
ology

 Describe the process of pilot  Apply

C. Pilot testing, testing of a curriculum. principles in
Monitoring and the
evaluating the preparation  Presentation
implementation and of sample
of the  Discuss the process of utilization of pilot testing,
curriculum. monitoring and evaluating the the monitoring
implementation of the conventional and
curriculum. and non- evaluation of
conventional an
technology as implemented
well as curriculum
traditional
and
alternative
teaching
strategies
 VI. ASSESSING
the
CURRICULUM

A. Intended,
implemente
d and
achieved
Manifest curriculum  Develop and
appreciation of (purpose,  Revisit review the different uses a
respect for uniborn procedure, tools and strategies used in variety of  Small group
and for every outcomes) assessing the curriculum appropriate analysis and
child/learner assessment  Align presentation
regardless of strategies to curriculum of the results
his/her monitor and components to the whole Ratings Scale
developmental B. Criteria for evaluate to instruction class
stage curriculum learning. and
Assessment assessment

1. Criteria for Prepare

Conduct or goals and formative and  Lecture
summarize objectives summative tests discussion of
researches relevant 2. Criteria for in line with the the criteria
to child and assessment curriculum for the goals
adolescent of and
development instruction objectives
and
C. Characteristics assessment of
of a good the
Analyze the curriculum curriculum
cognitive,
metacognitive, D. Ways of
motivational, socio- Curriculum
cultural factors that Evaluation
affect learning
1. Formative
Evaluation
2. Summative
Evaluation

E.
Tools/Strategies
 to Assess
Curriculum
1. Paper and
Pencil
2. Performance-
based  Apply
3. Observational principles in  Small group
4. Personal constructing discussion on
Communication traditional how content
5. Oral strategy and instruction
6. Reflective alternative and
Strategy authentic assessment
forms of high are related in
quality the
F. Linking assessment curriculum
Curriculum
content,
Instruction and
assessment

Draw educational  Demonstrate

implications of skills in the
research findings use of
related to child and techniques
adolescent learning and tools ion
and development assessing
alowng with the effective
biological, VII. SOME learning
linguistic, cognitive CURRICULUM
, social and INNOVATIONS 
psychological
dimensions. A. Curriculum
Innovations
1. Local Trends

1.1 UBS Model

1.2 MTB-MLE
1.3 K+12
Curriculum
background and
fundamental
principles
1.4 ADS  Keep abreast  Powerpoint
(alternative with recent Presentation
 Delivery System) development Interview
 Identify the responses of the in education  Dep Ed
different educational sectors to officials on
2. Global trends the different issues and Local trends
concerns

B. Curriculum
Issues, Concerns
and Responses
1. CMO No. 30. S.
2004 New
Teacher
Education  Explain learning goals,
2. CMO No. 52. S. instructional procedures and
2007 revised contents clearly and accurately
Policies and to students
Standards for  Set appropriate goals.
Undergraduate Understand the learning goals.
Teacher
Education
Curriculum
3. National
Competency  Select teaching methods,
Based Teacher learning activities and
Standards instructional materials or
(NCBTS) resources appropriate to
implications to learners and aligned to the
curriculum, objectives of the lesson.
instruction,  Deliver accurate and updated
evaluation content knowledge using
appropriate methodologies,
approaches and strategies.
 Keep abreast with recent
developments in education

GRADING SYSTEM
  Term Performance (Prelim, Midterm & Final) is obtained based on the criteria:
30 % Major Exam Grade

30 % Quiz Grade

40 % Projects, Recitation, Boardworks, Seatworks, Assignments

 Grades in the Major Exam, Quiz, and Assignment/Board Work/Seatwork/Problem Set/Attendance are determined by the formula:
 RawScore 
Grade =   x 50 + 50
 TotalPossibleScore 
 Term Grades (Midterm & Final) are obtained as follows:
Midterm Grade
Final Term Grade
FINAL GRADE = .5 midterm + .5 final term
CLASSROOM RULES OF CONDUCT

1. Attendance

a. Student is expected to attend all his/her classes. Student who is absent more than 20% of the total number of class hours (54 class hours in a 3 unit course) may be dropped from the course/subject

(JRMSU Code).

b. Any student who finds it necessary to be absent from the class must present a letter of excuse to his/her instructor/professor.

c. If absences reach more than the allowable number of hours, the instructor/professor may recommend to the Dean that a student be dropped from the course or be given a grade of 5.0.

2. Course requirements must be submitted on time.

3. Wearing the prescribed uniform and ID is the university’s requirement.

4. Observe cleanliness outside and inside the classroom.

Prepared by: Noted: Noted: Noted by: Recommending Approval: Approved/Disapproved:

LEONORA T. DIVINAGRACIA,Ed.D. CARINA A. ROMARATE, JUDITH V. BARLAAN,Ed.D. VICENTE M. CABARSE,E.M.D. JOVEN E. PEREY,Ed.D. AIDA O. LANIOSO,Ed.D.
Instructor/Professor Ed.D. IMD Coordinator Dean, Academic Instruction Campus Administrator VPAA
Program Head