ANALYSIS OF 100 YEARS OF CURRICULUM DESIGN

Assessment is one of the most challenging aspects of a teacher’s work in

advancing the learning of students in schools; it is replete with various issues
and decisions for teachers to grapple with. With this, I realized, as a teacher,
student assessment is extremely important, and that it is but necessary for the
development of students. But sometimes, I always ask to myself, for instance,
whether to focus on tests and examinations actually leads students to genuinely
learn.

Agreeing to the statement of Wormeli(2006), assessment must be valid in

order to meet standards described in objectives and to cover the skills, knowledge
and attitudes described in the objectives. So, as a teacher, for me to meet these
standards, I must opt for, so that I better understand and cultivate your
capabilities of teaching since score optimally at the assessment process. I should
assess my students in current and relevant way to what I’ve been taught. The
assessment must be authentic to ensure that the learner has completed the work
themselves.

I was not convinced with the idea of Popham(2011) in the journal that
“successful” learning “always” occur when students took information and
undergo assessment at the end. Taking into considerations the different factors,
I think learning should not “always” take place. There are factors that can
influence assessment such as student illness; it is understandable that if a
person is unwell they cannot perform to the best of their ability. Also there are
other problems such as students’ problems at home which have a very deep
effect on their achievements, and technical problems like the lack or failure of
equipment.

The result of the summative assessment can cause a degree of anxiety and
worry since the grades received from summative assessments are final and can
affect the students’ future prospects. In summative assessments, therefore,
students are less keen to experiment with ideas and concepts, so they give the
answers they believe they are the expected ones from them. Summative
assessment should match the material taught and should align with
instructional / curricular outcomes. There is evidence from studies that passing
tests or exams is a high stake; some teachers may adopt a teaching style which
emphasizes on the transmission of knowledge, thereby they favor those students
who prefer to learn in this way and disadvantage and lower the self-esteem of
those who prefer more active and creative learning experiences. “The valuing of
test performances and the undervaluing of other students’ achievements makes
teachers’ assessments summative functionally rather than formally.So, in short,
by reiterating the same fact I’ve read in the journal that an assessment of the
teaching process is not only beneficial for the teachers and students, but is the
same for the whole school as well. We should constantly assess students during
our teaching in order to be able to meet their learning needs. Teachers to
comprehend their pros and strong areas and recognize their weaknesses and
further help in correcting and improving their weak areas. It also assist teachers
to think about their methods and practices of teaching, display their areas of
brilliance, and get that extra needed assistance on areas they strive to keep up
with, but cannot for various reasons succeed.
 MOVING WITH GLOBAL TRENDS IN CURRICULUM
INNOVATION:MITIGATING THE CHALLENGES OF CURRICULUM
IMPLEMENTATION FOR EFFECTIVE TEACHING AND LEARNING IN
NIGERIA

Upon, reflecting to the journal entitled,” Moving with Global Trends in

Curriculum Innovation: Mitigating the Challenges of Curriculum
Implementation for Effective Teaching and Learning in Nigeria “, it made me
realized that in order to improve our society, curriculum innovation and
sensitization will put into action. But how can we achieve it if our own country
if facing several issues in terms of educational system.
Presently, we cannot deny the fact that the Philippine educational system
is face with several issues that need to be addressed. With this, it might improve
the delivery of quality and accessibility of our educational system.
In my point-of-view, believing of being literate is a very important tool in
changing the quality of life of people, harnessing our capability as a way of
developing competitiveness and concerning to difficulties we are facing now in
the field of education. Yes, the universal goal that different schools and
institutions aim to provide quality education to all students however, with the
diverse problems facing the schools, its goal hindered.

As an educator, what then can we do to transform the image that the

educational system had propagated through the years. It is very ironic that
schemes like these happen in an institution that is expected to teach and
inculcate good moral values and virtues among the young people of Philippine
society which really the focus to the speech by our president. As an educator, I
believe that total transformation must be implemented in the education sector
of the country. When I say transformation of the education sector I refer to the
total re orientation of the system which would start from policy transformation.
Education policies and programs, including the curriculum must be carefully
evaluated and studied whether they are attuned to the needs of the people and
the country.
 I also believe in the values reorientation of the Filipinos as a key to national
development. The integration of values education in the curriculum, I believe is
still not enough to address this need. Values become more permanent in the
minds and hearts of the pupils and students when they are caught, modeled by
us, dear teachers, rather than being discussed as abstract concepts in the
classrooms. Thus, I think there is an urgent call for teacher transformation, in
terms of their values orientation. I believe that teachers cannot become effective
models of good moral values unless they undergo some process of values
transformation. It is always wise to say “follow what I say and do,” rather than
“follow what I say, do not follow what I do.” It is only when pupils and students
concretely observe their teachers consistently practice these good values that
they will be able to replicate these in themselves. These, I believe is easier said
than done. But unless we start doing it, we cannot claim tried.

Lastly, I believe that teachers’ transformation must include their

upgrading or updating for professional and personal development. Even if the
salary of the ordinary public school teacher had been standardized to be
competitive, with the increasing economic crisis, it will still be not to afford them
attendance to seminars, trainings and enrollment in graduate education.

Hence, government support and intervention, along this line is very much
needed. We are professionals, and I believe our pre-service training had equipped
them with the necessary skills to teach. Yet, with the advancement in science
and technology, there is a great need for them to acquire competence in the use
of these state of the equipment to enhance their teaching skills. The government
must invest on our teachers because it is through them that we train and develop
the minds of our future leaders. As they say, show me your schools and I will tell
you what society you will have.

The Philippines will then have a chance of catching up with its more
progressive neighboring countries in science, education, and national progress.
 TEACHING PRACTICE IN THE 2ST CENTURY: EMERGING TRENDS,
CHALLENGES AND OPPORTUNITIES

The rise in technological innovations and the educational benefits

associated with them has resulted in an increased use of technology in
education. The appropriacy and efficacy of the use of that technology, however,
is not always guaranteed. I agree with the idea of Jansen and colleague on their
journal entitled,” teaching practice in the 2st century: Emerging trends,
Challenges and Opportunities, that teachers often expressed their lack of
confidence in their digital technology skills, particularly those teachers who have
been years in service. With this issue, teachers should need to have knowledge
in using media and technology as part of their teaching in 21st century learners.

Nowadays, many students bring personal devices to lessons instead of

traditional notebooks. To cope with this technological advancements, I, as an
educator should also be computer literate. With the recent technological
innovations of the Internet, mobile and personal devices, technology in education
is taking more of a central role with governments insisting on more integration
of technology in teaching and learning.

It’s sad to note that many teachers still lacking of information about the
new ICT: many teachers didn’t know that they had to do the training using a
computers. Looking on the other side, maybe many of them didn’t have internet
access at home and the school internet accesses were very slow, that’s why they
lost interest in manipulating ICT equipment. For instance, since our barangay is
situated in remote areas, elementary teachers(most of them are 30-35 in service)
their tend to refuse in using smart TVs and computers. There were a number of
reasons why they chose not to use technology. Many of the teachers stated that
using technology was not authentic enough for some activities. They felt that if
the students were practicing for an exam that was non-tech-based, then they
should not use technology while practicing. In addition to this, a number stated
that the technology did not enable students to complete some tasks as well as
they would be able to without technology. The teachers found that completing
tasks like reading, taking notes, and highlighting were made more difficult by
using technology. In this study, many teachers identified a variety of reasons
why they do not use technology, but only half of them were able to provide
pedagogically justifiable reasons for not using it in all of their responses. Almost
a quarter of the teachers were able to provide some justifiable reasons, while the
remainder were unable to provide any. The reasons that were considered non-
pedagogically justifiable were such reasons as being forced not to use it, the
technology was unavailable, they did not have time to learn to use the
technology, and it was too much of a distraction. These were considered
unjustifiable as teachers had not made a pedagogical choice to use a non-tech-
based approach that would better achieve the goals of the lessons. The first three
are not related to achieving the task, and the final reason, distraction, was
considered to be a matter of classroom management and was not a choice to use
a non-tech-based approach to better achieve the learning goals

In regard to my own digital literacy I have had the pleasure of developing

my skills over the few years. I am still asked questions through internet, browse
possible solutions to my problems regarding using technology. I’m happy that
I’m one of digitally literate teachers in the field of teaching. For me the most
important aspects of being digitally literate are knowing where and how to look
for answers to problems and investing time to discover and embrace change and
developments.
A NO-HOLDS-BARRED EVOLUTION CURRICULUM FOR ELEMENTARY AND
JUNIOR HIGH SCHOOL STUDENTS

Parallel to scientific discovery, the process of learning scientific concepts

also comes in two forms: learning that can be accomplished in terms of one’s pre
existing concepts and learning that requires the adoption of new concepts. In
biology, for instance, learning the traits of an unfamiliar animal would constitute
knowledge enrichment, whereas learning how novel traits emerge through the
process of natural selection would constitute conceptual change. With this, I
think elementary pupils should undergo first to the basic before they teach
complex topics like the evolution by natural selection. For me, this kind of topics
will be discussed if the child has the ability to understand deeply and has the
capacity to reflect on different ideas. that’s why, the term “spiral progression”
was used today in our curriculum, because the developers or the implementers
of the k to 12 Curriculum believed that the topic that will be laid to our learners
will be in spiral approach.

To quote what Plato said,” the beginning is the most important of the
work”, if in the beginning, our learners were equipped with the sufficient
knowledge and skills, so what would we expect from them? So obviously, when
they come to higher year and expected to learn complex lessons, they will be able
to cope up and able them to connect the basic knowledge they gain from the
previous topics they had. I do believe that human learning requires step. Just
like in our childhood, we learn to walk first before we learn to run. In my point-
of-view, in teaching evolution education, requires step. It should be taught if our
learners’ mind if they are all ready.

Teaching science in spiral approach requires specific training. A spiral

approach must consider. I do believe that science should integrate the content
and practices to support the coherent understanding of overarching ideas.
 As an educator, grand expectation have been laid before me. Being in
minds, that I am greatly accountable for my students scientific learning I need
to master accurately all the scientific facts related to my daily lesson since it
requires a lot of reading and research which would utterly burn up some amount
of time.
 TRENDS AND ISSUES ON CURRICULUM REVIEW IN NIGERIA AND THE
NEED FOR PARADIGM SHIFT IN EDUCATIONAL PRACTICE

Upon reading the article about the curriculum in Nigeria that need for the
paradigm shift, I was able to relate it in my own country. Presently, we cannot
deny the fact that the Philippine educational system in terms of science is face
by several issues that need to be addressed. One of this is the quality and
accessibility of education particularly in the field of science and technology. I
think, it’s a must that Philippines should radically reform its approaches in
solving problems to ensure the achievement of its objectives. It is not about the
advancement of science just for science’s sake. Rather, it is about advancing
science in the context of a desire to improve the human condition.

Another issue that is of import is the constant implementation of programs

in science education which are not properly monitored. It is a fact that
administrators, supervisors, superintendents, officials etc. in the education
department are political appointees, hence they serve at the whims and
pleasures of the appointing officer. This is very true in the Department of
Education, when for instance, a department secretary appointed by a particular
president assumes office, he will be implementing programs and projects
regulated to the motto of that administration. Therefore, the previous programs
and projects implemented by the previous administration shall be discontinued,
regardless that program or project is workable and effective, because it is not the
priority of the present administration, and does not carry their names. And this
routine should stop.

Believing that the integration of values education in the curriculum, is still not
enough to address this need. Values reorientation of the Filipinos as a key to
national development. Values become more permanent in the minds and hearts
of the pupils and students when they are caught, modeled by their mentors,
rather than being discussed as abstract concepts in the classrooms.
 Thus, there is an urgent call for us, the teacher transformation, in terms
of their values orientation. As an educator, we should instill to them the basic
skills and knowledge, character development for them to be a model citizen of
our country.I believe that I cannot become effective models of good moral values
unless I undergo some process of values transformation. It is always wise to say
“follow what I say and do,” rather than “follow what I say, do not follow what I
do.” It is only when pupils and students concretely observe me as a teacher
consistently practice these good values that they will be able to replicate these
into themselves. These, I believe is easier said than done. But unless we start
doing it, we cannot claim tried.
 100 YEARS OF PRIMARY CURRICULUM DEVELOPMENT AND
IMPLEMENTATION IN IRELAND: A TALE OF A SWINGING PENDULUM

The curriculum development and implementation in Ireland is somewhat

related to the Philippine education system. Curriculum has evolved over
hundreds of years. The education sector’s development has mirrored the changes
in the country’s administration. Change requires thought research
implementation and adaptation. When such phases are needed to complete a
structure or process the possibility of encountering challenges grows. Today the
focus is on expanding access and ensuring more Filipinos receive a decent basic
education, as a means of reducing poverty and improving national
competitiveness.

However, implementing curriculum is not as easy as picky stones in a

stony place. Processes of curriculum implementation be may find obstacles that
vary with the curriculum itself, location, political situation, economic situation,
teacher preparation, facilities and plenty other factors, making it more complex
to execute plus it will take funding which is essential for the successful
implementation of a curriculum. A school requires that the teachers are
appropriately trained to be able to dominate the competences of whatever is
changing, be it a subject, a laboratory experience or the whole school curricula,
without the proper funding the accessibility to net materials equipment or
technology could be cut short. Moreover, the aforementioned situations may lead
to others such as the teachers- resistance to change. When this happens, it may
be for various reasons besides that has previously been mentioned. It may be
because they lack materials or lack the knowledge to be able to do

Therefore I find it imperative to research that needs to be improved or

changed within the real expectations conceived from the real setting. Any
additional budget for education will be useless unless the education and
economic systems of the country are not reoriented.