CURRICULUM

DEVELOPMENT
MSED 110
REPORTER:
MENDOZA, JELYKA ANNE Q.
CONTENT AND PEDAGOGY
TO ACHIEVE THE
OUTCOMES
 Having identified the outcomes of the program,
how will universities, schools and departments
form the future teacher?
1. COURSE or DEGREE CONTENTS
• To become a teacher, a college degree is
required. A degree is made up of courses or
subjects which are clustered as general
education courses, professional education
courses and major or specialized subject
courses.
 Example of Probable Subjects:
A. Elementary Level Teaching (K to Grade 6)
• General Education Courses
• Professional Teacher Education Courses
• Areas of Specialization
• Additional Subjects in a Specialized Field
 Example of Probable Subjects:
B. Secondary Level Teaching (Grade 7-10)
[JUNIOR HIGH]
• General Education Courses
• Professional Teacher Education Courses
• Major Discipline (English, Math, Science,
others)
 Example of Probable Subjects:
C. Secondary Level Teaching (Grade 11-12)
[SENIOR HIGH]
• General Education Courses
• Professional Teacher Education Courses
• Major Discipline (high level of contents)
For all future teacher in K to 12 (Elementary to Secondary
Levels) these are the Probable Subjects:
I. Foundation Course
 Child and Adolescent Learners and Learning Principles
 The Teacher and Society
 The Teaching Profession
 School Culture and Organizational Leadership
 School-Community Linkages
 Foundations of Special and Inclusive Educations
 For all future teacher in K to 12 (Elementary to Secondary
Levels) these are the Probable Subjects:
II. Pedagogical Content Knowledge Courses
 Facilitating Learner-Centered Teaching and Learning
 Assessment of Learning
 Technology for Teaching and Learning
 The Teacher and the School Curriculum
 Building and Enhancing Literacy Skills Across the Curriculum
 Content and Pedagogy of the Mother Tongue (Elementary)
 Teaching the Major Field Subjects (Secondary)
For all future teacher in K to 12 (Elementary to Secondary
Levels) these are the Probable Subjects:
III. Major Courses for the Secondary and Selected
Subjects Area Content for the Elementary
IV. Experiential Learning Courses
 Field Study Courses (Field Observations)
 Practice Teaching (Classroom Observation, Teaching
Assistance, Full immersion)
 These subjects are coherent and integrated with one another to
create and achieve almost seamless experience of learning to
teach. Bringing together theory into practice, faculty teaching the
content, also supervise student teachers in the field. Pedagogical
Content Courses (PCK) bring together courses that treat them
holistically.
 There will also be an integration with the academic courses and the
practicum courses to allow students to learn from the experts in the
field. This will enhance collaborative relationships with the
academe and the schools.
 Having identified the outcomes of the program,
how will universities, schools and departments
form the future teacher?
2. METHODS OF TEACHING and TEACHING
DELIVERY MODES
• The methods of teaching should be varied to
address the different kinds of learners. Time-
tested methods as well as current and emerging
strategies shall be utilized.
• These should be student-centered, interactive, integrative,
and transformative. Courses should be enhance the concept
o f “learning how to learn” for future teachers. The
methods of teaching should replicate what should be used
in the work place or schools.
• The delivery modes may vary from the traditional face-to-
face, on-line, and experiential learning approaches. When
theses modalities are combined in one course, it is called
BLENDED APPROACH!
• The use of technology for teaching and learning in all
subject areas is encouraged so that every future teachers
will develop the skills to be ready to guide future learners,
most of whom are digitally skilled.
• A very strong field-based experience in teacher education
where pre-service teacher students are immersed to the
actual classrooms is necessary. This will enable the
students to gain experiential learning through observation,
teaching assistantship and practice teaching.
 Having identified the outcomes of the program,
how will universities, schools and departments
form the future teacher?
3. ASSESSMENT OF LEARNING
• College learning shall be assessed in similar
manner as all other means of assessment. It has
to be remembered that in the Philippine
Qualifications Framework (PQF) there are 3
levels of competencies that all undergraduate
students should possess as evidence of their
learning outcomes.
• LEVEL ONE
 Knowledge
 Skills
 Values
• LEVEL TWO
 Application of KSV
• LEVEL THREE
 Degree of Independence
 For example, in a subject Curriculum Development, the
desired course outcomes are:
1. Identified curriculum concepts that include the nature and
purpose of curriculum.
2. Discussed the different models of curriculum and
approaches to curriculum design.
3. Explained curriculum development in terms of planning,
implementing and evaluating.
4. Described the different involvement of stakeholders in
curriculum implementation.
5. Utilized different evaluation procedures and tools in
assessment of learning outcomes.
6. Explained examples of curricular reforms such as K to 12
and OBE.
7. Reflected on the value of understanding curriculum
development as teacher.
• To assess the students if they have achieved the learning
outcomes enumerated above, we should use different
assessment tools and different procedures.
• The assessment procedure and tools should be appropriate
for the learning outcomes to be measured so as to be valid
and reliable.
In summary, the teacher
education curriculum that
PLANNING
approaches the OBE model (Degree Outcomes
for classroom practice and Attributes of
begins with the end in view an Ideal Graduate)
by establishing the program
outcomes at the start. It is
followed by the Course
Content, Pedagogy and
Assessment. But the three EVALUATING IMPLEMENTING
components are linked to (Assessment of (Contents,
each other. Learning to Methods of
indicate if degree Delivery)
outcomes have
been achieved)