EPISODE 4 The Teacher as a knower of curriculum

Activity 1: Interview an administrator, a student and a parent. Find out their view points
on the traditional and progressive curriculum.

Name of Student: Angeline Comahig

School: Actin National High School

Signature:

Aspects Traditional Progressive

Roles of Teacher Teachers are the sources of Teachers are facilitators and
information and discipline. implementers.

Roles of Pupils Learners are dependent to Learners are not dependent

the teacher. to teachers.

Modes of Instruction Broaden Brief

Instructional Materials Books Computers

Modes of Assessment Pencil and Paper Exam Practical Exam

Activity 1.1 Interview a teacher and an administrator. Find out their viewpoints on the
traditional and progressive curriculum.

Name of Faculty member: Cherry Lyn M. Ozoa-Sulitana

School: Actin National High School

Subject Areas Taught/ Handled: English Signature:

Aspects Traditional Progressive

Roles of Teacher Dependent of books Uses internet for their

additional information.

Roles of Pupils Student follows instructions Student is independent and

to the teacher. ready to learn new lessons.

Modes of Instruction Sequencing Brief and concise

 Instructional Materials Books and chalkboards Projector and computer

Modes of Assessment Pencil and Paper Exam Practical Exam

Name of Administrator: Maristel S. Cadayday

School: Actin National High School

No. of years of Administrative Experience: Signature:

Aspects Traditional Progressive

Roles of Teacher Following instruction Independent on their own

perception in giving an
instruction

Roles of Pupils Dependent to the teacher Independent and less

supervision.

Modes of Instruction Sequencing instruction Brief and concise instruction

Instructional Materials Books, manual, workbooks Projector and Computer

and chalkboard.

Modes of Assessment Check the lesson plan. Surprise visit of the classes.

Activity 1.2 Interview a parent. Find out his/her viewpoints on the traditional and
progressive curriculum.

Name of Administrator: Lolita Comahig

Highest Educational Attainment: High School

Signature:

Aspects Traditional Progressive

Roles of Teacher Regulate the rules in the Knower of every lesson.

classroom.
 Roles of Pupils Following the rules and Independent and less
instruction of the teacher. supervision.

Modes of Instruction Not direct to the point. Clear and direct to the point.

Instructional Materials Chalk board Computer

Modes of Assessment Long Exam Practical Exam

My REFLECTIONS:

SINGCO, KATHLEEN O.

Traditional point of view in the classroom is that the teacher is preparing her lesson
plan for her/ his students to discuss. Progressive point of view in the classroom is
actualized by the learner or experiences of the individual.

As I interviewed the teachers, administrator, student and a parent they have similar
concept of what is traditional point of view and progressive point of view in role of the
teacher, pupils, mode of instruction and assessment and instructional material. The
school still using the traditional curriculum as students are dependent to their teachers.

For me, it is better to balance their curriculum to use. Teacher should not use all
the time the traditional because it makes the students bored in the class. As a future
teacher, I will implement progressive to the classroom so that the students will participate
in the class and apply the intended and desired learning outcomes.

BARRERA, MARIVIC V.

As what I observe in this section, which is we interview the campus administrator,

teachers, parent and the students of what types curriculum did they used. And also the
roles of a teachers and the students, as a knower I will catch the attention of my students
to listen of what I had discuss to them. The teacher and the students in traditional way, is
different from progressive, because it is more on writing, hands-on and they are also
applying it.
CATUBAY, JUVY ANNE E.

In this episode, Im able to distinguish the traditional curriculum from progressive

curriculum. As a future teacher someday, I need to be a good curricularist in such a way
that I know how to implement a curriculum which is more effective for my teaching-
learning process. Though I need to start with the basic one which is the traditional but I
want to do my best to get into the progressive one because as what Ive observed in the
class Im assigned, the common curriculum used by the teachers are traditional which I
knew that it is not effective because there is no interaction and application at all in the
learners side.

GELERA, KRISSA MAE O.

Based on my observation, and by interviewing the parents, teacher, students, and

the administrator that the type of curriculum they are mostly using is the traditional
curriculum. Which the curricularist as a knower is depending on the textbook and usually
their students are just listening on her. And for me, if I will in the situation of the teacher I
will prefer to use the progressive curriculum in order for my students to develop their
thinking skills, their capacity to answer and to face the different consequences from their
teacher.

PANELAGA, LOVELY V.

As I observe during our observation in different classes in Actin National High School
the teachers point of view about the traditional and progressive curriculum is that
traditional curriculum is a way of teaching that using black board , chalk , visual aids and
etc.in other words traditional curriculum is more on spoon feeding. While the progressive
curriculum is more on application between the teacher and the students.
Activity 2: Research on the differences of the traditional and progressive curriculum.
Accomplish the H- Chart given below. Write the similarities at the center and the
differences on each side.

Traditional Curriculum Progressive Curriculum

Teacher- Based Student based

Textbook Student Skilled
dependent Similarities Student to student
Teacher rules interaction
Teachers effort Teacher- students Teacher is facilitator
Spoon Feeding interaction Group Activities
Teacher- centered Student Centered
Subject- centered Technology
Teacher interaction dependent for their
resource advance
research of the
topic.

My PERSONAL INSIGHTS

SINGCO, KATHLEEN O.

My personal insight to this activity based on my observation at the same time some
research regarding the traditional curriculum, progressive curriculum and their similarities.
As an observer, it is not necessary to the teacher to use all the time the traditional. The
teacher should balance for using the traditional curriculum because the learner will not
learned if they use this all the time.

I interviewed one teacher regarding the points of view of her curriculum. The
teacher said that it is really hard for her to use the progressive curriculum because some
students are not equipped with ideas and not a fast learner. That is why she needed to
balance it, but at the end of her lessons there will be activities to do and there will be a
teacher-students interaction also.

As a future teacher, I would not let those restraining forces prevail since this is the
gap for the teacher and students to foresee the lessons failure. I should keep the standard
so that there will be progressive and at the same time there will be a teacher-students
interaction and student-student interactions.

BARRERA, MARIVIC V.

There are two types of curriculum which is the traditional and progressive, and we
need to consider the two point of view of curriculum, because in classroom, a diverse
student could be fund. So as a future mentor, we must hit our teaching to the needs of
everyone in our class.

CATUBAY, JUVY ANNE E.

I do believe that knowing the two curriculums which is the traditional and
progressive will enhance those skills of a teacher as a curricularist. The teacher engaged
fully to the progressive one in order to be more effective and at the same time his/her
learners fully equipped with knowledge and ready for the future.

GELERA, KRISSA MAE O.

As a curricularist, we need to consider the two types of curriculum in teaching,

which is the traditional and progressive curriculum. Because it helps the teacher on how
to discussed her topic. And for the students they will be aware to their teachers way in
discussing. As we listen to the teacher that we interviewed, she said that it is really hard
for her to use the progressive curriculum, because some students cannot catch up for
what she is really meant thats why shes using the traditional curriculum.

PANELAGA, LOVELY V.

As a future curricularist/teacher I prefer to used the progressive curriculum because

in progressive the students will develop their thinking skills they will be dependent on their
own, they can discover some hidden skills on them because the teacher let them do such
things for them to learn on their own but also the teacher should the a facilitator and
should monitor his/her students so that if there are some questions he/she can answer it
directly.

Activity 3: Call up your friends from other Teacher education Institutions. Find out what
is their own point of view of curriculum. Put a check mark on the corresponding column.

Names of Traditional Progressive Both

Students/ Schools

1.

SAINT
AGUSTINE
ACADEMY

2.

BAYAWAN
NATIONAL HIGH
SCHOOL

3.

MALABUGAS
NATIONALHIGH
SCHOOL

4.

KALUMBOYAN
NATIONAL HIGH
SCHOOL
MY INSIGHTS

SINGCO, KATHLEEN O.

Some schools are still using traditional curriculum and others are using both. Upon
looking on what curriculum they are involved, those school who uses both curriculum
(traditional and progressive) are in the city and these two schools who uses the traditional
is the uptown school. Shall we say, these schools nearby city are using both curriculum
as they implemented technologies and any other supported curriculum while the uptown
schools they are still using the traditional because most of the students cannot afford or
there is no available technologies like computers for their advance studies and learning.

If I would be on their own shoes, I would still drive those driven forces that could
make benefits of the students to learn. Teacher is an innovator, artistic, knower and etc.
It is not a hindrance or an excuse to the teacher that if they are in rural area assigned
school they cannot provide best to their lessons. If there is a will there is a way.

BARRERA, MARIVIC V.

As I asked my friend who is a student in BNHS, she said that the curriculum they
are using are both which is the traditional and progressive. Some teacher still using the
tradition and some are progressive. In my own opinion, I should consider the progressive
since DepEd want the progressive curriculum to be used.

CATUBAY, JUVY ANNE E.

As what Ive seen, each school had its own curriculum. Some are using traditional
and some are using progressive. There are different kinds of character and attitude of
the students we interviewed that come up with the thought of individual differences that
may lead to a competitive individual and the school as well.

GELERA, KRISSA MAE O.

When I interviewed my friend and teacher, based on their answer are not the same.
There are some says a traditional and some says both. With these, the traditional and
both curriculum still exist on the classroom. It depends only to the teacher, what
curriculum they are using.

PANELAGA, LOVELY V.

As I interviewed, some say that the traditional and progressive curriculum are both
important because there are some cases the teacher should use the traditional curriculum
although it is the old way of teacher but still it is effective. In progressive curriculum this
is the way of teaching that let students to do their own. It is more on application.
MY ANALYSIS

SINGCO, KATHLEEN O.

As I interviewed the student, teacher, administrator, a mother and a friend for their
own points of view in traditional and progressive. They have similar foresee and
understanding of traditional and progressive in the classroom.

According to Robert Hutchins, Traditional curriculum views as permanent studies

which are basic education are emphasized. This approach is still practiced to this school
(ACTIN high school).

One of the teachers that I interviewed, she mentioned about the scholastic
standard on her class. She says that her class cannot understand her as she is always
speaking fluently English all the time. The subject that she handles is English. She told
us also about her adjustment approaches to her learners.

For me, it is not an excuse for the students if they cannot follow. Communication
is lacking on the classroom and that is why there is no progress at all. The learners cannot
let go of what they use all the time which is the traditional. How can these students learned
and develop their critical thinking if these students will not let go on the traditional? The
only solution for these burden sides of the teacher is that the teacher should make an
actualization not just by reading and writing. The teacher should develop the student to
communicate, develop their listening skills and develop their critical thinking so that the
classroom will impose the progressivism.

BARRERA, MARIVIC V.

According to the researchers findings progressive special education schools is

more effective for the development of students with special needs and there are more
much concentrating on the needs of the student, while in the traditional special education
schools their limited in curriculum and facilities only. Traditional special education
schools, lack the needs and the support for teaching student with special needs, because
even though they have special programs, there are some absents of their curriculum and
facilities for these students. The instruction of the teachers is appropriate for their
students. In addition, the researcher came up with the following recommendations for the
special education teachers that they may consider to provide a continuum of services, in
which students with special needs receives varying degrees of support based on their
individual needs and for the students of the teacher-respondents that they may provide
additional care and support to the students in learning to progress.
CATUBAY, JUVY ANNE E.

In traditional, the curriculum is focusing on the fundamental knowledge, theres no

application and the learners here is only receiving information on the teacher/s. In the
progressive, learners experiencing or applying what he/she learn. According to John
Dewey Education is experiencing so the progressive curriculum is better among the two
because the learners gain knowledge as well as put into action of what he/she learns.

GELERA, KRISSA MAE O.

In our observation, there are different classes and subjects that weve observed.
And because of that, the students must be ready for their different subjects so that they
can rely on their teachers lesson. In every diff. subjects and teacher there are diff.
methods and strategies they are using, and depends on the teacher on how they will
delivered their topic.

PANELAGA, LOVELY V.

According to MALCOLM S. KNOWLES the traditional education is also known as

back-to-basics education or customary education. This refers to long- established
customs found in school in school that society has traditionally deemed appropriate,
traditional education promotes the adoption of progressive education practices, which
focuses on individual students needs and self- expression a more holistic approach .In
the progressive education, also known as modern education or alternative education has
persisted in various in forms to the present. It is a student- centered and task-based
approach to learning. Progressive education may be the opposite of traditional education.

According to educational progressives John Dewey this educational setting makes use
of the involvement of the parents and the community. The teachers become partners of
the students in taking the steps in their education. Everything is in hands-on activities and
group based tasks. Progressive education concentrates on the strengths of the students
and how they use different tools so the student can process easily and function well in
coping up with their studies. School settings and so that other people may know and have
this kind of knowledge about the education that our generation had offered and opened
for children with special needs. The aims of this study principally centers on the difference
between traditional and progressive Special Education Schools in the development of the
childs education and their influence on the student outcome.
 Pieces of Evidence LEARNING Documents

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Traditional Points of view is prepared by the teachers for the students. She uses textbooks
and chalkboards as her supported instructional materials.

EPISODE 5 Approaches About School Curriculum

Activity 1: Accomplish the template given below by following the given sample.
SUBJECTS CONTENT PROCESS PRODUCT
 2. Science Biodiversity .Discuss the .Students compared
simulation activity of the activities habitat
habitat destruction. destruction.

.Determining the .Student responded

differences between the differences of
two hypothetical hypothetical island.
island.
.Students debated
.Explain water the destruction of the
pollution. local and global
problems.

2. English Types of Text .Group concrete .Students identified

ideas on the types of the types of text.
text.

.Examine sample
texts representative
of each type.

.Express appreciation
for

3. TLE Faces of lumber .Identifying the width, .Students identified

length and the height the proper faces of
of the lumber. the lumber: width,
length and the height.

MY REFLECTION

SINGCO, KATHLEEN O.

In this activity, I learned about how to indicate the process and product in the
lesson. Simply, it is the intended learning outcomes and desired learning outcome.

As a future teacher, I would make my lesson plan readable and objective SMART
(Specific, Measurable, Attainable, Realistic and Timely. Overall, it will be effective in
teaching process.
BARRERA, MARIVIC V.

Based on my observation, In every subjects there must be different content process and
product in order for the learners to understand. What you have been discussed to them
by using different methods and strategies.

CATUBAY, JUVY ANNE E.

In this episode, I learned about the approaches about the curriculum which can
help me as a future teacher someday because it talks about the content or body of
knowledge to be transmitted to my future learners, then the product or the learning
outcomes desired of learners and lastly the process or what actually happens in the
classroom when I will practiced the curriculum in the future. I need this to know because
some teachers nowadays are not fully exposed with this approaches and failed to aim
their leaning desired for their students.

GELERA, KRISSA MAE O.

As a curricularist, we must consider the 6 criteria in the selection of knowledge, the

significance, validity, usefulness, learnability, feasibility and interest. Because it
measured by the students ability to understand and to catch up and apply the content of
the curriculum for the practical purposes and lifelong consumption.

PANELAGA, LOVELY V.

In every subject/discussion there should be different learning procedures and learning

styles and content so that the learners can fully understand the discussion. The teacher
should set every examples on her discussion so that the students can relate.

Activity2: There are six (6) criteria in the selection of knowledge/subject matter. Interview
a teacher, the indicators for each of the criteria by answering the given question.

Criteria Questions Indicators

 1. Significance How do you know the It is measured by the students ability to
significance in the content understand and apply the content of the
of the curriculum? curriculum for the practical purposes
and lifelong consumption.

2. Validity How do you know if the There is really no measure on the

curriculum is valid? validity of the curriculum because the
curriculum is supposed to be flexible
and adaptable to the changes of time,
but for the benefit of the question, a
curriculum is valid of the students are
able to become global learners.

3. Usefulness When do we know that the The curriculum is useful if it teaches the
curriculum is useful? learners pragmatist content that can be
applied both local and global.

4. Learnability When do you know that the Actually the K-12 curriculum does not
content is within the range give the teachers the flexibility to
of your learners choose what to teach because it is
experience? based on competencies not on the
number of lessons thought. However,
the content is within the learners
experience if they are able to positively
interact with the teachers and obtained
an above average score in the
assessment or evaluation stage.

5. Feasibility When do you know that the
content is within the time,
resources and expertise of
teacher and experiences of
the learners?
The teacher prepares a budget of work
for each grading period taking into
consideration the type of lesson the
experiences of the students and the
materials involve in teaching. The
content is within the lesson plan
achieved for the day.

6. Interest When do you know that the The learners when they actively
learners are interested in participate in every activities geared
content? towards the objectives of the day.

MY INSIGHTS
SINGCO, KATHLEEN O.

In this activity, it discusses the understanding of the teacher about the 6 criteria
which are significance, validity, usefulness, learnability, feasibility and interest of the
teacher towards to her students.

It is really important to understand these criteria, because it allows the teacher to

reflect on her way of teaching. A teaching process where we convey our lessons to the
students and in order for the teacher to be effective then she should know this criterion.

As a future teacher, I would impart my knowledge and skills to the students to that
they will have an interest to listen and participate.

BARRERA, MARIVIC V.

If I will the teacher in that section,for me criteria is very helpful and useful to the teacher
because through this, he/she can determined wether the learners have learned the topic
that she has been discussed. It is also very important ,as a teacher to know the teaching
in the students or the learning outcome.

CATUBAY, JUVY ANNE E.

As what Ive observed, the teacher I interviewed is integrating all the

knowledge/subject matter which composed of six: the significance which tackles the
content of the curriculum, the validity, the usefulness, the learnability, the feasibility and
the interest. If the teacher is not exposed to this matter then there will be a tendency that
he will not be an effective teacher.

GELERA, KRISSA MAE O.

The teacher must be knowledgeable enough so that they can sustain their lesson
on how to deliver. He teacher knows their subject well. Theyve mastered the content and
know how to communicate it to appropriate grade levels. The teacher never stops learning
and growing themselves. They find creative ways to upgrade their lesson plans and
pedagogy.

PANELAGA, LOVELY V.
 As a future teacher someday I will used different learning styles or strategies during
my discussion so that my students are able to understand. I will give some examples
during my class so that they can relate.

Activity 3: B.A.S.I.C . is an acronym to state the principles of curriculum content.

Principle 1: Curriculum Sample

Content

Balance Grade 9 Living Things and Their Environment FIRST

QUARTER/ FIRST GRADING PERIOD
Equitable
assignment of contents, Content: Biodiversity and Evolution
time, experiences and
other elements Causes of Species Extinction
natural
anthropogenic
Write the contents in
one subject area for Students were able to relate the species extinction to the
the first grading failure of populations of organisms to adapt to abrupt
period. changes in the environment

Articulation At the end of Grade 8, learners can describe the factors

that affect the motion of an object based on the Laws of
Curriculum is Motion. They can differentiate the concept of work as used
arrange vertically or in science and in laymans language. They know the factors
horizontally that affect the transfer of energy, such as temperature
Write a sample difference, and the type (solid, liquid, or gas) of the medium.
content of one topic in Learners can explain how active faults generate
a subject from level to earthquakes and how tropical cyclones originate from warm
level or grade to ocean waters. They recognize other members of the solar
grade. system. Learners can explain the behavior of matter in terms
of the particles it is made of. They recognize that ingredients
in food and medical products are made up of these particles
and are absorbed by the body in the form of ions. Learners
recognize reproduction as a process of cell division resulting
in growth of organisms. They have delved deeper into the
process of digestion as studied in the lower grades, giving
emphasis on proper nutrition for overall wellness. They can
participate in activities that protect and conserve
economically important species used for food.

At the end of Grade 9, learners have gained a a deeper

understanding of the digestive, respiratory, and circulatory
systems to promote overall health. They have become
familiar with some technologies that introduce desired traits
in economically important plants and animals. Learners can
explain how new materials are formed when atoms are
rearranged. They recognize that a wide variety of useful
compounds may arise from such rearrangements. Learners
can identify volcanoes and distinguish between active and
inactive ones. They can explain how energy from volcanoes
may be tapped for human use. They are familiar with
climatic phenomena that occur on a global scale. They can
explain why certain constellations can be seen only at
certain times of the year. Learners can predict the outcomes
of interactions among objects in real life applying the laws of
conservation of energy and momentum.

At the end of Grade 10, learners realize that volcanoes and

earthquakes occur in the same places in the world and that
these are related to plate boundaries. They can
demonstrate ways to ensure safety and reduce damage
during earthquakes, tsunamis, and volcanic eruptions.
Learners can explain the factors affecting the balance and
stability of an object to help them practice appropriate
positions and movements to achieve efficiency and safety
such as in sports and dancing. They can analyze situations
in which energy is harnessed for human use whereby heat
is released, affecting the physical and biological
components of the environment. Learners will have
completed the study of the entire organism with their deeper
study of the excretory and reproductive systems. They can
explain in greater detail how genetic information is passed
from parents to offspring, and how diversity of species
increases the probability of adaptation and survival in
changing environments. Learners can explain the
importance of controlling the conditions under which a
chemical reaction occurs. They recognize that cells and
tissues of the human body are made up of water, a few kinds
 of ions, and biomolecules. These biomolecules may also be
found in the food they eat.

Scope General Subjects: Heredity

Content, topics, Specific Topic: Inheritance and Variation

learning experiences
and organizing the Location of genes on chromosomes
threads of an Non-Mendelian inheritance
educational plan. Incomplete dominance
Sex-linked traits
Write sample topics in Multiple alleles
a subject area. Multiple genes

Learning Experiences: Students were able to

describe the location of genes in chromosomes.
Students were able to explain the different patterns
of non-Mendelian inheritance.

Integration The teachers explained the limiting factors extension of

species and cite an example and asked the students to why
Curriculum is do the birds coming from the China fly over in Pampanga or
integrated and in Bulacan from month of N0vember to January? It is
interconnected. because of the temperature of the area (China) that the bird
Cite a lesson which cannot take into their bodies and find warm weather.
is integrated in
Another topic, teacher also teaches the story of King Arthur.
other subjects.
King Arthur was a popular King in England. The teacher also
integrates the lesson into the news nowadays where
Chinese tried to conquer or own the Spratley Island.

Continuity Topic: ECOSYSTEM

Grade 9 Learners learn how plants capture energy from the

Sun and store energy in sugar molecules (photosynthesis).
 Vertical repetition This stored energy is used by cells during cellular
and recurring respiration. These two processes are related to each other.
approaches of content.
Grade 10 Learners learn how plants capture energy from
Write sample topics in the Sun and store energy in sugar molecules
a subject area where (photosynthesis). This stored energy is used by cells during
content is organized in cellular respiration. These two processes are related to each
spiral fashion in other.
breadth and depth

MY ANALYSIS

SINGCO, KATHLEEN O.

According to Ralph Tyler When you make curriculum there should be a planning
phase. Teacher should always be ready on her lesson and adopt her curriculum
mapping. Make a plan which is visible and phenomenal in order to attain the BASIC
principles of curriculum content and apply those 6 criteria.

BARRERA, MARIVIC V.

As a curricularist, I need to articulate clearly the aims of my teaching, give sound

professional reasons for adopting these aims, and implement them in their practice.
Through my planning and teaching, I will demonstrate the knowledge and understanding
of relevant content, disciplines, and curriculum documents.

CATUBAY, JUVY ANNE E.

According to Phillip Phenix curriculum should consist entirely of knowledge which

comes from various disciplines. So teacher must be exposed or engaged to all of the six
knowledge/subject matters in order to be ready in doing the teaching-learning process.

GELERA, KRISSA MAE O.

According to the researchers in the principle of curriculum content which is the

BASIC where the topic presented must be on time allocation, bridging between the
previous knowledge to present, sequencing the content arrange in order, knowledge and
content can be infuse or contradiction into other discipline and lastly the potential for past
to present.
PANELAGA, LOVELY V.

The teacher demonstrates they can make a connection with students. They show that
they genuinely enjoy students, knowing kids learn better when they believe the teacher
likes them. The teacher possesses the tools and process by which they assess the
students understanding of the subject. They utilize a system for measuring student
growth. The teacher creates an atmosphere thats conducive for learning. They find ways
to keep every student in the game. No assignment enables a student to give up. The
teacher pursues the marginalized student. The teacher knows their subject well. Theyve
mastered the content and know how to communicate it to appropriate grade levels. The
teacher never stops learning and growing themselves. They find creative ways to upgrade
their lesson plans and pedagogy. They are a stream not a pond. Its important the teacher
has a clear voice in the classroom, but also that students do as well. The course
experience should not be a talking head, a one way transmission of data the students
needs and make up should inform the pedagogy.

Pieces of Evidence LEARNING Documents

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EPISODE 6: CURRICULUM DEVELOPMENT: PROCESSES AND MODELS

Activity 1: Visit the school and interview an administrator on at least one curriculum
model. Accomplish the given matrix below.

Curriculum Model Best Features Insights

The curriculum model that Their best feature is its The curriculum may charge
is usually used is the objectives/ goals of this type of every now and then. It is a
Galen Saylor and William curriculum are clear. dynamic process that
Alexander Curriculum involves different
model. In this model, the implementers and
learners are provided with procedures. So, as school
varied learning administrator I do believed
opportunities to achieve its that every teacher should
educational goals and participate in the
targets and that is for implementation process.
academic excellence.

MY PERSONAL INSIGHTS

SINGCO, KATHLEEN O.

With this activity, administrator consoles the teachers on the curriculum model. As
a future educator, I would make sure that the curriculum model will be sure to be
implemented and meet. The best feature of the curriculum is the objectives that have
SMART ideas.

Nowadays, there are already man made lesson plan. It is better to make a lesson plan
that really comes from your own words because you will know what would be the best for
your students and already know your students standard and capabilities. Overall there
will be a good assessment to yourself and to your learners as well.

BARRERA, MARIVIC V.

My insight in this problem if we based on the basis of these findings, the researcher
claim that insight problem solving can be modeled within a means-ends analysis
framework. Maximization and progress-monitoring heuristics are the source of problem
difficulty, but also create the conditions necessary for insightful moves to be sought.
Furthermore, they promote the discovery and retention of promising states that meet the
progress-monitoring criterion and attenuate the problem space.

CATUBAY, JUVY ANNE E.

In this episode, it is more on summarizing the curriculum processes and models.

So as a future teacher someday I need to know the curriculum processes and models
which must be based like on Hilda Tabas approach, for me to be ready in doing the
processes correctly and to guide my learners experiences and learnings as a teacher
someday.

GELERA, KRISSA MAE O.

The curriculum is a dynamic process that involves the diff. implementers and
procedures. And it should have and objective/ goals. The learners are provided varied
learning to achieve their opportunities in educational goals.

PANELAGA, LOVELY V.

My insights about process and models of teaching is that instructional design models
should be flexible enough to be applied to all environment .K-12 are face to face blended
environments .higher education and etc .However there is value in analyzing the model.

Activity 2: These are the steps in the model of Hilda Taba. Interview a teacher and
inquire how these steps are applied by accomplishing the given chart by giving concrete
examples.
STEPS APPLICATIONS TO REAL TEACHING

1. Diagnosis of Learners Needs and Ill let them write what they want and what they
Expectations of Larger Society expect in my class.

2. Formulation of Learning You should make a goals or aims as your basis

Objectives of formulating your learning objectives.

3. Selection of Learning Content Selecting of learning content is by imparting or

giving knowledge and information within the
locality.

4. Organization of Learning Content Through the use of lesson plan you can
organized the learning content.

5. Selection of Learning Content Selecting of learning content is by imparting or

giving knowledge and information within the
locality.

6. Modes of Evaluation Multiple choice and matching type.

Activity 3: Complete the staircase of the Curriculum Development Process according to

Tyler. Write the answers in the steps. Give Examples for each step.
 Evaluation of the
Experience: The
students were able
to learn and reflect
on their experiences.

Organization of the Experiences:

Youth seminar, recollection, Intrams,
Founders day, Math Club Org, English
Club.

Educational Experiences related to the purpose: The

school provides positive learnings to the students
where they can learn through field trips, seminars
and interpersonal relationship.

Purpose of the School: The purpose of the school is

responsible for promoting positive learning
opportunities in caring, equitable manners.

MY ANALYSIS

SINGCO, KATHLEEN O.
 According to Galen Saylor and William Alexander that a plan for providing sets of
learning opportunities to achieve broad educational goals and related specific objectives
for an identifiable population served by a single school center. According to the
administrator Mrs. Cadayday this is the usually used in their school. They can meet the
effectivity of their lesson plan if every teacher should participate in the implementation
process of the curriculum.

BARRERA, MARIVIC V.

In this paper we will explore several models of teaching and learning. According to
Gage & Berliner state that the use of models as learning aides have two primary benefits.
First, models provide "accurate and useful representations of knowledge that is needed
when solving problems in some particular domain. Second, a model makes the process
of understanding a domain of knowledge easier because it is a visual expression of the
topic. The teachers need to found that students who study models before a lecture may
recall as much as more on questions concerning conceptual information than students
who receive instruction without the advantage of seeing and discussing models.

CATUBAY, JUVY ANNE E.

I should expose myself to curriculum processes and models because according to

Hilda Tabas Approach, she believed that teachers should participate in developing a
curriculum. Those teachers who are not much exposed to this are possible to fail to order
the events of his teaching-learning process. According to Hollis Caswell curriculum as
all experiences children have under the guidance of the teachers.

GELERA, KRISSA MAE O.

According to Hilda Tabas model, the students or the learners should undergo to
the Tabas model, it is because it through this model the learners are free to what they
want and the can develop their knowledge of being a students.

And also for the teacher, they should have an objectives or goals of formulating their
objectives.

PANELAGA, LOVELY V.

My analysis on this is simply put models deal with the ways in which learning
environments and instructional experiences can be constructed, sequenced, or
delivered. They may provide theoretical or instructional frameworks, patterns, or
examples for any number of educational components curricula, teaching techniques,
instructional groupings, classroom management plans, content development,
sequencing, delivery, the development of support materials, presentation methods, etc.
Teaching models may even be discipline or student-population specific.

Pieces of Evidence LEARNING Documents

PORTFOLIO
Records Pictures