PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

The Indigenous Peoples Education Hub
North Luzon
Alicia, Isabela

VISION
PNU North Luzon is an internationally recognized and nationally responsive teacher education university specializing in living traditions and
indigenous education.
MISSION
PNU North Luzon is dedicated to nurturing innovative teachers and education leaders.
STRATEGIC DIRECTIONS
1. Shared Vision of Excellence 6. Collaboration and Partnership
2. Quality Assurance 7. Product and Service Development
3. Systems-Based Solutions 8. Responsiveness to Stakeholders
4. Branding 9. Sustainability
5. Internationalization 10. Human Capital Management

I. Introductory Information
Academic Program Professional Education
Course Title Curriculum Development
Course Number Prof. Ed 8
No. of Credit/Units Three (3)
School Year/Term Sy 2016-2017
Prerequisites

Nurturing Innovative Teachers and Education Leaders

 II. Course Overview
Course Description This course introduces pre-service students to the different views and thinking on curriculum development process
which will enable them to analyze and critique existing curriculum for possible modification and refinement. Students
will be given hands-on experience in designing, implementing and evaluating curricular programs.

Program Outcomes The teacher Education Program (TEP) is committed to producing teachers who are:
Disiciplined grounded, professionally competent, and innovative practitioner; refelctive specialist, humane, ethical,
and moral person, transformative educator, critical, creative, and responsible educational technology expert.

Course Content Content

Course Intended
Session Instructional Delivery Assessment Tasks
Learning Outcomes Topic
Number

1 Orientation on PNU VMGO Group discussion

1.Demonstarte 2-5 Fundamental Concept in
adequate knowledge curriculum.1,2 Interactive lecturing Written exercises
on concepts and Curriculum:
existing views and  As an instructional
thinking on plan
curriculum  As a field of study
 As an experience
 As an instructional
outcome

Curriculum Approaches1
 Behavioral approach Lecture discussion
FLA 1-4  Managerial approach
 Systems approach Comparative analysis Summary matrix
of the different
 Academic approach
approaches of
 Humanistic approach
curriculum
 Reconceptualists
approach

Levels of Curriculum
 Societal level
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  Institutional level
 Instructional level
 Experiental level

2.Manifest 6-11 Philosophical foundations of Student managed Written Examination

understanding on the curriculum: 1, 3 activities:
foundations of  Idealism Group discussion
curriculum and their  Realism Question and answer
relevance to teaching  Pragmatism/
learning process Experimentalism
 Existentialism

Educational Philosophies of
curriculum:
 Perennialism
 Essentialism
 Progressivism
 Reconstructionism

Historical Foundations of Interactive lecturing

FLA 5-8 curriculum:2 Summary matrix
 Pre-Spanish Era Comparative analysisof
 Spanish Era education during the
 American Era various historical eras
 Japanese Era as to: goal, focus,
method, course of
study and general
characteristics

Sociological Foundations of Group discussion Written exercises

curriculum: 1 Film/videoviewing
 Society, education
and schooling
 Society as a source of

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 change
 Schools as an agent
of change
 Societal changes
 Influence of society
and culture

Psychological foundations of
curriculum: 1, 2 Student manged Written exercises
 Behaviorism activities;
 Cognitive - Group
Development discussion
 Phenomenology - Question and
answer

3.Analyze the
processes of
curriculum as basis
for students to initiate
desired change in
the Philippine society
12 MIDTERM EXAMINATION
13-18 Curriculum Theory:1
 Scientific theory
 Early theory of
curriculum
 Theory at Mid-century
Curriculum Development 1
 Technical/scientific
 Non-technical/ non-
scientific approah

Components to consider in
developing a currciulum
 Curriculum content
 Curriculum
experiences
 Educational
environment
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 19-23 Curriculum Design Lecture discussion
 Subject- centered Summary matrix/
FLA 9-10  Learner-centered Comparative analysis technical report
 Expereince-centered of the different Rubric:
curriculum design as to Presentation 40%
Components of curriculum strengths , limitations Discussion 60%
design and implication to
Basics of curriculum design teaching-learning
Steps in designing process
curriculum

Curriculum Implementation: Teacher managed

4. Manifest the skills  Curriculum activities:
in developing and implementation -interactive lecturing
analyzing the models -question and answer
curriculum and its
processes Curriculum Evaluation
 Nature and purpose
of evaluation
 Types of evaluation
model

5. Display the skills Writing a lesson plan Rubric:

needed in localizing FLA 11-12 (integrate indigenous Presentation of the
and indigenizing the activities like games, lesson -50%
curriculum songs, play and stories) Integration of IP
Touch -30%
Instructional
Material -20%
24 Final Examination

Course References 1.Ornstein, A. (1988). Curriculum foundations, principles and issues (Fifth edition), McGraw Hill Publishing, New

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 Jersey, USA
2. __________ (2013). Professional education: Reviewer for the Licensure Examination for Teachers,CalQ
Publishing, Manila, Philippines
3. Bilbao, et al. (2008). Curriculum development.Lorimar Publishing Inc., Quezon City.
Additional/Supplementary Handouts, videos, DepEd Learning Materials
Materials DepEd Memoranda

Performance Indicator Performance Standard

Course Performance Indicator Evidences of Performance
and Evidences of (Assessment Criteria)
Performance Demonstrate understanding of Group Presentation of Survey Game Rubrics
the … Analysis
Problem Set Solutions
Long Tests
Course Requirements
Course Policies

Submitted by:

DR. CARLITO G. MIGUEL

Faculty of Teacher Development

Recommended:

DR. OLIVE JOY F. ANDAYA

Associate Dean, Faculty of Teacher Development

Approved:

DR. MARIE GRACE S. CABANSAG

Nurturing Innovative Teachers and Education Leaders

Dean, Academics and Indigenous Peoples Education

Nurturing Innovative Teachers and Education Leaders