Colegio de la Purisima Concepcion

The School of the Archdiocese of

Capiz

SCHOOL OF GRADUATE OF
STUDIES
MASTER OF ARTS IN EDUCATION

Major in Educational Management

LEARNING MODULE
IN
CURRICULUM DEVELOPMENT
(EDM 207)

BY: MARY ROSE BELTRAN BELUSO

A. Guide Questions:
1. What is Curriculum?
2. What is Development?
LEA NING MODULE 1 (FIRST
R WEEK)

3. What are the different point of views of Curriculum?

4. Why do need to consider the Traditional and Progressive of View of Curriculum?
5. What is Curriculum Development?
6. What is the importance of Curriculum Development?
7. What is the role of Teacher in Curriculum Development
8. What is the importance of curriculum in Education?
9. Can a school exist without a curriculum?

B. TOPICS or CONTENT: DEFINITON of CURRICULUM and CURRICULUM DEVELOPMENT

Curriculum
 is the “floor plan” or blueprint for what is going to be taught/ learned/ experienced in the
academic classroom over a period of time.
 It is also a framework that sets expectation for student learning. It serves as a guide
for teachers to what they needed to do. Is the “what of teaching “listing of subjects to be
taught in school and it is Specification of what should be learned, how it should be taught,
and the plan for implementing / assessing the learning of each learner.
 The word curriculum comes from the Latin root meaning ―racecourse‖ and, for many, the
school curriculum is just that — a race to be run, a series of obstacles or hurdles (subjects)
to be passed.
Marsh and Stafford (1988)
 Curriculum itself is a “planned outcome”
Morris and Adamson (2010)

 Curriculum is a tool in the hands or artist (teacher) to mold his material (pupil) according to ideal
(objectives) in the school.
Cunningham

 Curriculum is a continuous reconstruction, moving from the child’s present experience

out into that represented by organized bodies of truth that we call studies.
John Dewey

 Curriculum refers to a written plan outlining what students will be taught.

J.L McBrien & R. Brandt

 Curriculum from Different Point of View:

There are many definitions, Because of this, the concept of curriculum is

fragmentary, elusive and confusing.

1. Traditional Points of View of Curriculum

 The traditional concepts held of the curriculum that it is a body of

subjects or subject matter prepared by teachers for the students to learn.
According to Robert M. Hutchins he views curriculum as “permanent studies”.

2. Progressive Points of View of Curriculum

 It is defined as the total learning experiences of the individual.

 According to John Dewey He believed that reflective thinking is means
that unifies curricular elements.
 To Caswell and Campbell they viewed curriculum as “all experiences have
under the guidance of teachers.
 Marsh and Willis viewed curriculum as all the “experiences in the
classroom which are planned and enacted by the teacher and also
learned by the students.

Traditional Curriculum Progressive Curriculum

 Teacher –Centered  Student centered
 Education for the next level  Education for the moment
 High- student-teacher ratio  Low student-teacher ratio
 More on memorization for mastery  More on reasoning and open-ended
questions
 Paper and pencil Test  Performance Test

Development- it is a process that creates growth, progress, and positive change. Curriculum

Development- can be defined as the step by step process used to create

positive improvements in the course offered by a school. It involves planning of learning
opportunities to bring certain changes learners and ways of assessing the extent to which these
changes have taken place.
 C. My Discussion/ My Reflection:

Some authors define curriculum as the total effort of the school to bring out desired
outcomes in school and out-of school situations and a HEART of teaching-learning process. It is
also a purpose to discipline children and youth in group ways of thinking and acting. It helps the
students to provide such learning or experiences that they can use in future. It is really important
that we a have a curriculum that guides us to what we are going to do.
As a teacher we need to consider the traditional and progressive point of view of
curriculum because in classroom, a diverse learners could be found. As a teacher we must see to
it that whatever we are teaching, is suits to the needs and capabilities of the learner. We need to
utilize and organize various teaching method and approaches so that our learners may learn
better. These two will be the basis of our curriculum development. This will serve as our guiding
star in constructing a well-planned curriculum. It is clear that both of them provide the learner
education, knowledge, skill and values they need to become a fully developed individuals,
Curriculum development has a broad scope because it is not only about the school, the
learners and the teachers. It is all about the development of society in general. Curriculum
development plays a vital role in our Education or even in our economy because it help us to
provide solutions or answers to world pressing condition or problem. It helps us to improve the
quality of our teaching. As a teacher it helps us to improve a certain curriculum that we need to
do. We all know that teacher’s involvement in curriculum organization has many roles
and responsibilities. Teachers wants to enjoy teaching and watching their pupils/ students
learning in their skills or interest area. The teacher need to create a lesson or syllabi within the
framework of the given curriculum. Since we all know that the teacher’s responsibilities is to
implement the curriculum to meet the students need. They are the important factor in the success
of a curriculum.
Curriculum is really important in education because it helps us in the selection of learning
experiences. The purpose of a having a curriculum is to provide teachers with an outline of what
should be taught in classrooms. It helps to develop all the aspect of a learners. It also decides
what kind of development aspects should be focused, how they are being developed, how the
skill, capacity and concepts of learners can be developed. Lastly it is also a classroom teaching
and learning oriented. So that the any problem can be solved inside the class in the same time.
Lastly a school will not exist without a curriculum. We all know that curriculum is an
integrated course of academic studies and listing of subjects and the total learning experiences of
individuals. So without the curriculum the school would be futile.
REFERENCES:
Curriculum Development by Purita Bilbao, et. al. Lorimar Pub., 2008)

https://www.edglossary.org/curriculum/

https://trenducation.wordpress.com/2019/10/28/what-is-curriculum-development/

https://simplyeducate.me/2014/12/13/the-meaning-and-importance-of-curriculum-development/
 LEARNING MODULE 2
(FIRST WEEK)

A. GUIDE QUESTIONS:

1. What is School Curriculum?

2. What is the Nature and Scope of Curriculum?
3. What are the types of Curriculum in School?
4. What are the characteristics of good curriculum?
5. What are the description of teacher as a Curricularist?
6. How important the School Curriculum for the Teachers?

B. TOPICS or CONTENT: THE SCHOOL CURRICULUM

School Curriculum- it is a particular set of course that being designate to a particular

school. It is a programme of selected content and learning experiences offered by a SCHOOL
and capable of either modifying or changing learner behavior

The Nature of Curriculum are the instructional programme as indicated by the course
offerings to meet the varies requirements of a population. It is also the course of study,
embodying outlines of knowledge to be taught and all experiences provided under the guidance
of the school.

The Scope is refers to the breadth of the curriculum –the content, learning experiences and
activities to be included in the curriculum.

THE TYPES OF CURRICULUM OPERATING IN THE SCHOOLS ARE:

 Recommended Curriculum- proposed by scholars and professional organizations

 Written Curriculum- appear in school, district division or country documents
 Taught Curriculum- what teaches implement or deliver in the classrooms or schools
 Supported curriculum- resources like textbooks, computers, audio-visual materials
which support and help in the implementation of the curriculum
 Assessed Curriculum- that which is tested and evaluated
 Learned Curriculum- what students actually learned and what is measured
 Hidden Curriculum- the unintended curriculum
THERE ARE GOOD CHARACTERISTICS THAT CURRICULUM MUST POSSESSES:

 The curriculum is continuously evolving –it evolved from one period to another , to
the present
 The curriculum is based on the needs of the people- meets the challenges of times and
make education more responsive to the learners.
 The curriculum is democratically conceived- developed through the efforts of a group
of individuals from different sectors or society.
 The curriculum is the result of a long term- effort- a good curriculum is a product of
long and tedious process
 The curriculum is a complex of details- provides proper instructional equipment and
meeting places that are often most conducive to learning.
 The curriculum provides for the logical sequence of subject matter – learning
is developmental
 The curriculum complements and cooperates with other programs of the community- id
responsive to the needs of the community.
 The curriculum has educational quality
 The curriculum has administrative flexibility

TEACHER AS A CURRICULARIST:
She must know the curriculum
She must write the curriculum
She must plan the curriculum
She must initiates the
curriculum
She must Innovates the
curriculum
She must Implements the
curriculum
She must Evaluates the
curriculum
Starts with knowing the about
curriculum, the subject matter KNOWER
or the content
Takes record of knowledge
concepts, subject matter or the WRITER
content
Making a plan of what lesson
might she taught PLANNER
It requires the open mindedness
of teacher and the full belief
that curriculum will enhance
learning
INITIATOR
Creativity and innovation of an
excellent teacher. Curriculum is
always dynamic it keeps on
changing INNOVATOR
The curriculum that remains
written or recommended will
never serve its purpose.
Somebody has to implement it.
IMPLEMENTOR
Determine if the desired
outcome has been achieved? EVALUATOR
 C. MY DISCUSSION/MY REFLECTION:

We all know that every school has its own unique curriculum. It is a particular set of course that
being designated to a particular school. Curriculum is very important in academic mode of
teaching. It is the heart of teaching-learning experience. It is a framework which serves as guide
for teachers to deliver a meaningful lesson. It is also defines the overall learning experience of
the learner within a specified period of time.
As a teacher we must need to know the different types of curricula because it is for me to
enhance and understand about it. It served as our experience for our future.
Curriculum must be based on the needs of the learners and the society as a whole. It must
envision the betterment of the society by making or molding the hope of Father Land. Every
year the needs of our community changes so it is designed to cope with the modernization. It
caters the fast evolving needs of our diverse learners. Curriculum is the backbone of all
educational institutions because it supports and the teachings of the teachers are attached or
based here.
A school’s curriculum informs teachers what skills must be taught at each grade level to
ultimately prepare students for a post education. Understanding the big picture helps teachers
align the learning objectives of their own curriculum with the school’s curriculum. As a teacher
we have a vital role in developing new modes of instruction, implementing the laws and ethics,
assessing the performance of our students and ours as well and shaping our learners to be
competent and productive not only in school but in society as whole. The school curriculum helps
as to become more knowledgeable in doing outline of what should be taught in classrooms. It is a
plan that needs to be implemented to provide a meaningful learning. We innovate and create
wonderful setting that is conducive for learning. But we have also obligation to evaluate the
curriculum we are using if it is effective or not. In the absence of a curriculum, teachers wouldn’t
know whether students are building a solid foundation to support learning at the next level.
All in all, curriculum exist in every
school.

REFERENCES:

https://www.aeseducation.com/blog/what-is-a-curriculum https://www.slideshare.net/ezr001/7-
types-of-curriculum-operating-in-schools-74335304
https://www.coursehero.com/file/p5t6g41/My-Learning-Essentials-A-curricularist-is-a-
professional- who-is-a-curriculum/
http://www.authorstream.com/Presentation/jean524443 -3047541-characteristics-good-
curriculum/
 LEARNING MODULE 3
(FIRST WEEK)

A. GUIDE QUESTIONS:

1. What is approach?
2. What then is a curriculum approach?
3. What is meant by behavioral approach?
4. What does Managerial approach meant?
5. What is System approach?
6. What is Academic approach?
7. What does Humanistic Approach meant?

B. TOPIC or CONTENT: APPROACHES TO SCHOOL CURRICULUM

According to Ornstein and Hunkins (1993) the main curriculum approaches are
the following:
 Behavioural
 Managerial
 Systems
 Academic
 Humanistic
Approach – is a way of dealing with something, a way of doing or thinking about something.

Curriculum approach- it is a way of dealing with a curriculum, a way of doing/ creating/

designing/ thinking about curriculum.
It reflects holistic position of met orientation, encompassing the foundations of curriculum,
domains of curriculum and the theoretical and practical principles of curriculum.

Behavioral Approach- This is based on a blueprint, where goals and objectives are
specified, contents and activities are also arranged to match with the learning objectives.
The learning outcomes are evaluated in terms of goal and objectives set at the beginning.
This approach started with the idea of Frederick Taylor which is aimed to achieve
efficiency. In education, behavioral approach begins with educational plans that start with
the setting of goals or objectives. These are the important ingredients in curriculum
implementation as evaluating the learning outcomes as a change of behavior. The change of
behavior indicates the measure of the accomplishment.
 The managerial approach entails consideration of the school as a social system, based on
organizational theory, in which the constituent members (e.g. students, teachers, curriculum
specialists, and administrators) interact in harmony with certain norms and behaviors.

Among other names, the systems approach to designing curriculum, is also called
instructional systems design (ISD) the main feature of the systems approach is the
interconnectedness of different programs and content areas included in curriculum, while
serving as an index of how the school is restructuring and re culturing , for example by
introducing a monitoring and assessment system.

The academic approach ―attempts to analyze and synthesize major positions, trends, and
concepts of curriculum. This approach is concerned with comprehensive domains of
schooling, including the study of education.

The humanistic approach is underpinned by child psychology with a view to coping with the
needs and interests of children and by humanistic psychology with emphasis on valuing,
ego identity, psychological health, freedom to learn, and personal fulfilment

C. MY DISCUSSION/ MY REFLECTION:

An approach is a way of looking at teaching and learning. An approach gives rise to

methods, the way of teaching something, which use classroom activities or techniques to help
learners learn. There are many kinds of approaches that can truly align to the needs of a
learners. We all know that everyone is unique in their own ways. Learners have different
personalities they have also different abilities. With their differences, I as a teacher must adjust
to them, I must give appropriate lessons or approach that is suited to the capabilities and like of
the learners. I as a teacher must select techniques from approaches according to the different
needs of my learners. I learned the various approaches, where these approaches have their own
respective role when they are utilized and are so helpful that I can consider the leaning shoulder
to make my instruction potent and effective. I was acquainted with the different methods and
approaches and I am steady that if these methods are supplemented in my discussions it will
turn out to an effective and successful ones.
Behavioral approach focuses the change of one’s behavior. This approach focuses on
what learners should be able to do as a result of the teaching and learning process. Learners do
not change their behavior merely because someone tells them to do so or tell them how to
change. We all know for effective teaching giving information is not enough, learners become
responsible and independent not from having other people tell them that they should be
responsible and independent but from having experienced authentically. Learners learn from
their experiences.

Managerial approach focuses on programmed, schedules, space, resources and equipment, as

well as personnel, requiring cooperation among teachers, students and those who are responsible for
curriculum supervision outside of school. This approach also helps us to innovate such curriculum by
the help other ranked specialist, supervisor and administrator.
The main feature of System Approach is interconnectedness of different programs and content
areas included in curriculum, while serving as an index of how the school is restructuring and re
culturing
, for example by introducing a monitoring and assessment system.

Academic Approach-This approach is concerned with comprehensive domains of schooling,

including the study of education. This approach is really important in teaching learning process because
it pursuit the main objective of curriculum (1) basic literacy and numeracy; (2) basic technological skills
in the domain of practical activities and arts in which learners/pupils can learn through the different
aspect of learning.

The humanistic approach is underpinned by child psychology with a view to coping with the needs and
interests of children. I as a teacher therefore serves as facilitator and resource person for students. The
curriculum mainly focuses on active interaction among students and teachers, on problem solving, and on
inquiry.

All in all this approaches can help to become more effective and efficient teacher. This the
guide for me on how become flexible in my teaching -learning process.

REFERENCES:

https://www.academia.edu/36763807/APPROACHES_TO_CURRICULUM_DEVELOPMENT

http://e-learning.cmcvellore.ac.in/auth/pdf/8255.pdf

https://impact.chartered.college/article/curriculum-concepts-approaches/

http://delajane.blogspot.com/2012/08/curriculum-approaches.html
 LEARNING MODULE 4
(SECOND WEEK)

A. GUIDE QUESTIONS:

1. What is the meaning of foundation?

2. What do you mean by foundation of curriculum?
3. What is Philosophical Foundation of Curriculum
4. What are the Four Educational Philosophies?
5. What is Psychological Foundation of Curriculum?
6. What are the psychological theories that influenced curriculum
development?
7. Why is it important to know the Historical Foundation of Curriculum?
8. What is Sociological Foundation of Curriculum?
9. How do philosophy, psychology, history and society influence
the development of curriculum?

B. TOPIC or CONTENT: FOUNDATIONS OF CURRICULUM

DEVELOPMENT

Foundation – an underlying basis or principle

Foundations are the forces that influence the minds of curriculum developers
Philosophical Foundation- helps determine the driving purpose of education, as well
as the roles of the various participants
Four Educational Philosophies
 Perennialism – is the belief that schools should teach ideas that are
everlasting
 Essentialism- is the belief that students should learn traditional basic
thoroughly
-to promote the intellectual growth of the individual and
educate a competent person.
 Progressivism- is the support for or advocacy of social
reform
 Reconstructionism – to improve and reconstruct society .Education for
change.
Psychological Foundation - provides information about the teaching and learning process.
It also understand to relate with each other more, based on the ability to understand
their words, thoughts and actions
 Psychological Theories:
 Behaviorist Psychology- Learning should organized so that students
can experience success in the process of mastering the subject matter

 Cognitive Psychology- learning constitutes a logical method for

organizing and interpreting learning

 Humanistic Psychology- curriculum is concerned with the process nor

the product

Historical Foundation- shows different changes in the purposes, principles and content of
the curriculum

Philippine education came about from various foreign influences. This can
be traced back to the glorious history. Of all foreign educational systems, the
American educational system has the greatest influence on our educational system.

The following six curriculum theorists contributed their views on curriculum:

1. Franklin Bobbit (1876-1956)- presented curriculum as a science that

emphasizes on students' need.

2. Werret Charters (1875-1952) - considered curriculum also as a science which

is based on students' need, and the teachers plan the activities.

3. William Kilpatrick (1871-1965) - viewed curriculum as purposeful activities

which are child-centered.

4. Harold Rugg (1886-1960) - emphasized social studies in the curriculum and

the teacher plans the lesson in advance.

5. Hollis Caswell (1901-1989) - sees curriculum as organized around

social functions of themes, organized knowledge and earner's interests.

6. Ralph Tyler (1902-1994) - believes that curriculum is a science and an

extension of school's philosophy. based on students' need and interests.

The historical development shows the different changes in the purposes,

principles and content of the curriculum.
 Sociological Foundation- Society as ever dynamic, is a source of very fast changes
which are difficult to cope with
The relationship of curriculum and society is mutual and encompassing.
Hence, to be relevant, the curricula should reflect and preserve the culture of
society and its aspirations. At the same time, society should also imbibe the
changes brought about by the formal institutions called schools.

C. MY DISCUSSION/ MY REFLECTION:

All four of these hold importance in influencing the curriculum and instruction.
They are the foundations in which curriculum is being used in academic purposes. Each of the
four major foundations has played significant role in curriculum development, and
instructional practices. They are the reason why curriculum became meaningful and useful.
All of these foundations propose to set goals of curriculum, presents the manner of thinking
from which those goals created.

Philosophy influences the curriculum by providing a basis for teaching and learning
process. It also helps us to define the purpose of the school, the importance of subjects to be
taught, the kind of learning must have and how they can apply it to the real life situations, and
also the instructional materials, methods and strategies to be used. The Psychology inculcates
that the learner are not machines and it has mind not like a computer that is affected by biology
and culture. It explains to us that learners may learn to relate with each other, based on the
ability to understand behinds every words, thoughts and actions. With this, curriculum makers
will be guided in nurturing more advanced more comprehensive and complete human learning.
With history development shows the different changes in the purpose, principles and content of
curriculum. This only implies that curriculum is ever changing putting in knowledge and
content from many field of discipline. For society, the curricula should reflect and preserve the
culture of society and its aspirations. It focuses the learner to become a globally competitive
one.

REFERENCES:
https://www.newfoundations.com/FdnsCurriculum.html
https://www.academia.edu/30692924/MAJOR_FOUNDATIONS_OF _CURRICULUM

https://simplyeducate.me/2015/01/09/4-major-foundations-of-curriculum-and-their-importance-
in- education/
 LEARNING MODULE 5
(SECOND WEEK 2)

A. GUIDE QUESTIONS:
1. What is technical scientific approach?
2. What is Non- technical non- scientific approach

B. TOPIC or CONTENT: PRINCIPLES OF CURRICULUM DEVELOPMENT

Technical Scientific- this approach stresses that students learn specific subject matter
with specific outputs.

 As the product Model which emphasizes plans and intentions

Neary (2003)
 It is the scientific method which involves a logical step by step procedure
for problem solving
 It is a teacher centric and focuses on content structured assessment
tools.

The two leading Proponents of Technical- Scientific Approach:

Ralph Tyler
 He is a well –known proponent of the Technical- Scientific Approach
 Discussed four basic principles in Curriculum

The 4 Basic Principles:

 Purpose of School
 Educational experiences
 Organization of these experiences
 Evaluation of the purpose

This principle provide curriculum developer with a clear direction for development
process. It emphasizes the role and value of objectives as it provides a clear direction and
guide to the developers for further process.

Hilda Taba
 Promotes the “Down –Top Model” or Grass- Roots Approach
 She believed that the Curriculum should be designed by the users of the
programme
  She advocated the teachers take an inductive approach to curriculum
development-starting with the specifics and building to a general curriculum
design.
 Taba noted 7 major steps to her Grass-Root Model.

The 7 major steps to GRASS- ROOT MODEL:

 Diagnosis of Needs: Identification of students Needs

 Formulation of Objective: Objectives to be accomplished
 Selection Of Content : Validity and significance of the content
 Organization of Content: Consider- maturity, academic achievement and
interest of learners
 Selection of Learning Experiences: Instructional Methodologies
 Organization of Learning Activities
 Evaluation and Means of Evaluation : Accomplishment of the Objectives

This model tells us that the one who have to teach curriculum will develop
it. Teaching learning experience of the teacher will be considered.

Non- Technical – is often used when the major source of curriculum content is the needs
and interests of students or needs of society and culture.

 This approach is student centered with the emphasis on the learners rather than
the output
 Approach of curriculum development is a process model that concentrates
on activities and the effects of the activities.
 C. MY DISCUSSION/MY REFLECTION:

This two approach is really important to the curriculum, it shows how the teacher- student
connection to one another. We teachers, are called not only to instruct pupils in our subject but
to be good influences of them. This two approach tells us that the learner and teacher are the
key players in a learning environment. The technical approach uses an intellectual and rational
which follows a systematic procedure for development of curricula. Such as designed
curriculum can be evaluated. The non-technical, non-scientific approach emphasizes the
subjective and personal aspects. It is an activity-oriented approach and learners are involved in
planning the curriculum. As a teacher we should learn the specific learning standards, lessons
and materials
to be use in order to organized and teach a particular lesson.
For every approach, it expresses an orientation or perspective about curriculum development
which impacts on the design of the curriculum, the role of schools, administrators, teachers,
learners, curriculum specialists, and requirements for implementation and evaluation such as
instructional materials, equipment and facilities.
As a teacher we perceive as someone who can effect change or learning to every learner.
We as teacher must be expert in what subject matter that we need to teach. In our everyday
teaching we must prepare a content to a subject matter that we need to impart in our learners.
We should have objectives that we need to achieve in order for us to know if the learners learn.
We must teach a content that is aligned to our goals and objectives. We need to teach according
to the needs and interest of a learners. As a teacher we should consider the individual
differences of a learners in order for us to know what would be the proper method or strategies
will be going to use.

REFERENCES: https://www.natefacs.org/Pages/v30no1/v30no1Smith.pdf
https://www.scribd.com/doc/137692525/Curriculum-Approach-Technical-Scientific-Approach
https://www.coursehero.com/file/43523464/TECHNICAL-SCIENTIFIC-APPROACHpptx/
https://educationalresearchtechniques.com/2014/07/03/curriculum -development-non-
scientific- approach/
 LEARNING MODULE 6
(THIRD WEEK)

A. GUIDE QUESTIONS:

1. What is curriculum content or subject matter?

2. What are the criteria used in selection of subject matter for the curriculum?
3. What is curriculum Experience?
4. What is curriculum Environment

B. TOPIC or CONTENT: COMPONENTS CONSIDER IN

DEVELOPING A CURRICULUM

Curriculum Content or Subject Matter

Information to be learned in school, another term for knowledge ( a compendium

of facts, concepts, generalization, principles, theories.

1. Subject-centered view of curriculum: The Fund of human

knowledge represents the repository of accumulated discoveries and inventions of
man down the centuries, due to man’s exploration of his world

2. Learner-centered view of curriculum: Relates knowledge to the

individual’s personal and social world and how he or she defines reality.

Gerome Bruner: “Knowledge is a model we construct to give meaning

and structure to regularities in experience”

Criteria used in selection of subject matter for the curriculum:

1. self-sufficiency – “less teaching effort and educational resources, less

learner’s effort but more results and effective learning outcomes – most economical
manner (Scheffler, 1970)

2. significance – contribute to basic ideas to achieve overall aim of curriculum,

develop learning skills

3. validity – meaningful to the learner based on maturity, prior

experience, educational and social value

4. utility – usefulness of the content either for the present or the

future
5. learnability – within the range of the experience of the learners

6. feasibility – can be learned within the tile allowed, resources available, expertise of
the teacher, nature of learner

Principles to follow in organizing the learning contents (Palma, 1992)

1. BALANCE . Content curriculum should be fairly distributed in depth and breadth of

the particular learning are or discipline. This will ensure that the level or area will not
be overcrowded or less crowded.

2. ARTICULATION. Each level of subject matter should be smoothly connected to

the next, glaring gaps or wasteful overlaps in the subject matter will be avoided.

3. SEQUENCE. This is the logical arrangement of the subject matter. It refers to the
deepening and broadening of content as it is taken up in the
higher levels.

The horizontal connections are needed in subject areas that are similar so that learning
will be related to one another. This is INTEGRATION.

Learning requires a continuing application of the new knowledge, skills, and

attitudes or values so that these will be used in daily living. The constant repetition,
review and reinforcement of learning is what is
referred to as CONTINUITY.

Curriculum Experience

Instructional strategies and methods will link to curriculum experiences,

the core and heart of the curriculum. The instructional strategies and methods
will put into action the goals and use of the content in order to produce an
outcome.

Teaching strategies convert the written curriculum to instruction. Among these

are time-tested methods, inquiry approaches, constructivist and other emerging
strategies that complement new theories in teaching and learning. Educational activities
like field trips, conducting
experiments, interacting with computer programs and other experiential
learning will also form part of the repertoire of teaching.

Whatever methods the teacher utilizes to implement the curriculum, there will be some
guide for the selection and use, Here are some of them:
 1. teaching methods are means to achieve the end
2. There is no single best teaching method
3. Teaching methods should stimulate the learner’s desire to develop the cognitive,
affective, psychomotor, social and spiritual domain of the individual
4. In the choice of teaching methods, learning styles of the students
should be considered
5. Every method should lead to the development of the learning outcome in three
domains
6. Flexibility should be a consideration in the use of teaching methods

Curriculum Environment
 It is a crucial component of student learning and a likeness to the
quality of the curriculum.
 A social system includes the learner, the individuals with whom the
learner interacts, the setting, the purpose of the interaction.
 Include all the relationships with people and all of the
various interaction with materials in all of the setting in which learners
grow and learn.

C. MY DISCUSSION/ MY REFLECTION:

As a teacher we perceive as someone who can effect change or learning to every

learner. We as teacher must be expert in what subject matter that we need to teach. In our
everyday teaching we must prepare a content to a subject matter that we need to impart in our
learners. We should have objectives that we need to achieve in order for us to know if the
learners learn. We must teach a content that is aligned to our goals and objectives. We need to
teach according to the needs and interest of a learners. As a teacher we should consider the
individual differences of a learners in order for us to know what would be the proper method or
strategies will be going to use.
In making a curriculum there are a lots of things to consider and first on the list is subject
matter, objective or content. With a clear educational objective it will be much easier for us to
formulate plans on how we possibly achieved our
goals. Another thing that we need to consider is the educational experiences that can be
provide to achieve our goals. We all know that we have variety of
educational experiences but the choice depends on our student’s interest and needs. We all
know that learners have a diversity of intelligences and we as teacher must be flexible enough
to sustain these interest and needs. After we have chosen what learning experience to be
included in our lesson the next thing to do is organized these experiences.
And lastly physical environment is also exerts influence on learning. Environment
is an important aspect of medical education affecting students' motivation and learning
outcomes. A conducive physical environment allows for flexible arrangement of furniture.
Most of all it is a safe, clean , peaceful and noise-free environment.

REFERENCES:
https://hyattractions.w ordpress.com/2016/12/07/the-meaning-of-curriculum-content- and-learning-
experiences/ https://www.researchgate.net/publication/11278413_The_learning_environment_and_t
he_curriculum
 LEARNING MODULE 7
(THIRD WEEK)

A. GUIDE QUESTIONS:
1. What is political arena?
2. Who are involve in School Arena Participant?
3. Who are involve in Outside the School District participants
4. Who are others participant involve in developing a
Curriculum?

B. TOPIC or CONTENT: PARTICIPANTS IN DEVELOPING A CURRICULUM

 POLITICAL ARENA

 Politics have increased their role in educational policy making,

to some extent at the expense of local school districts.
 Politics in relation to curriculum development and decision making is a
combination of government policies and opinions from educators,
students, professional organizations and
other key stake holders.

 SCHOOL ARENA PARTICIPANTS

TEACHERS

Teachers occupy the central position in curriculum decision making.

The roles of teachers in this new century are changing,
confronting teachers with expanded challenges. No longer are they just
responsible for developing lesson plans and serving on curriculum committees.
With the digital age exploding contents, computer programs, and virtual worlds,
teachers are going to have to interact with content experts from the field. Many
learning modules will have content that many teachers will not have the
expertise to teach or evaluate.

STUDENTS

Students should have a voice in curriculum development Students

involved in creating their curriculum can be further motivated not only to
learn explicit content, but to learn implicitly
 that their opinions and choices matter and have educational value. Students so
involved feel empowered and are encouraged to
assume responsibility for matters that concern them.

PRINCIPAL
For curriculum planning to succeed in a school or school system,
the principal(s) must be involved.
Principal can indeed be an instructional leader. Instead of dealing with
minor administrative and management issues, the principal can
increase her or his time observing classrooms, engaging teachers in
discussions about instruction and curriculum, actually participating in
teacher team meetings, discussing issues with students, and even
engaging with students who are discussing curricular issues

 OUTSIDE SCHOOL DISTRICT PARTICIPANTS

SUPERINTENDENT
The superintendent is the school system’s chief administrator.
The superintendent responds to matters before the school
board, initiates curriculum activity, starts programs for in-
service training of teachers, informs all district personnel of
changes occurring in other schools, and processes demands
from outside the system for change or maintenance
of educational offerings.

ASST. SUPERINTENDENT
The assistant, or associate, superintendent is most responsible
for curriculum development. This person reports directly to
the superintendent.
This person (1) chairs or advises the general curriculum
advisory committee; (2) informs the superintendent of
major trends in the field of curriculum and how these
trends are affecting the school system; (3) works with
elementary and secondary directors regarding curricular
activity; (4)
 is in charge of the budget for curricular activity; (5)
provides input into the statement of philosophy, aims,
and goals; (6) guides evaluation relevant to aims and
goals; and (7) manages long- and short
term activities designed to strengthen programs.

BOARDS OF EDUCATION

Boards of education are the schools’ legal agents. They are

composed of laypeople, usually elected as representatives of the
general public. Board members are responsible for the schools’
overall management. They must ensure that the curriculum
advances the school system’s goals. School boards have the final
say as to whether a new program is funded or
implemented district wide. They enact district policies
that facilitate the development and implementation of new
curricula.

 OTHER PARTICIPANTS

CURRICULUM SPECIALISTS

Curriculum specialists play a major role in curriculum development and

implementation. Those who are called curriculum coordinators or
directors usually are curriculum generalists. They have a broad
knowledge of curriculum and expertise in creating and implementing
curricula. They usually do not have a major in specific content.

LAY CITIZENS
The relationship between communities and schools reveals much
confusion and seeming contradictions regarding what roles laypersons
should play in determining goals, programs, instructional strategies, and
standards of pupil success.
C. MY DICUSSION/ MY REFLECTION:

Prior to engaging in curriculum development, educators must

determine whether they are responsible for educating students or
schooling students.
Certainly, we can develop a curriculum for educating students, and we can
create a curriculum for schooling students. Both postures result in programs
that get results. Both even utilize the same or similar processes in generating
curricula. We do not characterize one position as right and the other as
wrong. Reflection is required just to determine for what purposes curricula
are being developed. All this plans seek to develop educational content,
experiences, and environments that
meet the schools’ objectives, goals, and aims. Today, much debate revolves
around how standards relate to objectives, goals, and aims. Educators’
responses are influenced by whether they view themselves as educating
students or schooling them. Also, educators are affected by how the local,
state, and national communities.

REFERENCES:

https://files.eric.ed.gov/fulltext/EJ1217322.pdf
https://www.ukessays.com/essays/education/role-of-stakeholders-in-
curriculum-development-education-essay.php
file:///C:/Users/user/Downloads/francis_p_hunkin
s_allan_c_ornstein.pdf
 LEARNING MODULE
8 (FIRST WEEK for
FINAL)

A. GUIDE QUESTIONS:
1. What is Curriculum Design?
2. What are the components of Curriculum Design?
3. What is the purpose of Curriculum Design?
4. What are some sources of curriculum design?

B. TOPIC or CONTENT: CURRICULUM DESIGN (SOURCES OF

CURRICULUM)

Curriculum design- is concerned with the nature and arrangement of four basic parts:
objectives, content, learning experiences, and evaluation.
-is a term used to describe the purposeful, deliberate, and systematic
organization of curriculum (instructional blocks) within a class or course. In other words, it is a
way for teachers to plan instruction. When teachers design curriculum, they identify what will
be done, who will do it, and what schedule to follow.

Curriculum design's four components suggest these questions:

 What should be done?
 What subject matter should be included?
 What instructional strategies, resources, and activities should be employed?
 What methods and instruments should be used to appraise the results of
the curriculum?
Purpose of Curriculum Design
Teachers design each curriculum with a specific educational purpose in mind. The
ultimate goal is to im prove student learning, but there are other reasons to employ curriculum
design as well. For example, designing a curriculum for middle school students with both
elementary and high school curricula in mind helps to make sure that learning goal s are
aligned and complement each other from one stage to the next. If a middle school curriculum
is designed without taking prior knowledge from elementary school
or future learning in high school into account it can create real problems for the
students.

Sources of Curriculum Design

Science as a Source
Some curriculum workers rely on the scientific method when
designing curriculum. Their design contains only observable,
quantifiable elements. Problem solving is prioritized. The design
emphasizes learning how to learn.

Society as a Source
Curriculum designers who stress society as a curriculum source
believe that school is an agent of society, and should draw its curriculum
ideas from analysis of the social situation. Curriculum designers must
consider current and future society. Schools must realize that they are
part of, and designed to serve the interests of, their local community and
larger society.
 Moral Doctrine as a Source
Some curriculum designers look to the past for guidance
regarding appropriate content. These persons emphasize what they view
as lasting truths advanced by the great thinkers of the past. Their designs
stress content and ranks some subjects as more important than others.
Some people believe that curriculum design should be guided by the
Bible or other religious texts. While this view was common in the
schools of colonial America, it has had little influence in public schools
for more than a century, primarily because of
the mandated separation of church and state.

Knowledge as a Source
Knowledge, according to some, is the primary source of
curriculum. Herbert Spencer placed knowledge within the framework of
curriculum when he asked, "What knowledge is of most worth?" Those
who place knowledge at the center of curriculum design realize that
knowledge may be a discipline, having a particular structure and a
particular method or methods by which scholars extend its boundaries.
Undisciplined knowledge does not have unique content; instead its
content is shaped according to an investigation's
focus.

The Learner as a Source

Some believe that the curriculum should derive from our knowledge
of students: how they learn, form attitudes, generate interests, and develop
values. For progressive curricularists, humanistic educators, and many
curricularists engaged in post modem dialogue, the learner should be the
primary source of curriculum design. Learner-based curriculum design seeks
to
empower students and foster their individual uniqueness

MY DISCUSSION/ MY REFLECTION:

Curriculum design is an important part in education. There are several aspects that are
important when designing a curriculum for students. It is important that all students receive the
same level of education. Important is to establish when students of different age groups have
the capacity enough to learn about certain information. In other words, what information is
appropriate
for them to know? Establishing these aspects will help you to determine how to the
curriculum together. The purpose of teaching must be integrated into the curriculum.
Since classrooms are always filled with students who have different cultural backgrounds it is
advisable to be careful with the material. Some students might find certain subjects normal;
meanwhile for other students it can be inappropriate. Parents also play an important role when it
comes to curriculum. They should be familiar with what their children are learning at school. By
knowing that they can provide extra help to their children by doing extra
activities with them that are related to what they study at school. They will expand their
knowledge and curiosity by experiencing new things.
A teacher’s insight is the most important when it comes to curriculum design. He/she realizes
when the curriculum needs to be changed. Their opinions are the most critical ones when it’s
time for a change. Teachers know exactly what it is that is going on in the classrooms and they
know how the classes need improvement. For us future teachers it is important to know what
and how the curriculum design works.
The curriculum design is not only important to teachers to know how and what they have to
teach, but also for the students themselves to have insight on what they will be learning in the
upcoming weeks. Before entering a school, parents can take a look at the curriculum and decide
if this planning will be worth it for their children, or if they prefer to enroll him into some other
school that have a better curriculum that suits them better.
Some may say it’s a waste of time learning about curriculum design, but in my opinion it is
better to know about it, then not knowing anything at all. You never know when you’ll find
yourself in a situation where you’ll need it, maybe for a promotion or extra credit. At that
moment if you don’t know it you’ll regret not taking the course seriously. Every course has its
importance, curriculum design isn’t an exception.

REFERENCES:
https://www.thoughtco.com/curriculum-design-definition-4154176

https://www.slideshare.net/josephestroga/components-of-curriculum

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197012_alpren.pdf
 LEARNING MODULE
9
(FIRST

A. GUIDE QUESTIONS:
1. What is conceptual framework?
2. What is Horizontal Organization?
3. What is Vertical Organization?

C. TOPIC or CONTENT: CURRICULUM DESIGN (CONCEPTUAL FRAMEWORK)

A conceptual framework provides boundaries within which facts, concepts,

theories, and propositions from three theoretical sources interact with clarity, coherence, and
consistency. From the framework objectives are
derived. The framework gives direction to the curriculum design. Finally, the
conceptual framework serves as a background against which objectives can be tested. A
conceptual framework for curriculum encourages systematic curriculum evaluation that will
eventually allow us to more accurately describe, explain, predict, and control the work of
curriculum.
A horizontal curriculum means that what is studied in one particular course in an
institution is in line with other, similar classes both in terms of course content and evaluation
(across different subjects).
Horizontal organization blends curriculum elements- for example, by combining
history, anthropology, and sociology content to create a "Contemporary Studies" course or
by combining math and science content.
A vertical curriculum links knowledge from one lesson to the next across a program of
study. It establishes skills and knowledge which are used and further developed across a whole
program of study. In this way, basic skills and knowledge are both developed and reinforced as
other elements are introduced into study.
Vertical organization refers to the sequencing of curriculum elements. Placing "the
family" in first-grade social studies and "the community" in second- grade social studies is an
example of vertical organization.
 D. MY DISCUSSION/ MY REFLECTION:
A curriculum framework is a supportive structure to help schools to plan and
develop their own curricula. ... It gives schools and teachers flexibility and ownership to
plan and develop alternative curriculum modes to meet their varied needs.
The conceptual framework serves as a background against which objectives can be
tested. A conceptual framework for curriculum encourages systematic curriculum
evaluation that will eventually allow us to more accurately describe, explain, predict, and
control the work of curriculum. As a teacher we need to be flexible in giving lesson to our
learners, we should align one subject to another so that the learning can relate to real life
situations, we as a teacher we have bigger responsibility in imparting knowledge to our
learners. The teacher may need to create lesson plans and syllabi within the framework of
the given curriculum since the teacher's responsibilities are to implement the curriculum to
meet student needs.

REFERENCE
S:
https://www.google.com.ph/search?q=conceptual+framework+in+curriculum+importance&source=lmn
s&bih=662&biw=1366&rlz=1C1GCEB_enPH888PH888&hl=en&ved=2ahUKEwis2pLsoqvqAhUF3pQKHUz
D Bz8Q_AUoAHoECAEQAA

https://www.researchg ate.net/publication/244887654_A_Conceptual_Framework_for _Curriculum_Des

i gn_in_Physiotherapy_Education_-_an_International_Perspective
 curriculum's LEARNING
scope is limited
MODULE
to a simple listing of key topics
and activities. 10
SEQUENCE (FIRST
The order or arrangement in which the content should be taught for the
best learning (building on past knowledge) throughout the course.
A. GUIDE QUESTIONS:
Educators must decide the sequence before a course begins to be
1. What is Balance?
effective . Contents and experiences are arrange in hierarchical manner
2. What is Articulation?
where the basis can either be logic of the subject matter or on the
3. What is Scope? patterns of growth of the cognitive, affective and
developmental
4. What is Sequence?
psychomotor domains.
5. What are the Principles of Sequence?
6. What is Integration?
7. What is Continuity?

B. TOPIC or CONTENT: CURRICULUM DESIGN (DESIGN

DIMENSION CONSIDERATION)

BALANCE
When designing curriculum educators strive to give appropriate
weight to each aspect of design. In a balanced curriculum, students can
acquire and use knowledge in ways
that advance their personal, social, and intellectual goals.

ARTICULATION
Articulation refers to the vertical and horizontal interrelatedness of
various aspects of the curriculum, to the ways in which curriculum
components occurring later .in a program's sequence relate to those
occurring earlier. Articulation is difficult to achieve, and few school
districts have developed procedures by which the interrelationships
among subjects are clearly defined

SCOPE
Curriculum designers need to consider a curriculum's breadth and depth
of content-that is, its scope. According to Ralph Tyler, He referred scope
as consisting of all the content,
topics, learning experiences, and organizing threads
comprising the educational plan. Scope includes all the types of
educational experiences created to engage students in learning. It includes
both cognitive and affective learning (and some would add spiritual
learning). Sometimes a
 PRINCIPLES OF
SEQUENCE
1. Simple-to-complex learning indicates that content is optimally organized in a sequence
proceeding from simple subordinate components to complex components highlighting
interrelationships among components. Optimal learning results when individuals are presented
with easy (often concrete) content and then with more difficult (often abstract) content.

2. Prerequisite learning is similar to part-to-whole learning. It works on the

assumption that bits of information must be grasped before other bits can be comprehended.

3. Whole-to-part learning receives support from cognitive psychologists. They have

urged that the curriculum be arranged so that the content or experience is first presented in an
overview that provides students with a general idea of the information or situation.

4. Chronological learning refers to content whose sequence reflects the times of real
world occurrences. History, political science, and world events frequently are organized
chronologically.

INTEGRATION
Integration refers to linking all types of knowledge and experiences
contained within the curriculum pieces. Essentially it links all of the
curriculum's pieces so that students comprehend knowledge as unified
rather than atomized. Integration emphasizes horizontal relationships
among topics and themes from all knowledge domains. “Everything is
integrated and interconnected. Life is a series of emerging themes.” This
is the essence of integration in the curriculum design. Organization is
drawn from the world themes from real life concerns. Subject matter
content or disciplined content lines are erased and isolation is eliminated.
 CONTINUITY
Continuity is vertical repetition of curriculum components. For
example, if reading skills are an important objective, then, in Tyler's
words, "it is necessary to see that there is recurring and continuing
opportunity for these skills to be practiced and developed. This means
that over time the
same kinds of skills will be brought into continuing operation."

C. MY DISCUSSION/MY REFLECTION:

Curriculum design, more than ever, must be carefully considered so that the
curriculum imparts essential understandings, attitudes, and skills. Having said that, educators
must realize that in our dynamic times, there will be increasing challenges to actually deciding
what is indispensable for students to know and do in the 21st century.

As a teacher I need to understand fully the dimensions of curriculum design

because it guides me in making effective curriculum and in implementing it to my
learners. As a curriculum maker and implementer, I need full understanding of all
dimensions of the curriculum due to the fact that it is my main function as a teacher.
Teaching is making someone learn. Then proper consideration is needed on the scope of
the lesson, its sequence and continuity, the integration of concepts, the flow of the lesson
and the balance of the subject matter. This will make learning more effective.

REFERENCES:
https://pdfs.semanticscholar.org/892e/87ba03343b664ccff314b2c6257b075c5c58.pdf

http://www.authorstream.com/Presentation/lizza919-1726444-design-
dimension- considerations/

https://prezi.com/8rtf5i2u6rsl/design-dimension-consideration/?fallback=1
 LEARNING MODULE
11 (FIRST WEEK)

A. GUIDE QUESTIONS:
1. What is Subject-Centered Design?
2. What are the Classification of Subject Centered design?
3. What Is Learner-Centered Design?
4. What is Problem-Solving Centered- Design?

B. TOPIC or CONTENT: CURRICULUM DESIGN (REPRESENTATIVE

CURRICULUM DESIGN)

SUBJECT-CENTERED DESIGN
The curriculum is designed as per the subject being taught. Each
topic in the subject is taught as per the examples. This design model
doesn’t take into the picture the capabilities of the students taking up the
course and hence may not be suitable for all. Subject-centered curriculum
design describes what needs to be studied and how it should be studied.
Core curriculum is an example of a subject- centered design that can be
standardized across schools, states, and the country as a whole.

CLASSIFICATION OF SUBJECT- CENTERED DESIGN

 SUBJECT DESIGN
 Subject Design Oldest school design and best known
 Reflects a mental discipline approach to learning
 Subjects that comprise this curriculum design include language
(reading, writing, grammar, and literature), mathematics, sciences,
history, and foreign languages.
 Current attention on “standards” reflects the subject
design
 Assumes that subjects are best outlined in textbooks
 Critics say the design stresses content and neglects
students’ needs, interests, and experiences
 DISCIPLINE DESIGN
 Advocates of this approach believe that the school is a microcosm
of the world of intellect and that the disciplines reflect that world.
 that a discipline is specific knowledge that has the
following essential characteristics: a community of
 persons, an expression of human imagination, a domain, a
tradition, a mode of inquiry, a conceptual structure, a specialized
language, a heritage of literature, a network of communications,
a evaluative and affective stance, and an instructive community.

 BROAD FIELDS DESIGN

 This design allows “hybrid” types of knowledge to be

created and incorporated into the curriculum
 Critics view the issue of breadth versus depth as a problem.
 Give student a sweeping understanding of ALL content areas,
integrate contents that fit together logically

 CORRELATION DESIGN

 Correlation designers do not wish to create a broad-fields design but

realize there are times when separate subjects require linkage to
avoid fragmentation of curricular content.
 This design attempts to identify ways in which subjects can
be related to one another while still maintaining their identity
as subjects.
 The greatest challenge lies in finding time for teachers to plan
lessons cooperatively.

 PROCESS DESIGN

 This design stresses the learning of general procedures, general

processes not specific to any particular discipline, but applicable
to all. The numerous curricula for teaching critical and creative
thinking exemplifies this procedural design.
 There exists a belief that a certain set of skills or
processes are common to thinking, regardless of subject,
domain, or purpose.
 The common goal of the curricula is to teach those
processes.
 LEARNER-CENTERED DESIGN

Learner-centered curriculum design takes each individual's needs,

interests, and goals into consideration. In other words, it acknowledges that
students are not uniform and adjust to those student needs. Learner-centered
curriculum design is meant to empower learners and allow them to shape their
education through choices.

This design aims to customize the curriculum as per the needs of the
student. Its core philosophy is that each student is unique and there is no standard
curriculum which can fit all of them.

CLASSIFICATION OF LEARNER- CENTERED DESIGN

 CHILD-CENTERED DESIGN
 The student must be active in his or her environment. (Learning
should not be separated from the ongoing lives of students, as is
often the case with the subject- centered designs).
 Believe that students must be active in their learning
environments and that learning should not be separated from
students' lives as is often the case with subject centered designs.
 It is common for teachers and students to participate in
planning the curriculum, its purpose, the activities, and the
materials to be used.

 EXPERIENCE- CENTERED DESIGN

 Closely resembles the child-centered design in that it uses the
concerns of children as the basis for organizing the children’s
school world. However, they differ in their view in that the
interests and needs of children cannot be anticipated, and
therefore, a curriculum framework cannot be planned for all
children.
 Experience-centered curriculum heavily emphasize the
learners' interests, creativity, and self-direction. The teacher's
task is to create a stimulating learning environment in which
students can explore, come into direct contact with knowledge,
and observe others' learning and actions. Learning is a social
activity. Students essentially design their own learning; they
 construct and revise their knowledge through direct
participation and active observation.

 RADICAL DESIGN

 An underlying assumption of this design is that current

society is corrupt, repressive, and unable to cure itself.
 This design draws upon the ideas of critical theorists.
 Radical curricularists believe that individuals must learn
ways of engaging in a critique of knowledge. Learning is
reflective; it is not externally imposed by someone in power.
Knowledge does not reside in a unit plan or course syllabus.

 HUMANISTIC DESIGN
 Curriculum should be designed to stress human potential
and to enable the student to be involved in the “process
of becoming.”
 A key influence on this particular curriculum
design has been Abraham Maslow and his
theoretical concept of self-actualization.
 This approach adds the affective component to
the conventional subject matter curriculum.

PROBLEM-CENTERED DESIGN

This method aims at exposing the students to practical situations and problems
so that they can apply their knowledge to solve them. This method helps the students to
remember what they learned and the knowledge sticks with them for a long time. The
disadvantage is that this method doesn’t suit all the student. Focuses on real-life
problems of individuals & society. Problem-centered curriculum design
increases the relevance of the curriculum and allows students to be creative and
innovate as they are learning. The drawback to this form of curriculum design is
that it does not always take learning styles into consideration.

CLASSIFICATION OF LEARNER- CENTERED

DESIGN
 LIFE-SITUATION
DESIGN
 Deals with the life situations of health, worthy home
membership, vocation, citizenship, leisure, and ethical
character.
  This design has three assumptions: 1) persistent life
situations are crucial to a society’s successful functioning
and that it makes educational sense to organize a
curriculum around them; 2)
students see direct relevance to what they are studying if
the content is organized around aspects of community
life; 3) students will be directly involved in improving
society.
 Problem-solving is heavily emphasized in this
design.

 CORE DESIGN
 This design is centered on general education and is based
on problems arising out of common human activities.
 The curriculum is carefully planned before the students
arrive, but with the notion that adjustment can be made
if necessary.
 This design is usually taught in a block-time
format, whereby two or more normal periods for teaching
the core component are scheduled together.
 Problems are selected by either the teacher or students.

 RECONSTRUCTIONIST DESIGN

 This design has the primary purpose of engaging the learner in

analyzing the many severe problems confronting humankind.
 The exact content and objectives are to be decided by those who
actually create the curriculum.
 The curriculum is to engage students in a critical analysis of the local,
national, and international community.
 Also, attention is to be given to the political practices of
business and government groups and their impact on the economic
realities of the workforce.
 C. MY DISCUSSION/MY REFLECTION:

Curriculum design models is very relevant to the learners. First, learner will
develop skill in reading and activate their critical thinking. Second, learners will also
develop their comprehension and understanding to any subject to be taught. Third, it will
also develop the behavior and discipline of the learner. Fourth, learner will activate their
schema where in their prior knowledge will be used for the new learnings. Fifth, learner
will allow their mind to think and choose for the betterment of their learnings. Sixth,
through the use of child-centered design, experience-centered design, humanistic design,
learner will engage and experience real setting that they can use for their learnings,
where in they will choose various activities that can apply to their own phase of growth
and also they can have opportunities to empower to shape their own learning. Lastly,
learner will be trained to solve real life problems that come about because of the needs,
interest and abilities of the learners. Problems persistent in life and society that affect
daily living are also considered. It will also develop the learners the ability of the learners
to find solution to a certain problem.

REFERENCES:

http://cei.ust.hk/learner-centered-course- design#:~:text=The%20term%20learner
%2Dcentered%20is,when %20we%20design%20our%20course.

https://www.theedadvocate.org/edupedia/content/what-is-subject-centered-curriculum/

https://www.igi-global.com/dictionary/problem-centered-curriculum/76057
 LEARNING MODULE
12 (SECOND
WEEK)

A. GUIDE QUESTIONS:
1. What is political factor?
2. What is Social Factor?
3. What is Economic Factor?
4. What is Technology Factor?
5. What is Environmental Factor?
6. What is Learner Psychology Factor?

B. TOPIC or CONTENT: FACTORS AFFECTING THE CURRICULUM

DEVELOPMENT

POLITICAL FACTOR
 Politics determine and define goals, content, learning experiences and evaluation
strategies in education.
 Curricular materials and their interpretation are usually heavily influenced
by political considerations.
 Political Considerations may play a part in the hiring of personnel
 Funding of education is greatly influenced by politics.
 Entry into educational institutions and the examination systems are heavily influenced
by politics.

SOCIAL FACTOR
 Society has certain expectations of its members. More specifically, civil society or the
state, expects its citizens to learn some basic human functions and tasks that will make
them contributing and productive adult members.
 Contemporary life in society is becoming more and more complex. The
school needs to be attuned to contemporary developments in society in order to be able
to gear its efforts to the critical aspects of living in contemporary society.
 Society has its own expectations about the aims and objectives that should be aims and
objectives that should be considered when designing the curriculum considered when
designing the curriculum.
 It also has a perception of what the product of the school system should
look like. It is of the school system should look like.
 It is therefore necessary for curriculum designers to take in to account societal
considerations.
ECONOMIC FACTOR
 Economics influences curriculum development.
 Curriculum developed for in house training in corporations focuses on educating
employees for promotions that bring better returns in profits. Nations financing
education expect an economic return from educated students contributing to the
country's economy with global competition abilities in technical fields
 The state of the economy will affect the curriculum and schools as a
whole because if there is a dip in the economy, cuts may be made by the government
with regards to schools. The recent recession is a major
reason why school facilities and parts of the curriculum could be cut as
there is not enough money to keep up with all a particular school's needs.
TECHNOLOGY FACTOR
 Technology driven curriculum development is the norm of the 21st century.
 The computer technology of the 21st century influences curriculum development at
every level of learning. Learning centers and classrooms increasingly provide
computers as requisite interaction for studies among students.
 Technological multimedia use influences educational goals and learning experiences
among students.
 Due to the huge impact that technology has over society, it is also a
factor that can affect the school curriculum as a lot more lessons are being taught
using computer programs.
 A lot of learning centers use computer technology to
help children interact and learn new skills. This is one of the major, and most
changing, factors that can affect curriculum in educational institutes.
ENVIRONMENTAL FACTOR
 Environment issues affect curriculum development. World awareness and action
toward reversing and ending pollution continues affecting curriculum development.
 Typical elementary classrooms teach recycling and healthy
environmental practices and healthy environmental practices.
 A number of studies conducted show that environment has remarkable influence on
the learning of the individuals.

LEARNER PSYCHOLOGY

 The developmental psychology curriculum examines the changes in personality,

cognitive ability and behavior throughout the lifespan.
 Therefore, in addition to preparing themselves for a rewarding career, students
enrolled in developmental psychology curricula will also learn and understand more
about themselves as they study the scientific conclusions made by experts in the
field
 Educational Psychology draws from other fields such as neuroscience and often involves
standardized testing to obtain information about children’s learning skills and abilities.
 It enables us to gain insight into how children learn and process information
and what their learning potential might be.
 And it enables us to recommend specific learning strategies and supports for home and
school to help them to reach that potential.

C. MY DISCUSSION/MY REFLECTION

Each factor is significant for curriculum development, and people should

consider these factors to improve the situation in the world and present only successful
curriculums. I strongly believe that all teachers should be provided the space, the skills,
and the knowledge to become active participants in curriculum development.
Reflecting on our own experience, we can clearly see how this will lead teachers to feel
more empowered and will increase and develop teachers’ autonomy and the learning
outcomes, thereby contributing to the development of the learners’ full potential.
The different factors show us that in developing a curriculum we
need to involve the different aspects of community. Through them it can make the
curriculum become meaningful and useful. Through this factors we can make our
curriculum become effective.
Curriculum is changing in line with the challenging of contemporary era. Curriculum as
a set of education should be prepared by considering some factors that influence the
curriculum itself. The goals of a project might need to be modified to reflect the realities
of the situation in which the curriculum is implemented. Situation analysis thus serves to
help identify potential obstacles to implementing a curriculum project and factors needed
to be considered when planning parameters of a project.

REFERENCES:

https://www.slideshare.net/UmairAshraf/factors -and-forces-influencing-on-curriculum-
development
https://www.researchgate.net/publication/299072226_Factors_affecting_teachers'_curriculu
m
_implementation
http://www.allresearchjournal.com/archives/2015/vol1issue12/PartN/2 -5-158-343.pdf
 LEARNING MODULE 13 (THIRD WEEK)
1. What is Innovation in Curriculum?
2. What is Curriculum Reform?
A. GUIDE QUESTIONS: 3. What is Outcome-Based Education?
4. What is the Principle of Outcome-based
Education?
5. What are the characteristics Of OBE?
6. What is Virtual Learning?
7. What are the benefits and impact of
Virtual Learning?
8. What are the benefits of virtual learnings
for teachers?
9. What is blended Learning?
10. What are the Blended Learning Models?
11. Why Blended Learning is important?
12. What are the advantages Of Blended
Learning For
Teachers?

D. TOPIC or CONTENT: NEW

NORMAL EDUCATION
PLATFORMS

 INNOVATION IN CURRICULUM

Innovation in curriculum is gaining its thrust

from a new set of value priorities—humanism, concern
for racial and socioeconomic minorities, support of
pluralism and diversity, increased interest in affective
development, education for the very young, and
legitimization of the search for value. These priorities
are coupled with new understandings of how learning
takes place, which cast the learner in an active,
responsible, self-actualizing role and, at the same time,
support the development of precise, highly organized
sets of learning materials designed to achieve clearly
defined objectives as efficiently as possible.
Implications of these factors are examined in relation to
curriculum design, instructional materials, professional
roles, and the need for in-service education.

 CURRICULUM REFORM

The process of making changes to the

curriculum with the intent of making learning and
teaching more meaningful and effective
 A process
of curriculum
change in higher
education
institutions,
involving an
interplay of global,
national and
institutional
factors. Generally
takes many forms
and directions
within which the
meanings and
methods of
education delivery
are altered.
 OUTCOME-BASED EDUCATION

 Is an assessment-driven system that operates through the setting up of

standards.
 Is a process that involves the restructuring of curriculum, assessment and
reporting practices in education to reflect the achievement of higher order
learning and mastery rather than the accumulation of course credits.
 An educational method that focuses on What students can
actually di after they are taught.
 It is a student-centered approach to education that focus on the intended
learning outcomes resulting from instruction.

PRINCIPLES OF OUTCOME-BASED EDUCATION

 Clarity of Focus
 Design Down
 High Expectations
 Expanded opportunities

CHARACTERISTICS OF OUTCOM-BASED EDUCATION

 OBE is assessment driven : thus assessment criteria must indicate how

to determine whether a student has achieved
 the outcome to a satisfactory standard and what makes the difference
between acceptable and unacceptable performance of the outcome.
 OBE assessment tools are more learner cent ered than
traditional forms of assessment. The OBE philosophy envisages a
successful learning experience for all learners.
 OBE is criterion referenced, i.e. it measures the learner=s
achievement against a set of predetermined criteria and not in relation to
the achievement of other learners.
 OBE makes use of clearly stated outcomes and assessment criteria.
Each module or qualification states outcomes (known as general,
cross-field and specific outcomes) and associated assessment criteria
clearly, so that students understand in advance what they have to do to
achieve these outcomes and assessors can use the criteria to assess the
outcomes with reasonable objectivity/ reliability.
 OBE permits a variety of assessment methods and instruments.
Because assessment assesses a range of elements (knowledge,
performance, abilities, etc.) it allows for the use of a variety of
assessment methods and instruments. It also allows for the collection of
evidence from a variety of sources.

 VIRTUAL LEARNING

 Virtual learning is a learning experience that is enhanced through

utilizing computers and/or the internet both outside and inside the
facilities of the educational organization. The instruction most
commonly takes place in an online environment. The teaching
activities are carried out online whereby the teacher and learners
are physically separated (in terms of place, time, or both).
 At its heart virtual learning is about the learning that
takes place outside of the school, or bringing what is outside of
the school into the school. So, we are thinking about the online
environment as a way of connecting students who may be located
physically in a school with their learning that is somewhere else.
 Virtual learning” is also known as “digital
learning” or “e-learning.”
 Virtual learning comes in several forms:

 Computer-Based: Instruction is not provided by a teacher; instead, instruction is provided by

software installed on a local computer or server. This software can frequently customize the
material to suit the specific needs of each student.
 Internet-Based: This is similar to computer-based instruction, but in this case, the software
that provides the instruction is delivered through the Web and stored
on a remote server.
 Remote Teacher Online: Instruction is provided by a teacher, but that teacher is not physically
present with the student. Instead, the teacher interacts with the student via the Internet, through
such media as online video, online forums, e- mail and instant messaging.
 Blended Learning: This combines traditional face-to-face instruction, directed by a teacher,
with computer-based, Internet-based or remote teacher
online instruction. In effect, instruction comes from two sources: a traditional
classroom teacher, and at least one of the forms of virtual learning described above.
 Facilitated Virtual Learning: This is computer-based, Internet-based or remote teacher
online instruction that is supplemented by a human “facilitator.” This
facilitator does not direct the student’s instruction, but rather assists the student’s
learning process by providing tutoring or additional supervision. The facilitator may be
present with the learner or communicating remotely via the Web or other forms of electronic
communication.

The benefits and impact of virtual learning

 There are many ways we can think about the benefits, or the impact, of virtual learning
technologies and their use in schools. The first is obviously the area of online learning
that I just referred to opportunities created to access learning from outside of the
school that a student is participating in.
 We have teachers who are teaching students in schools other than the school the
teachers are physically located in, and students accessing the
learning from teachers who are not located in the schools that they are attending. So,
we are seeing opportunities created to address the drivers
that are occurring, where we don’t have specialist teachers in many of
our rural, or smaller, secondary schools. This is also occurring in some of the urban
areas. Through virtual learning, therefore, we are creating
opportunities for students to connect to the learning that is important for
them.

The benefits of Virtual Learning for teachers

When we are thinking about virtual learning we can’t forget about the impact
on the teachers themselves—
  The impact that virtual learning opportunities are having for teachers in
their own professional learning and development.
 Many schools are starting to see that engaging in virtual professional
learning and development is of benefit to both
the school and teacher—not only in the cost-saving from
days off, teacher-release days, and travel, but also the benefit of
continuity. Where the investment may have been made simply to get to
a one-day course, seminar, or workshop, now, teachers can have access
to their professional development over many weeks or months, for a
similar size investment.
 What’s more, it connects them with other educators doing
similar things that they are, and who are looking for ways to improve
their own professional activity and professional futures in that way.

 BLENDED LEARNING

 This combines traditional face-to-face instruction, directed by a teacher,

with computer-based, Internet-based or remote teacher online instruction.
 is that some students can benefit from doing part of their
learning in a digital environment, and part of it face to face.
 Is learning that is facilitated by the effective combination of different modes
of delivery, models of teaching and styles of learning, and is based on
transparent communication amongst all parties involved with a course.
 This is also described as “integrative learning” , “hybrid
learning”, “multi-method learning”. “It combines classroom
learning, mobile learning and on-line learning.
THE BLENDED LEARNING MODELS

 Face-to-face driver model of blended learning, students predominantly follow

a traditional, in-person educational approach but then use online learning to
proceed at their own pace for particular assignments and experiences. This
enables educators to more effectively pace and differentiate teaching.

 Rotation model of blended learning, students can rotate through various

stations to learn about different facets of a topic. Some stations are virtual,
while others rely on in-person direct instruction.
  Flex model of blended learning is one in which most teaching happens online,
with teachers acting as facilitators in the classroom. Instruction is mostly self-
guided in this model, so students are in charge of their pace and performance.

 Online lab model of blended learning involves students traveling to a school

where all education is delivered through online modules. This approach is a
viable option for schools or districts experiencing limited resources or budget
cuts because it can free up teacher time to focus on the students most in need.

 Self-blend model of blended learning students participate in a traditional, face-

to-face educational program but supplement it via online instruction that they
have chosen to pursue. Motivated high school students benefit the most from this
model, as they can complete advanced classes on their own time.

 Online driver model of blended learning, students work from home or other
remote locations and check in with a teacher in person or virtually about how
their online modules are working. The set-up works perfectly for students who
live abroad, travel often, participate in competitive sports, and so on.

Why BLENDED LEARNING Is Important?

Blended learning is important because it breaks down the traditional walls of teaching,
ones that don’t work for all students and now with access to present-day technologies and
resources we can tailor the learning experience for each student. Blended learning also offers
flexible time frames that can be personalized to each person, offering them the ability to learn
at their own pace.

What are the advantages of Blended Learning for Teachers?

 Teaching is less expensive to deliver, more affordable, and saves time.
 Blended learning offers flexibility in terms of availability. In other words, blended
learning enables the student to access the materials from anywhere at any time while
enjoying the benefits of face-to-face support and instruction.
 Access to global resources and materials that meet the students’ level of knowledge
and interest.
  Self-pacing for slow or quick learners reduces stress, increases satisfaction, and
information retention.
 E-learning allows more effective interactions between the learners and their
instructors through the use of emails, discussion boards and chat
room.
 Students have the ability to track their progress.
 Students can also learn through a variety of activities that apply to many different
learning styles.
 E-learning could improve the quality of teaching and learning as it supports
face-to-face teaching approaches.

Blended learning also improves other factors for the teacher including:

 More engaged students

 Better information and feedback on work
 Team teaching
 Extended time with students
 More leadership roles
 Focus on deeper learning
 Motivate hard to reach kids
 New options to teach at home
 More earning power
 Individualized professional development plans

LEARNING MODULE
14 (THIRD WEEK)

A. GUIDE
QUESTIONS:

1. What is Flexible Learning

2. What are the Benefits of Flexible Learning?
3. What is Remote Learning?
4. How do you teach Remote Learning?
5. What is Distance Learning or Distance Education?
6. What are the Common Types of Distance Learning?
7. What are the Characteristics of Distance Learning?
8. What are the advantages of Distance Learning?
9. Who are the Key Players in Distance Learning?

B. TOPIC or CONTENT: NEW NORMAL EDUCATION PLATFORMS

 FLEXIBLE LEARNING

 is a method of learning where students are given freedom in how, what,

when and where they learn. Flexible learning environments address how
physical space is used, how students are grouped during learning and how
time is used throughout teaching. With space, students may be given
dedicated breakout rooms to work collaboratively. Schools may
restructure traditional schedules to provide students with time for
collaboration and other activities such as guest speakers or performances
to assist their understanding of a topic.
 refers to the ability to customize one’s pace, place and mode of learning.
With pace, for example, students may take accelerated programs or
engage in part-time learning to ensure they have time to work on the side.
Learning can take place in a variety of settings, including in the
classroom, at home via the Internet, while commuting or as part of a
work- study program. Mode refers to the way that content is delivered by
technology, typically through blended learning, fully online courses or
technology-enhanced experiences.

BENEFITS OF FLEXIBLE LEARNING

 allow individuals to learn where and when it suits them;

 offer employers training that can accommodate business demands and work patterns;
 be economically viable for the provider and make best use of available staff;
 increase participation in learning;
 meet the access needs of a wide range of learners;
 make the best use of accommodation;
 develop more adaptable and responsive staff;
 build learners’ confidence and independence;
 respond to the preferred learning styles of different learners;
 increase retention and attendance;
 improve achievement and success rates; and
  REMOTE LEARNING

 provides an opportunity for students and teachers to remain connected and

engaged with the content while working from their homes. Opportunities for
remote learning are typically linked to emergency situations that pose a threat
to student safety.

 is something a district should be able to switch off and on based on need;

however, the efficiency of transitioning to remote learning is dependent on
preparedness, technology tools, or overall student support infrastructure. It is
different from virtual school or virtual learning programs that typically have
gone through an official process of establishing a school, adopting an online
curriculum, and creating a dedicated structure to support students enrolled in
the school. eLearning utilizes electronic technologies to access educational
curriculum outside of the traditional classroom.

HOW TO TEACH REMOTE LEARNING

1. Establish your presence right away. Welcome your students to the learning
community. Tell them something about yourself—your background, your interests,
a book you're currently reading. Describe what the course is about and what you
hope students will learn. Establishing a community early on will help students feel
welcome.
2. Be available. "High-touch is more important than high-tech. She encourages her
students to call her if they need immediate advice. "If a student is in crisis or needs to
brainstorm an idea," she says, "I want to be efficient." She admits that using the phone is
low-tech but argues that it doesn't matter—all tech, she says, can be useful for online
courses. Scott Cooper, writing for the website eLearning Industry, recommends telling
students when you'll be visible and available, but he also advises that you establish a
way students can contact you outside of those hours. He also recommends engaging with
your students through online posts, forums, or social media. It's easy to come across as
absent online, but good communication helps students see that you value their
engagement.
3. Use online resources. There is a ton of material online, says Patrick
Lowenthal, professor of instructional design at Boise State University, in the Educause
video, and you can lean on those resources. He stresses that it's important to help kids
understand how to determine which sources are valid and trustworthy—and which
aren't.
4. Don't lecture. Dunlap says that as she's grown more experienced as an online
teacher, she's grown more comfortable being a little playful and
surprising students with a quick video clip or an anecdote. Plugging in a
 story, a picture, or a little humor can liven up your lesson, she says. Expecting the
unexpected keeps kids engaged and appreciative of their teacher's efforts.
5. Make your assignments clear. Students can find accessing and understanding
assignments and notes online confusing, so make it easy
for them to know what they have to do each week, when the work is due, and how much
it counts toward their final grade.
6. Provide ongoing feedback. Feedback is important in every classroom, but when you're
teaching online, it's another way to establish that personal
connection with your students. Cooper says that offering constructive
feedback regularly helps students quickly identify behaviors or skills they need to
improve and also makes them feel like they're part of the learning community. Cooper
also recommends creating an open forum or discussion board so that students can
support and mentor each other.

 DISTANCE EDUCATION/ DISTANCE LEARNING

 Distance learning describes any learning that happens without the

students being physically present in the lesson.
 any form of remote education where the student is not physically
present for the lesson – is booming thanks to the
power of the Internet. With a variety of course types to choose
from, there is a rise in flexible and affordable
education options. In fact, there are a number of
advantages of learning remotely over even traditional teaching
models.
 Distance education or distance learning is a mode of
delivering education and instruction, often on an individual basis, to
students who are not physically present in a traditional setting such as a
classroom. Distance learning provides "access to learning when the
source of information
and the learners are separated by time and distance, or both.

COMMON TYPES OF DISTANCE EDUCATION/DISTANCE LEARNING

 Video conferencing is a common way for teachers to interact directly with students
in live lessons. This could be a one-on-one session or a class-like scenario in which
multiple students connect to the teacher live.
 Synchronous learning is when all the students learn together at the
same time (and often even place) but the instructor is at another location. It
often features video or teleconferencing that connects teachers and learners
digitally.
  Asynchronous learning is a less connected but also less constrained format.
Instead of live online lessons, students are given learning tasks with deadlines.
They then self-study to complete the assignments.
 Open-schedule online courses add yet another layer of flexibility. It is a type of
asynchronous course setup, except there aren’t any deadlines either. This is ideal for
learners with other demands on their time, such as professionals or stay-at-home
parents.
 Fixed-time online courses are a type of synchronous course that
requires online users to all visit a specific virtual location at a set time and place
(e.g. a webinar). Unlike more rigid synchronous lessons, this does allow students
from anywhere in the world to connect and interact online.
 Computer-based distance education is a fixed-time, synchronous
lesson on computers, usually a computer lab. This is most common in existing
institutions that already have access to the necessary devices.
 Hybrid learning combines elements of synchronous and asynchronous styles. It
may require that some lessons are more rigidly scheduled for subjects in which
students need direct access to the instructor while other lessons can be self-directed.
It is a system that adapts to the needs of the curriculum.

CHARACTERISTICS OF DISTANCE
LEARNING

 Provides learning opportunities to individual learners and groups who may

not have the chance and time to attend formal schooling.
 Provides learning packages designed for self- directed learning utilizing
various media, multi- media and other new technologies.
 Has an organizational structure and clear institutional systems.

ADVANTAGES OF DISTANCE LEARNING

 Live anywhere, study from anywhere while pursuing the education of your choice.
 Gain extra knowledge.
 Self-paced learning.
 Accessibility.
 Convenience and flexibility.
 Interaction.
 Individualized Instruction.
 Vast Resource Readily Available.
 Potential.
 Cost.
 C. MY DISCUSSION/MY REFLECTION:
Education has been part of every child’s life. It plays a vital role on rearing the mind, heart and
body of a child. It is where children grow, play, learn how to read, write, count and communicate. Our
education system rarely encourages HOT skill opportunities and practices. To improve our education
system, we need to emphasize on HOT skills in classroom teaching learning process. Unfortunately the
current teaching learning situation in classroom is not really supporting in that direction. We are
more often engaged in low level thinking skills for transmitting simple factual information.

Especially, it molds every individual to be holistically competent. But with the treat of COVID-19
Pandemic students can no longer go to school because they are prone to such virus. But their education
must not stop. So the educational expert looked for some remediation regarding this matter. Online
education and home schooling are some of the options. Well these could be very new to all of us. Since
we were not used to these modes of learning and teaching. Even we teachers would need to undergo
training just to cope with this so called new normal. But we don’t have a choice but to accept it. We have
to adapt the new normal, new lifestyle and new way of education. Regarding with the study above, I must
say that it pointed out the important key points needed in the said ideas. It is also evident in the study,
the ways and modes learning amidst COVID-19
Pandemic.

COVID-19 is just temporary but education is legacy. We are all talented and great in our way. I
know we can win this battle.

REFERENCE
S:
https://www.teachthought.com/learning/the-definition-of-blended-
learning/

https://www.researchg ate.net/publication/234602127_From_Distance_Education_to_Flex ible_Learning

https://whatis.techtarget.com/definition/virtual -learning-environment-VLE-or-managed-learning-
environment-MLE

http://www.rexpublishing.com.ph/infographic/2017/10/obe-outcomes-based-education/

https://www.learnupon.com/blog/what-is-remote-learning/