FINALS

SANTA MONICA INSTITUTE OF

TECHNOLOGY

MODULE 4

The Teacher
And The
School Curriculum

FINALS

ADELINA P. DELOS REYES

INSTRUCTION

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SANTA MONICA INSTITUTE OF TECHNOLOGY

Andrada Bldg Cabili Avenue Poblacion Iligan City

FINAL COVERAGE

Curricular Reforms in Teacher Educations

Outcome-based education (OBE) became the fundamental philosophy of higher education in the
Philippines lately. All curricula including that of teacher education will be anchored on the concept of OBE in
terms of course designing, instructional planning, teaching and assessing students learning. This module will
explain the significant reform in teacher education in the Philippines.

Outcome – Based Education (OBE) for Teacher

Principle 1: Clarity of Focus

A clear focus on what teachers want students to learn is the primary principle in OBE. Teachers
should bear in mind, that the outcome of teaching is learning. To achieve this, teachers and students should have
a clear picture in mind of what knowledge, skills, values must be achieved at end of the teaching-learning
process. This is like looking straight ahead so that the target will be reached.

Principle 2: Designing Backwards

This principle is related to the first. At the beginning of a curriculum design, the learning outcome
has to be clearly defined. What to achieved at the end of formal schooling is determined as the beginning.
Decisions are always traced back to desired results. This means that planning, implementing (teaching) and
assessing should be connected to the outcomes.

Principle 3: High Expectations

Establishing high expectations, challenging standards of performance will encourage students to
learn better. This of performance will encourage students to learn better. This is linked to the premise that
successful learning, promotes more successful learning, as mentioned by Spady in 1994. This is parallel to
Thorndike’s law of effect, which says that success reinforces learning, motivates, builds confidence and
encourages learners to do better.

Principle 4: Expanded Opportunities

In OBE all students are expected to excel, hence equal expanded opportunities should be provided.
As advocates of multiple intelligences say, “every child has a genius in him/herself, hence is capable of doing
the best.” Learners develop herself, hence is capable of doing the best.” Learners develop inborn potentials if
corresponding opportunities and support given to nurture.

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Teaching-Learning in OBE
How then should teaching-learning be done in OBE? Here are some tips:

 Teachers must prepare students adequately. This can be done if the teachers know what they want the
students to learn and what learning outcomes to achieve. Prerequisite knowledge is important thus a
review is necessary at the start of a lesson.
 Teachers must create a positive learning environment. Students should feel, that regardless of individual
uniqueness, the teacher is always there to help. Teacher and student relationship is very important. The
classroom atmosphere should provide respect for diverse kind of learners.
 Teachers must help their students to understand, what they have to learn, why they should learn it (what
use it will be now and, in the future,) and how will they know what they have learned.
 Teachers must use a variety of teaching methods. The most appropriate strategy should be used taking
into account the learning outcome teachers the students wants to achieve.
 Teachers must provide students with enough opportunities to use the new knowledge and skill they gain.
 Teacher must help students to bring its learning to a personal closure that will make them aware of what
they learn.

Assessment of Learning Outcomes in OBE

Assessment in OBE should also be guided by the four principles of OBE 1. Clarity of Focus 2. Designing
Backgrounds 3. High Expectations 4. Expanded Opportunity. In OBE there is a need to establish a clear vision
of what the students are expected to learn (desired learning outcome).
OBE System is useful with the following guided principles

1. Assessment procedures should be valid. Assess what one intends to test.

2. Assessment procedure should be reliable. Results should be consistent.
3. Fair. Cultural background and other factors should not influence assessment procedures.
4. Reflect the knowledge and skills that are important to the students.
5. Principles. Tell both the teachers and students how students are progressing.
6. Report every student opportunity to learn things that are important.
7. Allow individuality or uniqueness to be demonstrated.
8. Comprehensive to cover a wide range of learning outcomes.

Learner Responsibility for Learning

In OBE, the students are responsible for their own learning and progress. Nobody can learn for the learner.
It is only the leaner himself/herself who can drive himself/herself to learn, thus learning is a personal matter.
Teachers can only facilitate that learning, define learning outcome to be achieved and assist the students to
achieved those outcomes. Students have the bigger responsibility to achieved those outcomes. They will be able
to know whether they are learning or not.

Competencies of Quality Teachers as Mandated by the teacher Education Program Outcomes (CMO) 74-
82, s. OF 2017

Commission on Higher Education (CHED) will produce who show evidence of the following outcomes
after 4 years of schooling and earned a degree.

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Outcome 1: Demonstrated basic and higher levels of literacy for teaching and learning
Outcome 2: Demonstrated deep and principled understanding of the teaching and learning process.
Outcome 3: Mastered and applied the subject matter content and pedagogical principles for teaching
and learning.
Outcome 4: Applied a wide range of teaching related skills in the curriculum development, instructional
material reproduction, learning assessment and teaching delivery.
Outcome 5: Articulated and applied clear understanding of how educational processes relate to political,
historical, social and cultural context.
Outcome 6: Facilitated learning in various classroom setting, diverse learners coming from different
cultural background.
Outcome 7: Experienced direct field and clinical activities in the teaching milieu as an observer, teaching
assistant or practice teacher.
Outcome 8: Created and innovated alternative teaching approaches to improved student learning.
Outcome 9: Practiced professional and ethical standards for teacher anchored for both local and global
perspectives
Outcome 10: Pursued continuously life-long leaning for personal and professional growth for teachers.

Competencies of Quality Teachers as Mandated by the Department of Education Order No. 44 S. 2017.
Philippine Professional Standards for Teachers (PPST).

Department of Education DEPED release a set of teacher’s competencies that are necessary for teachers
who will be teaching the basic education.
Beginning Teachers Competencies for Career Stage Level 1. Beginning are newly employed teachers
who are fresh graduates from college. As a beginning teacher you must posses’ competencies that will be able
you to be ready to be employed. It strengthens those that you have mastered already in your degree course.
PPST Domains with clusters of competencies:
Domain 1: Competencies in the content knowledge and pedagogy.
Domain 2: Competencies in the learning environment.
Domain 3: Competencies on diversity of learners.
Domain 4: Competencies on curriculum planning.
Domain 5: Competencies on Assessment and Reporting.
Domain 6: Competencies on Community Linkages and Professional Engagement.
Domain 7: Competencies on Personal Growth and Professional

The New Teacher Education Curricula

After considering local and global conditions, the Commission on Higher Education approved through a
Commission Memorandum Order- Program Standard and Guidelines (CMO-PSG) the offering of the new
teacher education degrees to prepare teachers in basic education. The degree programs are anchored on the
principles of OBE, the PQF framework, the K to 12 Curricula for Basic Education and the General Education
Courses for College Degrees.
To address the needed teacher quality for the 21st, the different degree programs will produce future ready
teachers in basic education. New and enhanced courses are included in the curriculum.
Here are some new features:
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 All future teachers will be trained on how to use technologies for teaching and learning. (Courses:
Technology for Teaching and Learning 1 and 2)
 All future teachers will enhance skills in assessment of learning outcomes (Courses: Assessment 1 and
2)
 Experiential Learning Courses will be more focused on the application of theory to practice in varied
contexts. (Courses: Field Study 1, Field Study 2 and Teaching Internship)
 All future teachers in the elementary level will be prepared to teach all subject areas including Good
Manners and Right Conduct and the Mother Tongue.
 There are two-degree programs that prepare teachers to teach both in the elementary and secondary
levels. (Degrees: Bachelor of Physical Education (BPEd), Bachelor of Technical Vocational Teacher
Education (BTVTEd).
 A new degree is offered for the teaching of Culture and Arts (Bachelor of Culture and Arts Education)
 Two straight degree programs which were formerly the specialization in BEED before are offered now
to prepare teachers who will teach early childhood and special education (Course: Bachelor in Early
Childhood Education and Bachelor in Special Education)
 All other original courses will be enhanced.

Pedagogical Approaches to Deliver the Content and the Achieve Outcomes

The uniqueness of teaching future teachers is that the delivery of strategy and methods come in two layers.
The first layer, will enable to learner who are college students to desired learning outcome of the lesson and the
second layer is the find a strategy that will teach the content in the future work place which is the basic
education. In other word the pedagogy utilized should be “teaching hoe to teach’’.
The delivery modes may vary from the three modes or a combination of the three.
 Face-to-face- (F2F) – A Traditional Delivery Mode Where the Teacher and The Students Are
Physically Present to Hold Classes in A Designated place. One class can be taken as a whole group or
small groups at one setting. The different strategies maybe utilized appropriate to the students grouping.
 Distance Learning or Remote Learning - on line or printed module. Distance learning is a delivery
mode where the students and teachers are not physically present and in designated place or classroom.
For the online stationed in a control hub while the students are connected to the hub. Classes are either
synchronous or asynchronous. Distance learning using a printed module utilize hard bound materials in
printed form, where detailed instruction by the teacher will be followed by the learner. Knowledge and
skill of on technology is require for the first while the second requires for the independent learners.
 Blended Learning or Flexible Learning – This is a combination of the F2F and the Distance Learning.
The whole course will be using the two delivery modes and should be reflected in the curriculum syllabi.
 Experiential Learning (Lifelong Learning) – Learning by doing, experiential learning approach
allows the leaner to experience learning first hand. Sometimes it is called immersion or apprenticeship
or practicum.

21ST Curricular Landscape in the Classroom

Need to Develop 21st Century Skill

Cluster of Skills for the Specific Descriptors
21st Century
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Learning and innovation skills Critical Thinking and Problem Solving
Creativity And Innovation
Oral And Written Communication

Knowledge, Information Media and Technology Content Mastery

Literacy Skills Information Literacy
Media Literacy
ICT Literacy

Life Skills Flexibility and Adoptability

Initiative and Self Direction
Teamwork and Collaboration
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility

Citizenship Skills Valuing of Diversity

Global Awareness
Environmental Awareness
Values, Ethics and Professionalism

Five Frames of Thinking Descriptions

The Disciplined Mind Makes use of the ways of thinking necessary for major
scholarly work and profession

The Synthesizing Mind Selects crucial information from the voluminous amounts
available, processing such information in ways that make
sense to self and others

The Creating Mind Goes beyond existing knowledge. Pose new questions,
offers new solutions

The Respectful Mind Sympathetically and constructively adjusts to individual

differences

The Ethical Mind Considers one’s role as citizen consistently and strives
toward good work and good citizenship

Lastly, Tony Wagner in his book, The Global Achievement Gap mentioned the seven survival skills for the 21st
century curriculum:
1. Critical Thinking and Problem Solving
2. Collaboration Across Networks and Leading by Influence
3. Agility and Adaptability
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4. Initiative and Entrepreneurship
5. Effective Oral and Written Communication
6. Accessing and Analyzing Communication
7. Curiosity and Imagination

Education 4.0 in the School Curriculum

Education 4.0
Schools have no choice but to responds to the dramatic changes brought about by industrial revolution, if
they have to be relevant. Higher Education institutions cannot ignore this development or else it becomes
irrelevant. To be relevant the schools should consider some statistics:
 80% of the skills trained in the last 50 years can now by outperformed by machines
 65% of children in 2018 will work in a job that have not been invented yet
 49% of current jobs have the potential or machine replacement (Statistics Whelsh, 2018)

With the efficiency of machines routinize jobs can be done by machines with greater efficiency than
human laborers. So human laborers must be thought how to use the machine at their advantage. But machines
lack important human characteristics such as creativity, flexibility, compassion and empathy. School
curricula should focus in the development of this innately human characteristics. Creativity, flexibility,
compassion and empathy form a part of the ten skills demanded by industrial revolution IR 4.0 by the world
Economic Forum Report:
 Complex Problem Solving
 Critical Thinking
 Creativity
 People Management
 Coordination with Others
 Emotional Intelligence
 Judgement and Decision Making
 Service Orientation
 Negotiation
 Cognitive Flexibility
(Source: World Economic Forum Report)

Curricular Modification in Basic Education During and Post-Pandemic

In the period of Covid 19 Crisis the Department of Education came up with the Most Essential Learning
Competencies (MELCS)

Various Curriculum Delivery Modes

Obviously, with the unseen threat called COVID 19 virus and for the health, safety and welfare of all
learners, teachers and personnel, face-to-face instruction is a remote possibility in the immediate future until a
vaccine is made available. Meantime, classes have to go on. The show must go on. This time not in the usual
brick-and-mortar classrooms, the traditional in-classroom set-up, but in the learners’ homes and the virtual
classrooms.

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Delivery mode is contextualized in the DEPED’s Learning Continuity Plan. Since schools and
communities are differently situated, the choice of the learning delivery modality of schools will depend on the
local COVID 19 situations as well as access to certain learning platforms.
The various curriculum delivery modes include: 1) Online learning 2) Alternative Delivery Mode, 3)
Distance Learning, 4) Homeschooling, and 5) Alternative Learning System.
The DEPED explains that online learning is only one of the delivery modes among all others in this new
learning environment. The DepED directed its field units to determine the most appropriate combinations or
strategies of learning delivery for every locality taking equity concerns into consideration. It is wise that schools
consider valid concerns related to online learning raised by stakeholders. Most of these concerns are
connectivity and accessibility, lack or poor internet connection in schools, access for teachers and students,
availability of equipment such as computers, smart phones, printers for both teachers and students.
Alternative delivery mode (ADM) refers to the nontraditional education program recognized by the
Department of Education (DEPED) which applies a flexible learning philosophy and a curricular delivery
program that includes nom-formal and informal sources of knowledge and skills.
Three (3) accredited ADMs are 1) Modified In-School and Off-School Approach (MISOSA): 2)
Enhanced Instructional Management by Parents, Community, and Teachers (e-IMPACT) FOR PRIMARY
EDUCATION; This alternative modality was developed to address the problems of seasonal absentee learners
and congested classrooms I schools.
Distance learning modes of education include delivery of educational content online, digital or through
radio and television. There used to be “School-on-the Air”. In this COVID 19 crisis, the Philippine government
offered government-run television and radio stations as platforms for delivering lesson.
Homeschooling is another flexible learning option recognized by DEPED. In fact, this is not only a stop-
gap solution I times of crisis. Based on the policy guidelines released by DEPED, homeschooling provides
learners with access to formal education while staying in an out-of-school environment. It is meant for learners
in unique circumstances, such as illness, Authorized parents, guardians or tutors take the place of teachers as
learning facilitators and are given flexibility in learning delivery, scheduling, assessment and curation of
learning resources.
To enroll children in a homeschool program, parents or guardians should do so through a public school,
through a private school that had been given a permit to offer a homeschool program or through homeschool
providers, which are learning centers or institutions that provide homeschooling.
Alternative Learning Systems or ALS is a “parallel learning system in the Philippines that provides a
practical option to the existing formal instruction. When one does not have or cannot access formal education in
schools, ALS is an alternate or substitute. ALS includes both the non-formal and informal sources of knowledge
and skills.”
There are two major programs on ALS that are being implemented by the Department of Education,
through the Bureau of Alternative Learning Systems (BALS). One is the Basic Literacy Program and the other
is the Continuing Education Program – Accreditation and Equivalency (A&E). Both programs are modular and
flexible. This means that learning can take place anytime and anyplace, depending on the convenience and
availability of the learners of the learners.

Curricular Response of Higher Education for Teacher Education Amid the Pandemic and Beyond

The Post COVID scenario will never be the same as long as the vaccine is not available. Social distancing
will still have to be observed even when quarantines are lifted. Gathering of large crowds would still be
discouraged. Traditional classroom face to face delivery will pose a risk for contamination. In other words, the
new normal will soon pervade in the areas of business, commerce, industry and education. Thus, universities
and educational institutions have to prepare for the new normal in teaching delivery and ensure academic
continuity amid and beyond the pandemic.
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One emerging concern during the pandemic is the provision for flexible learning modality to mitigate
the risk of face-to-face interaction. With the shift to flexible teaching and learning modality is the provision for
flexible curriculum. Do curricular programs need to be changed to support the trajectory towards flexible
teaching and learning? In the Philippines, the standard written curricula are anchored on the programs,
standards and guidelines (PSGs) of the different disciplines as recommended by the Commission on Higher
Education (CHED). Do we need to modify the current curricula to make them flexible and resilient?

Teacher Education Curriculum Response to the COVID 19

pandemic and Beyond

A. Curriculum Modification
Curriculum modifications is the process of making adjustments to existing programs in higher
education, specifically teacher education in order to respond to the needs of the learners amid and post
pandemic.

1. Focusing on the Essentials: Mapping the needed and Enduring Outcomes in the Recommended and
Written curriculum
The challenge during the pandemic is how to create a balance between relevant basic
competencies for the students to acquire and the teachers’ desire to achieve the entire outcomes of the
curriculum. To solve this challenge, the teacher needs to revisit the existing curriculum and analyze the
outcomes of the program of course. The mapping of the course outcomes should be done to determine
the needed and the enduring outcomes and which outcomes should be emphasized. Needed outcomes
are the desired knowledge, skills and values that are required to learn higher concepts. They are defined
as competencies that learners need for continuation to subsequent level of concept. They are considered
as prerequisite competencies. On the other hand, enduring outcomes are competencies that are
necessary not just for succeeding in a certain topic but are useful beyond a single unit or study. They are
knowledge, skills and values that have overarching applicability in real-life situations. In curriculum
modification, enduring outcomes can be given emphasis. Identifying and mapping the needed and
enduring outcomes can also shed light on overlapping so the teacher can decide which competency
would be retained or merged.
Here are two examples of outcomes taken from the sample syllabus in Art Appreciation, a
course in the general education curriculum in higher education.

2. Rearranging of the College Course Offerings

Another way of modifying the curriculum during the pandemic is to rearrange the course
offering. For example, the theories and concept courses that can be delivered online may be offered in
the first two years while face-to-face delivery is not yet possible due to the risk of infection the
laboratory base field study and practicum courses cab be offered later when face-to-face modality is
already feasible.

3. Offering of Elective or Cognitive Courses that relate to the pandemic

In the global health crises, it is imperative that the curriculum be adjusted by offering courses
that are needed to survive and thrive amidst the challenges of pandemic. Some of the proposed
elective course:
 Change Management
 Disaster Risk Management
 Flexible Learning and Teaching Strategies
 Resilient Education
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 Alternative Assessment
 Remote Teaching
 Health and Mental Wellness
 Instructional Materials development for blended Instructions
 Active Learning Principles and Practices
 Psycho-Social Support during Crisis

4. Modifying the taught Curriculum modifying

Modifying the curriculum and ensuring learning continuity during the pandemic is the
implementation of the multiple learning modalities considering the face-to-face modality is not
feasible, teachers may consider flexible distant learning option like correspondence teaching, module-
based learning, project-based and television broadcast. For learner with internet connectivity,
computer assisted instruction, synchronous online learning, Asynchronous online learning,
collaborative e-learning may be considered

5. Modifying Assist Curriculum

Adjustments on the assessment measures can also be considered amid the pandemic. There is a
need to limit requirements and focused on the major essential projects that can measure the ensuring
learning outcomes like key scenarios, problem-base activities and cap stone projects. Authentic
assessment have to be intensified to ensure that competencies are acquired by the learner. In the
process of modifying the curriculum amidst the pandemic it must be remembered that iniatives and
evaluation tasks must anchored on what the learners need including their safety and well-being.

B. Curriculum Considerations

1. Context of teaching and Learning

World health Organization (WHO) has declared pandemic time in March 2020 everything has
change, including people’s way of life. Covid 19 has brought in reclaiming more than 10 million lives
and still counting in human history. Education as a Human Right has to continue despite of this
pandemic curriculum delivery appropriate to context be given more serious thought by teachers and
educators.

The Context
Fundamental guidelines for everybody to follow to avoid contamination and transmission.
1. Wash hands frequently with soap and water
2. Wear facemask
3. Keep distance/ Social Distancing
4. Practice Health Etiquette
5. Do exercise
6. Eat Healthy Food

2. Learners and the Teacher

College students are diverse to the readiness in learning under pandemic. Before pandemic students
come from diverse background base on the geographical location (rural/urban), economic status (rich or poor)
school in attendance (big, small or local). Teachers are also coming from similar context. Because of these
diversity the shifting from face to face to online or flexible learning may be difficult both learners and teachers.
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3. Appropriate Teaching Delivery During the Time of Pandemic and Beyond

Several factors to consider from learner and teachers
1. No internet Connectivity –
1. use of printed self-module
2. In places with no risk of Covid 19, a group of 10 or less may meet face-to-face but health
protocol is needed (Social-distancing, mask)

B. Limited internet Connectivity

1. Asynchronous Learning – a teaching delivery where students doing their works
independently based on what they have been instructed online by the teachers it allow flexibility in
learners schedule. They can learn on their own phase
2. Students have provided with learning material either printed, or recorded tutorials
3. Open educational resources

C. Excellent Internet Connectivity

1. Synchronous learning – Real time teaching and learning using online flatforms like
zoom. Facebook, messenger, google meet/ google classroom. It is also called Remote Learning.
2. Teacher prepares an instructional guide. Delivery will be lecture or demonstration it is
similar to whole class instruction. There is very little interaction at the end of the session example:
question and answer only.
3. Synchronous learning can also be followed by asynchronous learning.

SUMMARY:

As an answer to the teacher education curriculum, in response to the pandemic the following should be
followed: Some strategies used modifies the curriculum to address the pandemic crisis in the implementation of
the pre-service teaches. 1. Focusing on the essential
2. Rearranging of the college course offerings
3. Offering electives or cognate courses
4. Modifying the taught curriculum
5. Modifying the assessed curriculum

As an answer to the process of modification the following should include.

1. Context of teaching and learning
2. The learners and the teachers
3. Appropriate teaching delivery

END OF FINAL COVERAGE

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Quizzes and Reflection for the Final Coverage

SANTA MONICA INSTITUTE OF TECHNOLOGY

Andrada Bldg Cabili Avenue Poblacion Iligan City

Instructions: For quizzes: 10 pts each

For Reflection 15 points each. In the reflection, read any educational articles, educational
magazines, educational books, or other related materials in relation to the topics. Give your reflection/Feedback

A. Quizzes

1. What do we mean by OBE? 10 points

2. As mandated by the department of education No 42 S. of 2017 there are seven competencies of a quality
teachers. Explain very well Domain 1- Competencies in content knowledge and pedagogy 10 points.

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3. Explain the meaning of Distance Learning or Remote Learning. 10 p0ints

4. Which do you prefer: printed self-learning modules, asynchronous learning or synchronous

learning.?

B. Reflection:

1. You may select any of these (3) topics Critical thinking, Judgment and Decision Making, Cognitive
Flexibility. 15 points

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