Prepared by: Document Code: Pages: 10

Riza R. Nicor, Ph.D EDUC6

Instructor
ILIGAN MEDICAL CENTER COLLEGE
San Miguel Village, Pala-o, Iligan City Checked by: Revision Date:2016 Units: 3 units

OUTCOME-BASED COURSE SYLLABUS Gertrudes T. Apas, Ed.D.

CED Dean
Reviewed by: Revision No.: Subject:
Florami B. Dadole, Ed.D EDUC 6
Dean for Academic Affairs
COURSE TITLE: CURRICULUM DEVELOPMENT Pre-requisite: Co-requisite: NONE
EDUC 2

PHILOSOPHY: Iligan Medical Center College firmly believes in quality education that empowers graduates to become holistic and
productive citizens of the country through intensive instruction, research and community extension.

VISION: A leading private non-sectarian professional institution producing holistic, productive and globally competent graduates
in various medical related fields and other disciplines.

MISSION: To provide high quality education to all students through the utilization of advanced technology for intensive instruction,
research and extension.

GOALS:

1. Provision of intensive instruction facilitated by highly qualified faculty implementing a well crafted curriculum.

2. Production of quality researches among faculty, staff, and students for discovery of knowledge and technology applicable
to societal needs.
 3. Implementation of relevant and collaborative community extension program for technology transfer and sustainable
livelihood.

CORE VALUES:

1. God-Centered. An IMCCian finds meaning and purpose in life through complete obedience to the will of God.

2. Concern for the Environment. An IMCCian conserves and protects our natural resources.

3. Nationalistic. An IMCCian promotes the Filipino cultural heritage and defends the country at all times.

4. Self-propelled. An IMCCian initiates quality work and service creativity.

COURSE SYLLABUS DETAILS:

COURSE SPECIFICATIONS / DESCRIPTION:

This course introduces prospective elementary and secondary teachers with knowledge and understanding of the
subject area which include: foundation, disciplines, structural components and models of teaching and assessment strategies. These will
provide the student with theoretical underpinnings in teaching and develop concepts, skills, attitudes, values related to the subject area.

CONTACT HOURS: 54 hours (3 hours per week)

PRE-REQUISITE: EDUC2

CO-REQUISITE: None

CREDIT UNITS: 3 units

INSTITUTIONAL LEARNING OUTCOMES:

The ideal graduate of Iligan Medical Center College is holistic, productive and globally competent graduates.

PROGRAM EDUCATIONAL OBJECTIVE: Graduates of BEEd and BSEd programs are teachers who:
1. Have deep understanding of the principles with a wide range of teaching process (including curriculum development lesson planning,
materials development, educational assessment and teaching approaches) and the role of the teacher in facilitating these processes in
their students; (Cognitive/knowledge).

2. Have creative and innovation in applying alternative teaching approaches, while demonstrating basic and higher level literacy,
communication, numeracy, critical thinking and learning skills needed for higher learning in diverse types of learning environments
(Psychomotor Skills).

3. Can demonstrate and practice the professional and ethical requirements of the teaching profession.

COURSE LEARNING OUTCOMES:

At the end of the Educ 6 course, the students are expected to:

1. Integrate appropriate learning styles, instructional approaches and teaching-learning processes in curriculum development.

2. Design a model curriculum demonstrating considerations for a selected age group and setting including appropriate community
linkages/stakeholders.

3. Construct instruments for monitoring curriculum development and curriculum change.

4. Construct comprehensive definition of curriculum, curriculum development and curriculum change.

5. Explain the recent dimensions in curriculum development.

LEARNING PLAN
Learning Outcomes Topic/s Methodology Resources Assessment
Prelim Chapter 1:  Reading and
Curriculum Memorization of  Hand-outs  Writen Quiz
A. Discuss the different Essentials the VMGO
curricula that exist in  Reading of The
the schools A. Curriculum and Sabre-Tooth  Survey Tool  Assignment
Teacher Curriculum by
B. Enhance Harold Benjamin
understanding of the B. The Teacher as Reading and  Multi-media/
role of the teacher as a a Curriculum Comprehension/ Powerpoint
curricularist Analysis/ Synthesis/ presentation  Rubrics of the
C. The Teacher as Self-Assessment Report
C. Analyze the Survey Tool
significance of a Knower of
curriculum Curriculum  Reporting
development in the  Term Exam
teacher’s classroom. D. Approaches to
School Curriculum  Discussion
D. Describe the
different approaches to  Group Sharing
school curriculum.

 Make an inventory
of the curriculum
content, process
and product.
E. Reflect on how the
three approaches E. Curriculum
interrelate with each Development:
other. Processes and
Models
F. Summarize the
curriculum F. Foundations of
development process Curriculum
and models. Development

Midterm  Cooperative
1. Identify the Chapter 2: Crafting Learning  Multi-media/  Written Quiz
fundamentals of the Curriculum Powerpoint of the  Research on
curriculum designing  Independent Report Assign Task
2. Appreciate the task A. The Teacher as Learning Activities  Lesson Plan
of designing a the Curriculum  Visual Aids Analysis based
curriculum. Define Designer on the given
curriculum mapping as  Online Researches  Sample Lesson samples
part of curriculum B. Approaches to Plan  Self-reflection
designing. Curriculum  Individual and  Handouts  Term Exam
Designing Group Reporting
3. Identify the purpose
of curriculum maps.
4. Familiarize oneself of
some examples of
curriculum maps.
Semi-final
1. Construct Chapter 3.  Reporting  Handouts  Written Quiz
instruments for Delivering and  Research on
monitoring curriculum Assessing the  Cooperative  Visual Aids Assign Task
implementation and Curriculum Learning  Lesson Plan
assessment. A. Pilot Testing and  Sample Lesson Analysis based
Monitoring Plan on the given
 Implementation  Integrative samples
2. Make an assessment 1.  Multi-media/  Self-reflection
based on experienced Institutionalization  Exploration Powerpoint  Term Exam
and observation in 2. The role of the presentation
implementing the School Head in
curriculum. implementation  Panel Discussion
3. Communication
4. Motivation
5. Volition
6. Effort and
Direction
7. Individual Needs
vs. Organizational
Needs
B. Intended vs.
Implemented vs.
Achieved
Curriculum
C. Criteria for
Assessment and
tools to assess the
curriculum
Final
1. Enumerate and Chapter 4: Linking  Individual  Handouts  Written Quiz
discuss the Curriculum, reporting  Research on
instructional Instruction , and  Interactive and  Visual Aids Assign Task
approaches that Assessment cooperative  Lesson Plan
support the curriculum 1. Curriculum and learning  Sample lesson Analysis based
instruction  Panel Discussion plan on the given
2. Determine the use of 2. Teaching and  Collaboration samples
assessment to support Learning the 8 M’s  Thematic  Multi-media/  Self-reflection
curriculum. 3. Assessment in Powerpoint  Term Exam
the curriculum presentation
3. Identify the issues development
 and concerns on process
curriculum 4. Instructional
development approaches that
support the
curriculum
5. Issues and
concerns on
curriculum
development

References:

Aquino, G.V.(1998). Curriculum Planning for Better Schools. Manila. Rex Bookstore.

Bago, A. L.(2003). Curriculum Development. Manila. De La Salle University Press, Inc.

Ornstein, A.C., & Bahar, L.S.(1995). Contemporary Issues in Curriculum. Boston Allyu and Bacon.

Palma, J.C.(1992). Curriculum Development System. Manila. National Bookstore, Inc.

Wood, Thomas.(2007). Practical Grammar and Composition. The Appleton Company, New York.

Course Requirements:

1. Attendance

2. Long Term Examination

3. Quizzes and Assignments

4. Other Projects

Grading System:

A. Attendance, Quizzes, Assignments (30%)

B. Class Recitation, Small Group Tasks, Projects (40%)

C. Term Examination (30%)

Total……………………………….. 100%
Prepared by: Checked by: Reviewed by:

Riza R. Nicor, Ph.D Gertrudes T. Apas ,Ed.D Florami B. Dadole, Ed.D.

Instructor CED Dean Dean for Academic Affairs