Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROF ED10-2ndSEM-2020-2021
COLLEGE OF TEACHER EDUCATION
Bayombong Campus

DEGREE BSED COURSE NO. Prof Ed 10

PROGRAM
SPECIALIZATION COURSE Building & Enhancing New Literacies Across
TITLE the Curriculum
YEAR LEVEL 3 TIME FRAME 6 hrs. WK NO. 3 IM NO. 2

I. CHAPTER TITLE: Curriculum Model and New Literacies

II. LESSON TITLE

Lesson 1- Basic Curriculum Model
Traditional, Thematic, Programmed, Classical and Technological

Lesson 2 - Curriculum Process

III. LESSON OVERVIEW

Building and enhancing new literacies across the curriculum need verticalization,
horizontalization landscaping the “cognito” on orientation (experience) and discipline (formal
learning) in a knowledge construction. The same as we build the physical and material building,
we need to have the architectural design as a roadmap on the program of work and the
landscape on the structural foundation. All necessary needed physical and human resources to
be in place to assure quality enhancement. Quality services are measured according to the
“effectiveness” and “efficiency” on the delivery of the program – of - work as planned. All are set
as planned found physical and human resources are measure of quality assurance. The
language tool or facility is quality service. Then, fill the gaps. The reinventiveness, reengineering
and other innovative “act” done within the ambit of the program of work as planned must be
translated into resilient human and physical resource adaptive to the program of work.

IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, the learner is expected to
a. select, identify and determine the “ideal” curriculum best suited in the given locale.
b. define the different curriculum literacies.

V. LESSON CONTENT
1. Curriculum Modelling

This topic refers to the documents used in education to determine specific aspects of
teaching, such as subject, time frame, and manner of instruction.
There are two long-standing models of curriculum:
1) process model
2) product model.
As we define curriculum development as the process of creating planned interaction,
syllabus or Outcomes –Based Teaching Learning Plan (OBTLP), teaching, training, and
exhibition modes is the answer. It is a term used to refer to the process of instituting and
putting precise guidelines of instruction for the curriculum. When this idea came to my mind it
means that there are methods, procedure and steps to follow in arriving such decision.
Meaning, we have the Desired Learning Outcomes (DLO), Course Content/Subject Matter,
Textbooks/Material References, Teaching and Learning Activities (TLAs), Assessment Tasks
(ATs), Resource Materials and Time Table to implement. These are the salient point that one

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROF ED10-2ndSEM-2020-2021
may understand, identify and classify in looking an adaptive model. One chosen the model on
the belief that the VMGs jibe to the on-going plan.
Take the case on the curriculum designed by Ralph Tyler in his Prescriptive Model.
Originally, he wrote down his ideas in a book Basic Principles of Curriculum and Instruction for
his students to be guided about the principles for makinga curriculum Model. The following four
“PEOE” steps are: 1) Determine the school's purpose; 2) Identify educational experiences
related to purpose; 3) Organizethe experiences; and lastly, 4) Evaluatethe purpose.Thus, Tyler
seen the needs of the “community” and believed that,“successful teaching and learning
techniques can be determined as a result of scientific inquiry.” Further believed that, “PEOE
would mark the cornerstone of curriculum decision-making and teaching strategies.”

In the other hand, HildaTaba with her Interactive/Instructional Strategies Model created a
multi- purpose teaching model that utilizes the use of multiple processes such as: 1) listing; 2)
grouping; 3)labeling; 4)regrouping; and lastly,5) synthesizing. Taba is an inductive teacher
developed the belief that teachers are aware of the student needs hence,they’re one of the
responsible partners to develop the curriculum.

Thus, according to the belief of Taba “the usual efforts—institutes, lectures, required
attendance of college classes—curricular, co-curricular and extra-curricular activities not over a
period of years produced much curriculum improvement and did not seem promising for
making changes in the structure of the curriculum.” She added, “in the four areas of
objectives—“knowledge”is the foundation. The selection of content does not develop the
techniques and skills for thinking, change patterns of attitudes and feelings, or produce
academic and social skills. These objectives can be achieved through planned learning
experiences and conducted in the classroom.” Meaning, curriculum controls, supervise and
manage teacher action in the classroom.

As stated above, therole of a qualified (vertically articulated/alignedMS/MA/other relative

graduate program and PhD (CHED)other relative doctorate and post-doctorate program,
specialized and TESDA accredited through an evidences of their respective licenses) and
competent teacherplay its important role in the making of a peculiar classroom and competitive
graduates. Likewise, this suggests that the “school” being a juridical person must conform the
regulations mandated by the civil Service Commission (CSC), Commission on Higher
Education (CHED), Department of Education (DepEd), Technical Education and Skills
Development Authority (TESDA) and the Professional Regulation Commission (PRC).

Thus, from the lense of the author ’s eye the engagement to the socially diverse partner in
the administration, teachers, parents, students, alumni, community counterpart such as: business
establishment, company, industry , the government and non government sectoral communities will
be the bases of the curriculum making, processing and developing So that, the needed graduates
must “fits” the needed workforce (to avoid within the community and community counterpart. Therefore,
there partnership is indispensable.

However, a simplified version of John Kerr model of curriculum design is derived from
school of learning experiences and knowledge. In Kerr's model , the collection of information
for decision making about the curriculum are needed . For him the essential elements are: 1)
objectives; 2) knowledge; 3) evaluation; and 4) school learning experiences. Thus, reiterating the
Tyler’s and Taba’s model in the construction and deconstruction of the curriculum. For him ,
curriculum is “all learning planned and guided by the school, whether it is carried on in groups or
individually, inside or outside the school.” Thus, the institutional Vision, Mission and Goals
(VMGs) walks ahead the curriculum. It is the searchlight ahead.

BASIC CURRICULUM MODEL

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROF ED10-2ndSEM-2020-2021
The five basic types of curriculum are Traditional, Thematic, Programmed, Classical, and
Technological. The most used curriculum can be found within these broader categories. Most of the
following descriptions and suggestions were provided by the CERC.

1. Traditional

This is the traditional workbook/textbook approach familiar to those who attended American public
schools growing up. It is comprised of 6-7 unrelated subjects with a different book for each. It is grade
specific and may be expensive.

Examples: Bob Jones, A Beka, Calvert

Learning Style Match: Visual and Auditory

Pros: More likely to cover the basics, lesson plans laid out, security

Cons: Time consuming, expensive, difficult to teach several grades simultaneously, subjects each
taught separately

Works well for:

A child used to being in school (and that was doing well)
A methodical, routine learner
A mom who needs reassurance
A mom who likes routine and does not have time to plan her own curriculum
A first time home-schooling parent

Cautions: Keep in mind that even teachers at school do not cover every page in every book. In math
they may assign odds or evens on certain assignments. In Science and History, sometimes a chapter
or even a unit may be omitted. Remember that your kids are also learning language and culture. Do
not let yourself or your kids be stressed by trying to do too much.

2. Thematic Unit Study

This type is known as “thematic learning,” “teaching across the curriculum,” or integrated study. Basic
school subjects are studied in light of a particular topic, theme, or historical period instead of isolated
subjects. Most often, a separate phonics and math program is needed (though some companies
include them as supplements or offer choices).

Examples: KONOS, Weaver, Design a Study, Sonlight, Greenleaf Press, Moving Beyond the Page

Learning Style Match: Multi-sensory

Pros: All ages learn together; uses real books, inexpensive, teaches to child’s area of interest;

Cons: Can have gaps in skills so needs balance; can be overwhelming to new homeschoolers, lesson
plans are more flexible and require you to provide the structure; may lack resource materials on the
field, lacks test taking skills in content areas;

Works well for:

A child pulled out of school that is burned out on learning
A creative mom that feels secure about her abilities
Multiple children in different grades
Children who have difficulty sitting still and prefer hands-on learning

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROF ED10-2ndSEM-2020-2021
Cautions: This type of curriculum can be hit and miss. For 5th and 6th grade you many need to bring
in a textbook and tests for content areas.

3. Programmed

This type is often based on a self-paced, sequential workbook. It requires no preparation and usually
little direct teaching by the parent.

Examples: Alpha Omega, School of Tomorrow, “PACES,” Switched-On Schoolhouse

Learning Style Match: Visual

Pros: Very easy to use, little preparation, lessons planned out, independent learner based, self-paced,
especially great for content areas;

Cons: Not appropriate for younger grades, not suitable for auditory learners (except for Switched on
Schoolhouse), boring to some, not designed to be interactive, skill building might be lacking;

Works well for:

A mom who is very busy with little time for individual learning
A child who loves workbooks and routine learning
A family in transition
A mom who just had a baby
A child who is able to sit still, stay focused, and needs little direction or discipline
4. Classical

“The Trivium” is stages or ways of learning that coincide with a child’s cognitive development.
Grammar Stage—What’s in their world (PreK-2nd or 3rd)
Dialectic Stage—Tell me more. Tell my why. How does it work? Compare/contrast; Connect
real things to abstract. (2nd or 3rd – 5th or 6th)
Rhetoric Stage—What does it mean to me? What do I do with this info? How am I going to use
it? Logic/Debate. (Middle school to Adult)

Examples: My Father’s World (most self-contained, similar to Sonlight yet with chronological approach);
Veritas Press; Memoria Press;
Reference book—The Well-Trained Mind (Baur)

Learning Style Match: Multi-sensory

Pros: Works well for families with children close in ability level; developmentally appropriate methods;
uses real books; unit study approach to content; systematic/chronological method to content;
hooked/linked to history; progression of knowledge;

Cons: May not “feel” structured when compared to traditional curriculum; Not yet, totally self-contained;
may be difficult to use when there is a wide ability gap between children; may be easy to miss certain
skills

5. Technological Learning

This includes internet and software based programs. The internet provides multi-sensory, interactive
learning via multi-media learning. Software provides the same in a more controlled environment (minus
the interaction).

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educational purposes only and not for commercial distribution.”
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NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROF ED10-2ndSEM-2020-2021

Examples: NorthStar Academy; University of Nebraska; K-12; Potter’s School; Liberty U; Texas Tech
University K-12; Switched-on School House

Learning Style Match: Multi-sensory, visual, auditory

Pros: Can be more interactive and engaging; provides structured learning so child can learn more
independently; can be great preparation for future learning—delivery system of the future; opportunity
to learn from a different teacher or teachers on line; can have virtual classmates;

Cons: on-line can be pricey; can be frustrating if not technologically savvy or if student has poor typing
or reading skills; has set deadlines so less scheduling flexibility; may include more “busy work” as it is
more of a structured school environment; software has preprogrammed responses and if child does not
answer with exact response, may cause frustration

2. Curriculum Development Process

Curriculum development is dynamic process it changes according to the need of the society
and the stakeholders of the education system. Curriculum is like a living organism. It is adaptive
to the everchanging needs of time space an d circumstances. Curriculum development process
includes several stages such as planning, preparing, designing, developing, implementing,
evaluating, revising, improving and budgeting. No budget means no institutional machinery works.
Traditionally curriculum development has been seen as planning for a sustained process of
teaching and learning in a formal institutional setting. Curriculum development is systematic and
dynamic process sensitive to time space and circumstances in which preparation, development,
implementation and evaluation steps are involved.

To be practical in understand about curriculum development and process “change and

develop” the curriculum waits for the “period of the curriculum design. And, let the
learner to finish their own curriculum. The role of teachers in the curriculum process is to help,
plan, guide, facilitate and strategies on the student needs to develop and engaged relationship with
the content.
Active learning will increase the focus and retention of the curriculum, resulting in an
exciting learning environment. Let the learner understand about the direction of the curriculum
towards their “dream” and allows them to come up their personal Vision, Mission and Goals
(VMGs) to relate and connect their carrier path towards their academic advocacy and journey.
Curriculum also helps in creating benchmarking in learning and a guide to misconceptions.
Broadly speaking, the function of teachers is to help students’ l earn by imparting knowledge to
them and by setting up a situation in which students can and will learn effectively. A teacher as an
implementing tool/facility /machinery we need to equip him/her the “tacit

The curriculum implementation process can be divided into four phases:

 Planning,
 Content and Methods,
 Implementation
 Evaluation and Reporting.
Teacher Education provides plat form to student teachers to acquire the required knowledge, skill ,
talents, potentiality, ability and develop positive attitude, values and beliefs. After reviewing various
researches (RRLS) on the curriculum and significant role of teachers' in framing the curriculum
the processing of curriculum development was decentralized. We hope for the devolution will
empower the different sector in our socially engaged diverse community be truly the count erpart
in health and sickness in the journey of our school to the most critical and reflective teaching
learning environment.

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
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NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROF ED10-2ndSEM-2020-2021

VI. LEARNING ACTIVITIES ( 60 pts)

Activity 1.

Using the Ignatian Pedagogy paradigm, choose and identify the “ideal” Curriculum Model
suited in the locality. ( 30 pts.)
Example of Ignatian Pedagogy paradigm: ( or you can use another pattern of Ignatian Pedagogy)

Activity 2. Define the following literacies : ( 5 pts each)

- Computer literacy
- Cultural literacy
- Game literacy
- Media literacy
- Multiliteracies

VI. EVALUATION
(Your activities will serve as your evaluation)

VII. REFERENCES

https://www.rexestore.com › books › 2041-building-an...

https://www.slideshare,net/mobile/valarpink/curriculum-its-meaning-nature-and-scope

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

INSTRUCTIONAL MODULE
IM NO.: IM-PROF ED10-2ndSEM-2020-2021

IM-COURSE NO-SEMESTER-SCHOOL YEAR

IM-MCB180-1STSEM-2020-2021

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educational purposes only and not for commercial distribution.”
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