Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: cbsua.sipocot@cbsua.edu.ph
Trunkline: (054) 881-6681
The Teacher as a Curriculum Designer
I. Pre-Competency (Formative Assessment)
Direction: Identify what kind of design and approached are utilized in the following descriptions:
Subject- Centered Design/Approach 1. Only students who master the subject content can succeed.
Problem-Centered Design/Approach 2. Students are encouraged to work together to answers to their tasks.
Learner-Centered Design/Approach 3. No learner is left behind reading, writing and arithmetic.
Problem-Centered Design/Approach 4. School means survival of the fittest.
Subject- Centered Design/Approach 5. Teacher can extend class because the children have not mastered the
lesson.
Problem-Centered Design/Approach 6. Lesson deals with finding solution to everyday problem.
Learner-Centered Design/Approach 7. Differentiated instruction should be utilized for different ability groups.
Subject-Centered Design/Approach 8. Accumulation of knowledge is of primary importance in teaching.
Learner-Centered Design/Approach 9. Learning how to learn is observable among students.
Problem-Centered Design/Approach 10. Students are problem-finders and solution-giver.
II. Discussion Board:
Direction: Choose one statement and reflect on it. What do you think and feel about it.
Statement No. 1- “Schools that approach the curriculum as subject-centered, make robots out of the students.”
Statement No. 2 - “ In school where chil-centeredness is the approach, discipline is weak.”
Statement No. 3 - “ Students are too young to solve life’s problem, why should they do problem solving in school?”
I choose Statement No. 1- which is the “Schools that approach the curriculum as subject-centered, make robots out
of the students.” Since most teachers use the subjects-centered approach, which is a tactic derived primarily from
textbooks, I wholeheartedly concur with the notion. The majority of schools that employ this type of approach strive
for academic success, which is, in my opinion, inappropriate or detrimental to pupils. Children are human beings with
feelings and emotions just like everyone else. Although this design just seeks to help the kids learn, using this
technique is also partially correct in certain other respects, I feel that it shouldn't be the only option. Maybe in order
to inspire students to learn on their own, teachers should impart love to them.
Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: cbsua.sipocot@cbsua.edu.ph
Trunkline: (054) 881-6681
III. Post-Competency
Get hold of materials about K to 12. Discuss with your groupmates and answer the following.
1. What kind of curriculum design influence mostly the K to 12 Curriculum?
(a) Subject- centered?
(b) Learner-centered?
(c) Problem-centered?
2. Cite an illustrative example that relates to your choice.
3. Place your answer on a matrix like the one below.
Type of Curriculum Design in K to 12 Illustrative Example
Subject -Centered Design/Approach It might concentrate on science, math, biology, and
other K–12 curriculum areas. This kind of curriculum
design usually puts more emphasis on the subject than
the student. Success entails content mastery. It is the
most prevalent curriculum type utilized in K–12
curricula.
Learner-Centered Design/ Approach First-graders and first-year high school students will
follow a "learner-centered" curriculum developed by
DepEd that places more emphasis on critical thinking
than memorizing. Learning should come naturally to
students, and they shouldn't feel as though it is
something that is forced upon them. Its goal is to
generate high school graduates who are prepared for
opportunities across the globe, have the skills
necessary for success in the workforce, and possess
the competences required for higher education.
Problem-Centered Design/ Approach One truth about scientific techniques taught by science
teachers is included in K–12 curricula. Did we even
learn that we may use scientific procedures in our
everyday lives? Were our eyes opened to this reality by
understanding our real-life difficulties, observing them,
and determining the best course of action? We had no
idea that we could use scientific approaches to help us
Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: cbsua.sipocot@cbsua.edu.ph
Trunkline: (054) 881-6681
make decisions in life. This problem-centered design
allows us to incorporate the experiences of our students.
The ability to apply our academic lessons to real-world
scenarios is the most valuable aspect of our teaching.
Through this academic learning, we can teach our
children how to manage their needs, interests, and
social challenges in life.
Reflection Rubrics:
Exemplary Superior Satisfactory Needs Improvement
(4-5) (3) (2) (1)
Reflection statements Reflection Reflection Reflection statements are
are profound and statements are clear, statements are unclear, and shallow and are
clear, supported by but not supported by shallow; supported not supported by
experiences from the experiences from the by experiences from experiences from the
Reflections/Insights learning episodes. learning episodes. the learning learning episodes.
episodes.
