KATRIN B. LUTAO

BSEd 4-N1

REFLECTION ON ACTIVITY 4: TERTIARY EDUCATION CURRICULUM

A. Which of the curriculum designs do you prefer? Why?

Among the curriculum designs, I prefer the Learner-Centered. This design gives prior

importance to the learner as part of the educative process. It acknowledges the learner’s needs,

individual difference, learning styles, multiple intelligences, and development, which drive the

curriculum in crafting its goals, content, experiences, and evaluation for holistic and maximum

learning. It is already proven that learners develop positive attitude towards learning if their

interests are tapped. The learners are the primary clients which the curriculum serves and so it

is just right to have this learner-centered approach in designing the curriculum.

B. If there is a need to modify something in your college curriculum, in what aspects are these?

How?

I would like to give little modifications and or additions to the curriculum content and

experiences found in the syllabus. The lessons cover only poetry and neglect other forms of

writing in prose like short stories, etc. There should be balance between the two. In addition, the

experiences should include writing with the use of different perspectives using inanimate

objects. It can also be that the students would write under varied environments like using of

music, pictures, paintings, actual observations, etc, in which the students’ writings will be rooted.

C. What is the impact of curriculum design in teaching and learning? Will the varied designs

make a difference in the way you will teach or the way can learn? How?

Indeed, the curriculum designs are like frameworks that say much about how the

teaching-learning process would go. In the subject-centered design, the scenario would likely be

my aims as a teacher is to deliver the subject matter with heavy reference to what is in the

textbook. I would be delivering it in a “one approach fits all” manner. On the learner-centered

design, the learning process looks like I am using creative teaching methods and differentiated

instruction in order to cater the learners’ varied needs and interests. The learners feel that the

classroom is an avenue for honing and using the skills that they have. Lastly, the problem-

centered design gives the scenario like I include in my teaching real-life situations and problems

which could possibly guide them in living in an upright way and that they will be knowledgeable

in dealing with the complexities of life.

REFLECTION ON ACTIVITY 5: THE CURRICULUM STAKEHOLDERS

The situation given illustrates a conflict between two stakeholders important in the

curriculum implementation. The parents and school administration both have the good intention

of providing a conducive environment for the students. If I were the principal of the school, I

would call for a talk with the parents so as to resolve things and to make an agreement with

them. As the head of the institution, I should first express my apology to them for the

inconvenience and thank them for their efforts in improving the classroom location. Apart from

this, I should make it clear to them that the new classroom location would be equally conducive

to the students and that I will express the school’s purpose for doing plan. Lastly, I would inform

them what will happen to the classroom location that they have invested in. In these ways, the

parents would understand the situation.

I recommend that stakeholders have regular communication so that both cooperate and

establish understanding regarding plans made. Decision-making should also involve other

stakeholders not just the school administration.

REFLECTION ON ACTIVITY 7: CURRICULUM ACCREDITATION

1. Do you think there are advantages of doing a school-based evaluation of a curriculum? Why?

One advantage that I see in a school-based evaluation is that the stakeholders get to

see what aspects of their implemented curriculum are working and what are not. This means a

lot in knowing its effects. In addition, this kind of evaluation is suitable in special circumstances

such as in the case of standardized tests because not all teachers are able to cover all lessons

for a period and so it gives them the chance to adjust the requisites of the evaluation with

respect to the matter involved.

2. We often see in school brochures the word ACCREDITED attached to the name. What

benefits will the school derive if its curricular programs are accredited?

I think schools work on having their institutions be accredited for the primary reason of

quality education. Accreditation is the tool used to monitor, assess and evaluate the quality of

education students receive. This attracts stakeholders to enter and engage with the school. It is

somehow a proof of credibility and excellence in teaching and service. Being accredited also

results to financial aid opportunities for the construction of more classrooms, improvement of

facilities, and additional materials. For the graduates, it helps in achieving the workplace they

want to get into as employers prefer those who are from accredited schools. Lastly, the

accreditation process is a way for a school to have a look at the programs’ strength and

weakness for sustainability and improvement.

3. Why is there a need to pilot test, monitor and evaluate curricular programs?

Pilot testing is a process that measures whether a program will be effective and will gain

quality results when fully implemented. It is a way to see the strengths and loop holes of the

curriculum and how they can be addressed. Also, it acts like a signal if the curriculum is to be

implemented with confidence and readiness. Monitoring means being hands-on in implementing

the program to ensure that all components work and function. It allows us to see what aspects

are to be retained, altered, or modified. The evaluation part is making judgments about the

effectivity and quality of the program. This also would earn feedbacks from all stakeholders for

maximum quality of a curricular program. All these three contribute to the success of a program

and to achieving its aims and goals.

Bicol University

COLLEGE OF EDUCATION

1st Semester, 2014-2015

Outputs and

Reflections in

Curriculum

Development

Katrin B. Lutao

Divine Grace O. Abainza

Lanie Morga

January B. Merilles

Princess Alpha Viray

BSEd 4-N1

Dr. Nestor Mińa

Professor

CONTENTS

Activity 2: The Basic Education Curriculum

Activity 3: Secondary Education Curriculum

Activity 4: Tertiary Education Curriculum

Activity 5: Curriculum Stakeholders

Activity 6: The Role of Technology in Delivering the Curriculum

Activity 7: Curriculum Accreditation

Activity 8: Matching the Intended, Achieved, and Implemented

Curriculum

Individual Reflections