PPST Domain 4: Curriculum and Planning
What is PPST Domain 4: Curriculum and Planning
Domain 4 addresses teachers’ knowledge of and interaction with the national and local curriculum requirements. This Domain encompasses their ability to translate curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning. It expects teachers to apply their professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons. These lesson sequences and associated learning programs should be contextually relevant, responsive to learners’ needs and incorporate a range of teaching and learning resources. The Domain expects teachers to communicate learning goals to support learner participation, understanding and achievement, from DepEd Order 42, s. 2017.
Domain Reflection
A teacher creates a miniscule curriculum called a lesson plan or a learning plan to help plan, implement, and assess school learning activities. The teacher then brings a lesson plan to life by using it as a guide throughout the teaching-learning cycle, where various strategies can be employed to meet the learning objectives or outcomes. Furthermore, upon going through my journey in the teaching internship, I can say that I learned to prepare my lesson plan in a manner that would establish a good relationship and rapport to my students. I would integrate in my classroom management plan and routine to be more happy and radiate an engaging aura at all times. On the other hand, when problems arise every now and then, as my RT’s advice; don’t panic and be sure to troubleshoot immediately. I should have reflections, anticipations, and management steps prepared during the planning stage of my lesson. Also, when I plan my lesson plan, I will always think of what ifs or drawbacks and anticipate that every part can have its shortcomings, from the motivation to the assessment period. I would prepare back up plans and immediate responses to some problems as if I go on with the lesson discussion already. In this manner, I plan and overlook the step by step of my lesson with caution and appropriate strategies to smoothen the teaching and learning cycle. Also, a plan is there to make the teaching and learning cycle sail into the vast ocean of knowledge with purpose and guide. Because without a curriculum and a plan, the teaching-learning cycle will be unruly and student comprehension and knowledge acquisition would be disorganized compared to having a plan and a sense of direction through the use of a map. In summary, the curriculum and planning domain emphasizes and reminds teachers to make sure that when coming in front of the student, the teacher already has a plan in mind on how he or she will start, facilitate, and end the lesson.
The Relationship of School Curriculums
The school curriculum has many upbringing in the teaching and learning process, as a matter of fact, without it, the process would be in a total chaos. Without the curriculum, the process would be disorganized and learning may not be very successful compared to having a definite and well-organized curriculum.
I must say that the teaching and learning process really follows a precise and well-mannered route for a successful learning to occur. Also, the different types and forms of curriculum are related to each other very well. With the recommended curriculum on top and at the beginning of the flow, it suggests and recommends what needs to be taught to the students in specific grade levels. This recommendation is then transformed and interpreted by curriculum writers, teachers, and the like into a written curriculum. Where it is transformed into a miniscule packet for learning. Here the teacher’s role is very important.
As a mediator- facilitator of learning, the teacher implements what is written in the curriculum. This specific stage is now coined as the taught curriculum. In the course of the teaching and learning process, the teacher needs supports that can help him/ her facilitate effectively the teaching and learning flow.
The teacher then selects from an array of tools and instructional materials to use inside the classroom to help him/ her guide the discussion. As by definition, this is referred to as the supported curriculum, which helps the teacher implement the curriculum. But to highlight, the diagram does not only points to the taught curriculum, this is because even at the latter and different stages of the flow, the supported curriculum can be employed. As it is a supporting curriculum, the other types of curriculum can make use of it.
To secure that the teaching and learning procedure is effective, and the students are learning what they are supposed to learn from learning targets to the other, the teacher then employs an assessment. But to take note, the assessment can happen anytime, this can be employed during the discussion or even after the discussion. This is now the next part in the diagram seen aside, the assessed curriculum.
Upon validating and successfully interpreting the results of the assessment, the result can now fuel the justification of the learned curriculum. Whether the student learned the learning targets or failed to do so, the teacher can make us of this data to evaluate and improve the written curriculum. What is overlaying in the diagram is the hidden or implicit curriculum, this is because it can happen and occur at any moment in the flow or diagram.
In conclusion, the different types of school curriculum should be seen as an interrelated constituents, which one is affected and influenced by the other. Also, making use of this knowledge and vocabulary, I can say that in the near future where I will be teaching and practicing this profession, I can be more adept to understanding and reading the flow and underlining of the teaching and learning process. Making use of this idea can also help me understand and troubleshoot problems that arise during the discussion. And I can professional assess and evaluate myself to whatever aspect I need to work more and improve.
Types of Curriculum
The school curriculum has many types, it can be a Recommended Curriculum, a Written Curriculum, a Taught Curriculum, a Supported Curriculum, an Assessed Curriculum, a Learned Curriculum, or a Hidden Curriculum. Hence, these curriculum, though are different, they work together and are used deliberately together to support and assist each other. To the left are some identification of where these specific curriculums are found. But before going to the left, work yourself first with the definitions of each curriculum below.
The enhanced curriculum K to 12 curriculum is the Recommended Curriculum. It is to be used nationwide as mandated by Republic Act 10533.
When the curriculum writers began to write the content and competency standards of the K to 12 Curriculum it became a Written Curriculum. It reflects the substance of RA 10533 or the Enhanced Basic Education Act of 2013. In the teacher's class it is the lesson plan. A lesson plan is a written curriculum in miniscule.
What has been written in a lesson plan has to be implemented. It is putting life to the written curriculum, which is referred to as the Taught Curriculum. The guidance of the teacher is very crucial.
A curriculum that has been planned, and taught needs materials, objects, gadgets, laboratory and many more that will help the teacher implement the curriculum. This is referred to as the Supported Curriculum.
In order to find out if the teacher has succeeded in implementing the lesson plan, an assessment shall be made. It can be done in the middle or end of the lesson. The curriculum is now called the Assessed Curriculum.
The result of the assessment when successful is termed as Learned Curriculum. Learned curriculum whether small or big indicates accomplishment of learning outcomes.
However, there are unplanned curriculum in schools. These are not written, nor deliberately taught but they influence learning. These include peer influence, the media, school environment, the culture and tradition, natural calamities and many more. This curriculum is called Hidden Curriculum or Implicit Curriculum.
SMART Learning Outcomes
Having the SMART principle in mind in determining and setting the learning outcomes or targets of the class discussion would be of a great help once I too, practice the profession. Also, in the upcoming months or weeks, where we will be asked to practice, teach and most of the time prepare lesson plans, I would always attune and go back to the SMART principle to help and guide me in setting my own learning targets.
Consequences of Teaching Purely Subject Matter for Mastery and For Test
It can result in students not mastering the standards of that knowledge which is required most of the time in board examinations. Hence, they will only master its practical implications and not its theoretical implications, thus hindering the holistic learning aimed at the start.