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The Teacher and the School Curriculum MIDTERM NOTES CHAPTER 1 Different Types of Curriculum Print, Several 1993; Tanner curriculum and Tanner, scholars2007) (see cited Glatthorn, nine types Boschee, of curriculum and Whitehead, in their books2006; depending on how curriculum is used in various institutions. ● Ideal or Recommended Curriculum. This refers to what scholars propose as the most appropriate curriculum for the learners. For example, different professional organizations or various programs of study in different universities may propose curriculum innovations or alternative curriculum content as a result of their researches. ● Ideal or recommended curriculum may also develop as an alternative response to various curricular problems and issues. Glatthorn, Boschee, and Whitehead (2006) noted several influences that seem to play the key roles in shaping the recommended curriculum. These influences are the professional associations, individuals, and societal trends. ● Curriculum standards recommended by professional organizations are examples of ideal or recommended curriculum. Many of these various curriculum standards are recommended by professional organizations as alternative to the current contents of the curriculum. Standards are products of their latest researches on the nature of the different disciplines and the developments in various academic fields. ● Intended, Official, or Written Curriculum. This refers to the official curriculum embodied in approved state curriculum guides (Glatthorn, Boschee, and Whitehead, 2006). It is the curriculum prescribed by the government. In the Philippine context, these are the prescribed courses from different government agencies: the Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA). Examples of this type of curriculum are:
- The Kindergarten Curriculum Standards
- The K-12 Curriculum
- CHED Curriculum for General Education (Memorandum Order No. 20 Series of 2013)
- TESDA Modules and Competencies CHAPTER 1 UNDERSTANDING CURRICULUM ● Implemented Curriculum. This type of curriculum refers to the actual implementation of the curriculum or what teachers in the school teach. In many cases, teachers modify and improve their curriculum based on the needs of the students or whenever there are new ideas in various disciplines that are important to teach to the students. Academic freedom among faculty members in college may also influence how professors plan and implement their courses.
- Achieved Curriculum or Learned Curriculum. This refers to the result of the curriculum or what students actually learned in school (Print, 1993). The achieved curriculum reveals whether the students learned and whether the schools are successful in attaining their curriculum goals and objectives.
- Tested Curriculum. This is a set of learning that is assessed in teacher-made classroom tests, curriculum-referenced tests, and in standardized tests. (Glatthorn, Boschee, and Whitehead, 2006)
- Entitlement Curriculum. It refers to what the people or the general society believed the learners should expect to learn in the educational system for them to become good members of the society.
- Supported Curriculum. This refers to the curriculum that is reflected on and shaped by the resources allocated to support or deliver the official curriculum. (Glatthorn, Boschee, and Whitehead, 2006) { :
- Null or Censored Curriculum. This refers to various curriculum contents or topics that must not be taught to the students. (Tanner & Tanner, 2007)
- Hidden Curriculum. This refers to various skills, knowledge, and attitudes that students learn in school as a result of their interaction with other students, staff, and faculty members. Although the hidden curriculum is not actually taught in formal classroom learning, it is also true that the hidden curriculum can be a product of the students' schooling. The hidden curriculum is very powerful in developing the school culture (Print, 1993). Curriculum Foundations Curriculum development scholars like Tyler (1949), Taba (1962), Eisner (1985), Saylor, Alexander, and Lewis (1981), Print (1993), Sowell (1996), and Tanner and Tanner (2007) generally identified three categories of sources for curriculum foundations: (1) studies of learners and learning theory (psychology); (2) studies of life (sociology and anthropology); and (3) studies of the nature and value of knowledge (philosophy).These curriculum sources or foundations influenced curriculum developers in framing different curriculum conceptions and in developing curriculum. Psychology as a discipline deals about understanding (human behavior; hence, it is important in curriculum development. According to Print (1993), psychology can provide information in five important areas:
- Educational objectives,
- Student characteristics,
- Learning processes,
- Teaching methods, and
- Evaluation procedures. Meanwhile, studies about the society and culture -sociology and anthropology, respectively-affect all curriculum processes. Sowell (1996) pointed out that knowledge about the society and its culture is important in selecting the content of the curriculum. It provides a clear understanding of the context in which the curriculum is developed. Studies
Curriculum Intent Content Learning Experiences Evaluation Figure 1. Curriculum Elements
- Curriculum Intent - is the term used by Print (1993) to mean the direction that curriculum developers wish to take as a result of participating in the curriculum. It includes the aims, goals, and objectives found in any curriculum documents. ● Aims- are the broad statements of social or educational expectations. Aims include what is hoped to be achieved by the entire curriculum. ● Goals - are statements more specific than aims. Goals are general statements of what concepts, skills, and values should be learned in the curriculum. ● Objectives-are specific learning outcomes. Objectives include what specific concepts, skills, and values should be learned by the students. Usually, objectives are used in making decisions or planning about instruction. These topics are based on the curriculum intents. Contents may include values, concepts, or skills that are important for the learners to learn.
- Learning Experiences - include all instructional strategies that are useful for the implementation of the curriculum. These may appear in the form of activities, strategies; methods, or approaches that are useful in implementing the curriculum or in teaching the content.
- Evaluation - includes the different ways and tools used for evaluating whether or not the curriculum intents were realized. Evaluation tools are also used to evaluate the performance of the learners after they have undergone the curriculum. ● Hilda Taba (1962) observed that all curricula, no matter what design they have, are composed of certain elements.
- A curriculum usually contains a statement of aims and specific objectives.
- It indicates some selection and organization of content.
- It either implies or manifests certain patterns of learning and teaching, whether because the objectives demand them or because the content organization requires them.
- It includes a program of evaluation of the outcomes. Understanding the different elements of curriculum will help curriculum workers especially the teachers in designing curriculum and in analyzing the different curriculum materials that are offered to schools and students.
CHAPTER 2
CURRICULUM
PLANNING
This chapter provides information on the process of curriculum planning as an important phase of curriculum development. In this chapter, you should be able to:
- discuss different curriculum sources and influences; 2 .analyze different levels of curriculum planning; and
- identify different roles of teachers and school administrators in curriculum planning. Curriculum Sources and Influences Tyler (1949), identified three major sources of curriculum: subject matter, society, and learners. Accordingly, these curriculum sources need to be considered and examined to identify the four elements of curriculum: goals, content, learning experiences, and evaluation. It is important to understand the nature of the subject matter in order to provide knowledge and skills that are essential to the nature of the discipline. This also helps in selecting and designing curriculum contents. Likewise, it is important to have a clear understanding of the nature of society in developing a curriculum. This provides a more comprehensive idea of the needs, demands, and problems of the society, and the available resources that can be utilized in the development and implementation of the curriculum (Tyler, 1949). In short, society, as one of the curriculum sources, provides information about the context in which the curriculum will be used. This is important to make the curriculum more relevant and responsive. Understanding the nature of the learners is also important in curriculum development. Understanding the learners includes knowing their needs, nature, and interests, learning styles, and thinking styles. It also includes knowing the various issues and problems about them. The learners are the direct subjects of the school curriculum. Hence, making the learners as one of the curriculum sources is important in selecting the learning experiences for the curriculum (Tyler, 1949). Society as Source of Curriculum Society is an important source of curriculum, Teachers need to understand the cultural, socio-economic, and political conditions of the people. Understanding the context is important in developing a relevant and responsive curriculum (Tyler, 1949; Nicholls & Nicholls, 1978). It is useful in selecting curriculum goals and objectives, content, and learning experiences (Taba, 1962; Stark & Lattuca, 1997; Oliva, 2005). There are many changes in the society that need to be considered in the curriculum. Science and technology continue to influence our everyday life as new science findings, new technology, and new information come in almost every single minute of a day. The new world of economy also has its own issues and demands. For example, 21st century skills and new forms of knowledge should be developed in the curriculum in order to develop a world-class workforce.
courses. The skills that should be learned including the materials needed and the time that is required for training are clearly specified in each module. Curriculum Influences Aside from the major curriculum sources, Stark and Lattuca (1997) identified three major factors that influence curriculum development: external, internal, and organizational influences (see Figure 2). Stark and Lattuca used the term curriculum Influences to refer to these three factors that are very influential in curriculum development. According to them, these curriculum influences affect the whole academic plan that incorporates a total blueprint for action, including the purposes, activities, and ways of measuring success. ● External Influences Society/Government Discipline Associations; Marketplace/Alumni ● Organizational Influences Program relationships Resources Governance ● Internal Influences Faculty, Students, Discipline, and Program'Mission Figure 2. Factors Affecting Academic Planning (Stark & Lattuca, 1997) Understanding the different curriculum influences is useful in knowing the different factors that are needed to be considered in developing a curriculum. It provides the sources of data and information for developing curriculum. Knowing these curriculum influences is useful in making the curriculum more relevant and responsive to the educational system of the Philippines. A research on curriculum influences conducted by Pawilen (2011) shows the results of the Focus Group Discussion (FGD) with the faculty members and administrators who identified several curriculum influences that they always consider whenever they plan, design, develop, revise, and evaluate the curriculum. These identified curriculum influences are shown in Table 1. They affect curriculum processes in the school level. Table 1. Curriculum Influences ● Students/Learners --- ● College Philosophy, Vision, and Mission ● K-12 Basic Education Curriculum and Retention Policies, and School Rules ● Faculty Members ● School Administrators ● Requirements from Government Agencies ● Licensure Examinations (for Higher Education) ● Accreditation Standards ● Market Demands
● Alumni and Funding Sources ● Media and Information and Communication Technologies (ICT) ● Church and Church-refated Agencies (for religious schools) ● School Facilities and Other Resources ● Other Disciplines or Courses and Programs offered by the School ● Student Services Students The students are considered as the most influential among the different curriculum influences especially in designing the implemented curriculum. Learners have different interests, needs, talents, abilities, learning styles, and thinking preferences. All these are important in course planning. Teachers belleve that the students could learn more if their interest and learning styles are considered when planning their courses. Many students want a variety of learning experiences in their classes and practical application of their lessons in real-life situations. They came from different families with different cultures, religious affiliations, beliefs, language, and socio-economic status. When teachers plan their courses, they always keep these in mind. They recognize that their previous experiences with the students, including the students' performance in class, are sources of valuable information about the students' capabilities. Many teachers observe during their classes that students" backgrounds, especially their demographic characteristics, influence their attitude and performance toward learning. Thus, students bring with them their culture in the school. For college, the academic background of the students is influential in curriculum planning. As students took up their basic education in either public or private schools in their provinces, their academic skills and learning habits differ from those of the city. For instance, some students have poor communication skills because of poor background in English education in their basic education. School's Vision, Mission, and Core Values The school vision, mission, and core values are very influential factors in developing the curriculum. They are the fundamental bases in developing the four elements of curriculum goals and objectives, content, learning experiences, and evaluation. These three factors are included in all the lesson plans or course syllabi to ensure that the core values of the institution are included in the syllabi. The vision, mission, and core values of the school are also reflected in the planned, implemented, and hidden curriculum of the school. All faculty members are required to reflect this type of education in their teaching, lesson plans, and in the syllabus. The vision, mission, and core values of the school are reflections of what the institution can contribute to the society and to the development of individuals. Students and alumni are expected to possess the core values of their schools: Admission and Retention Policies The third influential factor is the admission and retention policies. These policies set the standard of what kind of students are admitted and what are the things they need to do as
and teachers to access almost all the information they need for teaching and learning. This allows students and faculty members to access online journals, papers, and other information from the Internet to be used for teaching and learning. Technology connects the school to the global community. In as much as ICT is changing the landscape of schooling, it is also changing how the courses are planned and implemented, especially how the content of the curriculum will be put together. Although it is expensive to have full ICT integration in schools, school administrators try their best to achieve this goal. Computers, LCD projectors, Internet facilities, and other forms of technology are made available for instructional purposes in the school. The Church and Church-related Agencies For religious schools, the different religious orders and the church play an important role in school. Many religious institutions serve as extension programs or mission programs of the churches and religious orders that established them. The schools also offer institutional requirements such as Bible subjects, theology, and Christian Living subjects. These subjects are required to all students. Religious schools also offer retreats, chapel services, and other religious activities to their students. School Facilities and Other Resources School facilities and other resources are very important in the implementation ofthecurriculum.The respondents explained that school facilities like classrooms, libraries, laboratories, ICT equipment, dormitories, school clinics, counseling office, canteen, chapel for sectarian schools, and laboratories are very useful in providing quality education, especially in implementing the curriculum. Student Services The last among the influences are the existing student services or existing student support system institutionalized by the schools. Among these services are the following: Campus Ministry - helps in the spiritual nourishment of the students in sectarian schools Guidance and Counseling Services - provides professional help to students with various personal and psychological concerns Health Services - responds to various health-related concerns of the students through a clinic with full-time health workers Financial Assistance and Scholarships - provides financial assistance to deserving students Student Affairs Office - guides the students in organizing activities and provides all forms of support for academic and personal development of the students in the school These curriculum influences and sources are very important in curriculum development. Responding to these curriculum sources and influences helps curriculum workers and
developers in planning, developing, and implementing a relevant and responsive curriculum for different learners in and affected by a curriculum understand Moreover, when evaluating a curriculum, the ones that are looked into and reviewed. IN A NUTSHELL Reflections on Curriculum Planning Curriculum planning is an essential part of curriculum development. It sets the tone for curriculum development activities. In curriculum planning, we are taught to examine the needs and demands of the society, understand the nature of the discipline and structure of knowledge, and analyze the nature and needs of the learners. ● Knowledge about the learners - helps us to understand that curriculum must respond to the nature, needs, interest, learning styles, and thinking preferences of every learner. It makes us realize that the purpose of the curriculum is not just to develop knowledge and skills but for the holistic development of every learner. ● Knowledge about the society - helps us to realize that a curriculum must be made relevant and responsive to the needs and demands of the society. A curriculum should be context-based and it must uphold social values and edify democratic principles of the society: ● Knowledge about the discipline of subject matter - helps us to understand the different disciplines, subjects, and academic fields. It enables every curriculum worker to understand essential contents that should be covered in a particular discipline. There are also different curriculum influences: organizational, internal, and external influences. Understanding these curriculum influences helps us appreciate the educational and social context where each curriculum is developed and implemented. School Administrators and Board of Trustees The influence of school officials and the school bureaucracy in curriculum processes were recognized by several curriculum scholars like Wiles and Bondi (2006), and Stark and Latucca (1997), among others. School administrators, including the board of trustees, play an important role in providing curriculum leadership in schools, colleges, and universities. Apart from setting and approving rules for the school, they administer the planning, implementation, and evaluation of the curriculum. The administrators then serve as the curriculum and instructional leaders. They provide administrative and leadership support for the implementation of the curriculum. Their abilities and skills as curriculum leaders and managers are essential in curriculum development, implementation, and evaluation (Wiles & Bondi, 2006). Oliva (2005) considered them as part of the entire team of curriculum workers in an institution. The academic preparation and previous experiences of the administrators can also be noted to influence the development of the curriculum. Accrediting Agencies
The macro level deals with arranging or organizing the total curriculum from the philosophy down to the contents of different subjects. The micro level on the other hand, deals with organizing the content of a specific subject or discipline. The macro level of arranging the elements and contents of the curriculum can be referred to as function of curriculum design while the micro level is a function of curriculum organization. However, it is important to note that curriculum organization is based on the curriculum design. Curriculum design provides a philosophical way of organizing the contents and elements for the curriculum. Different Curriculum Designs Print (1988) classified the different curriculum designs in four groups. According to him, all curriculum designs can be classified as subject-centered, learner-centered, problem-centered, or core learning designs:
- Subject-centered Designs. Majority of the curricula used in schools are arranged or organized in terms of subjects. Thus the subject-centered design is the most popular among the four types of curriculum designs. The subject-centered design is classified into three specific designs. a) Subject Design. The curriculum is organized in terms of subjects like Mathematics, Science, Filipino, English, and other subjects. Most of these subjects are offered in the elementary level. The subjects are organized in a fragmented manner. Connections between and among these subjects are not emphasized in the subject design. Instead, the nature of the subject is highlighted in this design to provide students with a general knowledge of each subject. Math Science Filipino English b) Academic Disciplines Design. Like the subject design, this type of design organizes the curriculum in terms of disciplines like Algebra, Physics, Chemistry, Literature, Economics, Philippine History, and other disciplines. This type of design is mostly used in high school or in college. The contents are highly specialized particularly in the college level. Biology Algebra Earth Science Economics c) Integrated Design. This curriculum design is based on the principle that learners learn in an integrated manner. Thus, this type of curriculum design tries to merge two or more related subjects. Basically, there are three types of integration: ● c.1. Interdisciplinary - includes the merging of two related disciplines or subjects. An example is the integration of Science and Health. Educators believe these two are naturally integrated. One needs science knowledge in order to understand health concepts. ● c.2. Multidisciplinary or broad fields - includes the integration of three or more related disciplines. An example is the Social Studies curriculum. This subject integrates civics, history, culture, and economics.
● c.3. Core - requires that all subject or disciplines in the school curriculum be put together using a single theme. Usually, this type of integrated curriculum design is used in pre-school where subjects are combined using curriculum themes.
- Learner-centered Designs. Learner-centered designs focus on the needs, nature and interests of the learners in the curriculum. The aim of these designs is to develop the potentials and abilities of the learners and making the curriculum relevant and responsive to them. a) Activity/Experience Design. This concentrates on activities that are meaningful and interesting to the learners. In doing these activities, learners will develop various skills like process skills, communication skills, problem solving, critical thinking, and creativity that are important for the learners. b) Humanistic Design. The curriculum is composed of topics and learning experiences that focus on the holistic development of an individual. It also addresses the needs and nature of the learners. The goal of this design is the development of a well-rounded individual.
- Problem-centered Designs. These curriculum designs focus on understanding and finding solutions to individual land social issues and problems. They require students to use their skills and knowledge of different subjects and disciplines as they engage themselves in meaningful learning of various social and individual problems like poverty, climate change, peace and order or terrorism, diseases, traffic, and economic recession, among others. a) Thematic Design. This design suggests the thematic approach to integration. Almost all models advocate this approach. The only thing that is different is the main focus of the theme. Some models give emphasis on human activities as the themes of study while others use different topics that are interesting to students. Themes can either be concepts, guided questions, activities, or standards and skills but the purposes and goals are all intended to provide an education that is holistic, meaningful, and relevant to the life of the learner. b) Problem Design. The learners are exposed to different lessons in problem solving involving real-life problems. By doing problem-solving activities, the learners are exposed to some practical situations or issues that are important to them and to their community.
- Core Learning Designs. These curriculum designs focus on learning a set of common subjects, disciplines, courses, skills, or knowledge that is necessary for students to master. It aims to provide a uniform type of education based on a certain philosophy or educational theory. The core curriculum began in the early part of the 20th century in the United States as an experiment on liberal higher education and it remains vibrant until now. The central theme of this curriculum design is not just to provide common learning to students. It also aims to provide an education that is transformative and relevant to all types of learners. Furthermore, it aims to develop a habit of mind or cultivate the critical and creative thinking of students that they can employ in their everyday life. a) Core Design. This is a set of common subjects, disciplines, or courses that are required for students to study before they graduate or move to a different level. b) National Core Curriculum Design. This is a set of subjects or courses that are required to be taught to all students across the country. The national core
d) Whole-to-Part Learning - this is a deductive approach to designing contents. One must see the big picture of ideas to understand the specific concepts and skills. e) Increasing Abstraction - content can be sequenced according to the idea or principle that a student can learn most effectively if the concept" skill is related or relevant to own personal experiences. Reflections on Curriculum Design "Curriculum design is the systematic arrangement of all the elements of curriculum:(1)Intent,(2)Content, (3) Learning experiences, and(4) Evaluation. There are different types of curriculum designs and each design is organized based on a certain curriculum philosophy or theory. ● Subject-centered Subject designs Academic disciplines design ● Learner-centered Activity and experience design Humanistic design ● Problem-based Thematic Problem design ● Core learning Core design National core curriculum design There are two forces that influence curriculum design: ● Vertical organization (sequence) ● Horizontal organization (scope and integration) CHAPTER 4 CURRICULUM DEVELOPMENT This chapter discusses the processes for developing curriculum as presented by different scholars in curriculum development through their models. These curriculum development models have been tried and tested by different curriculum developers across the globe in developing curricula from preschool education to graduate programs. The models in this chapter are presented according to three categories: linear, cyclical, and dynamic. In this chapter, you should be able to:
- analyze different curriculum models;
- examine the strengths and weaknesses of a curriculum; and
- discuss how these curriculum development models can be applied in Philippine context.
Different Curriculum Development Models Curriculum development models are based on a clear and consistent understanding of various scholars of the nature of curriculum as a discipline and as a field of study. Different models are described based on the different views and processes of curriculum development they offer. In this context, well-known models that are found in major curriculum books are analyzed. These models have been recognized and accepted by curriculum scholars as effective and appropriate for developing curriculum in any level. In this chapter, the analysis points out various strengths and weaknesses of different models. A brief background and description of the processes involved in each model is presented. The models are treated as inimitable since each represents various ideas or theories on how to develop curriculum. Linear Models of Curriculum Development The linear models of curriculum development prescribe a rational step-by-step procedure for curriculum development starting with objectives. A.Tyler'sRational Linear Model Ralph Tyler at the University of Chicago developed the first model of curriculum development. This model was presented in his book Principles of Curriculum and Instruction published in 1949. Tyler argued that curriculum development should be logical and systematic. His model, as shown in Figure 3, presents a process of curriculum development that follows a sequential pattern starting from objectives to content, learning experiences, and evaluation. Tyler argued that to develop any curriculum, curriculum workers should respond to four basic questions: ● What educational purposes should the school seek to attain? ● What educational experiences are likely to attain these objectives? ● How can these educational experiences be organized? ● How can we determine whether these purposes are being attained? Aside from these four questions, Tyler also identified three curriculum sources: society, students, and subject matter. Accordingly, curriculum workers need to study these sources carefully in order to develop a curriculum. Tyler also pointed out the importance of
- Develop initial draft of benchmarks, evaluating with criteria provided, and secure teacher review; revise benchmarksif needed. Phase 3. Develop final products.
- Use standards and benchmarks to produce scope and sequence chart.
- Decide on curriculum guide content.
- Analyze benchmarks into learning objectives. Glatthorn's model is an example of a linear and rationale curriculum development model. The model is rational and descriptive, stressing the development of standards as the first activity in curriculum development. The model recognizes the importance of using multiple sources in developing curriculum standards. This model also recognizes teachers' inputs in the development of standards, which are often neglected in curriculum projects in the Philippines because of the top-down approach to curriculum development and implementation. The use of benchmarks to improve, to refine, and to validate curriculum standards is equally a good practice in curriculum development. The model extends itself up to the development of scope and sequence, which is important for planning instruction, and for deciding on specific contents and objectives. Another important feature of Glatthorn's model is its relevance and applicability in any educational institution in developing curriculum standards for various courses. This model can be very useful in the development of curriculum standards that is one of the major purposes of this book. The linear nature of Glatthorn's model is also one of its weaknesses. Roberts (2003) stressed that in curriculum studies, as in many other domains of human activity, one of the few constants is change. Roberts further explained his idea that as a field of inquiry, curriculum should allow new theories to emerge and new insights to flourish to make the curriculum field more vibrant and dynamic. In this model, developing curriculum standards is a separate activity from the overall curriculum development process. This makes the model incomplete. The model should recognize that developing curriculum standards is an integral part of the curriculum development process. This model does not include situational analysis nor needs analysis. Unlike in other curriculum development models (see Taba, 1962; Wheeler, 1967; Walker, 1972; Skilbeck, 1976; Print, 1993: Stark & Lattuca, 1997; Oliva, 2005), situational analysis or diagnosis of needs is included as an important process. While the model specified the development of standards using multiple sources, it cannot replace the important function of situational analysis in the curriculum development process. Situational analysis is helpful in understanding the context in which the curriculum is developed. Analyzing the different curriculum sources and influences will lead to the development of curriculum standards that are not just focused on a specific discipline, but also consider the important role of the learners and the society in curriculum development. D. Understanding by Design Model (UBD)
The Understanding by Design model was developed by Wiggins and McTighe (2002). It has become a byword in the Philippine educational system because it was used to design the basic education curriculum in school year 2010-2011 before the K-12Education Curriculum was implemented. The model is also called as the Backward Design for putting emphasis on starting with the goals and objectives in designing curriculum. The model puts emphasis on designing curriculum to engage students in exploring and deepening their understanding of important ideas and the design of assessments (Wiggins & McTighe, 2002). Figure 4 shows the three stages in backward design process. Stage 1: Identify desired results. Stage 2: Determine acceptable evidence. Stage 3: Plan the learning experiences and instruction. Figure 4. Stages in Backward Design Process Stage 1 includes what students should know, understand, and beableto do. It also asks the questions about what is worthy of understanding and what enduring understandings are desired for the learners. This calls for examining current curriculum goals and established curriculum standards, and reviewing curriculum expectations. Stage 2 calls for designing assessment evidence for documenting or validating whether the desired learning has been achieved. This model encourages the use of authentic assessment for assessing and evaluating students' learning. Stage 3 includes planning learning experiences that are useful in implementing the curriculum. In this stage, teachers decide on the type of activities that the students will do and the materials that will be needed for the planned activities. The UbD model is prescriptive and rational, focusing on the development of goals as the starting point of curriculum development process. The model is currently popular in the Philippines because of its advocacy in focusing on enduring understanding or central ideas (Wiggins and McTighe, 2002) as the central goal of the curriculum. The model stresses the six facets of understanding as a framework for identifying the results or goals of learning. If this model is used in the Philippines, it can help the Commission on Higher Education, particularly various teacher education institutions, to revise their existing curricula to focus on higher understanding rather than just prescribing subjects and course descriptions. The UbD calls for development of higher and more relevant curriculum standards in the country. UbD's advocacy of planning for authentic assessment before planning learning experiences is essential in connecting the assessment with the goals and learning experiences of the curriculum. Analyzing what the learners should know and understand is an important feature of the model. This principle will make the content of the teacher education curriculum more learner-centered. Like Glatthorn's model, it also recognizes the important
