Curriculum Improvement

INTRODUCTION LEVELS OF CURRICULUM IMPROVEMENTS

Curriculum improvement ensures that the curriculum remains LEVE DESCRIPTION EXAMPLE
relevant, updated, and responsive to learners’ needs and societal L
changes. It involves systematic efforts to enhance curriculum Supra International Common European
quality, from minor adjustments to comprehensive reforms. Framework of reference
Teachers, schools, and education systems constantly evaluate and for language usually
refine the curriculum to ensure continuous improvement. “generic” in nature.
What is Curriculum Improvement? Examination
Curriculum improvement refers to the systematic process of programs;e.g., Third
enhancing the curriculum to improve learning outcomes and International
respond to emerging needs of learners and society. This may Mathematics and Science
involve changes in content, instructional strategies, assessments, study or Programme for
learning materials, or organization of the learning program. international student
Five Levels of Curriculum Improvement: assessment or progress in
DEPARTMENTALIZED international reading
This approach is the traditional model of separate and distinct literacy study
disciplines taught in Isolation from each other. Students travel to Macro Provincial, Intended core objectives
six or seven subjects a day, each not conceptually connected to national, (specified in a curriculum
other. regional framework and/or
REINFORCEMENT program of studies)
Skill introduction, concept or activities are rearranged and Authorized learning and
resequencing to reinforced a similar or concept across two or teaching resources
more disciplines. Attainment levels
COMPLEMENTARY Examination
programs:e.g.,
The level of curriculum integration on the original synthesized
PanCanadian Assesment
continuum was referred to as “Complementary or Shared units of
Program
the study”.
Meso School School program (locally
WEBBED
jurisdiction, developed courses).
Connections and webs are made between curriculum contents
school
and disciplines relative to a productive team, subject use them to
Educational program with
sift out appropriate concept, topics and idea.
an emphasis on
Sometimes called interdisciplinary units. specialized school based
INTEGRADED LEARNING activities (e.g., specific
This level of curriculum integration on the original synthesized focus on arts, sports or
continuum was referred to as “Integrated Themes”. academics).
Site specific learning and
teaching materials
developed and accessed.

Micro Classroom, Instructions plan for

teacher module or course
Learning and teaching
materials.
Nano Student, Individualized learning
individual plan

Individualized course of
learning or learner
pathways.
CURRICULAR LANDSCAPE IN THE 21ST CENTURY
INTRODUCTION
The 21st century is marked by rapid changes in technology,
globalization, and the way people communicate and work.
Because of these changes, education systems around the world
including the Philippines have been pressured to adapt. Schools
must equip learners with new skills, new literacies, and new ways
of thinking to prepare them for an unpredictable but
opportunity-filled future.
This module will help students understand the curricular shifts,
trends, and demands that shape the modern educational
landscape.
PRESENTATION
The 21st Century Curricular Landscape in the Classroom
A dramatic technological revolution ushered the 21st century.
Our current education breaks the mold that we know of the past.
We live in a society that has become diverse, globalized, and
complex and media- saturated. Current education has to be
flexible, creative, challenging and complex.
Emerging Curricula of the 21st Century Learners
➢ Emerging Curricula in the Classroom
➢ Globalization of economics and independence on international
markets
➢ Increased concerns and actions about environmental
degradation, water & energy shortages, global warming,
pandemic (HIV, Ebola, etc.)
➢ Nations competing for power block thus generating conflict but Ex. Learning by doing
gives opportunities to build alliances and cooperation. BEHAVIORISM– John B. Watson, B.F. Skinner
➢ Emerging Curricula in the Classroom Conditioning, interaction in the environment,
➢ Increased global migration and opportunities for working punishment, giving awards, modification and shaping of
overseas. students behavior
➢ Science and technological revolution. Ex. Reinforcement, punishments
➢ Knowledge economy as a generator of wealth and jobs. IDEALISM– Plato
Perfectionist, exaltation of personality, spiritual,
All of these issues need a curriculum that will address global knowledge, self-discipline, spirit, mind, soul,
solutions to environmental problems and sustainability, cultural imagination
diversity, global conflicts, technology revolution, and science Ex. Self realization, morally and mentally upright
breakthrough. REALISM– Aristotle
The 21st century curriculum would depend on an integrative Actualities of life, logical and critical thinking, authentic,
approach, one that unites core academic subjects, experience, evidence, perceive, understand reality
interdisciplinary themes, essential skills in which modern Ex. Based on natural law, logical and abstract thinking
pedagogies, technologies, resources and contexts, work-together CONSTRUCTIVISM– Jean Piaget, Lev Vygotsky
to prepare students for modern life. Prior knowledge, builder, creator, learner construct
The curriculum incorporates higher order thinking skills, knowledge, schema
multiple intelligences, technology and multimedia and multiple Ex. Creating new idea, connecting (old-new)
literacy's of the 21st century skills. The 21st century curriculum RECONSTRUCTIVISM– Theodore Brameld
includes innovation skills, information and media and ICT social questions, social needs, society problems, reform
literacy. Ex. Change and social reform / social change
The curriculum for this century should inspire and challenge both NATURALISM
the teacher and the learner. These are some of the characteristics nature lover, belief in scientific knowledge, no faith,
of this curriculum. It is a curriculum that… spiritual world does not exist
➢ Provides appropriate knowledge, skills and values to face the Ex. Observation in natural environments
future. UTILITARIANISM
➢ Is based on knowledge drawn from research. Development of practical skills like public speaking,
➢ Is a product of consultative, collaborative development critical thinking, computer literacy, and problem-
process. solving
➢ Supports excellence and equity for all learners. Ex. Use, wise in choosing things, oppose actions
HUMANISM– Abraham Maslow
Need to develop 21st century skills of learners in the Self –actualization, and holistic development, fostering a
curriculum student – centered learning environment and here
According to the Singapore Ministry of Education, such clusters teachers act as facilitators
of the competences are seen in the matrix below: Ex. Lifelong learning, promoting self-direction
On the other hand, Howard Gardner from his book "On Minds of EMPIRICISM– John Locke
the Future", sees that the five frames of thinking which would Sensory knowledge, sensory experience, sensory
help in the development of thinking skills. Each frame of thinking evidence
is attributed to the type of mind the learner has to use in order to Ex. Source of knowledge is the sense-based experience
survive the future.
Lastly, Tony Wagner in his book "The Global Achievement Gap
"mentioned the seven survival skills for the 21st century
curriculum.
➢ Critical Thinking and Problem Solving
➢ Collaboration Across Networks and Leading by Influence.
➢ Agility and Adaptability
➢ Initiative and Entrepreneurship
➢ Effective Oral and Written Communication
➢ Accessing and Analyzing Information
➢ Curiosity and Imagination

NOTABLE PEOPLEIN THEFIELD OF EDUCATIONAL

PHILOSOPHIES OF EDUCATION PSYCHOLOGY, PROFESSIONALEDUCATION PROPONENTS,
AND THEIR RELEVANT THEORIES IN EDUCATION
ESSENTIALISM – William Bagley
Back to basics, teacher source of knowledge, learning is  Abraham Harold Maslow 1908-1970 (Hierarchy of
a ONE way process Needs)
Ex. 3R’s (reading, writing, arithmetic), vitals, basic - Abraham Maslow was an American psychologist who
knowledge, basic skills developedahierarchy of needs to explain human
EXISTENTIALISM– Jean Paul Sarte motivation. His theory suggested that people have a
Freedom, student-centered, uniqueness, peculiarity, number of basic needs that must be met before people
potential, cultivate individualities, choice, freedom, move up the hierarchy to pursue more social,
option,, commitment, discovery emotional, and selfactualizing needs
Ex. Freedom to choose  David Reading Krathwohl 1921-2016 (Taxonomy of
PERENNIALISM– Robert Hutchins Affective Domain)
Unchanging ideas ,evergreen ideas, uncountable, belief - Krathwohl's affective domain taxonomy is perhaps the
conservative, universal truth, specialization, hard best known of any of the affective taxonomies. "The
headed taxonomy is ordered according to the principle of
Ex. Great books, great work of civilization internalization. Internalization refers to the process
PRAGMATISM– Jean-Jacques Rousseau, John Dewey whereby a person's affect toward an object passes from
Change, always changing, interaction of individual with a general awareness level to a point where the affect is
environment, practical learning (real-world application) 'internalized' and consistently guides or controls the
Nothing is permanent person's behavior.
PROGRESSIVISM– John Dewey  Maria Tecla Artemisia Montessori 1870-1952
Betterment, improvement, changes offspring, small (Transfer of Learning)
group debating custom made activities, learning
stations
 - The Maria Montessori Theory is an educational the response is then reinforced (stimulus, response,
approach that emphasizes individualized instruction reinforcement). This, ultimately, is what conditions our
and self-paced learning. It is based on the belief that behaviors.
children are naturally curious and capable of learning - Skinner's idea of operant conditioning influenced
independently. Maria Montessori developed the thoughts about child development, or that a child's
Montessori method; she believed that education should behavior could be impacted through positive and
be tailored to each child's unique needs and interests. negative reinforcements. It also contributed to the
An approach that has been shown to promote children's behavioral theory of personality, explaining that we
academic success and social-emotional development. respond in certain ways based on our learned
The Montessori Theory is now used in schools experiences.
worldwide, and its popularity is growing as parents
seek alternative educational options for their childrer.  Albert Bandura 1925-2021 (Social Learning Theory)
 John Locke 1632-1704 (Tabula Rasa) - Albert Bandura's social learning theory suggests that
- Tabula rasa, (Latin: "scraped tablet"-i.e.. "clean slate") observation and modeling play a primary role in how.
in epistemology (theory of knowledge) and psychology, and why people learn. Bandura's theory goes beyond
a supposed condition that empiricists have attributed to the perception of learning being the result of direct
the human mind before ideas have been imprinted on it experience with the environment.
by the reaction of the senses to the external world of  Wilhelm Maximilian Wundt 1832-1920 (Father of
objects. Modern Psychology)
- Every person is born with tabula rasa or blank mind. - Throughout his life Wilhelm Wundtwas a prolific writer
- Environment determines if a person is good or bad. and scholar who attempted to put psychology on a firm
- Good environment leads to better people, better people scientific foundation, and whose pioneering work in
lead to a better society. what became known as experimental psychology was
- Foundation of modern liberalism. crucial in the development of modern cognitive
 Ivan Petrovich Pavlov 1849-1936 "Pronounced as psychology. Wundt is also credited with founding the
PAVLOF (CLASSICAL CONDITIONING) first psychology laboratory, along with the first school
- Ivan Pavlov was a Russian physiologist best known in of psychological thought. whose 1873 book Principles of
psychology for his discovery of classical conditioning. Physiological Psychology is particularly noteworthy.
During his studies on the digestive systems of dogs,  John Hurley Flavell 1928-present (Metacognition)
Pavlov noted that the animals salivated naturally upon - Metacognition is defined in simplest terms as "thinking
the presentation of food. However, he also noted that about your own thinking." The root "meta" means
the animals began to salivate whenever they saw the "beyond," so the term refers to "beyond thinking."
white lab coat of an experimental assistant. It was Specifically, this means that it encompasses the
through this observation that Pavlov discovered that by processes of planning, tracking, and assessing your own
associating the presentation of food with the lab understanding or performance. The phrase was termed
assistant, a conditioned response occurred. by American developmental psychologist John H. Flavell
 Johann Heinrich Pestalozzi 1746-1827 (Father of in 1979, and the theory developed throughout the
Modern Education & Pedagogy) 1980s among researchers working with young children
- Johann Heinrich Pestalozzi believed in the ability of in early cognitive stage
every individual human being to learn and in the right  Howard Earl Gardner 1943- present (Theory of
of every individual to education. He believed that it was Multiple Intelligences)
the duty of society to put this right into practice. His -Howard Gardner isa developmental psychologist best-
beliefs led to education becoming democratic; in known for this theory of multiple intelligences. He
Europe, education became available for everyone. believed that the conventional concept of intelligence
Pestalozzi was particularly concerned about the was too narrow and restrictive and that measures of IQ
condition of the poor. Some of them did not go to school. often miss out on other "intelligences" that an
Ifthey did, the school education was often useless for
individual may possess.
their needs. He wanted to provide them with an
education which would make them independent and  Jean William Fritz Piaget 1896-1980 (Theory of
able to improve their own lives. Cognitive Development)
 Erik Homburger Erikson 1902-1994 (PSYCHOSOCIAL - Today, Jean Piaget is best known for his research on
DEVELOPMENT THEORY) children's cognitive development. Piaget studied the
- Erik Homburger Erikson was a GermanAmerican intellectual development of his own three children and
developmental psychologist and psychoanalyst known created a theory that described the stages that children
for his theory on psychological development of human pass through in the development of intelligence and
beings. He coined the phrase identity crisis. formal thought processes
 John Dewey 1859-1952 (Learning by Doing)  Edward Lee Thorndike 1874-1949 (Connectionism
- The American philosopher, John Dewey, first Theory)
popularized learning by doing. For Dewey, this meant a - Connectionism theory is based on the principle of
heavy emphasis on student engagement. This approach active learning and is the result of the work of the
upended the traditional notion that learning happens American psychologist Edward Thorndike. This work
through lectures and rote memorization. Dewey became led to Thorndike's Laws. According to these Laws,
famous by arguing that we learn best when we deeply learning is achieved when an individual is able to form
engage with the material. associations betweena particular stimulus anda
 Charles Horton Cooley 1864-1929 (Looking-glass response. The three main laws are the Law of
Self) Readiness, the Law of Exercise, and the Law of Effect.
- The looking-glass self describes the process wherein  Benjamin Samuel Bloom 1913-1999 (Bloom's
individuals base their sense of self on how they believe Revised Taxonomy)
others view them. Using social interaction as a type of - There are six levels of cognitive learning according to
"mirror," people use the judgments they receive from the revised version of Bloom's Taxonomy. Each level is
others to measure their own worth, values, and conceptually different. The six levels are remembering.
behaviour understanding, applying, analyzing. evaluating, and
 Burrhus Frederic Skinner 1904-1990 (Theory of creating.
Learning: Operant Conditioning)  Sigmund Freud 1856-1939 (Psychoanalytic Theory)
- B. F. Skinner's theory of learning says that a person is - Sigmund Freud was the founding father of
first exposed toa stimulus, which elicits a response, and psychoanalysis, a method for treating mental illness and
the response is then reinforced (stimulus, response, also a theory which explains human behavior. later
reinforcement). This, ultimately, is what conditions our developeda more structural model of the mind
behaviors. comprising the entities id, ego, and superego (what
- B. F. Skinner's theory of learning says that a person is Freud called "the psychic apparatus")
first exposed toa stimulus, which elicits a response, and
 Lev Semyonovich Vygotsky 1896-1934 (Sociocultural readily of subsequent presentations of that problem.
Theory) Once solved, the problem, no matter how many times
- Vygotsky's sociocultural theory views human repeated, will no longer be a problem. In insight
development asa socially mediated process in which learning, the perceptual stimuli are restructured in
children acquire their cultural values, beliefs, and different ways and rely on cognitive processes. It is the
problem-solving strategies through collaborative "aha" or "I've got it" experience when we suddenly
dialogues with more knowledgeable members of solve a problem. Occasionally insight comes
society. Vygotsky's theory is comprised of concepts such dramatically and makes the problem solution suddenly
as culture-specific tools. private speech, and the Zone of clear.
Proximal Development.  Urie Bronfenbrenner 1917-2005 (Ecological Systems
 Arnold Lucius Gesell 1880-1961 (Maturation Theory) Theory)
- The child's growth or development is influenced by two - Bronfenbrenner's ecological systems theory views child
major forces. First. the child is a product of his or her development asacomplex system of relationships
environment. But more fundamentally, Gesell believed, affected by multiple levels of the surrounding
the child's development is directed from within, by the environment, from immediate settings of family and
action of the genes. Gesell called this process school to broad cultural values, laws, and customs.
maturation. Bronfenbrenner divided the person's environment into
- The best thing a parent can do is be sensitive and five different systems: the microsystem, the
patient, since they cannot affect development and only mesosystem, the exosystem, the macrosystem, and the
offer guidance according to the Gesell Maturational chronosystemm.
Theory.  Sandra Ruth Lipsitz Bem 1917-2005 (Gender Schema
 Friedrich Wilhelm August Froebel 1782-1852 Theory)
(Father of Kindergarten) - Gender schema theory was introduced by psychologist
- Friedrich Froebel was a German educator who was Sandra Bem in 1981 and asserted that children learn
responsible for the invention of kindergarten. He about male and female roles from the culture in which
believed that play-based learning is the highest they live. According to the theory, children adjust their
expression of human development in childhood and behavior to align with the gender norms of their culture
that it constructs children's understanding of the world from the earliest stages of social development.
by extensively interacting with it. Such theorists are  The Bruner Legacy Jerome Bruner (1915-2016)
important to us because the in-depth knowledge of - shaped modern education with ideas that still guide us
child development they provide is necessary for us to today
fully apprehend the physical, social, cognitive,  Spiral Curriculum
emotional. and educational advancement that children - Revisit topics at deeper levels, building stronger
experience from birth and into adulthood. understanding. Each return helps students connect new
 Avram Noam Chomsky 1928- present (Language knowledge with what they already know.
Acquisition)  Discovery Learning
- Chomsky concluded that children must have an inborn - Let students explore and construct knowledge, with
faculty for language acquisition. According to this teachers as guides. This approach builds problem-
theory, the process is biologically determined - the solving kills and a sense of ownership in learning.
human species has evolved a brain whose neural  Scaffolding
circuits contain linguistic information at birth. The - Provide support as learners grow, then gradually step
child's natural predisposition to learn language is back. This temporary guidance gives students the
triggered by hearing speech and the child's brain is able confidence to achieve independence.
to interpret what s/he hears according to the Bruner reminds us: education is not about memorizing facts, but
underlying principles or structures it already contains. about curiosity, critical thinking, and a lifelong love of learning.
This natural faculty has become known as the Language
Acquisition Device (LAD).
 Max Wertheimer 1880-1943 (Gestalt Theory)
- Max Wertheimer was one of the founding figures of the
school of thought known as Gestalt psychology. The
Gestalt approach focused on looking at things as a
whole, suggesting that the whole was more than simply
the sum of its parts. This could be contrasted with the
structuralist school of thought, which was focused on
breaking things down to their smallest possible
elements. Wertheimer's work and observations
contributed to the Gestalt approach as well as to other
areas such as experimental psychology and the study of
sensation and perception.
 Lawrence Kohlberg 1927-1987 (Theory of Moral
Development)
- Kohlberg's theory of moral development is a theory that
focuses on how children develop morality and moral
reasoning. Kohlberg's theory suggests that moral
development occurs in a series of six stages and that
moral logic is primarily focused on seeking and
maintaining justice.
 Kurt Lewin 1890-1947 (Life-space Content)
- Lewin's theory regards learning as a relativistic process
by which a learnt develops new insight or changesn old
ones. According to the theory, learning is not a
mechanistic process of connecting stimuli and response
within a biological organism. Field psychology explains
development of insight as a change in cognitive
structure of life-space
 Wolfgang Köhler 1887-1967 (Insight Learning)
- Insight learning theory is proposed by Wolfgang
Kohler. Insight learning is the sudden understanding of
the relation betweena problem andasolution. By Definition of Outcome-Based Education (OBE)
learning through insight. the correct solution not only
appears seemingly out of nowhere but also repeated - W. Spady (1994) – defined OBE as clearly focusing, and
 organizing everything in educational system around Considering the characteristics of the students, the resources
the essential for all the students to do successfully at the available and the teaching skill of the teacher.
end of their learning experiences.
5. Teachers must provide students with enough opportunities to
Guide Questions to be addressed by the Teacher under OBE; use the new knowledge and skills that they gain. Students need to
- What do we want these students to learn? explore with the new learning, correct errors and adjust their
- Why do we want students to learn these things? thinking.
- How can we best help students to learn these things?
- How will you know when the students have learned? 6. Teacher must help students to bring each learning to a
personal closure that will make them aware of what they learned.
Spady premised that in Outcomes-Based Education;
 All students can learn and succeed, but not at the same
time or in the same way. TRADITIONAL AND OBE VIEW IN THE TEACHING-LEARNING
 Successful learning promotes even more successful PROCESS
learning.
 Schools and teachers control the conditions that will TRADITIONAL VIEW OBE VIEW
determine if the students are successful in school
Instruction Learning
learning.
Inputs resources Learning resources
Four Essential Principles in OBE
Principle 1 - Clarity of Focus Knowledge is transfer by the Knowledge already exists in
-a clear focus on what teachers want students to learn is the teacher the minds of the learners
primary principle in OBE. Teachers should bear in mind that the
outcome of teaching is learning. Teachers and learners should Teacher dispenses knowledge Teachers are designers of
have a clear picture in mind what knowledge, skills, values must methods
be achieved at the end of the teaching-learning process.
Teachers and students are Teacher and students work
Principle 2 - High Expectations independent and in isolation in teams
-establishing high expectations, challenging standards of
performance will encourage students to learn better. Successful
learning promotes more successful learning. Success reinforces
learning, motivates, builds confidence and encourages learners to Assessment of Learning Outcomes in OBE
do better.
- Assessment in OBE should also be guided by the four
principles of OBE which are clarity of focus, designing
Principle 3- Expanded Opportunities
backwards, high expectations and expanded
-all students are expected to excel, hence equal expanded
opportunity. It should contribute to the objectives of
opportunities should be provided. “Every child has a genius in
improving students’ learning.
him/herself, hence is capable of doing the best”-multiple
intelligence. Learners develop inborn potentials if corresponding
opportunities and support are given to nurture.
Guiding Principles in OBE Assessment

Principle 4 - Designing Backwards 1. Assessment procedure should be valid.

-at the beginning of curriculum design, the learning outcome has - Procedure and tools should actually
to be clearly defined. What to achieve at the end of formal assess what one intends to test.
schooling is determined at the beginning. Decisions are always 2. Assessment procedure should be reliable.
traced back to desired results. This means that planning, - The results should be consistent.
implementing and assessing should be connected to the
outcomes. 3. Assessment procedure should be fair.
- Cultural background and other factors
How then should teaching-learning be done in OBE? should not influence assessment
Here are some tips: procedure.
4. Assessment should reflect the knowledge and
1. Teachers must prepare students adequately. Teachers should skills that are important to the students.
know what they want their students to learn and what learning 5. Assessment should tell both the teachers and
outcomes to achieve. Prior knowledge is important, thus review students how students are progressing.
is necessary at the start of every lesson. 6. Assessment should support every student’s
opportunity to learn things that are important.
2. Teachers must create a positive learning environment. The 7. Assessment should allow individuality or
classroom atmosphere should provide respect for diverse kind of uniqueness to be demonstrated.
learners. Students should feel, regardless of individual 8. Assessment should be comprehensive to cover
uniqueness, the teacher is always there to help. a wide range of learning outcomes.

3. Teachers must help their students to understand. What they

have to learn, why they should learn it and how will they know Learner’s Responsibility for Learning
that they have learned.
In OBE, students are responsible for their own learning and
progress. Nobody can learn for the learner.
4. Teachers must use a variety of teaching methods. T Taking into
account the learning outcome what the students want to achieve. Teachers can only facilitate that learning, define the learning
outcomes to be achieved and assist the students to achieve those
outcomes.

One of the great benefits of outcomes-based education is that it

makes students aware of what they should be learning, why they
are learning it, why they are actually learning, and what they
should do when they are learning.

In OBE students should reflect on themselves. Here are some

guide for students;

1. What do I have to learn?

2. Why do I have to learn it?
3. What will I be doing while I am learning?
4. How will I know that I am learning, what I should be
learning?
5. Will I have any say in what I learn?
6. How will I be assessed?