PROFESSIONAL EDUCATION 8
Definitions of Curriculum 2. Sociology & Anthropology
▪ As a list of Subject • Study of society and culture
▪ As a Learning Experiences • Focus: Social context
▪ As Planned Learning Experiences Helps answer:
▪ As Intended Learning Outcomes • What does society need learners to know?
▪ As a Discipline • What cultural values should be taught?
▪ As Content or Subject Matter
3. Philosophy
Types of Curriculums • Study of knowledge, truth, and values
• Focus: Purpose of education
1. Recommended Curriculum Helps answer:
• Proposed by experts, policymakers, or • Why do we teach?
organizations • What is important to learn?
• Not yet officially implemented • What kind of person should education develop?
2. Written Curriculum
• The official and documented curriculum Elements of Curriculum
• Includes:
o Objectives 1. Curriculum Intent
o Content • Introduced by Graham Print (1993)
o Learning competencies • Refers to the direction or purpose of the
o Assessment guidelines curriculum
3. Taught Curriculum (Implemented Curriculum) Includes:
• The actual teaching done by teachers in the Aims
classroom • Broad and general statements of educational
4. Supported Curriculum expectations
• Materials and resources used to support Example: Develop learners who are critical
teaching thinkers and effective communicators
5. Assessed Curriculum Goals
• Focuses on evaluation of student learning • General statements of concepts, skills, and
6. Learned Curriculum (Achieved Curriculum) values to be learned
• What students actually learn and retain Example: Communicate meaningfully in
7. Hidden Curriculum different contexts
• Unwritten lessons learned through school Objectives
environment (Values, Attitudes, Social • Specific and measurable learning outcomes
behaviors) • Often written as learning objectives
8. Other Types
• Societal Curriculum – learning from 2. Content
society/media • Refers to the subject matter or topics to be
• Null Curriculum – topics not taught taught
• Phantom Curriculum – messages from media • Derived from curriculum intent
• Internal Curriculum – personal interpretation
of learning 3. Learning Experiences
• Electronic Curriculum – digital/online learning • Refers to the methods, strategies, and
activities used in teaching
Curriculum Foundations Includes:
• Activities
1. Psychology • Instructional strategies
• Study of human behavior and learning • Teaching approaches
• Focus: Learner
Helps answer: 4. Evaluation
• How do students learn? • Refers to the process of assessing student
• What are their needs and abilities? learning
• What teaching strategies are effective? • Determines whether objectives are achieved
Includes:
• Tests
PROFESSIONAL EDUCATION 8
• Quizzes
• Performance tasks Curriculum may be designed by institutions like:
Example based on Ralph Tyler Model: Department of Education (DepEd)
• Set objectives Commission on Higher Education (CHED)
• Provide learning experiences Technical Education and Skills Development
• Organize experiences Authority (TESDA)
• Evaluate outcomes
How Teachers Apply This
Curriculum Conceptions Teachers adapt the curriculum through:
• Syllabi
1. Academic Rationalist • Unit plans
• Focus: Content and knowledge • Lesson plans
• Emphasizes subjects and disciplines (e.g.,
Math, Science, Literature) Factors to Consider About Learners
• Values intellectual rigor and mastery of Curriculum must be responsive to the learners:
content • Needs
• Considered the oldest curriculum • Interests
conception • Learning styles
• Culture
2. Cognitive Processes • Language
• Focus: Thinking skills • Socio-economic background
• Develops problem-solving, critical thinking,
and reasoning ✔ Same curriculum
• Subject matter is used as a tool to enhance ➡ Different learners
thinking
➡ Different teaching approaches
3. Humanistic
Language and Culture Matter
• Focus: Learner’s personal growth
• Students come from different backgrounds
• Emphasizes needs, interests, and feelings of
• Their language and culture affect
students
understanding
• Helps learners discover their identity and
potential Discipline/Subject Matter as Source of Curriculum
4. Social Reconstructionist Definition
• Focus: Social change Aside from learners, subject matter is also a major
• Education addresses social issues and source of curriculum.
problems • Introduced by Tyler (1949)
• Encourages students to improve society • Each subject has its own:
o Content
5. Technological o Structure
• Focus: Efficiency and systems o Skills
• Views education as a system with clear
objectives Each subject includes:
• Uses methods, tools, and evaluation to • Required knowledge
achieve goals • Essential skills
• Specific competencies
6. Eclectic
• Focus: Combination of approaches Integration of Subjects
• Uses two or more conceptions • Some subjects share similar skills and concepts
• Reflects real-life teaching where multiple ideas • These can be combined or integrated in
are applied teaching
Learners as a Source of Curriculum - Knowledge Learners – Influence HOW to teach
about learners is a major basis in curriculum Discipline – Decides WHAT to teach
development
PROFESSIONAL EDUCATION 8
Curriculum Influences
Important Idea
1. External Influences The vision, mission, and core values show:
These come from outside the school: • What the school stands for
• Society / Government • What it aims to contribute to society
• Discipline associations • How it develops students
• Marketplace / Alumni
Types of Curriculums Affected
2. Organizational Influences The vision, mission, and core values influence:
These come from the school system: • Planned Curriculum (what is intended)
• Program relationships • Implemented Curriculum (what is taught)
• Resources • Hidden Curriculum (values learned
• Governance indirectly)
3. Internal Influences 3. Admission and Retention Policy
These come from within the institution: • Sets standards for:
• Faculty o Who can enter the school
• Students o What students must do to stay and
• Discipline graduate
• Program mission • Influences:
o Intended curriculum (planned learning)
Key Curriculum Influences o Implemented curriculum (actual
teaching)
1. Students • School rules:
Students are considered the most influential factor in o Maintain order
curriculum design. o Help in smooth implementation
o Shape the hidden curriculum (values,
Learners differ in: behavior, attitudes)
• Interests
• Needs 4. Faculty Members (Teachers)
• Talents and abilities General Influence
• Learning styles • Bring:
• Thinking preferences o Educational background
o Experiences and expertise
They are also influenced by: o Personal, professional, and political
• Family background views
• Culture • Affect:
• Religion o Teaching styles
o Curriculum planning and
• Language
implementation
• Socio-economic status
o
In Basic Education
2. School’s Vision, Mission, and Core Values
• Act as second parents
These serve as the foundation of curriculum
development. • Seen as:
o Role models (ethical behavior)
They guide: o Intellectual figures
• Goals and objectives • Strong influence on students’ beliefs and
attitudes
• Content
• Learning experiences
In Higher Education (College)
• Evaluation
• Considered experts in their fields
• Given academic freedom:
They are reflected in:
o Can modify syllabi
• Lesson plans
o Plan lessons based on research and
• Course syllabi
expertise
• School practices
PROFESSIONAL EDUCATION 8
• Influence the hidden curriculum through: • Expands learning opportunities
o Behavior
o Personal opinions ICT Integration in Schools
Tools Provided
Role in Curriculum (Stark & Latucca, 1997)
• Computers
• Main implementers of the curriculum
• LCD projectors
• Play a major role in:
o Curriculum development • Internet access
o Instruction Effects on Education
• Key to curriculum success • Changes how:
o Courses are planned
• Should:
o Lessons are implemented
o Be experts in content and pedagogy
o Create innovations • Influences:
o Organization of content
5. School Administrators & Board of Trustees o Delivery of lessons
Role and Influence • Full integration can be expensive, but schools
• Provide curriculum leadership aim to achieve it
• Responsible for:
The Church and Church-Related Agencies
o Planning
o Implementation Role in Curriculum
o Evaluation of curriculum • Important in religious/sectarian schools
• Set and approve school policies • Schools act as:
o Extension or mission programs of the
As Leaders Church
• Serve as: Contributions
o Curriculum leaders • Require subjects like:
o Instructional leaders o Bible
• Provide: o Theology
o Administrative support o Christian Living
o Leadership support • Provide activities:
o Retreats
Importance (Wiles & Bondi, 2006) o Chapel services
• Skills in leadership and management are o Religious programs
essential for:
o Curriculum development School Facilities and Resources
o Effective implementation
Importance
Additional Insight (Oliva, 2005) • Essential for curriculum implementation
• Part of the curriculum team • Support teaching and learning
• Their: Examples
o Academic background • Classrooms
o Experience • Libraries
→ influence curriculum development • Laboratories
• ICT equipment
Media, Information, and Communications Other Resources
Technology (ICT) • Dormitories
• School clinics
Importance in Education
• Counseling offices
• ICT is an external influence on the curriculum
• Canteens
• Helps students and teachers:
• Chapels (in religious schools)
o Access a wide range of information
o Use online resources like:
Student Services and Support Systems
▪ Journals
▪ Research papers Types of Services
▪ Learning materials • Campus Ministry
• Connects schools to the global community • Guidance and Counseling
PROFESSIONAL EDUCATION 8
• Health Services Types of Sequencing
• Financial Assistance & Scholarships
• Student Affairs Office 1. Single to Complex
Purpose • Starts from simple concepts → complex ideas
• Promote: • Common in:
o Academic development o Math
o Personal growth o Science
o Spiritual development o Language
• Uses spiral progression
Importance of Curriculum Influences
• Help in: 2. Prerequisite Learning
o Planning • Learning is based on prior knowledge and
o Development skills
o Implementation • Students must understand basic concepts
o Evaluation of curriculum first
• Ensure curriculum is relevant and effective
• Provide understanding of the context of 3. Chronology
education • Content is arranged based on time or
sequence of events
Things to Consider in Designing Curriculum • Common in:
o History
A. Horizontal Organization o Social studies
• Also called scope and horizontal integration
• Focuses on: 4. Whole-to-Part Learning
o Arrangement of curriculum • Starts with the big picture before details
components • Uses a deductive approach
o Connections among different subject • Helps learners understand concepts better
areas
• Ensures subjects are related and integrated 5. Increasing Abstraction
• Begins with concrete ideas → abstract
B. Vertical Organization concepts
• Focuses on spiral progression • Helps students gradually develop higher
• Develops mastery of content thinking skills
• Considers:
o Prerequisite knowledge Curriculum Design
o Skills needed before learning new
topics What is Curriculum Design?
• Learning becomes progressively deeper • It is the organization of learning content and
experiences in school.
Characteristics of a Good Curriculum Design • It provides a systematic and philosophical way
A good curriculum should: of teaching.
• Be mentally and affectively engaging
• Allow meaningful collaboration 4 Components of Curriculum Design
• Develop deep understanding 1. Intent – Goals, aims, objectives (What students
• Connect with students’ lives and real-world should learn)
experiences 2. Subject Matter – Content or topics (What is
taught)
Sequencing Curriculum Content 3. Learning Experiences – Activities (How
students learn)
Definition 4. Evaluation – Assessment (How learning is
• The order in which content is presented to measured)
learners
• Essential for effective curriculum design
PROFESSIONAL EDUCATION 8
Levels of Curriculum Organization 3. Problem-Centered Design
Organized around real-life problems and social issues.
Macro Level (Curriculum Design)
• Focuses on the overall structure of the Goal:
curriculum To apply knowledge in solving real-world situations.
• Includes philosophy, subjects, and general
Types:
framework
a. Thematic Design
Micro Level (Curriculum Organization)
• Organized around themes (e.g., environment,
• Focuses on a specific subject
society)
• Organizes lessons and content within that
b. Problem Design
subject
• Focuses on real-life or community problems
• Encourages inquiry and critical thinking
Types of Curriculum Designs
4. Core Learning Design
1. Subject-Centered Design
Focuses on essential subjects or skills all students
Most used in schools.
must learn.
Key Features:
Goal:
• Organized by subjects (e.g., Math, Science,
To provide a uniform and meaningful education.
English)
• Subjects are treated as separate Types:
• Focus on content knowledge a. Core Design
• Required subjects for all students
Types:
b. National Core Curriculum
a. Subject Design
• Prescribed by the government (e.g., K–12
• Traditional and basic approach
Curriculum, General Education Curriculum)
• Common in elementary level
b. Academic Discipline Design
Summary
• More specialized (e.g., Physics, Economics)
• Subject-Centered Design – Focus on subjects
• Used in high school and college
• Learner-Centered Design – Focus on
students
c. Integrated Design
• Problem-Centered Design – Focus on real-life
• Combines related subjects
issues
Types of Integration: • Core Learning Design – Focus on essential
• Interdisciplinary – combines two subjects learning
(e.g., Science and Health)
• Multidisciplinary – combines three or more
subjects (e.g., Social Studies)
• Core Curriculum Design – focuses on shared
knowledge (self, family, community)
2. Learner-Centered Design
Focuses on the needs, interests, and development
of students.
Goal:
To develop a well-rounded individual.
Types:
a. Activity/Experience Design
• Learning through meaningful activities
• Develops communication, problem-solving,
critical thinking, and creativity
b. Humanistic Design
• Focuses on personal growth and self-
development