Chapter 1: Curriculum Essentials

Module 1 The teacher and the school curriculum

■​ In the process of teaching and at the end of every lesson or teaching episode, an assessment
is made.
➢“The Sabre-Tooth Curriculum” By Harold Benjamin 1939 — The story was written in 1939. Curriculum then, was seen as a ■​ It can either be assessment for learning, assessment as learning or assessment of learning.
tradition of organized knowledge taught in schools of the 19th century. ➢If the process is to find the progress of learning, then the assessed curriculum is for learning,
➢Curriculum is at the heart of the teaching profession. Every teacher is guided by some sort of curriculum in the classroom and ➢ if it is to find out how much has been learned or mastered, then it is assessment of learning.
in schools. 6.​ Learned Curriculum (teacher may or may not be able to predict its influence 'on learning)
➢different schools are established in different educational levels which have corresponding recommended curricula. The ○​ It can either be assessment for learning, assessment as learning or assessment of learning.
educational levels are: ➢If the process is to find the progress of learning, then the assessed curriculum is for learning,
➢ if it is to find out how much has been learned or mastered, then it is assessment of learning.
●​ Basic Education. This level includes Kindergarten, Grade 1 to Grade 6 for elementary; 'and for
7.​ Hidden/Implicit Curriculum.
secondary, Grade 7 to Grade 10、for the Junior High School and Grade 1 and 12 and for the Senior High ○​ This curriculum is not deliberately planned, but has a great impact on the behavior of the learner.
School. Each of the levels has its specific recommended curriculum. The new basic education levels are ○​ Teachers must. have good foresight to include these in the written curriculum, in order to bring to the
provided in the K to 12 Enhanced Curriculum of 2013 of the Department of Education. surface what is hidden.
●​ Technical Vocational Education. This is post-secondarý technical vocational education and training ➢However, in every teacher's classroom, not all these curricula máy be present at one time. Many of them are deliberately
taken care of by the Technical Education and Skills Development Authority (TESDA). For the Tech Voc planned, like the recommended, written, taught, supported, assessed, and learned curricula.
➢ All of these have a significant role in the life of the teacher as a facilitator of learning and have direct implication to the
track in SHS of DepEd, DepEd and TESDA work in close coordination.
life of the learners.
●​ Higher Education. This includes the Baccalaureate of Bachelor Degrees and the Graduate Degrees
(Master's and Doctorate) which are under the regulation of the Commission on Higher Education (CHED) True or false: practice!
1.​ In the Saber Tooth Curriculum, learning is experiential and authentic.
2.​ It is a reality that there exists more than one curriculum in the teacher's classroom.
Lesson 1.1 : The Curricula In School 3.​ A teacher can say with confidence that learning has occurred, if the curriculum has been assessed.
Allan Glatthorn (2000) 4.​ Some curricula in the schools/classrooms are unwritten.
➢Types of Curricula Simultaneously Operating in the Schools: 5.​ To establish national standards, teachers should be guided by recommended curriculum in basic and higher
1.​ Recommended Curriculum. education.
○​ Basic Education, recommended by (DepEd), 6.​ Teachers should expect that school curricula are dynamic and changing.
○​ Higher Education, by (CHED) 7.​ Evaluated curriculum makes [Link] learning.
○​ vocational education by TESDA. 8.​ Textbooks and modules are written curricula that represent the recommended curricula.
■​ These three government agencies oversee and regulate Philippine education. 9.​ Only the Department of Education can recommend a curriculum.
○​ The recommendations come in the form of memoranda or policies, standards and guidelines. 10.​ In the heart of all the types of curricula, the teacher has a major role.
○​ Other professional organizations or international bodies like UNESCO also recommend curricula in
schools.
2.​ Written Curriculum
○​ This includes documents based on the recommended curriculum.
■​ form of courses of study, syllabi, modules, books of instructional guides among others. A Lesson 2.2: The Teacher As A Curricularist
packet of this written curriculum is the teacher's lesson plan. ➢The teacher was described as a curricularist.
○​ The most recent written curriculum is the K to 12 for Philippine Basic Education. Curricularist in the past are referred only to those who developed curriculum theories. According to the study conducted by
3.​ Taught Curriculum Sandra Hayes (1991) the most influential curricularist in America include
○​ From what häs been written or planned, the curriculum has to be implemented or taught. ➢John Dewey, Ralph Tyler, Hilda Taba and Franklin Bobbit.
○​ The taught curriculum will depend largely on the teaching style of the teacher and the learning style of ➢ curricularist to describe a professional who is a curriculum specialist (Hayes, 1991; Ornstein & Hunkins; 2004; Hewitt,
the learners. 2006)
4.​ Supported Curriculum ➢A person who is involved in curriculum knowing, writing, planning, implementing, evaluating, innovating,
○​ This is described as support materials/ facilities that the teacher needs to make learning and teaching and initiating may be designated as curricularist.
meaningful. ➢ A TEACHER'S role is broader and inclusive of other functions and so a teacher is a curricularist. So what does
■​ These include print materials like books, charts, posters, worksheets, or non-print materials a TEACHER do to deserve the label curricularist?
like PowerPoint presentations.. ➢ The classroom is the first place of curricular engagement. The first school experienče sets the tone to
5.​ Assessed Curriculum understand the meaning of schooling through the interactions of learners and teachers that will lead to learning.
○​ Taught and supported curricula have to be evaluated to find out if the teacher has succeeded or not in Hence, curriculum is at the heart of schooling.
facilitating learning.
Chapter 1: Curriculum Essentials

shown the way.

The teacher as a curricularist .. I am a Teacher! Who Am I as a Curricularist?

1.​ knows the curriculum Instructions: Identify the blanks provided who I am as a Curricularist based on the cases presented.
○​ Learning begins with knowing. The teacher as a learner starts with knowing about the curriculum, the Case 1:I have a good idea on how to make my learners pay attention to the lesson. I will use the new idea and find out if it
subject matter or the content. will work. _______
○​ It is acquiring academic knowledge both formal (disciplines, logic) or informal (derived from
experiences, vicarious and unintended). Case 2: DepEd sent the standards, competencies and guidelines in teaching the Mother Tongue in Grade 1 in our school. I
○​ It is the mastery of the subject matter. (KNOWER) will study and use it in the coming school year._______
2.​ Writes the curriculum
○​ A classroom teacher takes a record of knowledge concepts, subject matter or content. Case 3: There is so much to do in one school day. I seem not to be able to do it all, but I have to accomplish something for my
○​ The teacher. writes books, modules, laboratory manuals, instructional guides, and reference materials learners. I have made a daily activity plan to guide me. _____
in paper or electronic media as a curriculum writer or reviewer. (WRITER)
3.​ Plans the curriculum Case 4: I need a poem to celebrate World Teachers' Day. I composed one to be used in my class in Literature. _____
○​ A good curriculum has to be planned. It is the role of the teacher to make a yearly, monthly. or. daily
plan of the curriculum. Case 5: My class is composed of learners from different home backgrounds and cultures. I cannot use a "one-size-fits Soysi
■​ factors in planning a curriculum. all strategy" in teaching so I can respond to the diverse background. In my readings, I discovered that there are ways of
➢ These factors include the learners, the support material, time, subject matter or content, teaching. I tried one myself and it worked. ______
the desired outcomes, the context of the learners among others.
○​ By doing this, the teacher becomes a curriculum planner. (PLANNER) Case 6: Knowledge is limitless. WhatI learned in college is not enough. I need to know more, so I enrolled in the graduate
4.​ Initiates the curriculum school to advance my learning._____
○​ In cases where the curriculum is recommended to the schools from DepEd, CHED, TESDA, UNESC0,
UNICEF or other educational agencies for improvement of quality education, the teacher is obliged to Case 7: At the end of the year, my performance as a teacher is reflected in the school performance of my students. So I need
implement it. to provide a monitoring tool to measure how they are progressing. The result will inform me how I will address my learners'
○​ There will be many constraints and difficulties in doing things first or leading, however, a weaknesses and enhance their strengths. _____
transformative teacher will never hesitate to try something novel and relevant. (NITIATOR)
5.​ Innovates the Curriculum Case 8: I am teaching in a very far away barangay with no electricity yet. Many of the ínstructional aids for teaching sent to
○​ Creativity and innovation are hallmarks of an excellent teacher. A curriculum is always dynamic, hence our school are films and videotapes which need power. I cannot use them, but the lessons are very important. So I thought of
it keeps on changing. making an alternative activity. I took my class to the river and waterfall instead of doing the lesson. _____
○​ A good teacher, therefore, innovates the curriculum and thus becomes a curriculum innovator.
(INNOVATOR) Case 9: My principal asked me to attend a writeshop, to make the lesson examples in the teaching of science in Grade 7. In
6.​ Implements the Curriculum the workshop, I used my experiences as a science teacher for ten years, and my knowledge of the subject matter. At the end of
○​ The curriculum that remains recommended or written will never serve its purpose. Somebody has to three days, I was able to produce lesson examples which I am proud of._____
implement it.
○​ It is this role where the teacher becomes the curriculum implementor. An implementer gives life to the Case 10: From grade 7 to grade 10 of the K to 12 Enhanced Curriculum, science as a subject is presented, taught and learned
curriculum plan. The teacher is at the height of an engagement with the learners, with support materials in a spiral manner. This is part of the DepEd implementing guidelines of the curriculum. I am a Biology major, and I have
in order to achieve the desired outcome. insufficient knowledge about the other areas of science such as Physics and Earth Science. Because of this dilemma, I have to
○​ It is where teaching, guiding, facilitating skills of the teacher are expected to the highest level. request the principal that we have team teaching. Which role of the curricularist am I trying to do?____
7.​ Evaluates the Curriculum
○​ How can one determine if the desired learning outcomes have been achieved? Is the curriculum
working? Does it bring the desired results? What do outcomes reveal? Are the learners achieving?
○​ These are some [Link] that need the help of a curriculum evaluator. That person is the teacher.
(EVALUATOR)
➢The seven different roles are those which a responsible teacher does in the classroom everyday! Doing this multifaceted
work qualifies a teacher to be a curricularist.
➢ To be a teacher is to be a curricularist even if a teacher may not equal the likes of John Dewey, Ralph Tyler, Hilda Taba,
or Franklin Bobbit.:
➢ As a curricularist, a teacher will be knowing, writing, implementing, innovating, initiating and evaluating the curriculum
in the school and classrooms just like the role models and advocates in curriculum and curriculum development who have
Chapter 1: Curriculum Essentials

Module 2: The Teacher As A Knower Of The Curriculum

➢Module 2 describes the school curriculum in terms of its definition, its nature and scope, which are needed by the teacher as a
I.​ Curriculum from Traditional Points of View
knower. This module provides a wider perspective for the teachers about the curriculum, in terms of curriculum approach,
curriculum development process, some curriculum models and the foundations upon which curriculum is anchored. ➢Robert M. Hutchins
●​ “permanent studies" where rules of grammar, reading, rhetoric, logic and mathematics for basic
education are emphasized.
Lesson 2.2 : The School Curriculum: Definition, nature and scope ●​ The 3Rs (Reading, Writing, 'rithmetic) should be emphasized in basic education while liberal education
➢Oftentimes curriculum is taken in its narrow view as a listing of subjects to be taught in schools or sometimes it is should be the emphasis in college.
understood broadly as all learning experiences that individuals undergo while in school. We cannot deny the fact that ➢Arthur Bestor (essentialist)
curriculum should be clarified by teachers and other stakeholders. Curriculum affects all teachers, students, parents, ●​ believes that the mission of the school should be intellectual training,
politicians, businessmen, professionals, government officials or even the common people. ●​ intellectual disciplines of grammar, literature and writing. It should include mathematics, science,
➢Like many concepts in education, there seems to be no common definition of ‘curriculum’. Because the concept of history and foreign language.
curriculum is sometimes characterized as fragmentary, elusive and confusing. ➢Joseph Schwab
●​ the sole source: discipline, thus the subject areas such as Science, Mathematics, Social Studies,
✿The word originates from the Latin word "currere"referring to the oval track upon which Roman chariots English and many more.
raced. ●​ In college ➡ academic disciplines are labeled as humanities, sciences, languages, mathematics among
✿The New International Dictionary defines curriculum - the whole body of a course in an educational others.
institution or by a department ●​ He coined the word discipline as a ruling doctrine for curriculum development.
✿Oxford English Dictionary curriculum - courses taught in schools or universities. Collectively from the traditional view of theorists like Hutchins, Schwab, Bestor and Phenix, curriculum can be defined as a
✿Curriculum means different things to different people. field of study. Curriculum is highly academic and is concerned with bróad historical, philosophical, psychological and social
✿Sometimes educators equate curriculum with the syllabus issues. From a traditional view, curriculum is mostly written documents such as syllabus, course of study, books and
✿while a few regard it as all the teaçhing-learning experiences which the student encounters while in school. references where knowledge is found but is used as a means to accomplish intended goals.
Numerous definițions indicate dynamism which connotes diverse interpretations as influenced by modes of thoughts,
pedagogies, philosophies, political as well as cultural perspectives. Here are some of them. II.​ Curriculum from Progressive Points of view
Some Definitions of Curriculum ✔ progressive view of curriculum is the total learning experiences of the individual
1.​ Curriculum is a planned and guided set of learning experiences and intended outcomes, formulated through the
systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners' ➢John Dewey believed that education is experiencing. Reflective thinking is a means that unifies curricular elements that are
continuous and willful growth in personal social competence." (Daniel Tanner, 1980) tested by application.
2.​ It is a written document that systematically describes goals planned, objectives, content, learning activities, ➢Holin Caswell and Kenn Campbell viewed curriculum as all experiences children have under the guidance of teachers.
evaluation procedures and so forth. (Pratt, 1980) ➢Othaniel Smith, William Stanley and Harlan Shore likewise defined curriculum as a sequence of potential experiences, set
3.​ The contents-of a subject, concepts and tasks to be acquired, planned activities, the desired learning outcomes and up in schools for the purpose of disciplining children and youth in group ways of thinking and acting.
experiences, product of culture and an agenda to reform society make u curriculum. (Schubert, 1987) ➢Colin Marsh and George Willis also viewed curriculum as all the experiences in the classroom which are planned and
4.​ A curriculum includes "all of the experiences that individual learners have in a program of education whose enacted by the teacher and also learned by the students.
purpose is to achieve broad goals and related specific objectives, which is planned in terms of a framework of
theory and research or past and present professional practice." (Hass, 1987)
5.​ It is a programme of activities (by teachers and pupils) designed so that pupils will attain so far as possible certain The nature of curriculum has given rise to many interpretations, depending on a person's philosophical beliefs. Let
educational and other schooling ends or objectives. (Grundy, 1987) us put all of these interpretations in a summary.
6.​ It is a plan that consists of learning opportunities for a specific time frame and place, a tool that aims to bring
about behavior changes in students as a result of planned activities and includes all learning experiences received ➢CURRICULUM is what is taught in school, a set of subjects, a content, a program of studies, a set of materials, a sequence
by students with the guidance of the school. (Goodland and Su, 1992) of courses, a set of performance objectives, everything that goes within the school.
7.​ It provides answers to three questions: 1. What knowledge, skills and values are most worthwhile? 2. Why are ➢It is what is taught inside and outside of school directed by the teacher, everything planned by school, a series of
they most worthwhile? 3. How should the young acquire them? (Cronbeth, 1992) experiences undergone by learners in school or what individual learner experiences as a result of school.
➢ In short, curriculum is the total learning experiences of the learner under the guidance of the teacher.
➢Some Points of View of Other Curricularists Since the concept and meaning of curriculum are shaped by a person's point
of view, this has added to fragmentation, and some confusion. However when put together, the different definitions from Label the description/definition either Traditional (T), or Progressive (P).
diverse points of view, would describe the curriculum as dynamic and perhaps ever changing. 1.​ Teachers are required to teach the book from cover to cover.
➢Points of view about the curriculum can either be traditional or progressive according to the person's philosophical, 2.​ If the learners can memorize the content, then the curriculum is best.
psychological and even psychological orientations. These views can also define what a curriculum is all about. 3.​ Children are given the opportunity to play outdoors.
Chapter 1: Curriculum Essentials

4.​ Parents send children to a military type school with rigid discipline.
5.​ Teachers are reluctant to teach beyond the written curriculum. ➢Basic. Content should be fairly distributed in depth and breadth.
6.​ Prerequisites to promotion for the next grade are skills in reading, writing and arithmetic only. ●​ This will guarantee that significant contents should be covered to avoid too much or too little of the
7.​ Teachers provide varied experiences for the children. contents needed within the time allocation.
8.​ Learning can only be achieved in schools. ➢Articulation. As the content complexity progresses with the educational levels, vertically or hórizontally, across the same
9.​ It is the systematic arrangement of contents in the course syllabus. discipline smooth connections or bridging should be provided.
10.​ Co-curricular activities are planned for all to participate. ➢Sequence. The logićal arrangement of the content refers to sequence or order.
●​ This can be done vertically for deepening the content or horizontally for broadening the Same content.
In both ways, the pattern usually is from easy to complex, what is known to the unknown, what is
current to something in the future.
LESSON 2.2: Approaches to the School Curriculum
➢Integration. Content in the curriculum does not stand alone or in isolation. It has some ways of relatedness or
The Three ways Of Approaching A curriculum
connectedness to other contents.
1.​ Curriculum as a Content or Body of Knowledge
●​ Contents should be infused in other disciplínes whenever possible. This will provide a wholistic or
●​ If curriculum is equated as content, then the focus will be the body of knowledge to be transmitted to
unified view of curriculum instead of segmentation.
students using appropriate teaching methods.
●​ Contents which can be integrated to other disciplines acquire a higher premium than when isolated.
●​ There can be a likelihood that teaching will be limited to the acquisition of facts, concepts and
➢Continuity. Content should continuously flow as it was before, to where it is now, and where it will be in the future. It
principles of the subject matter, however, the content or subject matter can also be taken as a means to
should be perennial. It endures time.
an end.
●​ Content may not be in the same form and substance as seen in the past since changes and developments
➢There are four ways of presenting the content in the curriculum.
in curriculum occur. Constant repetition, reinforcement and enhancement of content are all elements of
1.​ Topical Approach where much content is based on knowledge, and experiences are included;
continuity.
2.​ Concept Approach with fewer topics in clusters around major and sub-concepts and their interaction,
➢Scope. The breadth and depth of the curriculum content are vital in a curriculum. Scope consists of all the contents, topics,
with relatedness emphasized;
learning experiences comprising the curriculum.
3.​ Thematic Approach as a combination of concepts that develop conceptual structures, and
●​ In layman's terms scope refers to coverage. The scope shall consider the ff. in identifying the contents.
4.​ Modular Approach that leads to complete units of instruction
Other factors will be considered bat caution is given to overloading of contents. “More contents is not
always better”
➢Criteria in the Selection of Content (Scheffer, 1970 in Bilbao, et al 2015)
1.​ cognitive level
1.​ Significance. Content should contribute to ideas, concepts, principles and generalization that should
2.​ affective domain
attain the overall purpose of the curriculum.
3.​ psychomotor skills
2.​ Validity. The authenticity of the subject matter forms its validity. Knowledge becomes obsolete with
Curriculum as a Process
the fast changing times. Thus there is a need for validity check and verification at a regular interval,
2.​ Curriculum as a Process
because content which may be valid in its original form may not continue to be valid in the current
➢Curriculum is seen as a verb or an action. It is the interaction among the teachers, students and content.
times.
➢Curriculum as a process is seen as a scheme about the practice of teaching. It is not a package of materials or a syllabus of
3.​ Utility. Usefulness of the content in the curriculum is relative to the learners who are going to use
content to be covered.
these.
➢ The classroom is only part of the learning environment where the teacher places action using the content to achieve an
4.​ Learnability. The complexity of the content should be within the range of experiences of the learners
outcome.
5.​ Feasibility. Can the subject content be learned within the time allowed, resources available, expertise
➢While content provides materials on what to teach, the process provides curriculum on how to teach the content.
of the teachers and the nature of thể learners?
➢To teachers, the process is very critical. This is the other side of the coin: instruction, implementation, teaching. These
6.​ Interest. Will the learners take interest in the content? Why? Are the contents meaningful?
three words connote the process in the curriculum
➢Guide in the Selection of the Content in the Curriculum Commonly used in daily life
➢ When curriculum is approached as a PROCESS, guiding principles are presented.
1.​ Appropriate to the maturity levels and abilities of the learners
1.​ Curriculum processes in the form of teaching methods or strategies are meant to achieve the end.
2.​ Valuable in meeting the needs and competencies of the future career
2.​ There is no single best process or method. Its effectiveness will depend on the desired learning outcomes, the
3.​ Related to other subject fields or discipline for complementation and integration
learners, support materials and the teacher.
4.​ Important in the transfer of learning to other disciplines
3.​ Curriculum process should stimulate the learners' desire to develop the cognitive, affective, psychomotor domains
in çach individual.
➢BASICS : Fundamental Principles for Curriculum Contents
4.​ In the choice of methods, learning and teaching styles should be considered.
Palma in 1952 proposed that the contents in the curriculum should be guided by Balance, Articulation, Sequence, Integration
5.​ Every method or process should result in learning outcomes which can be described as cognitive, affective and
and Continuity. However, in designing curriculum contents Hunkins and Ornstein (2018) added an important element
psychomotor.
which is Scope, hence from BASIC to BASICS.
6.​ Flexibility in the use of the process or methods should be considered. An effective process will always result in
Chapter 1: Curriculum Essentials

learning outcomes. most models involve four phases.

7.​ Both teaching and learning are the two important pročesses in the implementation of the curriculum. ➢Phases of Models

3.​ curriculum as a Product 1.​ Curriculum planning considers the school vision, mission and goals. It also includes the philosophy
➢Besides viewing curriculum as content that is to be transmitted, or process that gives action using the content, it has also or strong education belief of the school. All of these will eventually be translated to classroom desired
been viewed as a product. In other words, product is what the students desire to achieve as learning outcomes. learning outcomes for the learners.
➢The product from the curriculum is a student equipped with the knowledge, skills and values to function effectively and 2.​ Curriculum designing is the way curriculum is conceptualizèd to include the selection and
efficiently. The real purpose of education is to bring about significant changes in students' patterns of behavior. organization of content, the selection and organization of learning experiences or activities. and the
➢Curriculum product is expressed in the form of outcomes which are referred to as the achieved learning outcomes. selection of the assessment procedure and tools to measure achieved learning outcomes. A curriculum
There may be several desired learning outcomes, but if the process is not successful, then no learning outcomes will be design will also include the resources to be utilized and the statement of the intended learning
achieved. ➢These learned or achieved learning outcomes are demonstrated by the person who has meaningful experiences in outcomes.
the curriculum. All of these are the result of planning, content and processes in the curriculum. 3.​ Curriculum implementing is putting into action the plan which is based on the curriculum design in
the classroom setting or the learning environment. The teacher is the facilitator of learning and together
with the learners, uses the curriculum as design guides to what will transpire in the classroom with the
end in view of achieving the intended learning outcomes. Implementing the curriculum is where action
takes place. It involves the activities that transpire in every teacher's classroom where learning becomes
an active process.
4.​ Curriculum evaluating determines the extent to which the desired outcomes have been achieved.
This procedure is on- going as in finding out the progress of learning (formative) or the mastery of
learning (summative). Along the way, evaluation will determine the factors that have hindered or
supported the implementation. It will also pinpoint where improvement can be made and corrective
measures introduced. The result of evaluation is very important for decision-making of curriculum
planners and implementers.

➢Curriculum Development Process Models

1.​ Ralph Tyler Model:
➢Four Basic Principles Also known as Tyler's Rationale
➢ the curriculum development model emphasizes the planning phase.
➢ presented in his book Basic Principles of Curriculum and Instruction.
●​ Four fundamental principles which are illustrated as answers to the following questions:
1.​ What education purposes should schools seek to attain?
2.​ What educational experiences can be provided that are likely to attain these purposes?
3.​ How can these educational experiences be effectively organized?
Lesson 2.3: Curriculum development: PROCESSES and MODELS 4.​ How can we determine whether these purposes are being attained or not?
➢Curriculum is a dynamic process. In curriculum development; there are always changes that occur that are intended for ●​ Tyler's model shows that in curriculum development, the following considerations should be made: [Link]
improvement. 1.​ Purposes of the school
➢There are models presentéd to us from well-known curricularists like (which would help clarify the process of curriculum 2.​ Educational experiences related to the purposes
development.( 3.​ Organization of the experiences
4.​ Evaluation of the experience
a.​ Ralph Tyler 2. Hilda Taba Model:
b.​ Hilda Taba ➢Grassroots Approach Hilda Taba improved on Tyler's model.
c.​ Galen Saylor ➢ She believed that teachers should participate in developing a curriculum.
d.​ William Alexander ➢Grassroots approach ➡begins from the bottom, rather than from the top as what Tyler
proposed.
Curriculum Development Process ●​ She presented six major steps to her linear model which are the following:
●​ A change for the better means alteration, modification or improvement of existing condition. 1.​ Diagnosis of learners' needs and expectations of the larger society
●​ To produce positive changes, development should be purposeful, planned and progressive. Usually it is linear and 2.​ Formulation of learning objectives
follows a logical step-by-step fashion involving t he following phases: 3.​ Selection of learning contents
●​ củrriculum planning, curriculum design, curriculum implementation and curriculum evaluation. Generally, 4.​ Organization of learning contents
Chapter 1: Curriculum Essentials

5.​ Selection of learning experiences ➢ Trends: Back to basics, Excellence in Wiliam Bagley
6.​ Determination of what to evaluate and the means of doing it.
3. Galen Saylor and William Alexander Curriculum Model Galen Saylor and William Alexander (1974) C.​ PROGRESSIVISM ➢Aim: Promote democratic social living
➢ viewed curriculum development as consisting of four steps. a.​ John Dewey ➢ Role: Teacher leads for growth and development of lifelong learners
➢Curriculum is "a plan for providing sets of learning opportunities to achieve broad educational goals and related (1859-1952) ➢ Focus: Interdisciplinary subjects. Learner-3 centered. Outcomes-based15
specific objectives for an identifiable population served by a single school center.” ➢Trends: Equal opportunities for all, Contextualized curriculum, Humanistic
1.​ Goals, Objectives and Domains. Curriculum planners begin by specifying the major edúcation
educational goals and specific objectives they wish to accomplish. Each major goal
represents a curriculum domain: personal development, human relations, contínued learning
D.​ RECONSTRUCTIONISM ➢Aim: To improve and reconstruct society Education for change
skills and specialization. The goals, objectives and domains are identified and chosen based
a.​ Theodore ➢ Role: Teacher acts as agent of change and reforms
on research findings, accreditation standards, and views of the different stakeholders.
Brameld ➢Focus: Present and future educational landscape:
2.​ Curriculum Designing. Designing a curriculum follows after appropriate learning
(1904-1987) ➢ Trends: School and curricular reform, Global education, Collaboration and
opportunities. are determined and how each opportunity is provided. Will the curriculum be
Convergence Theodore Brameld Standards' and Competencies
designed along the lines of academic disciplines, or according to student needs and interests
or along themes? These are some of the questions that need to be answered at this stage of
the development process HISTORICAL FOUNDATION
3.​ Curriculum Implementation. A designed curriculum is now ready for implementation. ➢Reading materials would tell us that curriculum development started when Franklin Bobbit (1876-1956) wrote the book“The
Teachers then prepare instructional pláns where instructional objectives are specified and Curriculum.” Let us see how each one contributed to curriculum development during his own time.
appropriate teaching methods and strategies are utilized to achieve the desired learning
outcomes among students. A.​ Franklin Bobbit (1876-1956) ➢He started the curriculum development movement.
4.​ Evaluation. The last step of the curriculum model is evaluation. A comprehensive ➢Curriculum as a science that emphasizes students” needs.
evąluation using a variety of evaluation techniques is recommended. It should involve the ➢Curriculum prepares learners for adult ife.
total educational programme of the school and the curriculum plan, the effectiveness of ➢Objectives and activities should group together when tasks are clarified.
instruction and the achievement of students. Through the evaluation proçess, curriculum
planners and developers can determine whether or not the goals of the school and the B.​ Werret Charters (1875-1952) ➢Like Bobbit, he p0sited that curriculum is science and emphasizes students'
objectives of instruction have been met. needs.
➢Objectives and activities should match. The Subject matter or content relates
to objectives.
Lesson 2.4: Foundations of Curriculum
➢Foundations of curriculum development C.​ William Kilpartick ➢Curricula are purposeful activities which are child- centered.
●​ PHILOSOPHICAL FOUNDATION (1875-1952) ➢The purpose of the curriculum child development and growth. He introduced
●​ HISTORICAL FOUNDATION this project method where teacher and student plan the activities.
●​ PSYCHOLOGICAL FOUNDATION ➢Curriculum develops s0cial relationships and small group instruction.
○​ Association and behaviorism
○​ Cognitive information processing theory
○​ Humanistic psychology D.​ Harold Rugg (1886-1960) ➢Curriculum should develop the whole child. It is child-centered.
●​ SOCIAL FOUNDATIONS OF CURRICULUM ➢With The Statement of objectives and related learning activities, curriculum
should produce c outcomes:
PHILOSOPHICAL FOUNDATION ➢He emphasized social studies and suggested that the teacher plans curriculum
in advance.
A.​ PERENNIALISM ➢Aim: To educate the rational person; cultivate intellect
a.​ Plato ➢ Role: Teachers assist students to think with reason (critical thinking: HOTS) E.​ Hollis Caswell (1901-1989) ➢Curriculum is organized around social functions of themes, organized
b.​ Aristotle ➢Focus: Classical subjects, literary analysis Curriculum is enduring knowledge and learner's interest.
c.​ Thomas Aquina ➢Trends: Use of great books (Bible, Koran, Plato, Aristotle or Classics) and ➢Curriculum, instruction and learning are interrelated.
Liberal Arts ➢ Curriculum is a set of experiences. Subject matter is developed around social
functions and learners’ interests.
B.​ ESSENTIALISM ➢Aim: To promote intellectual growth of learners to become competent
a.​ Wiliam Bagley ➢ Role: Teachers are sole authorities in the subject area. D. Ralph Tyler (1902-1994 ➢Curriculum is a science and an extension of school's philosophy. It is based on
(1974-1946) ➢Focus: Essential skills of the 3Rs; essential subjects students' needs and interest.
Chapter 1: Curriculum Essentials

➢Curriculum is always related to instruction. Subject matter is organized in ○​ Assimilation (incorporation of new experience)
terms of knowledge, skills and values. ○​ Accommodation (learning modification and adaptation)
➢The process emphasizes problem solving. Curričulum aims to educate ○​ Equilibration (balance between previous and later
generalists and not specialists. learning

E. Hilda Taba (1902-1967) ➢She contributed to the theoretical and pedagogical foundations of concepts B.​ Lev Vygotsky (1896-1934) ●​ Theories of Lev Vwygotsky
development and critical thinking in social studies curriculum. ○​ Cultural transmission and development stage. Children
➢She helped lay the foundation for diverse student population. could, as a result of their interaction with society, actually
perform certain cognitive actions prior to arriving at
F.​ Peter Oliva (1992-2012) ➢He described curriculum change as a cooperative endeavor.s developmental stage.
➢Teachers and curriculum specialist constitute the professional core of planners. ○​ Learning precedes development.
➢Significant improvement is achieved through group activity. ○​ Sociocultúral development theory.
●​ Kėys to Leárning
. ○​ Pedagogy creates learning processes that lead to
'Psychological Foundation of Curriculum development.
➢Psychology provides a basis to understand the teaching and learning process. It unifies elements of the learning process. ○​ The child is an active agent in his or her educational
➢ In this module, we shall consider three groups of learning theories: behaviorism or association theories; cognitive-information process.
processing theories and humanistic theories (Ornstein & Hunkins, 2004).
C.​ Howard Gardner ●​ Gardner's multiple intelligences
3.1 Association and Behaviorism ○​ Humans have several different ways of processing
information and these ways are relatively independent of
one another.
A.​ Ivan Pavlov (1849-1936) ●​ He is the father of the classical conditioning theory, the S-R theory
○​ There are eight intelligences: linguistic,
●​ The key to learning early years of life is to train them to become
logico-mathematical, musical, spatial, bodily/kinesthetic,
what you want them to become.
interpersonal, intrapersonal, and naturalistic
●​ S-R Theory is a foundation of learning practice called
indoctrination.
D.​ Daniel Goleman ●​ Emotion contains the power to affect action.
○​ He called this Emotional Quotient.
B.​ Edward Thorndike ●​ He championed connectionism theory.
(1874-1949) ●​ He proposed the three laws of learning:
○​ Law of readiness 3.3 Humanistic Psychology
○​ Law of exercise
○​ T Law of effect A.​ Gestalt ●​ Gestalt Theory
●​ Specific stimulus has specific response. ○​ Learning is explained in terms of "wholeness" of the
problem.
C.​ Robert Gagne (1916-2002) ●​ He proposed the hierarchical learning theory. Learning follows a ○​ Human beings do not respond to isolated stimuli but to an
hierarchy. organization or pattern of stimuli.
●​ Behavior is based on prerequisite conditions. ●​ Keys to learning
●​ He introduced tasking in the formulation of objectives. ○​ Learning is complex and abstract.
○​ Learners analyze the problem, discriminate between
essential and nonessential data, and perceive
3.2 Cognitive Information Processing Theory
relationships.
○​ Learners will perceive something in relation to the whôle.
A.​ Jean Piaget (1896-1980) ●​ Theories of Jean Piaget Cognitive development has stages from birth What/how they perceive is related to their previous
○​ to maturity. experiences.
○​ Sensorimotor stage (0-2), preoperational stage (2-7),
concrete operations stage (7-11) and formal operations
B.​ Abraham Maslow ○​ He advanced the Self-Actualization Theory.
(11-onwards).
(1908-1970) ○​ Classic theory of human needs
●​ Keys to learning
○​ A child whose basic needs are not met will not be
Chapter 1: Curriculum Essentials

interested in acquiring knowledge of the world. ➢Reduce student conformity in classroom

○​ He put importance to human emotions, based on love and ➢Constant need for school improvement
trust. ➢Emphasis on active learning and critical thinking
●​ Key to learning ➢Involvement of students in planning curriculum content and
○​ Produce a healthy and happy learner who can instructional activities
accomplish, grow and actualize his or her human self. ➢Need to align content with standards
➢Major book: A Place Called Schools, 1984; What Are Schools
C.​ Carl Rogers (1902-1987) ●​ Nondirective and therapeutic learning For?
○​ He established counseling procedures and methods for
facilitating learning. C.​ William Pinar 1947-
○​ Children's perceptions, which are highly individualistic, ➢Broaden the conception of curriculum to enrich the practice
influence their learning and behavior in class. ➢Understand the nature of the educational experience
●​ Key to learning ➢Curriculum involves multiple disciplines
○​ Curriculum is conçerned with process, not product; ➢Curriculum should be studied from a historical, racial, gendered,
personal needs, not subject matter, psychological phenomenological, postmodern, theological and international
meaning, not cognitive scores. perspectives.

4.0 Social Foundations of Curriculum

What significant contribution can you recall about this person?
A.​ Schools and Society ➢Society as a source of change 1.​ Lev Vygotsky
➢Schools as agents of change 2.​ Daniel Goleman
➢ The school Knowledge as an agent of change 3.​ William Kipatrick
4.​ Hilda Taba
B.​ Emile Durkheim (1858-1917) ➢ Influence of society and social context in education 5.​ Ralph Tyler
➢ Things that surround individuals can change, develop their 6.​ John Dewey
behavior. 7.​ Abraham Maslow
➢ Considered two fundamental elements which are schools and civil 8.​ Carl Rogers
society 9.​ Franklin Bobbit.
10.​ Alvin Toffler
C.​ Alvin Toffler ➢Wrote the book Future Shock
➢Believed that knowledge should prepare students for the future
➢Suggested that in the future, parents might have the resources to
teach prescribed curriculum from home as a result of technology, not
in spite of it. (Home Schooling)
➢ Foresaw schools and students worked creatively, Alvin Toffler
collaboratively, and independent of their age

Other theories

A.​ Paolo Freire 1921-1997 ➢Education as a means of shaping the person and society through
critical refilectionş and Conscientization
➢Teachers use questioning and problem poşing approach to raise
students consciousness
➢Emphasis on questioning problem posing and critical thinking
➢Major book: Pedagogy of the Oppressed, 1968

B.​ John Goodlad 1920-2014 ➢ Curriculum organized around needs of society and the students