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MODULE 1 classrooms (i.e., it provides “hints” of curriculum in

action).
CURRICULUM AND THE TEACHER: An
Overview Sample Definitions:
Lesson 1: THE SCHOOL CURRICULUM: 1. All experiences children have under the guidance
Definition, Types, and Importance of teachers. (McBrien & Brandt, 1997)
A. DEFINITIONS OF CURRICULUM (Bilbao et al., 2. Those learnings each child selects, accepts, and
2015; Reyes et al., 2015) incorporates into himself to act with, on, and upon,
in subsequent experiences. (Hopkins, 1941)
The definitions of curriculum can be “prescriptive” or
“descriptive” in nature. These two terms are 3. All experiences of the child which the school
differentiated by Ellis (2004). accepts responsibility. (Ragan, 1960)
Prescriptive Curriculum. Prescriptive curriculum 4. The set of actual experiences and perceptions of
specifies what “ought” to happen (i.e., it is generally the experiences that each individual learner has of
in the form of a plan, intended program or some kind his or her program of education. (Hass, 1987)
of expert opinion of what needs to take place in the
5. The reconstruction of knowledge and experience
course of study). (Ellis, 2004).
that enables the learner to grow in exercising
Sample Definitions: intelligent control of subsequent knowledge and
experience. (Tanner & Tanner, 1995)
1. Curriculum is a continuous reconstruction,
moving from the child’s present experience out into B. TYPES OF CURRICULUM
that represented by the organized bodies of truth
There are basically seven (7) types of curriculum
that we call studies… the various studies… are
operating in schools, they are: (1) recommended;
themselves experience – they are that of a race.
(2) written; (3) taught; (4) supported; (5) assessed;
(Dewey, 1902)
(6) learned, and; (7) hidden curriculum. Brief
2. Curriculum is the entire range of experiences, descriptions of these different types of curriculum
both directed and undirected, concerned in are presented in the table below.
unfolding the abilities of the individual. (Bobbitt,
1918) RECOMMENDED CURRICULUM- This is the
curriculum found in schools recommended by
3. The curriculum is all the learning experiences government agencies like DepEd (Basic Education),
planned and directed by the school to attain its TESDA (Vocational Education), and CHED (Higher
educational goals. (Tyler, 1957) Education). Recommendations are either in the
form of memoranda, policies, standards and
4. Curriculum is all planned learning outcomes for
guidelines. Other institutions, professional bodies or
which the school is responsible…Curriculum refer to
international organizations (e.g., DOST, UNESCO)
the desired consequences of instruction. (Popham also recommend curricula in schools.
& Baker, 1970)
WRITTEN CURRICULUM These documents or
5. Curriculum refers to a written plan outlining what
materials (e.g., lesson plan, syllabi, module, books,
students will be taught (a
etc.) are based on ‘recommended curriculum’. They
course of study). Curriculum may refer to all courses are used to ensure attainment of educational goals
offered at a school in a particular area of study. of school.
(McBrien & Brandt, 1997).
TAUGHT CURRICULUM This curriculum is what
Descriptive Curriculum. The emphasis of the teacher actually teaches in the class. Taught
descriptive curriculum is on “how” things are in real curriculum is based on the ‘written curriculum’ and
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is largely influenced by teacher’s teaching style and scholar, researcher and lifelong learner; community,
students’ learning style. citizenship and pastoral role;
assessor;learningarea/subject/discipline/phase
SUPPORTED CURRICULUM Supported specialist.
curriculum is that which has been provided with
support resources (e.g., books, worksheets, THE TEACHER AS CURRICULARIST Despite the
movies, models, realia, laboratories, etc.) that help fact that a teacher is in the classroom daily (i.e.,
the teacher make the teaching and learning process heavily engaged in the educative process) he/she is
more meaningful. seldom being referred to as a ‘curricularist’. Why?
What is really a curricularist? In the past,
ASSESSED CURRICULUM The assessed
curricularists are referred only to those who
curriculum is that which appears in tests and
developed curriculum theories. According to the
performance measures (e.g., Teacher-made Tests,
study conducted by Sandra Hayes (1991), the most
Regional Tests, and National Tests).
influential curricularist in America include John
LEARNED CURRICULUM This refers to what Dewey, Ralph Tyler, Hilda Taba and Franklin
students actually learn – that is, demonstrated Bobbit. (Bilbao et al., 1915) Nowadays, however, a
through the changes (i.e., cognitive, affective, and new perception about the role of teacher has
psychomotor) that occur as a result of school evolved. Teachers are now considered as
experiences as measured by tools in assessment. curricularists despite not having the
accomplishments of Dewey, Tyler, Taba or Bobby.
HIDDEN / IMPLICIT” This CURRICULUM The teacher, as a curricularist, have the following
“Unintended Curriculum not intentionally planned; attributes/roles:
however, it impacts the learner’s behavior. Some
contributors to school’s ‘hidden curriculum’ are: KNOWER (The teacher knows the curriculum). The
physical environment, policies; peer influence; teacher as a learner starts with knowing about the
cultural practices; natural calamities, etc. curriculum, the subject matter or the content. As a
teacher, one has to master what are included in the
C. IMPORTANCE OF CURRICULUM IN curriculum.
SCHOOLS
WRITER ‘Writes the curriculum’. A classroom
How important is curriculum in schools? Is it crucial teacher takes record of
to its function and existence? According to Bilbao,
et al., (2015) curriculum is the very heart of the knowledge concepts, subject matter or content. The
school system…there can be no school if there is no teacher writes books, modules,
curriculum. Curriculum is vital to schooling and the
laboratory manuals, instructional guides, etc.
educative process. In the absence of curriculum, the
school will not have a clear goal and ways of PLANNER ‘Plans the curriculum’. The teacher
achieving that goal. prepares yearly, monthly or daily
LESSON 2 THE TEACHER AS CURRICULARIST plan of the curriculum that will serve as a guide in its
implementation.
[Link] MULTIFACETED ROLE OF A SCHOOL
TEACHER Are you aware that the teacher’s role is INITIATOR ‘Initiates the curriculum’. A
very complex? Teachers do interrelated actions transformative teacher never hesitate to try and /or
about curriculum, instruction, assessment, initiate something new and challenging (i.e., due to
evaluation, teaching and learning. Not only that, many constraints) for the attainment of quality
they are also expected to engage in research, education.
community work and other social functions. The
INNOVATOR ‘Innovates the curriculum’. It has been
other roles of teachers are: learning mediator,
said that, creativity and innovation are hallmarks of
interpreter and designer of learning programs and
materials; leader, administrator and manager;
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an excellent teacher. Since curriculum is always PROGRESSIVISM

dynamic, a good teacher always dares to ‘innovate’.
Aim- Promote democratic social living.
IMPLEMENTOR ‘Implements the curriculum’. The
teacher engages with the Role of teacher- Leads for growth and
developments of lifelong learners.
learners (i.e., with the aid of support provided by the
Focus- Inter-disciplinary subjects; Learner-
school system) in order to achieve the desired
centered; Outcomes-based.
learning outcomes as indicated in the written
curriculum. Trends- Equal opportunities for all; Contextualized
curriculum; Humanistic education.]
EVALUATOR ‘Evaluates the curriculum’. The
teacher evaluates the curriculum especially at the RECONSTRUCTIONISM
classroom level. The data that he/she contributes
can help inform decision makers in determining Aim- To improve and reconstruct society. Education
whether or not a curriculum should be modified, for change.
terminated or continued. Role of Teacher- Acts as agent of change and
reform.

MODULE 2 Focus- Present and future educational landscape.

FOUNDATIONS OF CURRICULUM Trend- School and curricular reform, Global

education, Collaboration and Convergence,
LESSON 1PHILOSOPHICAL FOUNDATIONS Standards and competencies.
PERENNIALISM LESSON 2 HISTORICAL FOUNDATIONS
Aim- To educate the rational person to cultivate Introduction The historical foundations of curriculum
intellect. will provide us knowledge about its chronological
development along a time line. Here we will get to
Role of Teacher- Assist students to think with
reason (Critical thinking HOTS. know eight (8) of the many individuals who made
significant contributions in the field of curriculum
Focus- Classical Subjects; Literary Analysis development.
Trends- Use of great books (Bible, Koran, Classics) Franklin Bobbit (1876-1956)
and Liberal Arts.
• He started the curriculum
ESSENTIALISM development movement.
• Curriculum is a science that
Aim- To promote intellectual growth of learners – for
them, to become competent. emphasizes students’ needs.
• Curriculum prepares learners for adult life.
Role of Teacher- Serve as sole authority in the • Objectives and activities should group
subject area. together when tasks are clarified.
Focus- Essential skills of the 3Rs; essential Werrett Wallace Charters (1875-
subjects. 1952)  Posited that curriculum is
science and emphasizes students’
Trends- Back to basics, Excellence in education,
cultural literacy. needs.  Objectives and activities
should match.  Subject matter or
content should relate to objectives.
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William H. Kilpatrick (1871-1965) Hilda Taba (1902-1967)

 Curricula are purposeful activities  Contributed to the theoretical and

which are child-centered.  The pedagogical foundations of concepts
purpose of the curriculum is child development and critical thinking in
development and growth.  social studies curriculum.  Helped
Introduced project method where teacher and lay the foundation for diverse
student plan the activities.  Curriculum develops student population.
social relationships and small group instruction.
Peter Oliva (_____)
Harold Rugg (1886-1960)
 Described how curriculum change is
 Curriculum should develop the whole a cooperative endeavor.  Teachers
child (i.e., it is child centered).  and curriculum specialist constitute
Curriculum should produce outcomes – the professional core of planners. 
that is, with the statement of the Significant improvement is achieved
objectives and related learning activities.  Emphasized through group activity.
social studies and suggested that the teacher plans
curriculum in advance.  He said, “…through schools of LESSON 3 PSYCHOLOGICAL FOUNDATIONS
the world we shall disseminate a new conception of Introduction What is psychology? The terms
government – one that will embrace all the collective ‘psychology’ is derived from the Greek word psyche
activities of men; one that will need to postulate which means soul. It is a discipline devoted to the
scientific control and operation of economic activities in study of behavior, mind and thought. Specifically, it
the interest of all people.” deals with study of mental processes that
determines a person’s behavior and thinking.
Hollis L. Caswell (1901-1989)
Abstraction Psychology, when applied to teaching
 Curriculum is organized around and learning provides the basis for understanding
social functions of themes, organized how students learn and understand a body of
knowledge and learner’s interest.  knowledge. The curriculum developer has to know
Curriculum, instruction and learning how students learn and how to take into
are interrelated.  Curriculum is a set consideration individual differences when designing
of experiences.  Subject matter is developed around a curriculum. It is only when students learn and gain
social functions and learners’ interests. from the curriculum will the curriculum be
considered successful. Psychology provides a basis
Ralph W. Tyler (1902-1994) to understand the teaching and learning process. It
unifies elements of the learning process.
 Curriculum is a science and an
Psychological foundations address the following
extension of school’s philosophy. It is
questions:  How should curriculum be organized
based on students’ needs and interest.
to enhance learning?  What is the optimal level of
 Curriculum is always related to
students’ participation in learning various contents
instruction.  Subject matter is organized in terms of of the curriculum?
knowledge, skills and values.  The process emphasizes
problem solving  Curriculum aims to educate Four Psychological Perspectives or School of
generalists and not specialists. Thought The four psychological perspectives or
school of thought that has had an impact on
curriculum are: behaviorism, cognitivism, humanism
and constructivism.
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BEHAVIORISM HUMANISM

• Ivan Pavlov (1849-1936). A Russian physiologist, • Abraham Maslow (1908-1970). He proposed the
he introduced the theory of classical conditioning Maslow’s Hierarchy of Needs (1943) which
through a series of experiments with dogs. emphasized on fulfilling innate human needs in
priority, culminating in self-actualization.
• B.F. Skinner (1904-1990). A famous American
psychologist and behaviorist. He developed the • Carl Rogers (1902-1987). He was a
theory of ‘operant conditioning’. His theory was psychotherapist who believed that the ‘client is the
based upon the idea that ‘learning is a function of most important person’ and developed a client-
change in overt behavior.’ centered therapy. When applied to education, he
proposed that classrooms become learner-centered
• Edward L. Thorndike (1874-1949). He defined and teachers should facilitate learning.
learning as habit formation. Based on his
experiments, he proposed three laws: (1) Law of • Arthur W. Combs (1912-1999). He believed that
Effect; (2) Law of Exercise; (3) Law of Readiness. how a person perceives one’s self is most important
and that the basic purpose of teaching is help each
• Albert Bandura (1925- ). A Canadian-American student develop a positive self-concept. The role of
psychologist, he proposed the ‘social learning the teacher is that of facilitator encourager helper
theory’--- he states that most human behavior is colleague and friend of his/her students.
learned through observation, imitation, and
modeling. CONSTRUCTIVISM

COGNITIVISM • Jerome S. Bruner (1915-2016). He was an

American psychologist who made significant
Max Wertheimer (1880-1943). An Austro-Hungarian
contributions to human cognitive psychology and
Psychologist, he has made significant contributions
cognitive learning theory in educational psychology.
to Gestalt psychology and approach. Gestalt theory
A major theme in his theoretical framework is that:
stresses that ‘the whole of anything is greater than
learning is an active process in which learners
its parts’.
construct new ideas or concepts based upon their
• Wolfgang Köhler (1887-1967). A German current/past knowledge.
psychologist and one of the key figures in the • Jean Piaget (1896-1980). A Swiss psychologist
development of Gestalt psychology. His greatest
who was known for his work on ‘child development’.
contribution is perhaps ‘insight learning’.
His theory of cognitive development is about the
• Fergus Ian Muirden Craik (1935- ). A Scottish- nature and development of human intelligence.
Canadian cognitive psychologist who was known for • Lev Semyonovich Vygotsky (1896-1934). A
his research on levels of processing in memory. The
Soviet psychologist who developed the Vygotsky's
work was done in collaboration with Lockhart and
Cognitive Development Theory. This theory
later with Tulving.
postulates that ‘social interaction is fundamental to
• David Paul Ausubel (1918-2008). He is an cognitive development’.
American psychologist who advanced a theory • Ernst von Glasersfeld (1917-2010). A German
which contrasted ‘meaningful’ from ‘rote’ learning. In
philosopher and psychologist who authored
his view, to learn meaningfully, students must relate
‘Radical Constructivism’ --- this is the idea that all
‘new knowledge’ (concepts and propositions) to
learning must be constructed, and there is no utility
‘what they already know’
or meaning in instruction that is teacher or textbook
driven.
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LESSON 4 SOCIOLOGICAL FOUNDATIONS 6. Knowledge should prepare the individual for the
world of technology (able to keep abreast and
Introduction “Education systems are closely tied to
function in an accelerating world of science and
the institutional network of society.” Hence, to technology).
understand how the content of schooling is shaped
in any society, the relationship between education 7. Knowledge should prepare individuals for the
and other institutions in society must first be clearly world of bureaucracy (able to deal with various
understood. This specifies the importance of types of bureaucratic organizations in government,
knowing the ‘social forces’ that shape the curriculum business, industry and services).
in order to understand: what is taught; how it is
8. Knowledge should permit the individual to retrieve
taught; and why it is taught. “Schooling exists within
the context of society and influence culture which in old information (to modify and transform old knowledge
turn shapes curriculum.” Thus, a curriculum should to produce new knowledge).
be able to prepare students for the present and the 9. Knowledge acquisition should be a lifelong process
future – that is, by responding to social conditions
(schools provide the basics and beyond that individual
locally, nationally and globally (McNeil, 1995).
learn from other sources such as books, newspapers,
Major Factors that influence the curriculum are: television, and internet).

• Changing Economy 10. Knowledge should be taught in context with values

• Family Institution (teaching has to incorporate values because
• Cultural Diversity interpretation of knowledge reflects the value structure
• Special Interest Groups of the individual).
• ‘Most Worth’ Knowledge
MODULE 3 CURRICULUM PROCESS MODELS
Example 2. Knowledge that is ‘Most Worth’ Ornstein
LESSON 1 THE TYLER’S MODEL
and Hunkins (1998) have the following as guiding
principles in the selection of knowledge for a rapidly Introduction The Tyler’s Model in the field of
changing society: curriculum was developed by Ralph W. Tyler (1902-
1994) whose major contribution in the field of
1. Knowledge should comprise basic tools (this
curriculum is the rationale for curriculum planning in
includes reading, writing, arithmetic, oral
the realm of educational policy. In this lesson, you
communication and computer literacy).
will learn about the Tyler’s Curriculum Rationale and
2. Knowledge should facilitate learning how to learn Ends-Means Model.
(provide learners with skills and tools to be efficient
Abstraction The Tyler’s Rationale Tyler’s curriculum
and effective independent learners).
rationale was stated in four questions which must be
3. Knowledge should be applicable to the real world answered when developing any curriculum plan of
(to be able to apply their knowledge in the solution instruction, these questions are:
of real-world problems).
1. What educational purposes should the school
4. Knowledge should improve learners’ self-esteem seek to attain?
and personal integrity (learners need to feel good
2. What educational experiences can be provided
about themselves and be able to get along with
that will likely attain these purposes?
others).
3. How can these educational experiences be
5. Knowledge should consist of many forms and
effectively organized?
methods (because there are different ways of
learning, various options and alternatives should be 4. How can we determine whether the purposes are
provided for acquiring knowledge). being attained?
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These questions may be reformulated into a four- developing a curriculum. As a grass-roots approach Taba
step process: begins from the bottom rather than from the top in
contrast to what Tyler proposed.
Step 1. Stating objectives
Step 2. Selecting learning experiences Taba’s Grass-roots Model (Bilbao, et al., 2015) This
approach to curriculum development is ‘inductive’ in
Step 3. Organizing learning experiences nature – that is, starting from the specifics and
Step 4. Evaluating the curriculum. building up to a general design. Taba believed that
teachers should begin the process by creating
Tyler’s Ends-Means Model (Reyes, et al., 2025) teaching learning units for their students in their
This ends-means model of Tyler introduced a schools instead of a general curriculum design. She
revolutionary idea to curriculum planning. The presented seven major steps to her model which are
model indicates that the curriculum developer the following:
should start by deciding what purposes the
curriculum is to have and then plan accordingly. The
‘ends’ are the goals, educational objectives, and
purposes. These ‘ends’ are to be identified by
examining five elements: (1) learners; (2)
community; (3) subject matter; (4) philosophy; (5)
psychology.
Tyler’s Five Elements: Bases in the Identification of
’Ends’
1. Learners. Information about the learner’s needs,
wants, and abilities can help educators in motivating
students to learn.
2. Community. The local community and the society
are the student’s learning laboratory. By studying
the community and society, the student can find
problems to solve and ways of solving them.
3. Subject Matter. According to Tyler, “to master a Strengths of the Taba’s Model
subject, one must understand its underlying
• It involves teachers in its development which
structure”. His view was influenced both by John
gives them a level of commitment and ownership
Dewey (i.e., learning by doing) and Jerome Bruner
not common to other models and which prepares
(i.e., structure of knowledge).
teachers to implement the model.
4. Philosophy. “Sound curriculum development
• Its unit base ties curriculum to instruction. Since
begins with sound thinking, and sound thinking
“curriculum” is often interpreted to mean a
begins by formulating a philosophy.”
document, as separate from instruction, too often
5. Psychology. He believed that “effective curriculum development is thought of as
curriculum development requires understanding the disconnected from teaching. By bringing together
learners’ levels of development and the nature of curriculum and instruction, the model ties theory to
the learning process.” practice.
LESSON 2 TABA’S MODEL LESSON 3 OLIVA MODEL
Introduction The Taba’s Model was developed by Hilda Introduction Peter Oliva first introduced a curriculum
Taba ( ). She believed that teachers should participate in development model in 1976 which he later
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expanded in 1992. His target was to develop a XI • Evaluation of instruction is carried out. XII •
model that was simple, comprehensive and Evaluation of the Curricular Program – this
systematic. completes the cycle
Abstraction The figure below shows the curriculum This model combines a scheme for curriculum
development model proposed by Oliva in 1976. The development (components I – V and XII) and a
model presented here is linear which started with design for instruction (components VI – XII).
the ‘statement of philosophy’ and ends with
‘evaluation’. His model has twelve components Use of the Model
which are also briefly presented in this lesson. • It offers a process for the complete development
Component Description of a school’s curriculum. Example, development of
schoolwide, interdisciplinary programs that cut
I • The curriculum developer states the aims of across areas of specialization (e.g., career
education and their philosophical and psychological education, guidance and extra-class activities).
principles. The aims are based on the beliefs about
the needs of the society and the individuals living in • A faculty can focus on the curricular components
that society. of the model (components I and V and XII) to make
programmatic decisions
II • This requires an analysis of the needs of the
community in which the school is located, the needs • A faculty can concentrate on the instructional
of students served in that community, and the components (VI to XI).
exigency of the subject matter that will be taught in Summary of the Oliva Model
the given school.
The exact strength of the Oliva model is its inclusion
III and IV • Specify curricular goals and objectives of foundations. The original model requires a
based on the aims, beliefs and needs specified in statement of philosophy, which is extremely
components I and II. important and, unfortunately, is not common among
V • Organize and implement the curriculum and to curriculum documents. Oliva’s revised model
includes societal and student needs which are also
formulate and establish the structure by which the
invaluable parts of curriculum models.
curriculum will be organized.
LESSON 4 SAYLOR AND ALEXANDER
VI and VII • These components seek for an
CURRICULUM MODEL
increasing level of specification. Here, instructional
goals and objectives are started for each level and Introduction Galen Saylor and William Alexander
subject. A distinction between goals and objectives (1974) viewed curriculum development as
is also showed. consisting of four steps. Curriculum is “a plan for
providing learning sets of learning opportunities to
VIII • This involves the selection of instructional
achieve broad educational goals and related
strategies for use with students in the classroom.
specific objectives for an identifiable population
IX • In phase A, the curriculum worker initiates the served by a single school Centre.”
preliminary selection of evaluation techniques. At Abstraction Below is the diagram of the Saylor and
this stage, the curriculum planner thinks ahead and Alexander Curriculum Model. Descriptions of the
begins to consider ways to assess student components of this diagram are also provided here.
achievement.

X • Implementation of instructional strategies takes

place.
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Evaluation

 The last step of the curriculum model is

evaluation.

 A comprehensive evaluation using a variety of

evaluation techniques is recommended.

 It should involve the total educational

programmed of the school and the curriculum plan,
the effectiveness of instruction and the achievement
of students.
Goals, Objectives and Domains
 Through the evaluation process, curriculum
 Curriculum planners begin by specifying the major planner and developers can determine whether or
educational goals and specific objectives they wish not the goals of the school and the objectives of
to accomplish. instruction have been met.
 Each major goal represents a curriculum domain: MODULE 4 THE TEACHER & THE SCHOOL
o Personal development CURRICULUM PROCESSES
o Human relations LESSON 1 The Teacher as Curriculum Designer
o Continued learning skills Abstraction
o Specialization A. Labels or Names for Curriculum Design
Curriculum design is also known by other labels or
 The goals, objectives and domains are identified
names, these are: Syllabus, Lesson Plan, Unit Plan
and chosen based on research findings,
or a Course Design.
accreditation standards, and views of the different
stakeholders. B. Elements or Components of a Curriculum
Design
Curriculum Designing
Whatever the label or name it is given, however,
 Designing the curriculum follows after appropriate
they all have the following in common: (1) Intended
learning opportunities are determined and how each Learning Outcomes (ILO) or Desired Learning
opportunity is provided.
Outcome (DLO) – formerly labelled as behavioral
 Example of questions to be answered during objectives; (2) Subject Matter or Content; (3)
designing stage: o Will the curriculum be designed Teaching and Learning Methods;(4) Assessment
along the lines of academic disciplines, or according Evaluation.
to student needs and interests or along themes? I. Intended Learning Outcomes (ILO)
Curriculum Implementation • The journey of the teacher as a curriculum
- A designed curriculum is now ready for designer begins with the identification of the
implementation. ‘intended learning outcomes.

- Teachers prepare instructional plans where • Intended Learning Outcome (ILO) is a

instructional objectives are specified and phrase which refers to the anticipated results
appropriate teaching methods and strategies are after completing the planned activity or
utilized to achieve the desired learning outcomes lesson.
among students.
o ILO are expressed in action words (i.e.,
found in the revised Bloom’s Taxonomy of
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Objectives (Andersen and Krathwohl, 2003) independent learning, cooperation, and

o the statement should be SMART: Specific, competition.
Measurable, Attainable, Result Oriented,
and Time-bound. • Independent Learning. This allows learners
to develop personal responsibility. The degree
• In framing learning outcomes, it is good of independence to learn and how to learn is
practice to: enhanced.
o Express each outcome in terms of what • Cooperative Learning. This allows learners
successful students will be able to do. to work and learn together in an atmosphere
where democratic process is encouraged. The
o Include different kinds of outcomes, such
teacher will serve as ‘guide’ in the process.
as:
• Competitive Activities. This allows the
 Cognitive Objectives (e.g., learning facts,
testing of student’s competencies against
theories, principles, concepts, etc.)
another in a healthy manner.
 Performance Outcomes (e.g., learning
V. Assessment / Evaluation
how to carry out procedures, calculations,
and processes) This is the process by which information about
what the students ‘have learned’ or ‘not learned’
 Affective Outcomes (i.e., for developing are generated. Its three forms are:
attitudes or values required for a particular
profession) • Self-Assessment. This enables students to
monitor and evaluate their own learning.
II. Content/Subject Matter
• Peer Assessment. This allows students to
The content or subject matter is actually the
provide feedback on each other’s learning.
topic that will be covered. In the selection of
content, the following are the principles to • Teacher Assessment. The teacher
consider: prepares and administers test and gives
feedback on the student’s performance.
• Subject matter should be relevant to the
outcomes of the curriculum. C. Types of Curriculum Design Models
• Subject matter should be appropriate to the • Subject-Centered Design. This focuses on
level of the lesson or unit. the content of the curriculum and
corresponds mostly to the textbooks. This
III. References
design has its variations which focus on:
The list of references follows the content. The individual subject; a combination of subjects;
references can be a book, module, publication, specific discipline; a combination of
new paper clip, etc. It must bear the name of the disciplines which are a broad field or
author(s), year published, title of the interdisciplinary.
book/article, edition (if applicable), and • Learner-Centered Design. The emphasis
publisher. of this design is very strong in the
elementary level since the ‘subject’ is the
IV. Teaching and Learning Methods focus in high school and college. Examples
This part outlines the teaching and learning of curriculum design which are learner-
activities (e.g., lecture, laboratory experiments, centered are: Child-centered Design;
field work, field trip, film viewing, etc.) for the Experience-Centered Design, and;
particular lesson. Ideally, this should allow Humanistic Design.
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• Problem-Centered Design. Problem- • The curriculum leads the learners in recognition of

centered design generally draws on social concerns and problems in seeking solutions.
problems, need, interest and abilities of the Learners are problem-solvers themselves.
learners. In this design, curriculum content
cuts across subject boundaries, examples: LESSON 2 The Teacher as Curriculum
Implementer and Manager
Life-Situation Design and Core Problem
Design. A. Curriculum Implementation: Definitions
D. Approaches to Curriculum Design - SADC MoE Africa, 2000
Child or Learner-Centered Curriculum implementation means putting into
Philosophy: The child or the learner is the center of practice the written curriculum that has been
the educative process. designed in syllabi, course of study, curricular
guides, and subjects. It is a process wherein
learners acquire the planned or intended
• Acknowledge and respect the fundamental knowledge, skills, and attitudes that are aimed at
rights of the child. enabling the same learners to function effectively in
• Make all activities revolve around the overall society.
development of the learner.
-Ornstein and Hunkins (1998)
• Consider the uniqueness of every learner in
multicultural classroom. Curriculum implementation is the interaction
• Consider using differentiated instruction or between the curriculum that has been written and
teaching. planned and the persons (teachers) who are in
• Provide motivating supportive learning charge to deliver it. To them, curriculum
environment for all the learner. implementation implies the following:

• Shift from what is current to a new or enhanced

Subject-centered curriculum.

• The primary focus is the subject matter. • Change in knowledge, actions, attitudes pf the
persons involved.
• The emphasis is on bits and pieces of information
which may be detached from life. • Change in behavior using new strategies and
resources.
• The subject matter serves as a means of
identifying problems of living. • Change which requires efforts hence goals should
be achievable.
• Learning means accumulation of content or
knowledge. -Loucks and Lieberman (1983)

• Teacher’s role is to dispense the content. Curriculum implementation is the trying out of a new
practice and what it looks like when actually used in
Problem-centered a school system. It simply means that
• The learners are capable of directing and guiding implementation should bring the desired change
themselves in resolving problems, thus developing and improvement.
every learner to be independent.
-Bilbao, et al. (2015)
• The learners are prepared to assume their civic
responsibilities through direct participation in Classroom Context:
different activities.
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EDUC 318 REVIEWER

o Curriculum implementation means “teaching” Types of Instructional Media/Technology

what has been written in the lesson plan.
Non-Projected Media
o Implementing means using the plan as a guide to
engage with the learners in the teaching-learning  Real Objects
process with the end in view that learning has  Models
occurred and learning outcomes have been
achieved.  Kits

o It involves the different strategies of teaching with  Printed Material (Books, Worksheets)
the support instructional materials to go with the
strategy.  Visuals (Drawings, Photographs, Graphs, Charts,
Posters)
Larger Scale:
 Visual Boards (Chalkboard, Whiteboard, Flannel
o Curriculum implementation means putting the Board, etc.)
curriculum into operation with the different
implementing agents.  Audio Materials

o Curriculum implementation takes place in a class, Projected Media

a school, a district, a division, or the whole
 Overhead Transparencies
educational system.
 Opaque Projection
o in higher education, curriculum implementation
happens for the course, a degree program, the  Slides
institution, personal interaction, personal contacts,
and support.  Filmstrips

B. Implementing the Curriculum in the  Films

Classroom
 Vide
The Role of Technology in Delivering the
 Multimedia Presentations
Curriculum Instructional media may also be referred
to as media technology or learning technology. Factors in Technology Selection
Technology plays a crucial role in delivering
instruction to learners. The following are the primary 1. Practicality o Is the equipment (hardware) or
roles of educational technology in delivering the already prepared lesson material (software)
school curriculum’s instructional program: available?

• Upgrading the quality of teaching and learning in o If not, what would be the cost in acquiring the
schools. equipment or producing the lesson in audio or
visual form?
• Increasing the capability of the teacher to
effectively inculcate learning, and for students to 2. Appropriateness (i.e., in relation to the
gain mastery of lessons and courses. learners)

• Broadening the delivery of education outside o Is the medium suitable to the learners’ ability
to comprehend?
schools through non-traditional approaches to
formal and informal learning. o Will the medium be a source of plain
amusement or entertainment, but not learning?
• Revolutionizing the use of technology to boost
educational paradigm shifts that give importance to 3. Activity/suitability o Will the chosen media fit
student-centered and holistic learning. the set instructional event, resulting in wither
 THE TEACHER AND THE SCHOOL CURRICULUM
EDUC 318 REVIEWER

information, motivation, or psychomotor • It provides information necessary for

display? teachers, school managers, curriculum
specialists for policy recommendations that will
4. Objective-matching o Overall, does the
enhance achieved learning outcomes.
medium help in achieving the learning
objective(s).
LESSON 3 The Teacher as Curriculum
Evaluator
Introduction

• The lesson is about the teacher as curriculum

evaluator.

• It will present the ways of evaluating the

curriculum

• Curriculum evaluation is a component of

curriculum development that responds to public
accountability.

• Curriculum evaluation is premised on the

concept of alignment of planned, written, and
implemented curriculum.
A. Curriculum Evaluation: Definitions

B. Reasons for Curriculum Evaluation

• It identifies the strengths and weaknesses of

an existing curriculum that will be the basis of
the intended plan, design or implementation.

• It will guide whether the results have equalled

or exceeded the standards.
 THE TEACHER AND THE SCHOOL CURRICULUM
EDUC 318 REVIEWER

C. Example of Curriculum Evaluation Model: of what have been intended in the beginning of
The Tyler Objectives Centered Model (Tyler, the learning process.  Types of Tests to Measure
1950) Knowledge, Process and Understanding (KPU)

 Assessment Tools to Measure Authentic

Learning Performance and Products (KPUP)
D. Simple Way of Curriculum Evaluation
Process (Bilbao, et al., 2015)
1. Does the curriculum emphasize curriculum
outcomes?
2. Does the implemented curriculum require
less demand?
3. Can this curriculum be applied to any  Levels of Assessment for the Levels of
particular level? (kindergarten, elementary, Learning Outcomes.
secondary, tertiary)
4. Can the curriculum aspects be assessed as
(a) written; (b) taught; (c) supported; (d) tested,
and; (e) learned?
5. Does the curriculum include formative
assessment?
6. Does the curriculum include summative
-END-
assessment?
7. Does the curriculum provide quantitative
methods of assessment?
8. Does the curriculum provide for qualitative
methods of assessment?
9. Can the curriculum provide the data needed
for decision making?
[Link] the findings of evaluation available to
stakeholders?
E. Curriculum Evaluation Through Learning
Assessment

 What is achieved learning outcome? An

achieved learning outcome is defined in
outcomes-based education (OBE) as a product