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DEVELOPMENT
BASIC CONCEPTS OF CURRICULUM
• Prescriptive definitions- provides with what “ought” to happen, and are more often than not take the
form of a plan, an intended program, or some kind of expert opinion about what needs to take place in
the course of study” (Ellis, 2004).
• Descriptive definition- they force thought about curriculum, “not merely in terms of how things ought
to be…but how things are in real classrooms” (Ellis, 2004). Another term that could be used to define
the descriptive curriculum is experience. The experienced curriculum provides “glimpses” of the
curriculum in action.
DIFFERENT POINTS OF VIEW OF THE CURRICULUM
1. Traditional Point of View – referred as the Essentialists’ View. According to the Traditionalist point of
view:
• Curriculum is a body of subject matters prepared by the teachers for the students to learn. It is
synonymous to the tern “course of study” and “syllabus”
• Curriculum is viewed as a field of study which is made up of its foundations, domains of knowledge as
well as research theories and principles.
• Curriculum is viewed as written documents or a plan of action in accomplishing goals.
As viewed by many essentialists…
• According to Hutchins (1990), curriculum is a “permanent study” where the rule of grammar, reading,
rhetoric and logic and mathematics for basic education are emphasized.
• Bestor (1956) mentioned that the mission of the school should be intellectual training/learning, hence
curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing.
It should also include mathematics, science, history and foreign language.
• “Discipline is the sole source of curriculum”. –Joseph Schwab (1984)
2. Progressive Points of View – for a progressivist, a listing of school, subjects, syllabi, course of study, and list of
courses or specific discipline do not make a curriculum. These can only be called curriculum if the written
materials are actualized by the learner. As viewed by progressivist:
• John Dewey (1999) defined curriculum as the total learning experiences of the individual.
• For Caswell & Campbell (2003), curriculum is all the experiences children have under the guidance of teachers.
• Smith, Stanley and Shore (1957) described curriculum as a sequence of potential experiences set up in the
schools for the purpose of disciplining children and youth in group ways thinking and acting.
• Marsh & Willis stated that a curriculum as all experiences in the classroom which are planned and enacted by
the teacher, and also learned by the students.
• Tanner D. & Tanner, L. (2007) mentioned that the learning experiences and intended outcomes formulated
through systematic reconstruction of knowledge and experiences, under the auspices of the school for the
learner’s continuous and willful growth in persona-social competence; the cumulative tradition of organized
knowledge.
Other definitions:
• Curriculum is a plan for learning. –Hilda Taba
• A course on study on a specific topic includes all the learning experiences of the students as planned and
directed by the school to attain its educational goals (Tyler) or for which the school assumes responsibilities
(Popham and Baker)
POINTS OF VIEW ON CURRICULUM DEVELOPMENT
Curriculum is a dynamic process, can be inferred from the various definitions and concepts presented.
Development connotes changes which are systematic. An improvement for the better means any
alteration, modification or improvement of existing condition. To produce positive charge, development
should be purposeful, planned and progressive. This is how a curriculum supposed to evolve.
TWO MODELS OF CURRICULUM DEVELOPMENT & CONCEPTS
1. Ralph Tyler Model: Tyler’s rationale four basic principles.
• What educational purposes should the school seek to attain?
• What educational experiences can be provided that is likely to attain these purposes?
• How can these educational experiences be effectively organized?
• How can we determine whether these purposes are being attained or not?
Tyler’s model shows that in curriculum development, the following consideration should be made:
• What re the purposes of the school?
• What educational experiences are related to the purposes?
• How was the experiences organized? And
• What is the result of the evaluation of the experiences?
1. Recommended curriculum – is the curriculum that is proposed by individual scholars, professional associations, and reform commissions: it also
encompasses the curriculum requirements of policy-making group, such as federal and state governments. It is a curriculum that stresses “oughtness,”
identifying the skill and concepts that ought to be emphasized, according to the perception and value systems for the sources.
2. Written curriculum – it appears in school, district, division or country documents. The written curriculum seems intended primarily to ensure that
the educational goals of the system are being accomplished; it is curriculum of control.
3. Taught curriculum – it is the delivered curriculum, a curriculum that an observer would see in action as the teacher taught.
4. Supported curriculum – it is the curriculum as reflected in and shaped by the resources allocated to support or deliver the curriculum. It includes
materials resources that support and help in the implementation of the written curriculum such as textbook, computers, audio-visual materials,
laboratory equipment, playgrounds, zoos, and other facilities.
5. Assessed/tested curriculum – this refers to tested or evaluated curriculum. It is the set of learning that are assessed in teacher-made classroom
test, in district developed curriculum-referenced test, and in standardized test. Assessment tools like pencil-and-paper test, authentic instrument like
portfolio are being utilized.
6. Learned curriculum – the tern learned curriculum is used hereto denote all the changes in values, perceptions, and behavior that occur as a result
of school experiences. It usually includes what the student understands, learns, and retains from both the intentional curriculum and the hidden
curriculum. In short, it refers to the learning outcomes achieved by the students, these are indicated by the result of tests and changes in behavior
which can either be cognitive, affective, or psychomotor.
7. Hidden curriculum – the hidden curriculum, which is sometimes called the “unstudied curriculum” or the “implicit curriculum” might best be
define as those aspects of schooling, other than the intentional curriculum that seem to produce changes in student values; perceptions, and
behavior. Or in a more specific way, it is the unintended curriculum which is not deliberately planned but may modify behavior or influence outcomes.
It is made up of peer influence, social environment, physical condition, teacher-learner interaction, mood of the teacher and many other factors.
MAJOR FOUNDATIONS OF CURRICULUM
The curriculum needs to be securely established in sociological and cultural, philosophical, historical and
psychological bases for all-around development of the leaner.
SOCIOLOGICAL AND CULTURAL FOUNDATIONS
Society and culture relate to curriculum in the sense that they are part of the bases and sources of many curriculum matters and decisions.
• Whatever changes there are in them, education in general and curriculum in particular are affected.
• The societal changes/forces affect school, and hence, the curriculum: these forces include:
• Cultural tradition
• Textbooks
• Laws
• Moral values
• It should be based on research and able to address multi-cultural concerns, poverty and the adaption of technology
• May be a basis for curricular changes/improvement, upon which curriculum should be based
• The school influences society through its traditional, but important purpose, which is the development among learners of the following:
• Citizenship -teaching of cultural heritage
-desire to protect and improve society
-development of desirable values
• Intellectualism -essential to having an improved/developed national economy
• Vocational Preparation -developing group oriented
-problem solving
-abstraction skills among learners
PHILOSOPHICAL FOUNDATIONS
•Philosophy gives direction to curriculum in terms of its goals and objectives;
•The schools underlying beliefs and values have impact on curriculum content and choice of appropriate instructional strategies and learning activities in
implementing the curriculum.
Philosophical beliefs that undergrid the curricula of schools:
Basic Philosophical System Fundamental idea(s) Curricular implications
Idealism (Plato) Importance of mind and spirit and of Subject matter/content focused on believing that this is essential to mental and oral development
developing them in the learner
Reality is in the ideas independent of sense
and experience
Realism (Aristotle) Truth can be tested/proven Curriculum is a subject-centered organized from simple to complex and stressing to mastery of fact and dev’t of
Knowledge is derived from sense experience process and objective skills and focused to Science and Math
The world is world of change; man can know Provisions for direct experiences
Pragmatism ( Dewey, Rousseau, W. James) anything within his experience Activity /learner-centered
Belief in “learning by doing” Basis- problem of democratic society
human being are rational and their existence Subject matters consist of perennial basic education of rational men: history, language, math, logic, science, arts.
Perennialism remain the same throughout differing
environments
Reality is a matter of individual existence Curriculum stresses activity
Existentialism Recognition of individual differences
Focus on conscious awareness of choice Opportunities for making choice
There are certain ideas that men should know Curriculum focused on assimilation of prescribed basic matter
Essentialism for social stability 3Rs,
History, science math
Reconstructionism School are the chief means for building new Curriculum should include subject that deal with social and cultural crises
social order
HISTORICAL FOUNDATIONS OF CURRICULUM DEVELOPMENT
•It refers the educational focus prevalent during a particular period or event in Philippine history.
•The focus could be made basis or model curriculum development of recent years.
Period Characteristics Curricular Focus
1. Pre-Spanish Practical training – satisfy basic needs and to transmit Broad/not written
social ideas, beliefs and traditions Reading and writing-study of Koran
Psychology Curriculum
• basis of understanding – John Dewey
• a “screen” – Ralp Tyler
• modes of thinking – Jerome burner
“Unifying elements of the learning process. It forms the basis for the methods, materials, and activity of
learning … serves . . . for many curriculum decision”
MAJOR THEORIES OF LEARNING
• behaviorism – stimulus and reinforces
• cognitivism – mental operation
• humanistic psychology – whole child ( social, psychology, and cognitive development)
Behaviorism
• connectionism (Thorndike)
Theory
• laws of learning (learning connection)
• law of readiness, law of exercise, law of effect
• specific stimuli and specific response
• influences
• Tyler – generalized view of learning
• Bobbitt and Charters – specific habits to be acquired
• Taba – problem-solving and inquiry-discover
• Bruner – “learning how to learn
• Classical conditioning ( Pavlov )
Theory
• Stimuli association (bell and food)
• Key to learning is to condition the child in early years of life to train them what you want them to be
• Operant Conditioning ( skinner )
Theory
• Elicited responses – definite stimulus
• Emitted responses - unrelated identifiable stimulus
• Key to learning – operant behavior where the role of stimuli is less definite (emitted); reinforcement (positive and negative)
• Lead to acquisition of new operant leading to behavior modification
• Observational learning and modeling (bandura)
• People learn through observation and modeling
• Key to learning – through models, learner can learn how to perform at sophisticated levels of performance
• Hierarchical learning ( Gagne )
Theory
• The behavior are based on prerequisite conditions.
• 8 types of learning: signal learning, stimulus response, motor chains, verbal associations, multiple discrimination, concepts, rules, and
problem solving.
• Key to learning - cumulative process of learning: learning outcomes can be measured
• Behaviorism and curriculum
• Curriculum should be organized so students experience success in master the subject matter
• Behaviorist are very prescriptive and diagnostic in their approach
• Rely on step-by-step structured methods for learning
• Behaviorist in curriculum includes careful analyzing and sequencing of the learners’ needs and behaviors.
• Cognitivism
• Theories of Jean Piaget
• Describes cognitive development in terms of stages from birth to maturity;
• Cognitive Stages of Development
• Sensorimotor stage (0-2)
• Preoperational stage (2-7)
• Concrete stage (7-11)
• Formal operation (11-ownwards);
• Key to learning – assimilation (incorporation of new experience), accommodation (learning modification and adaptation) and equilibration (balance between previous and later learning)
• Influence
• Tyler’s method:
1. Continuity – Vertical curriculum
2. Sequence – Spiral curriculum of which past experience builds upon the preceding one
3. Integration – Horizontal curriculum
• Taba: Curriculum strategies for productive learning (Based on assimilation, accommodation and equilibration)
• Bruner – acquisition, transformation and evaluation
• Kholberg – preconventional (no sense of right or wrong), conventional (concerned about what people think), postconventional (morality is based on what other people feel)
• Theory of Lev Vygotsky
• Zone of Proximal Development
• Cultural transmission and development
• Children could, as a result of their interaction with society, actually perform certain cognitive actions prior to arriving at developmental stage
• Learning precedes development
• Sociocultural development theory
• Key to learning
• Pedagogy creates learning process that lead to development
• Child is an active agent in his or her educational process
• Constructivism (Vygotsky)
• Individual as the active person in the process of thinking, learning and coming to know
• Learner is the key player
• Key to learning
• The learner constructs understanding from the inside, not from an external source.
• Learners must make knowledge personally relevant
• Individual must construct own knowledge – make meaning
Other Problem Solving and Thinking Theories
• Reflective thinking (Dewey)
• Critical thinking (Ennis, Lipman and Sternberg)
• Creative thinking (Fromm, Sternberg, Picasso, Dylan)
• Intuitive thinking (Bruner)
• Discover Learning (Phenix, Bruner, Taba)
• Curriculum experience together with the different instructional strategies and methods are the core of the curriculum.
• These instructional strategies and methods will put into action the goals and use of the content in order to produce an
outcome.
• These would convert the written curriculum to instruction.
• Mastery is the function of the teacher direction and student activity with the teacher supervision
• Curriculum experienced simply means the extension of the normal activities of daily life into direct instructional
situations. (Johnson, 1938)
• Curriculum encompasses the entire scope of formative deed and experience occurring in and out of school, and not
only experiences occurring in school; experiences that are unplanned and undirected, and experiences intentionally
directed for the purposeful formation of adult members of society. (Bobbit, 1918)
• Quality and nature of the learning experience in developing attributes and capabilities and in achieving active
engagement, motivation and depth of learning.
• The totality of experiences which are planned for children and young people, including the ethos and life of the school
and interdisciplinary studies as well as learning within curriculum areas and subjects.
CURRICULUM EVALUATION
• An element of an effective curriculum
• Identifies the quality, effectiveness of the program, process and product of the curriculum
• Tyler (1949) defines assessment as – essentially the process of determining to what extent of educational objectives are
actually being realized by the program of curriculum and instruction
• Tyler suggested 4 fundamental questions in connection with any curriculum:
1. What educational purposes should the school seek to obtain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are?
• Assessment sets to ascertain students’ achievement and to identify the quality and quantity of the curriculum/syllabus.
• It is concerned with deciding on the value or the purpose of a learning process and the effectiveness with which it is being
carried out.
• Concern with preparing adequate and efficient measuring devices for evaluating purposes.
• Evaluation is the process in which a decision is made on how well the students have done to whatever they were trying to do
(Beane, 2004)
SUMMARY
Education Act of 1982 or Bats Pambansa Blg. 232, under Article II The Educational Systems, states under:
• Sec. 21. Objectives of Elementary Education.
1. To provide knowledge and develop the skills, attitudes, and values essential to personal development and necessary for
living in and contributing to a developing and changing social milieu;
2. To provide learning experiences which increase the child’s awareness of and responsiveness to the changes in and just
demands of society and to prepare him for constructive and effective involvement;
3. To promote and intensify the child’s knowledge of, identification with, and love for the nation and the people to which
belongs; and
4. To promote work experiences which develop the child’s orientation to the world of work and creativity and prepare himself
to engage in honest and gainful work.
Sec. 22. Objectives of Secondary Education.
1. To continue to promote the objectives of elementary education; and
2. To discover and enhance the different aptitudes and interests of the students so as to equip him with skills for
productive endeavor and/or prepare him for tertiary schooling.
Sec. 23. Objective to Tertiary Education.
1. To provide a general education program that will promote national identify, cultural consciousness, moral
integrity and spiritual vigor;
2. To train the nation’s manpower in the skills required for national development;
3. To develop the professions that will provide leadership for the nation; and
4. To advance knowledge through research work and apply new knowledge for improving the quality of human life
and responding effectively to changing societal needs and conditions.
CURRICULUM IN THE PHILIPPINES
• Educational Development Project Implementing Task Force (EDPITAF) – revealed that community and
home variables have greater impact on learning than school factors.
• Factors:
• Use of electricity
• Parental education
• Parents perception of academic abilities and interests of the children
• Parent’s attitude
• Geography (Region)
• School type
• Socio economic status of the family
KNOWLEDGE OF TEACHING-LEARNING PRINCIPLE
• Behaviorism
• Cognitive development psychology
• Cognitive field psychology
• The New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NSEC) –
demonstrate ample evidence of the inclusion of behaviorist psychological principles through the use of
behavioral objectives, drills, practices and homework’s reinforces learning.
HISTORICAL CONTEXT
Phases of Implementation
• Universal Kindergarten will be offered starting SY 2011-2012
• DepEd will begin unclogging the basic education curriculum in SY 2012-2013
• The enhanced 12 year curriculum will be implemented starting with incoming Grade 1 students of SY
2012-2013
• Incoming freshmen of SY 2012-2013 will be first beneficiary of a free Senior High School education that
will be made available by DepEd in public schools beginning SY 2016-2017
• Electives to be offered in Senior HS (arts, music, tech-vocational)
SALIENT FEATURES OF THE K-12 CURRICULUM
(WWW.GOV.PH/K-12/)
• Examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and
reality. This makes the lessons relevant to the learners and easy to understand.
• Students acquire in-depth knowledge, skills, values, and attitudes through continuity and consistency
across all levels and subjects.
• Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change Adaptation, and
Information & Communication Technology (ICT) are included in the enhanced curriculum.
BUILDING PROFICIENCY THROUGH LANGUAGE (MOTHER
TONGUE-BASED ,MULTILINGUAL EDUCATION)
• Students are able to learn best through their first language, their Mother Tongue (MT).
• Twelve (12) MT languages have been introduced for SY 2012-2013: Bahasa Sug, Bikol, Cebuano, Chabacano,
Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray. Other local languages
will be added in succeeding school years.
• After Grade 1, every student can read in his or her Mother Tongue. Learning in Mother Tongue also serves as the
foundation for students to learn Filipino and English easily.
• Aside from the Mother Tongue, English and Filipino are taught as subjects starting Grade 1, with a focus on oral
fluency. From Grades 4 to 6, English and Filipino are gradually introduced as languages of instruction. Both will
become primary languages of instruction in Junior High School (JHS) and Senior High School (SHS).
• Ensuring Integrated and Seamless Learning (Spiral Progression)
• Subjects are taught from the simplest concepts to more complicated concepts through grade levels
in spiral progression.
• As early as elementary, students gain knowledge in areas such as Biology, Geometry, Earth Science,
Chemistry, and Algebra. This ensures a mastery of knowledge and skills after each level.
• Gearing Up for the Future (Senior High School)
• Senior High School is two years of specialized upper secondary education; students may choose a
specialization based on aptitude, interests, and school capacity.
• The choice of career track will define the content of the subjects a student will take in Grades 11 and
12. SHS subjects fall under either the Core Curriculum or specific Tracks.
CORE CURRICULUM
• There are seven Learning Areas under the Core Curriculum. These are Languages, Literature, Communication,
Mathematics, Philosophy, Natural Sciences, and Social Sciences. Current content from some General Education
subjects are embedded in the SHS curriculum.
TRACKS
• Each student in Senior High School can choose among three tracks: Academic; Technical-Vocational-Livelihood; and
Sports and Arts. The Academic track includes three strands: Business, Accountancy, Management (BAM); Humanities,
Education, Social Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).
• Students undergo immersion, which may include earn-while-you-learn opportunities, to provide them relevant
exposure and actual experience in their chosen track.
TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL CERTIFICATE
• After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National Certificate Level I (NC I).
After finishing a Technical-Vocational-Livelihood track in Grade 12, a student may obtain a National Certificate Level II
(NC II), provided he/she passes the competency-based assessment of the Technical Education and Skills Development
Authority (TESDA).
• NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and Trade.
Humanistic Approach
• Child-centered movement
• Formal or planned curriculum and informal or hidden curriculum
• Whole child believes that in curriculum the total development of individual is the prime
consideration.
• The learner is the center of the curriculum.
ROLE OF CURRICULUM SUPERVISOR
• Help develops the schools education goal
• Plan curriculum with students, parents, teachers and other stakeholders
• Design programs of the study by grade levels
• Plan or schedule classes or school calendar
• Prepare curriculum guides or teacher guides by grade level or subject area
• Help in the evaluation and selection of textbooks
• Observe teachers
• Assist teachers in the implementation of the curriculum
• Encourage curriculum innovation and change
• Develop standard for curriculum and instructional evaluation
PEOPLE WHO ARE INVOLVED
Internal
o Teachers
o Students
o Administration
o DepEd/CHED
External
o Alumni
o Parents
o Professional organization
o Business organization
CURRICULUM MODELS
1. Subject-Centered Curriculum
• Subject Design
• Discipline Design
• Correlation Design
• Board filed design/interdisciplinary
1. Teachers
2. Students or learners
3. Knowledge, skills and attitudes
4. Strategy and methods
5. Community
6. School performance
THE ROLE OF THE STAKEHOLDERS IN THE CURRICULUM
• Stakeholders are individuals or institutions that are interested in the school curriculum
• Their interest vary in degrees and complexity
• They get involved in many ways in the implementation, because the curriculum affects them
directly or indirectly
• These stakeholders shape the school curriculum implementation
The role of the stakeholders in the curriculum
• Stakeholders are individuals or institutions that are interested in the school
curriculum
• Their interest vary in degrees and complexity
• They get involved in many ways in the implementation, because the curriculum
affects them directly or indirectly
• These stakeholders shape the school curriculum implementation
Summative Evaluation- the purpose is making the summary or judgment on the quality or adequacy of a course (Nation, 1996).
• Presented in a report
• Use of date- to determine if students have mastered the preceding instruction
• To reveal whether or not pre-specified learning outcomes have been achieved
• To revise program and methods of subsequent groups.