Curriculum development

Curriculum DevelopmentPrinciples and Practice

…is the total effort of the school tobring about desired outcomes in schooland out-of-school situations

 a sequence of potential experiences set up in school for the purpose of disciplining children and youth in ways of thinking and acting Structured set of learning outcomes (Howell & Evans, 1995)

…is the process ofselecting, organizing, executing andevaluating the learning experienceson the basis of the needs, abilitiesand interest of learners and of thenature of the society andcommunity

 Sari-sari(hodgepodge) Pira-piraso (piecemeal) Tagpi-tagpi (Patchwork) Sabog (lack of focus) Malabo (vague) Lakas ng kutob (gutfeel) Hula-hula (hunches) Gaya-gaya (patterned) Bahala na (by chance) Patama-tama (non-deliberate)

 What educational purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes? How can these educational experiences be effectively organized? How can we determine whether these purposes are being attained?

• Selection of Aims1 • Selection of Contents & LEs2 • Organization of Contents & LEs3 • Evaluation of Learning Outcomes4

Aims, Goals Evaluation & Objectives Organization & Selection ofIntegration of LEs & LEs Content Selection of Content

 Diagnosing learners needs and societal expectations Formulating learning objectives Selection of learning content Organization of learning content Selection of learning experiences Organization of learning activities Determination of what to evaluate and the means of doing it

 AIMS Broad statements which cover all of the experience in the curriculum GOALS Tied to specific subjects or group of contents within a curriculum OBJECTIVES More specific outcomes attained as a result of lessons or classroom instruction

 Analysis of our culture Present status of the learner State of our knowledge of content Relevance to school’s philosophy Consistency with our theory of learning

 Content What we teach Learning experience Activity which the learner engages resulting to changes in behavior etc

 Validity Relevance to life Variety Suitability Cumulation Multiple learning

 Validity Significance Utility Interest Learnability

…is the advance arrangement of learning opportunities for a particular population of learnersCurriculum laboratoryResource Unit

 Cultural concern Knowledge of learner Knowledge of teaching Body of knowledge

Behaviorism Cognitive Cognitive Field Development Psychology PsychologyBasic of Learning SR Nature & Perception NurturePhilosophical Basis Realism Pragmatism Existentialism/ PhenomenologyLearning Mode Passive Interactive InteractiveKnowledge Structure Linear Developmental PatternedOntology Congruent to Constructed Constructed observation

 Essentialist School Progressive School

 rigid curriculum similar learners Motivation: Discipline Outcome: Freedom (not a means) Authoritative Book-centered No interest in social action/life activities course study / permanent study Curriculum is written

 flexible curriculum individual differences among learners Motivation: Individual achievement Teacher: stimulate direct learning process Life experience approach Constant revision of curriculum Curriculum if actualized by learners Total learning experiences Experience under guidance of teachers

 Pre-Spanish (Before 1521) Spanish Devised (1521 – 1896) American Devised (1899 – 1935) Commonwealth (1935 – 1946) Japanese Devised (1941 – 1944) Liberation Period (1945) Philippine Republic (1946 – present)

 Civilized Filipinos with form of writing, laws, moral standards & government Belief in Bathala Family solidarity, respect & obedience

 Parochial (convent) school Catecismo Individual memorization Maestra

 Mental (not only physical) colonization Based on American ideals & traditions English as MOI 3 Grades primary curriculum Body training (PE) & Mental training (English, Nature study, Arithmetic)

 Period of expansion & reform Introduction of courses in farming, domestic science, etc Commonwealth Act 586 (Educational Act of 1940) – elementary school system

 Introduction of Nihonggo, abolition of English as MOI Censoring and revising textbooks “black out”

 Rebuilding the curriculum Restoring Grade 7 Still subject centered Modern trends from US

 Use of vernacular in first 2 grades of primary School & community collaboration (Jose V. Aguilar) Use of IM that are Philippine-oriented Memorandum No. 30, s. 1966 – purchase books (a) contribution to Phil. Lit (b) character education, (c) library equipment

 Technical-Scientific Systems-Managerial Intellectual-Academic Non-technical/Non-scientific Humanistic-Aesthetic Reconceptualist Reconstructionist Eclectic

 Overt/Explicit/Written Societal Hidden/Covert Null Phantom Concomitant Rhetorical Curriculum-in-use Received curriculum Internal Electronic

 Objectives Content Method & Organization Evaluation

Aims and Objectives Content & LearningEvaluation Experience Method & Organization

Learning Outcomes • Subject matter centered •Learner-centered •Social centeredSkills Content Concepts• cognitive Experience • Scope Experience •Concrete• psychomotor • Sequence Experience •Abstract • Values/Attitude

AIMS GOAL OBJECTIVEPerrenialism Cultivate the Transmit Demonstrate intellect unchanging knowledge knowledge gainedEssentialism Educate the Master essential Demonstrate competent person skills & knowledge & knowledge skills gainedHumanism/ Develop the Promote self- Apply problemProgressivism human potential actualization solving in daily lifeReconceptualism Develop total Promote self- Allow self personality knowledge expressionReconstructionism Improve the Develop skills & Apply knowledge society knowledge & skills to needed for change society change

Focus Philosophy ProponentsSubject Centered Essential Essentialism Adler, Hutchin knowledge & s values of societyIntegrated Integration Experimentalism Broudy, of 2 or more Silberman subjects both within & across disciplines into a courseCore Curriculum Common Perennialism Goodlad, body of Boyer curriculum content & LEs

Focus Philosophy ProponentsChild Centered Interests & Progressivism Dewey, Eisn needs of the er childSocial Critical Social Shane,Reconsructionist analysis of Reconstructionism Bramald socio- politico- economic problemsDeschooling Out of Social Freire, school reconstructionism Goodman experience

 Big ideas Conspicuous strategies Strategic integration Mediated scaffolding Judicious review Primed Background Knowledge

 The curriculum is holistic & coherent The curriculum is inclusive & accessible (student-centered) The curriculum fosters a deep approach to learning, encouraging independence in learning The curriculum is based upon/has links to research & scholarship The curriculum is based on feedback, evaluation & review

 ORC LOC Linkage Model OD Rand Model

 Level of Resistance Types of desired change Available expertise Available resources Urgency of the situation

…is the systematic process of determiningwhether the curriculum as designed andimplemented has produced or is producing theintended and desired results…a means of determining whether the program ismeeting its goals, that is whether the measures/outcomes for a given set of instructional inputsmatch the intended or pre-specified outcomes.(Tuckman, 1979)Humanistic vs. Scientific

 Scope Timing Method Level Personnel Involved

 Identification of IO Operational statement of these IO Selection of instruments Administration of the instruments

 1925 Monroe Survey 1959 Swanson Survey 1969 Presidential Commission to Survey Philippine Education (PCSPE) 1976 Survey of Outcomes of Elementary Education (SOUTELE) 1982 Household and School Matching Survey 1991 Congressional Commission on Education (EDCOM) 1991 National Evaluation and Impact Study of PRODED

 Administrative organization and supervision Elementary education, Secondary Education & Higher Education Teacher education and training Language of instruction Private education Finance Education of the non-Christians

 Elementary education, Secondary education & Vocational education Teacher training Organization and administration Financing the public schools The report included a deterioration of performance in reading, language and arithmetic due to poor instructional methods, large class sizes, and inadequate supervision

 Analyze performance of the educational system and its relevance to national developmental goals Ascertain the efficiency of the system Identify areas which need more detailed investigation. The report included findings on :  Mismatch between educational services and manpower requirements  Mismatch between education priorities and the national development priorities  Inequitable distribution of educational facilities and resources across the regions  Lack of systematic planning and evaluation

 Battery of achievement tests designed to measure the outcomes of elementary education General mental ability test of non-verbal type designed to measure association Student’s attitude inventory aimed to measure affective objectives Questionnaires in order to establish the profiles of pupils, teachers, school heads, etc. The study revealed deficiencies of elementary education in terms of inputs (resources), processes (curriculum and instruction), and outputs (students’ achievement). These are affected by socio economic, school types, quality of teaching.

 The survey hypothesized that learning is predicated on the antecedent academic, social, physiological variables. The findings of the investigation showed that home-related and community related variables have greater influences on learning than school related factors such as cost per pupil and numbers of textbooks per students.

 Enhancing the internal capability of the system to satisfactorily implement the constitutional provisions on education Providing the system with necessary financial and other infrastructure support Strengthening the system’s linkages with all sectors concerned in human resource development Assisting the system to achieve its sectoral goals and targets through strategies that are consistent with the nation’s development goals.

 Teacher factor is crucial in the success of the teaching-learning process There is a need to improve the pre- service and in-service training of teachers that should include the development of skills in classroom management, teacher- pupil interaction, and the use of instructional aids, etc.

 What levels of learning students of schools and divisions meet at various stages of the basic education cycle based on the national curriculum. Setting of minimum national standards for capabilities, structures, processes and output based on a template for school improvement processes from planning to implementation to monitoring and evaluation Nationally standardized student assessment, outcomes measurement and reporting of basic school statistics

 Created through E.O. in 1988 to define a budget feasible program of reform, and identify executive priority policy recommendations and items for a legislative agenda on education. Comprised of multi sectoral group Proposed the establishment of National Education Evaluation and Testing System (NEETS) that assumes responsibility for educational assessment of all levels, including technical and skills development

 Bilingual Education  Article 14 Sec 7 1987 Constitution  DECS Order 52, s. 1987  Bilingual Early Childhood Care & Development  Article 15 Sec 2 1987 Constitution  UN Convention on the Rights of the Child  EFA (DECS 1990)

 Access to pre-school education Private pre-school education Global education Sex education Environmental education

Curriculum development

by njbotor on Dec 20, 2011

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Curriculum development — Presentation Transcript