Introduction-to-Curriculum-Development.ppt

1. CURRICULUM

2. Curriculum
-From the Latin term “currere” which
means race course (Bandi & Wales, 2005)
Bandi & Wales (2005) also stated that “ for
many students, the SCHOOL CURRICULUM
is a race to be run, a series of obstacles or
hurdles (subjects) to be passed.”

3. The word curriculum
has been used
historically to describe
the subjects that were
being taught during
the classical period of
Greek Civilization.

4. Curriculum from
Different Points ofView
1. Traditional Points ofView
2. Progressive Points ofView

5. Traditional Points of View
in the Curriculum
Curriculum is defined
as a body of subjects or
subject matter
prepared by the teachers
for the students to learn.
Synonymous to “course
of study” or “syllabus”

6. • Perennialist
• Views curriculum as “permanent studies”
Robert
Hutchins
• Essentialist
• Curriculum should focus on the fundamental
intellectual disciplines of grammar, literature,
writing, math, science, history, & foreign
language
Arthur
Bestor
• Discipline is the sole source of curriculum
• Hence, curriculum is divided into chunks of
knowledge called subject areas (in basic
education); in college, it includes humanities,
languages, sciences, etc.
Joseph
Schwab

7. Phenix
Curriculum should consist entirely
of knowledge which comes from
various disciplines.
Most traditionalists
view curriculum as
written documents or a
plan of action in
accomplishing goals

8. Progressivists’
View of
Curriculum
Total
learning
experiences
of the
learner
Anchored on
John
Dewey’s
definition of
experience
and
education.
Reflective
thinking is
what unifies
curricular
elements

9. • All experiences children have under the
guidance of teachers.
Caswell and
Campbell
• It is a sequence of potential experiences
set up in schools for the purpose of
disciplining children and youth in group
ways of thinking and acting.
Smith,
Stanley and
Shores
• it refers to all experiences in the
classroom which are planned and enacted
by the teacher, and learned by the
students.
Marsh and
Willis

10. Points ofView on
Curriculum Development

11. RalphTyler’s
Model: Four
Basic Principles
HildaTaba’s
Model
Two Models of Curriculum
Development and Concepts

12. Fundamental Principles of Ralph Tyler
Purposes of
the School
What
educational
purposes
should the
school seek
to attain?
Educational
Experiences
related to
the Purpose
What
educational
experiences
can be
provided
that are
likely to
attain these
purposes?
Organization
of
Experiences
How can
these
educational
experiences
be
effectively
organized?
Evaluation
of
Experiences
How can
we
determine
whether
these
purposes
are being
attained
or not?

13. •The nature & structure
of knowledge
•The needs of the society
•The needs of the learner

14. The Nature & Structure
of Knowledge
Ö Selection of subject
matter
Ö Organization of subject
matter or discipline
ÖTheoretical basis of
methods & approaches
Needs of the Learner
* Cognitive development
* Linguistic development
* Psycho-social development
* Moral/affective development
*Vocational focus
The Needs of Society
Ö Literacy
ÖVocational skills
Ö Social order & morality
Ö Interpersonal skills
ÖTransmission of values & culture
Ö Creativity & innovation

15. Hilda Taba’s Improved Tyler’s Rationale
Diagnosis of learners needs and expectations
of the larger society
Formulation of 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
Advocates
grassroots
approach

16. Three
Interacting
Processes in
Curriculum
Developme
nt
Planning
Implemen
-ting
Evaluating

17. Recommended
Curriculum
-Proposed by
scholars and
professional
organizations
Written
Curriculum
-Appears in
school, district,
division or country
documents
Taught
Curriculum
-What Teachers
implement or
deliver in the
classrooms and
schools
Supported
Curriculum
-Resources-
textbooks,
computers, audio-
visual materials
which support the
implementation of
the curriculum.
Types of Curriculum Operating in
Schools
Concept by Allan Glathorn (2000)

18. Assessed
Curriculum
-Tested and
Evaluated
curriculum
-Assessment tools
like pencil-and-
paper tests,authentic
instruments like
portfolio
Learned
Curriculum
-What students
actually learn and
what is measured
Hidden
Curriculum
-Unintended
Curriculum
Types of Curriculum Operating in
Schools
Concept by Allan Glathorn (2000)

19. Major Foundations of Curriculum
HISTORI-
CAL
SOCIAL
PSYCHO-
LOGICAL
PHILOSO-
PHICAL

20. I PHILOSOPHICAL
Four Educational Philosophies (Ornstein and Hunkins,
2004)
1. -Perenialism
2. -Progressivism
3. -Essentialism
4. -Reconstructionism
Educational philosophy lays the strong
foundation of any curriculum.

21. PERENNIALISM PROGRESSIVISM ESSENTIALISM RECONSTRUCTIO
NISM
Aim of
Educa-
tion
To educate the
rational person; to
cultivate the intellect
To promote democratic
and social living
To promote the
intellectual growth of
the individual and
educate a competent
person
To improve and
reconstruct
society; education
for change
Role of
Educa-
tion
Teachers help
students think
with reason
Knowledge leads to
growth and
development of
lifelong learners
who actively learn
by doing.
The teacher is the
sole authority in
his/her subject
area/field of
specialization
Teachers act as
agents of
change and
reform in
various
educational
projects
including
research

22. PERENNIALISM PROGRESSIVISM ESSENTIALISM RECONSTRUCTI
ONISM
Focus in
the
Curricu-
lum
Classical subjects,
Literary analysis
and curriculum is
constant
Subjects are
interdisciplinary,
integrative and
interactive
3Rs and essential
subjects of
English, science,
History, Math and
foreign languages.
Focus on
present and
future trends
and issues of
national
international
interests
Curricu-
lum
Trends
Use of great
books and return
to liberal arts
School reforms,
relevant and
contextualized
curriculum,
humanistic
education
Excellence in
education, back to
basics and cultural
literacy
Equality of
educational
opportunities in
education,
access to global
education

23. Period Goal Focus Method Course
of
Study
General
Characteristics
Pre-
Hispanic
Era
Integration
of
individuals
into the
tribe
Customs
and
traditions
Oral
immersio
n
None Not formal;
community-based;
no educational
system

24. Period Goal Focus Method Course of
Study
General
Characteristics
Spanish
Eral
Spread of
Christianity
Religion Catechetical
instruction;
use of corporal
punishment;
rote
memorization
Not
prescribe
d;
flexible;
not
centralize
d
Not formal;
community-based;
no educational
system

25. Period Goal Focus Method Course
of
Study
General
Characteristics
American
Era
Spread of
Democracy
Academic
English
Language
and
Literature
Democra
tic
English
as
medium
of
instructio
n
prescri
bed
Unifor
m
centrali
zed
Formal;
structured;
existence of an
educational
system

26. Period Goal Focus Method Course
of
Study
General
Characteristics
Japanese
Era
Spread of
the New
Asian Order
Principles
of the New
Order
Rote
Memoriz
ation;
Use of
threat
and
punishm
ent
prescri
bed
Unifor
m
centrali
zed
Propaganda tool
Repressively anti-
American and
anti-British
Military-backed
existence of an
educational
system

27. II. Historical Foundations of Curriculum
• Franklin Bobbit (1876-1956)- presented curriculum as a science that
emphasizes on student’s need.
•Werret Charters (1875-1952) -Curriculum is a science. Subject matter is
related to objectives.
•William Kilpatrick 1871-1965) Curricula are purposeful activities which are
child centered.
•Harold Rugg (1886-1960)- Emphasizes social studies and teacher plans
curriculum in advance.
•Hollis Caswell (1902-1989)- Curriculum as organized around social functions
of themes, organized knowledge and learner’s interest.
•Ralph Tyler (1902-1994) – Curriculum is a science and an extension of
school’s philosophy.

28. The historical development
shows the different
CHANGES in the
PURPOSES, PRINCIPLES
and CONTENT of the
curriculum.
The different changes are
influenced by
EDUCATIONAL
PHILOSOPHY,
PSYCHOLOGY , and
PEDAGOGICALTHEORIES.

29. III PSYCHOLOGICAL FOUNDATIONS OF
CURRICULUM
Psychology provides a
basis for the teaching and
learning process.
It unifies the elements of
the learning process.

30. III PSYCHOLOGICAL FOUNDATIONS OF
CURRICULUM
Behavioral Psychology
-Learning should be organized in order that
students can experience success in the process of
mastering the subject matter.

31. III PSYCHOLOGICAL FOUNDATIONS OF
EDUCATION
Cognitive Psychology
-Focused on how individual process information
and how they monitor and manage thinking. Some
cognitive psychologists are Vygotsky (Social
Constructivism), Piaget (Cognitive Development), Gardner
(Multiple Intelligences), Felder and Silverman (Learning
Styles).

32. Humanistic Psychology
-Concerned with how learners can develop their human
potential. This is built on Gestalt Psychology.
-Humanistic psychology in curriculum is more
concerned with PROCESS, not the PRODUCTS; personal
needs subject matter.
III PSYCHOLOGICAL FOUNDATIONS OF
EDUCATION

33. Psychological foundations will help curriculum
makers in nurturing more ADVANCED, more
COMPREHENSIVE, and COMPLETE HUMAN
LEARNING.

34. IV SOCIAL FOUNDATIONS OF
CURRICULUM
School exists within the social context.
Societal culture affects and shapes schools
and curricula.
Schools are only one of the many
institutions that educate the society.
Curriculum and society are interdependent.
Schools should reflect and preserve the
culture of society; society should also
imbibe the changes brought about by the
schools.

35. Major Components of the curriculum are the following:
1. Aims, goals and Objectives
2. Subject Matter/Content
3. Learning Experiences
4. Evaluation approaches

36. IV SOCIAL
COMPONENT 1: Aims, Goals and Objectives
General Goals of Schools (Phil Consti 1987)
-Inculcate patriotism and nationalism
- Foster love of Humanity
-Promote Respect for Human Rights
-Teach the rights and duties of citizenship.

37. IV SOCIAL
Aims of Elementary Education (Education Act of 1982)
-Provide knowledge and develop skills, attitudes, values essential
to personal development
-Provide learning experiences which increase the child’s awareness
and responsiveness to the changes in society;
-Promote and intensify knowledge, identification with and love for
the nation .

38. IV SOCIAL
Aims of Secondary Education
-Continue to promote the objectives of elementary education;
-Discover and enhance the different aptitudes and interests of
students in order to equip them with skills for productive endeavor
and or to prepare them for tertiary level.

39. IV SOCIAL
New Elementary School Curriculum (NESC) 1984-2002
-NESC – first research based curriculum in the Philippines.
It had fewer learning areas in the first three grades: Filipino,
English, Mathematics and Civics and Culture.
Science and Health was added starting Grade III.
MAPE were integrated in Grades I and II and became a separate
subject starting from Grade III.

40. IV SOCIAL
New Secondary Education Curriculum (NESC) 1984-2002
-Learning areas were taught for 400 minutes daily from 1st year to
4th year.

41. IV SOCIAL
Basic Education Curriculum (BEC) pilot tested nationwide in
year 2002. DepEd Order No. 43 s. 2002
--Emphasis on learning-to-learn skills has long been a feature of the
curriculum. BEC’s emphasis was along the development of functional
literacy.
--Four (4) core subjects Filipino, English, Mathematics and Science.
--The 5th subject is MAKABAYAN which is envisioned to be a
“laboratory life”

42. IV SOCIAL
-Revitalized Basic Education Curriculum (RBEC) after one
year of Basic Education Curriculum.
-Secondary Education Curriculum (SEC) DepEd Order No. 43 s.
2002
-The Enhanced K+12 Basic Curriculum Education Program

43. IV SOCIAL
K+12 Basic Education Program: Rationale:
-Enhancing the quality of basic Education in the Philippines is
urgent and critical
-The poor quality of basic reflected in the low achievement scores
of Filipino students.
-The congested curriculum partly explains the present state of
education.
-The Quality of education is reflected in the inadequate preparation
of high school graduates for the world of work or entrepreneurship
or higher education.
-Most graduates are too young to enter labor force.
-Filipino graduates are not automatically recognized as
professionals abroad.

44. IV SOCIAL
COMPONENT 2: Curriculum Content or
Subject Matter
Content is more than simply information to be learned in school
SUBJECT CENTERED- repository of accumulated discoveries and
inventions of man down centuries, due to man’s exploration of his
world.
STUDENT CENTERED- relates knowledge to the individual’s
personal and social world and how he defines reality.

45. IV SOCIAL
COMPONENT 3: Curriculum Experiences
This Links to instructional strategies/methodologies/pedagogies
that are utilized to facilitate learning.

46. IV SOCIAL
COMPONENT 4: Curriculum Evaluation
This may refer to effectiveness of the program, process, product of
the curriculum. (Worthen, 1987)

47. IV SOCIAL
Curriculum Design Models
Subject- Centered design model
- Focuses on the content of the curriculum
Learner- Centered Design
- Very Strong in the elementary level. Learner is the
center of the Educative process.

48. IV SOCIAL
Curriculum Design Models
Example of Learner-centered Design
Child-Centered- anchored on the needs and interest of the
child. One learns by doing.
Experience-centered- Experiences of the learners become
the starting point of the curriculum, thus, the school
environment is left-open and free.
Humanistic-centered- development of self is the ultimate
objective of learning.

49. IV SOCIAL
Problem-centered Design- this design draws on
social problems, needs, interest and abilities of the
learners
Life-Situation design – contents are organized in ways that allow
students to clearly view problem areas clearly.
Core Design- it Centers on general education and the problems
are based on common human activities.

50. 1. Goal-Oriented Instructional Model
Pre-assessment
of learner’s need
Statement
of
Objectives
Instruction Evaluation
Reteach?
Remediator or
Reinforce?
Move to next
Lesson
Models of Instruction that Show the Relatedness Between
Curriculum and Instruction

51. 2. Wiles and Bondi’s
1. Review of
Curriculum
Guide
2. Assess
student
Ability
3. Consider
Mthodology
4. Implement
Instructional
Strategies
5. Select
Assessment
Devices
6. Judge
Success of
Strategies

52. 3. Phases/Process in curriculum Development
Curriculum
Planning
Curriculum
Organizatio
n and design
Curriculum
Implementation
Evaluation
Improvement
and change

53. The Six (6) Features of a Curriculum
•Who Teaches? – The Teacher
•Who do the teachers teach? – The Learners
•What do the teachers teach? – Knowledge, Skills, Values
•How do the teachers teach? – Strategies and Methods
•How mush of the teaching was learned ? – Performance
•Whom do we teach? – Community Partners

54. Assessing the Curriculum
• Purpose of the Curriculum Assessment
• Intended curriculum – refers to a set of objectives at the
beginning of any curricular plan.
• Implemented curriculum – refers to the various learning
activities or experiences of the students in order to achieve the
intended curricular outcomes
•Achieve curriculum- refers to the curriculum outcomes based
on the types of curriculum

55. Curriculum Evaluation
•Refers to the formal determination of the quality, effectiveness, or
value of a curriculum (Stufflebeam,1991)
• Process Evaluation- provide information about the extent to
which plans for curriculum implementation are executed
•Product Evaluation- gathering, interpreting and appraising