educational

1. REPUBLIC OF THE PHILIPPINES
WESTERN PHILIPPINES UNIVERSITY
PUERTO PRINCESA CAMPUS
PUERTO PRINCESA CITY
TOPIC: DEFINITION OF CURRICULUM, CURRICULUM PLANNING AND
CURRICULUM CHANGE
SUBJECT: MEM 604
COURSE DESCRIPTION: CURRICULUM PLANNING AND DEVELOPMENT
REPORTER: GRETCHEN M. GEVELA
PROFESSOR: FLORA R. CARLOS, PH.D
SEMESTER: SUMMER 2014

2. WHAT IS CURRICULUM?
The learning experiences and intended outcomes formulated through
systematic reconstruction of knowledge and experiences, under the
auspices of the school for the learners’ continuous and willful in
personal- social competence; the cumulative tradition of organized
knowledge.
Curriculum is that which is taught at school.
Curriculum is a set of performance objectives.

3. Includes a specification of what should be learned, how it should be
taught and the plan for implementing/ assessing the learning.
 Curriculum is all the experiences learners have under the guidance of
the school. John Delnay (1959)
 Curriculum is a design PLAN for learning that requires the purposeful
and proactive ,organization sequencing, and management of the
interactions among the teacher, the students and the content knowledge
we want students to acquire..
WHAT IS CURRICULUM?

4. TYPES OF CURRICULUM
 Written Curriculum
The Written Curriculum is the
published curriculum that is part of the
formal education. The Written
Curriculum includes course objectives,
course guides, lesson plans, course
material and grading criteria.

5.  Hidden Curriculum
The Hidden, or Covert, Curriculum refers
to messages communicated by an
organization that are implied. The Hidden
Curriculum may have more influence than
the Written Curriculum because it is based
on the norms and values of the
organization.
TYPES OF CURRICULUM

6.  Null Curriculum
The Null Curriculum represents the material or subjects that are not
being taught as part of the Written Curriculum. Due to limited resources or
an emphasis on purely academic courses, not all material or subjects will
be taught. When subjects such as music or art are not included in the
Written Curriculum and thus form part of the Null Curriculum, students
may believe these subjects have minimal value.
TYPES OF CURRICULUM

7.  Tested Curriculum
The Tested, or Assessed,
Curriculum is the body of information
on which students will be tested.
Teachers may prefer to teach material
that will be tested on state or school
tests to improve their success rates.
TYPES OF CURRICULUM

8.  Electronic Curriculum
The Electronic Curriculum includes all learning activities that are
Internet-based. By acknowledging the existence of the issues to be
considered with the electronic curriculum, educators must take into
consideration the credibility of information on the Internet. Students must
develop critical-learning skills to determine the quality of information they
are researching.
TYPES OF CURRICULUM

9. WHAT IS CURRICULUM PLANNING?
Is a continuous process which involves activities characterized by
interrelationships among individuals and Groups as they work together
in studying, planning, developing and improving the curriculum, which is
the total environment planned by the school.
Is the advance arrangement of learning opportunities for a particular
population of learners. A curriculum guide is a written curriculum.

10. Is the process of preparing for the duties of teaching, deciding upon
goals and emphases, determining curriculum content, selecting learning
resources and classroom procedures, evaluating progress, and looking
toward next steps.
WHAT IS CURRICULUM PLANNING?

11. THE NEED FOR EFFICIENT AND EFFECTIVE CURRICULUM PLANNING
The need for Exactness and Particularity in making decisions about ends
and means demands scientific curriculum planning.
Curriculum planning develop well-coordinated, quality teaching, learning
and assessment programs, which build students’ knowledge, skills and
behaviors in the disciplines, as well as their interdisciplinary and/or
physical, personal and social capacities.
 The full range of learning needs of students are addressed

12. IMPORTANCE OF CURRICULUM PLANNING
“ Unplanned teaching and learning is a recipe of wasting time”
Curriculum planning develop well-coordinated, quality teaching, learning
and assessment programs, which build students’ knowledge, skills and
behaviors in the disciplines, as well as their interdisciplinary and/or
physical, personal and social capacities.

13. Curriculum planning ensures:
a shared vision
shared understandings and a common language in the school
community
optimum coverage of all domains within the curriculum
continuity of learning between domains across year levels
the full range of learning needs of students are addressed
IMPORTANCE OF CURRICULUM PLANNING

14.  Students are given opportunities to develop deep understanding
 cohesiveness in teaching, learning and assessment practices
 elimination of repetition of learning activities without depth or breadth across
levels
 improved student learning outcomes.
“ The curriculum is likely to be good one if there is good curriculum planning; and conversely, the
curriculum is likely to be mediocre one if there is a mediocre curriculum planning.”
IMPORTANCE OF CURRICULUM PLANNING

15. Difference between Curriculum Innovation and Curriculum Change
With curriculum innovation, you would be teaching the subject in a new
way, perhaps connected with other activities while a change in curriculum
will affect the subjects being taught.
INNOVATION AND CURRICULUM CHANGE

16. INNOVATION AND CURRICULUM CHANGE
Curriculum innovation and change means finding a new way to convey
learning subjects in classrooms or lecturers. It is an initiative that has come
due to the need to have career oriented learning, as well as utilizing the
learners' skills. It can mean a change in syllabus or new training for
teachers.
Change is an ongoing, almost unconscious process that involves reworking
familiar elements into new relationship; innovation , is a willed
intervention, which results in the development of ideas, practices, or
beliefs that are fundamentally new (miles 1964; A. Nicholls 1983).

17. Changes Immanent
 Change Propose solutions to a perceived problem are all part of the
same social system.
 Internal change agents and promotes ownership .Induced immanent
change occurs when outsiders identify problems but insiders develop the
solutions to these problems
Selective contact change
 Occurs when insiders select an innovation that comes from outside their
social system.
INNOVATION AND CURRICULUM CHANGE

18. Directed contact change
 Occurs when outside change agents introduce new ideas or practices
into a social system in order to fulfill goals that they (rather than the
intended users) have determined are important
Management theory
 “ The planning of work, organizing the distribution of activities and tasks
to other people, direction of subordinate staff and controlling the
performance of other peoples’ work
INNOVATION AND CURRICULUM CHANGE

19. CONCLUSIONS
Innovation is a time bound phenomenon, and change is always
constrained by sociocultural factors, individuals’ psychological profiles,
and the attributes that potential adopters perceive a given innovation
to posses.
Curricular innovation is a managed process of development whose
principal products are teaching (and/or testing) materials,
methodological skills, and pedagogical values that are perceived as
new by potential adopters

20. THANK YOU!!!