Curriculum Development

rafting
the
urriculum
Presented by:
Allan A. Magsipoc
EPM 415
Presented to:
Dr. Rogelio P. Bayod
Professor, Graduate School
Cor Jesu College, Philippines

agree STATEMENTS disagree
Curriculum change is
inevitable.
Learners should be involved
in some aspect in curriculum
designing.
Curriculum change means a
total overhaul.
Crafting the Curriculum
Anticipation and Reaction Guide

A. Fundamentals of
curriculum designing
Focus:
Peter oliva’s10 axioms
for curriculum designers

Peteroliva’s10axioms
forcurriculumdesigners
Curriculum should respond to societal changes and knowledge revolution.
.

also is a
It
Timeliness.

Coexistence and overlapping of phasing in and out.

quo no

.

The teacher’s lack of enthusiasm spills out to the students.

a
.

Curriculum development should
involve careful planning and be
supported by adequate resources,
needed time, and sufficient
personnel.
Not just a “piecemeal”.

Curriculum design should be
composed of desired outcomes,
subject matter, references, teaching
methods, resources and materials;
and evaluation procedures.

The existing design is a good
starting point to enhance and
enrich a new curriculum.
National Elementary School Curriculum (1984-2002)
First research-based curriculum in the country
New Secondary Education Curriculum (1991-2002)
Revised Basic Education Curriculum 2002
2010 Secondary Education Curriculum (UbD)
K to 12 Basic Education Curriculum (RA 10533 of 2013)

Elementsof CurriculumDesign
1. Behavioral Objectives/ ILO/ DLO
2. Content/ Subject Matter
3. References
4. Teaching and Learning Methods
5. Assessment and Evaluation

Curriculum change is
inevitable.
Learners should be involved
in some aspect in curriculum
designing.
Curriculum change means
total overhaul.




b. Types of
Curriculum
Designs

Subject-centered curriculum
makes “robots” out of the
students.
Discipline is weak in schools
where curriculum learner-
centered.
Students are too young to
solve life’s social problems.

TypesofCurriculumDesign
Subject-Centered Design
-focuses onthe academic content and aims for
excellencein
a specific subject
-oldest curriculumdesign

Disciplinedesign
specific content
Correlation design
(ex. literature and history)
Broad field design
(ex. makabayan components)
Variations:

most familiar design for
teachers
commercially available instructional support
materials
easy to deliver
ADVANTAGES:

does notconsider learner interests,
experiences,
abilities, etc..
teacher:dispenser:learner:vessel
learningtends to be compartmentalized
DISADVANTAGES:

Learner-Centered Design
-strongly emphasizes focus on
thelearner as the heart
of the educative process.

Dominant influences:
Johann Heinrich Pestalozzi
FatherofModern Education
Head,Hands,Heart education
Jean-Jacques Rousseau
advocatedspontaneousdevelopment of“natural
tendencies”-child’sinterests andabilities.
John Dewey
proponentofprogressivism
experientiallearning
learning bydoing
Carl Rogers
humanisticeducation
Abraham Maslow
HierarchyofNeeds
Theoryof Self-Actualization

Variations:
Child-centered
Experience-centered
Humanistic design

-anchoredon the needsand interests of the
learner
-fosters constructivism
-interactive and collaborative
-flexibilityof time
-addresses MI
Key features:

-empathy towards the less fortunate
-developmentof the cognitive, affective, and
psychomotor
domains
-ultimate goal is the development of the self

Problem-Centered Design
-centers on social problems,life situations, areas
of living,etc.

Some examples:
1. Life-Situations Design
2. Core-ProblemDesign

1. Life-Situations Design
- content is focused onthe pressing immediate
problems,activities that sustain and enhance
life
- contextual learning

2. Core-ProblemDesign
- content is focused oncommonhuman
activities and concerns.

c. Approaches to
Curriculum
Designs

ApproachestoCurriculum Design
Subject-Centered Learner-Centered Problem-Centered
The TEACHER Master Guide Trainer
The LEARNER Competitors/ Next
Masters
Most Important/
Center of the
Educational Process
Problem solvers/
Independent
What to
TEACH?
The content
/subject matter
What learners want
to learn/ accomplish
Practical work (ex.
development of
business, social
issues, etc.)
How to
TEACH?
Intellectual
practices like
drills, review, tests,
etc.
Self-discovery and
direction, interaction
with environment
Direct participation:
case studies
Performance
Measurement
Learners’ mastery
of the subject
Performance
compared to self-
imposed goals
Dealing with life
and its problems

Subject-centered curriculum
makes “robots” out of the
students.
Discipline is weak in schools
where curriculum is learner-
centered.
Students are too young to
solve life’s social problems.

D. Curriculum
Mapping

The curriculum guide and
the curriculum map are
different documents but
have the same contents.
CurriculumMapping

Curriculum Mapping
What?
When?
Who?
Why?
How?

Curriculum Mapping
What?
-the process of indexingor diagraminga curriculum
toidentifyand address academic gaps, redundancies,
and misalignmentsfor purposes ofimproving the
overallcoherence of a course of study.
http://edglossary.org/curriculum-mapping/

Curriculum Mapping
What?
Coherence in a sense that,
1.) it is wellorganized and purposefully
designed to facilitatelearning;
2.) it is free of academic gaps and needless
repetitions;
3.) it is aligned across lessons, courses, subject
areas, and grade levels.

Curriculum Mapping
When?
-beforea teacher implementsthe written
curriculum.However,
the process is considereda
“work-in-progress”-not a
one time initiative, hence,
it is never considered“done”.
http://curriculumdecisions.com/curriculum-mapping/overview

Curriculum Mapping
Who?
- thecore teacherwith theassistance of allotherinvolved teachers.
With thiscollaboration, lesson plans integrateall subjects, spiral up
or down as needed, and are scalableto studentneeds. Key to the
map is thateach teacher enters what is taughtin real-time
throughoutthe schoolyear, in contrast to havingan outside
committeemaketeachingdecisions.
http://www.teachhub.com/how-create-curriculum-map

Curriculum Mapping
Why?
Let’s take for example, a school thathas just started to map its
LanguageArts curriculum and here wehave the “first draft”.
Grade 1 2 3 4 5
Grammar Nouns Nouns Adjectives
Adverbs,
Prepositions
Sentence
diagramming
Several questionsarise:
1.Dolearnersever studyverbs?
2. Isthereenoughmasteryforsentencediagrammingwhen they
reachGrade5?

Curriculum Mapping
The standards (CG) are a valuable guide. They oftenmandatethe
topics thatwill bethebasis of assessmentfor studentsat different
levels, while it is also true that:
• standards are sometimesvague.
• they almost never provide details on
how theinformationis to be taught.
• in some cases, they can lead to repetition and
ambiguity.
Why?
http://www.jetspost.com/eportfolio/pbl/curriculum_mapping

Curriculum Mapping
How?
Review cycle
continues
Mixed-Group
Review Session
Large-Group
Review Session
Determine points that
can be immediately
revised
Determine points that
need long-term research
& development
Collect the data
First Read-
Through
http://www.ascd.org/publications/books/197135/chapters/Procedures-for-Curriculum-Mapping

ApproachestoCurriculum Design

http://education.stateuniversity.com/pages/2230/Miel-Alice-1906-1998.html
Bilbao, P., Dayagbil, F., Corpuz, B., 2014. Curriculum Development. Manila:
Lorimar Publishing, Inc.
http://cdwaymade.blogspot.com/2012/09/educational-philosophy-of-jean-
jacques.html
http://www.teachhub.com/how-create-curriculum-map
http://www.jetspost.com/eportfolio/pbl/curriculum_mapping
Jacobs, Heidi H., 2004. Getting Results with Curriculum Mapping. Association
for Supervision and Curriculum Development (ASCD)
http://www.ascd.org/publications/books/197135/chapters/Procedures-
for- Curriculum-Mapping.aspx
References:

Curriculum Development

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