Curricularist as a Knower

The Teacher as a
Knower of Curriculum
Module 2:

1
•The School Curriculum: Definition, Nature and Scope
2
•Approaches to School Curriculum
3
•Curriculum Development: Processes and Models
4
•Foundation of Curriculum Development

1
Curriculum…
• It is a written document that systematically describes goals planned,
objectives, content, learning activities, evaluation procedure and so
forth. (Pratt, 1980)
• It includes “all of the experiences that individual learners have in a
program of education whose purpose is to achieve broad goals and
related specific objectives, which is planned in terms of a framework of
theory and research or past and present professional practice.” (Hass.
1987)

1
Curriculum…
• It is a plan that consists of learning opportunities for a specific time
frame and place, a tool that aims to bring about behavior changes in
students as a result of planned activities and includes all learning
experiences received by students with the guidance of the school.
(Goodland and Su, 1992)
• It provides answers to three question: 1. What knowledge, skill and
values are most worthwhile? 2. Why are they most worthwhile? 3. How
should the young acquire them? (Cronbeth, 1992)

1
Traditional Point of View
• Robert M. Hutchins views curriculum as “permanent studies”
where rules of grammar, reading, rhetoric, logic and
mathematics for basic education are emphasized.
• Arthur Bestor as an essentialist believes that the mission of the
school should be intellectual training, hence curriculum should
focus on the fundamental intellectual discipline of grammar,
literature and writing.

1
Traditional Point of View
•Joseph Schwab thinks that the sole source of curriculum
is a discipline, thus the subject areas such as Science,
Mathematics, Social Science, English and many more.
•Philip Phenix asserts that curriculum should consist
entirely of knowledge which comes from various
disciplines.

1
Progressive Point of View
•John Dewey believes that education is experiencing.
Reflective thinking is a means that unifies curricular
elements that are tested by application.
•Holin Caswell and Kenn Campbell viewed curriculum as
all experiences children have under the guidance of
teachers.

1
Progressive Point of View
•O. Smith, W. Stanley and H. Shore defined curriculum as
a sequence of potential experiences, set up in schools
for the purpose of disciplining children and youth in
group ways of thinking and acting.
•C. March and G. Willis also viewed curriculum as all the
experiences in the classroom which planned and
enacted by the teacher and also learned by the students.

Three ways of Approaching a
Curriculum
2

Curriculum as a Content or Body of
Knowledge
•If curriculum is equated as content, then the focus will
be the body of knowledge to be transmitted to
students using appropriate teaching method.
•The fund of knowledge is the repository of
accumulated discoveries and inventions of man from
the explorations of the earth and as a products of
research.
2

Four Ways of Presenting the Content
2
Approaches Activities
Topical Approach Class Discussion
Concept Approach Group Discussion
Thematic Approach Dramatization
Modular Approach Written Activities

Criteria in the Selection of Content
2
Significance
Content should contribute to ideas,
concepts, principles, and generalization
that should attain the overall purpose
the curriculum.
Validity
The authenticity of the subject matter
forms its validity.

2
Utility
Usefulness of the content in the
curriculum is relative to the learners
are going to use these.
Learnability
The complexity of the content should
be within the range of experiences of
the learners.

2
Feasibility
Can the subject content be learned
the time allowed, resources available,
expertise of the teachers and the nature
of the learners?
Interest
It is one of the driving forces for
students to learn better.

B.A.S.I.C. Principles of Curriculum
Content
2
Balance
This will guarantee that significant
contents should be covered to avoid
much or too little of the contents
within the time allocation.
Articulation
This will assure no gaps or overlaps in
the content.

Content
2
Sequence
This can be done vertically for the
deepening the content or horizontally
broadening the same content.
Integration
Contents should be infused in other
disciplines whenever possible.

Content
2
Continuity
Content may not be in the same form
and substance as seen in the past since
changes and development in curriculum
occur. Constant repetition,
and enhancement of content are all
elements of continuity.

Curriculum as a Process
•As a process, curriculum happens in the classroom as
the question asked by the teacher and learning
activities engaged in by the students.
•Curriculum as a process is seen as a scheme about the
practice of teaching.
•While content provides materials on what to teach, the
process provides curriculum on how to teach the
content.
2

Guiding Principles
•The form of teaching methods or strategies are means
to achieve the end.
•Its effectiveness will depend on the desired learning
outcomes, the learners, support materials and the
teacher.
•Stimulate the learners’ desire to develop the three
domains.
2

Guiding Principles
•Flexibility in the use of the process or methods should
be considered. An effectiveness process will always
result to learning outcomes.
•Both teaching and learning are the two important
processes in the implementation of the curriculum.
2

Curriculum as a Product
•The product from the curriculum is a student equipped
with the knowledge, skills and values to function
effectively.
•Central to the approach is the formulation of
behavioral objectives stated as intended learning
outcomes or desired products so that content and
teaching methods be organized and the results
evaluated.
2

3
•Curriculum Development: Processes and
Models
Curriculum Development Process
Evaluating (Desired Outcomes/Improvement)
Implementing (Facilitator of Learning)
Designing (Conceptualization of the Content)
Planning (School Vision, Mission and Goals)

3
Models
Models
Ralph Tyler
Four Basic
Principles
(Tyler’s
1.Purpose of the School
2.Educational Experience
related to the Purpose
3.Organization of the
Experience
4.Evaluation of the

1. What education purpose should schools seeks to
attain? (Purpose of the school)
2. What educational experiences can be provided that are
likely to attain these purpose? (Educational
experiences related to the purpose)
3. How can these educational experiences be effectively
organized? (Organization of the experience)
4. How can we determine whether these purposes are
being attained or not? (Evaluation of the experience)

3
Models
Models
Hilda Taba
Grassroots
Approach
1. Diagnosis of learners’ needs
and expectations of the larger
society
2. Formulation of learning
objectives
3. Selection of learning contents
4. Organization of learning
contents
5. Selection of learning

3
Models
Models
Galen Saylor &
William
Curriculum
1.Goals, Objectives and
Domains
2.Curriculum Designing
3.Curriculum
4.Evaluation

4
Philosophical Foundation
Philosophy Aim Role Focus Trends
Perennialism To educate
the rational
person;
cultivate
intellect
Teachers
assist
students to
think with
reason
(HOTS)
Classical
subjects,
literary
analysis.
Curriculum
is enduring
Use of great
books (Bible,
Koran,
Classics and
Liberal Arts

4
Essentialism To promote
intellectual
growth of
learners to
become
competent
Teachers are
sole
authorities
in the
subject area
Essential
skills of the
3Rs;
essential
subjects
Back to
basics,
Excellence in
education,
cultural
literary

4
Progressivism Promote
democratic
social living
Teacher leads
for growth
and
development
of lifelong
learners.
Interdisciplinary
subjects.
Learner-
centered.
Outcome-based
Equal
opportunities for
all,
Contextualized
curriculum,
Humanistic
education

4
Reconstructionis
m
To improve
and
reconstruct
society.
Education
for change
Teacher acts
as agent of
change and
reforms
Present and
Future
educational
landscape
School and
curricular
reform, Global
education,
Collaboration
and
Convergence,
Standards and
Competencies

4
Historical Foundation
Franklin Bobbitt
(1876-1956)
• He started the curriculum development
movement.
• Curriculum is a science that emphasizes
students’ needs.
• Curriculum prepares learners for adult life.
• Objectives and activities should group
together when tasks are clarified.

4
• Like Bobbitt, he posited that curriculum is
science and emphasizes student’s needs.
• Objectives and activities should match.
Subject matter or content relates to
objectives.
Werrett Charters
(1875-1952)

4
William Kilpatrick
(1876-1956)
• Curricula are purposeful activities which
are child-centered.
• The purpose of the curriculum is child
development and growth. He introduced
this project method where teacher and
student plan the activities.
• Curriculum develops social relationships
and small group instruction.

4
Harold Rugg
(1886-1960)
• Curriculum should develop the whole
child. It is child-centered.
• With the statement of objectives and
related learning activities, curriculum
should produce outcomes.
• Emphasized social studies and suggested
that the teacher plans curriculum in
advance.

4
• Curriculum is organized around social
functions of themes, organized
knowledge and learner’s interest.
• Curriculum, instruction and learning are
interrelated.
• Curriculum is a set of experiences.
Hollis Caswell
(1901-1989)

4
• Curriculum is a science and an extension
of school’s philosophy. It is based on
students’ needs and interest.
• The process emphasizes problem solving.
Curriculum aims to educate generalists
and not specialists.
Ralph Tyler
(1902-1994)

4
Hilda Taba
(1902-1967)
• She contributed to the theoretical and
pedagogical foundations of concepts
development and critical thinking in social
studies curriculum.
• She helped lay the foundation for diverse
student population.

4
• He describe how curriculum change is a
cooperative endeavor.
• Teachers and curriculum specialist
constitute the professional core of
planners.
• Significant improvement is achieved
through group activity. Peter Oliva
(1992-2012)

4
Psychological Foundation
Ivan Pavlov
(1849-1936)
• He is the father of the Classical
Conditioning Theory, the S-R Theory.
• The key to learning is early years of life is
to train them what you want them to
become.

4
• He proposed the three laws of
learning:
- Law of Readiness
- Law of Exercise
- Law of Effect
Edward Thorndike
(1874-1949)

4
Humanistic Psychology
• He proposed the Hierarchical Learning
Theory. Learning follows a hierarchy.
• Behavior is based on prerequisite
conditions.
• He introduced tasking in the formulation
of objectives. Robert Gagne
(1916-2002)

4
Jean Piaget
(1896-1980)
• Theories of Piaget:
- Sensorimotor stage (0-2)
- Preoperational stage (2-7)
- Concrete Operation stage (7-11)
- Formal operations (11-onwrds)
• Keys to Learning:
- Assimilation (New Experience)
- Accommodation (Modification and
Adaptation)
- Equilibration (Balance Learning from
previous to later

4
• Theories of Lev Vygotsky
- Children transmission and
development
- Learning precedes development
- Sociocultural development theory
• Keys to Learning
- Pedagogy creates learning processes
that lead to development
- The children is an active agent in his
or her educational process.
Lev Vygotsky
(1896-1934)

4
Howard Gardner
• Gardner’s Multiple Intelligences
• Humans have several different ways
of processing information and these
ways are relatively independent of
one another
• There are eight intelligences:
linguistic, logico-mathematical,
musical, spatial, bodily/kinesthetic,
interpersonal, intrapersonal, and
naturalistic.

4
• Emotion contains the power to affect
action.
• He called this Emotional Quotient
Daniel Goleman

4
Gestalt
• Gestalt Theory
- Learning is explained in terms of
“wholeness” of the problem.
- Human beings do not respond to isolated
stimuli but to an organization or pattern of
stimuli
• Keys to Learning:
- Learning is complex and abstract.
- Learners will perceive something in relation
to the whole.

4
• Self-Actualization Theory
• He put importance to human emotions,
based on love and trust.
• Key to Learning
- Produce a healthy and happy learner
who can accomplish, grow and
actualize his or her human self.
Abraham Maslow
(1908-1970)

4
• Nondirective and Therapeutic Learning
• Key to learning
• Curriculum is concerned with process,
not product; personal needs, not
subject matter, psychological
meaning, not cognitive scores. Carl Rogers
(1902-1987)

4
Social Foundation
School and Society
• Society as a source of change
• Schools as agents of change
• Knowledge as an agent of change

4
Social Foundation
John Dewey
(1859-1952)
• Considered two fundamental
elements-schools and civil society-
to be major topics needing attention
and reconstruction to encourage
experimental intelligence and
plurality.

4
Social Foundation
• Believed that knowledge should prepare
students for the future (Future Shock)
• Suggested that in the future, parents
might have the resources to teach
prescribed curriculum from home as a
result of technology, not in spite of it.
Alvin Toffler

Curricularist as a Knower

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