Curriculum-Development-and-Evaluation-with-Emphasis-on-Trainers-Methodology-II-Educ-10-1 (4).pdf

Changing Concepts,
Nature, Purposes
and Types of
Curriculum
Curriculum Development and Evaluation with Emphasis
on Trainers Methodology II - Educ 10
Discussant - Group 1

Pre-Test
This pre-test is designed to assess your prior knowledge about
curriculum concepts, nature, purposes, and types.
Part 1: Concepts and Nature of Curriculum (Multiple Choice)
1.Which of the following best defines the term "curriculum"?
a) A list of textbooks used in a particular course.
b) All the experiences students have in a school setting.
c) The planned and unplanned lessons delivered in a classroom.
d) The official syllabus and learning objectives for a specific subject.
2.The nature of curriculum can be described as:
a) Static and unchanging, focusing on traditional knowledge
transmission.
b) Dynamic and evolving, adapting to changing social and technological
contexts.
c) Exclusively subject-based, ignoring broader social and personal
development.
d) Entirely controlled by teachers, with no opportunity for student input.
Instructions: Answer the following questions to the best of your ability.

Pre-Test
3.Which of the following is NOT a perspective on the nature of curriculum?
a) Subject-centered: emphasizes knowledge and skills within specific
disciplines.
b) Experience-centered: focuses on student engagement and active learning.
c) Teacher-centered: prioritizes teacher instruction and direct transmission
of knowledge.
d) Textbook-centered: relies heavily on pre-packaged learning materials.
4.One of the changing purposes of curriculum is to:
a.) Prepare students for specific jobs
b.) promote cultural understanding and appreciation
c.) focus solely on academic achievement
d.) instill obedience and conformity
5. An example of an emerging curriculum type is:
a.) interdisciplinary learning that combines subjects
b.) traditional textbook-based instruction
c.) standardized testing and assessment D. teacher-led lectures and note-
taking

Pre-Test
Part 2: Types of Curriculum (True/False)
1.The written document outlining learning objectives and activities is called
the "taught curriculum.
2.The actual experiences students have in the classroom are part of the
"assessed curriculum."
3.The hidden curriculum refers to unintended messages and values
transmitted through school culture.
4.There is only one type of curriculum that applies to all educational
settings.
5.Emerging curriculum types like interdisciplinary and project-based
learning reflect changing needs and approaches to education.

Learning Objectives
Understand the
Evolution of
Curriculum Concepts.
Examine the Nature
and Components of
Curriculum.
Explore the Purposes
and Objectives of
Curriculum.
1 2 3
The following presentation and collection of
resources will focus on students developing the
skills to achieve the following:
Distinguish Types of
Curriculum and
Curriculum Models.
4

The curriculum serves as the backbone of the educational process, shaping what
students learn, how they learn it, and why it matters. It is the bridge between
educational goals and the classroom, ensuring a purposeful and systematic approach
to learning.
Now, imagine education without a structured curriculum. It would be akin to setting
sail without a map—directionless, uncertain, and lacking a clear destination.
Curriculum provides the structure and coherence necessary to achieve educational
objectives.
However, what makes the study of curriculum particularly fascinating is its dynamic
nature. Education is not static; it's an ever-evolving entity influenced by societal
changes, technological advancements, and pedagogical innovations. As a result,
curriculum development is a continuous, responsive process, adapting to the evolving
needs of learners and the demands of a changing world.
Introduction

Prescriptive Definition Descriptive Definition
The prescriptive definition of
curriculum are those that give a
provision of what ought to happen, and
they take form of a plan, an intended
program or some kind of expect opinio
about what needs to take place in the
course of study.
Descriptive definitions go beyond “how
things ought to be” to how things
really are in the real classroom.
Prescriptive & Descriptive
These will differ depending on whether the text you are discussing is literary or informational.

Curriculum
Here are some examples of themes that have been turned into specific ideas.
Dewey (1902) A composition of planned experiences.
Taba (1932) The whole of experiences at school.
Bobbit (1918) A structure that includes a series of actions and skills that
children and young people need to acquire in order to do the
jobs making up the adult life well.
Mızıkacı (2017) Stated that curriculum terminology should be evaluated at
two extremes in terms of curriculum and currere concepts.
Tyler (1975) The whole of student experiences at school, both planned and
unplanned.

Curriculum
Here are some examples of themes that have been turned into specific ideas.
Squires (1990) “what is taught”
Oliva (1988) Curriculum is the series of experiences that the student
encounters at school, the discipline, subject, and materials
taught at schools, that is, it is everything planned by the
school.
Saylor and
Alexander
(1974)
A structure encompassing all learning opportunities provided
by the school
Phenix (1962) Content or subject area learned at the school.
Ornstein &
Hunkins (2016)
A structure in which objectives, subject area, learning
experiences, and evaluation techniques are planned.

Traditional Point of
View
Progressive Point of
View
The traditional curriculum emphasizes the
development of foundational knowledge and
skills, seen as crucial stepping stones for
further learning. This approach assumes that
a strong grounding in core subjects provides
students with a solid base upon which to
build more advanced understanding.
Curriculum is defined as the total learning
experiences of the individual. This definition
is anchored on John Dewey’s definition of
experience and education. He believed that
reflective thinking is a means that unifies
curricular. Thought is not derived from action
but tested by application.
Traditional Vs. Progressive
Curriculum from different points of View

Points of View on Curriculum
Development

Ralph Tyler’s Model:
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?
1 2 3
He posited four fundamental
questions/principles in examining any
curriculum in schools.
How can we
determine whether
these purposes are
being attained or
not?
4
4 Basic Principles/Tyler’s Rationale

Hilda Taba:
Diagnosis of
Learner’s need and
expectations of the
larger society.
Formulation of
learning objectives
Selection of
learning content
1 2 3
She presented seven major steps to her
model where teachers could have major
input.
Organization of
learning content
4
Linear Model/Grassroot Approach

Hilda Taba:
Selection of
learning
experiences
Organization of
learning
activities
Determination of
what to evaluate
and the means of
doing it
5 6 7
She presented seven major steps to her
model where teachers could have major
input.
Linear Model/Grassroot Approach

the purpose of a national curriculum is to set out the
principles, aims and the content of the subjects to be
studied by pupils across their time in primary and
secondary schooling. It is a way of ensuring that all
pupils encounter, engage with and study to varying
degrees of depth, the content and material which are
considered important for a rounded education.
Purpose of curriculum

Recommended Curriculum Written Curriculum
Also known as ideal curriculum. This refers
to what scholars propose as the most
appropriate curriculum for the learners. For
example, different professional
organizations or various programs of study
in different universities may propose
curriculum innovations or alternative
curriculum content as a result of their
researches. It may also develop as an
alternative response to various Curricular
problems and issues.
This refers to the official curriculum
embodied in
approved state curriculum guides
(Glatthorn, Boschee, and Whitehead, 2006).
It is the curriculum prescribed by the
government. Includes documents, course or
study or syllabi for implementation. Most
written curricula are made by curriculum
experts with participation of teachers. Also
called intended Official.
Different Types of Curriculum

Implemented Curriculum Achieved Curriculum
This type of curriculum refers to the
actual implementation of the
curriculum or what teachers in the
school teach. In many cases, teachers
modify and improve their curriculum
based on the needs of the students or
whenever there are new ideas in
various disciplines that are important
to teach to the students.
This refers to the result of the
curriculum or what students actually
learned in school (Print, 1993). The
achieved curriculum reveals whether
the students learned and whether the
schools are successful in attaining their
curriculum goals and objectives. Also
know as the Learned Curriculum.

Tested Curriculum Entitlement Curriculum
This is a set of learning that is assessed
in teacher-made classroom tests,
curriculum-referenced tests, and in
standardized tests. (Glatthorn, Boschee,
and Whitehead, 2006)
It refers to what the people or the
general society believed the learners
should expect to learn in the
educational system for them to become
good members of the society.

Supported Curriculum Hidden Curriculum
This refers to the curriculum that is
reflected on and shaped by the
resources allocated to support or
deliver the official curriculum.
(Glatthorn, Boschee, and Whitehead,
2006)
This refers to various skills,
knowledge, and attitudes that students
learn in school as a result of their
interaction with other students, staff,
and faculty members.

Null
Also called Censored Curriculum. This
refers to various curriculum contents
or topics that must not be taught to the
students. (Tanner & Tanner, 2007)

Major Foundations of
Curriculum
The commonly accepted foundations include:
Philosophical,
Historical,
Psychological,
and Social.

Philosophical Foundations
of Curriculum
Philosophy provides educators, teachers and curriculum
makers with framework for planning, implementing and
evaluating curriculum in schools. It helps in answering
what school are for, what subjects are important, how
students should learn and what materials and methods
should be used. In decision making, philosophy provides
the starting point and will be used for the succeeding
decision making.

School
Purposes
Studies of
Learners
Suggestions
from Subject
Specialists
Studies of
Contemporary
Life
Use of
Philosophy
Use of
Psychology of
Learning

Historical Foundations of
Curriculum
Majority of scholars would place its beginning in 1918 with
the publication of Franklin Bobit’s book “The Curriculum.”
Philippine education came about from various foreign
influences. Of All foreign educational systems, the
American educational system has the greatest influence.

Curriculum Theorists
How they view curriculum from a historical perspective.
Franklin Bobbit
(1876-1956)
Werret Charters
(1875-1952)
William Kilpatrick
(1871-1965)
He presented curriculum as
a science that emphasizes on
student’s need. Curriculum
prepares students for adult
life. To Bobbit, objectives
with corresponding activities
should be grouped and
sequenced. This can only be
done if instructional
objectives are clarified.
Curriculum is a science. It
gives emphasis on student’s
needs. The listing of objectives
and matching these with
corresponding activities
ensures that the content or
subject matter is related to
objectives. The subject matter
and the activities are planned
by the teacher.
Curricula are purposeful
activities which are child
centered. The purpose of
curriculum is child
development and growth. He
introduced the project
method where teacher and
student plan the activities

Curriculum Theorists
How they view curriculum from a historical perspective.
Harold Rugg
(1886-1960)
Hollis Caswell
(1901-1989)
Ralph Tyler (1902-
1994)
Curriculum should develop
the whole child. It is child-
centered and should produce
outcomes. He also
emphasized social studies
and the teacher plans
curriculum in advance.
Sees curriculum as organized
around social functions of
themes, organized
knowledge and learner’s
interest. He believes that
curriculum is a set of
experiences. Subject matter
is developed around social
functions and learner’s
interests.
Believes that curriculum is a
science and an extension of
school’s philosophy. It is based on
student’s needs and interest. To
him, curriculum is always related
to instruction. Subject matter is
organized in terms of knowledge,
skills and values. The process
emphasizes problem solving. The
curriculum aims to educate
generalists and not specialists.

1.Behaviorist Psychology
a. connectionism – Edward Thorndike (which influenced Tyler and
Taba, the well known curricularists)
b. classical conditioning – Ivan Pavlov
c. operant conditioning – B. F. Skinner
d. modeling and observation theory – (Bandura)
e. Hierarchal Learning – Robert Gagne
To the behaviorists, learning should be organized in order that
students can experience success in the process of mastering the subject
matter.
Psychological Foundations of
Curriculum

2. Cognitive Psychology
. cognitive development stages – Jean Piaget
b. social constructivism – Lev Vgotsky
c. multiple intelligences – Howard Gardner
d. learning styles – Felder and Silverman
e. emotional intelligences – Daniel Goleman
To the cognitive theorists, learning
constitutes a logical method for organizing and interpreting
learning
it is rooted in the tradition of subject matter and is similar to the
cognitive development theory
Curriculum

3. Humanistic Psychology
Humanist psychologist are concerned with how learners can develop
their human potential.
a. Gestalt theory
b. Theory of human needs and for self actualizing persons - Maslow
c. Carl Roger’s non directive lives
Curriculum

Social Foundations of
Education
Schools exist within the social context. In considering the
social foundations of curriculum, we must recognize that
schools are the only one of the many institutions that
educate society. The home, the family, community likewise
educate the people in the society. But schools are formal
institutions that address more complex and interrelated
societies and the world.

Elements/Components of
the Curriculum
Aims, Goals and
Objectives
Subject
matter/content
Learning
Experiences
1 2 3
For most curricula, the major components
or elements are:
Evaluation
Approaches
4

Elements/Components of
the Curriculum
What is to be
done?
What subject
matter is to be
included?
What instructional
strategies,
resources and
activities will be
employed?
1 2 3
When translated into questions, each component
can be addressed by the following:
What method and
instruments will be
used to assess the
results of the
curriculum?
4

Post-Test
Multiple choice
1.Which of the following is NOT a characteristic of the changing
nature of curriculum?
a) Increased emphasis on student-centered learning and active
engagement.
b) Shift from focus on rote memorization to critical thinking and
problem-solving skills.
c) Incorporation of technology and digital tools in teaching and
learning.
d) Rigid adherence to traditional subject silos and textbook-based
instruction.
2.An example of an emerging curriculum type is:
a) Standardized testing and assessment
b) Traditional lecture-based teaching
c) Interdisciplinary learning that merges subjects
d) Teacher-controlled rote memorization drills

Post-Test
3.One of the changing purposes of curriculum in the 21st
century is to:
a) Instill obedience and conformity to social hierarchies.
b) Promote cultural awareness, understanding, and
appreciation.
c) Focus solely on academic achievement in specific subjects.
d) Prepare students for careers that may not yet exist.
4.The hidden curriculum refers to:
a) The official syllabus and learning objectives outlined in
documents.
b) The unintended messages and values communicated
through school culture and daily interactions.
c) The specific knowledge and skills measured by formal
assessments and tests.
d) The planned and unplanned learning activities explicitly
delivered in the classroom.

Post-Test
5.Which of the following factors DOES NOT contribute to the changing
nature of curriculum?
a) Advancements in technology and digital information access.
b) Evolving societal needs and demands for specific skills.
c) Increasing focus on standardized testing and accountability measures.
d) The inherent development and expansion of new knowledge itself.
Part II. True or False
1.The concept of curriculum is static and unchanging, primarily focused on
traditional knowledge transmission.
2.The nature of curriculum can be described as exclusively subject-centered,
ignoring broader social and personal development.
3.There is only one type of curriculum that applies to all educational
settings and age groups.
4.Standardized testing and assessments are considered an emerging type of
curriculum.
5.Understanding the changing concepts of curriculum empowers teachers
to adapt their instruction and cater to diverse student needs.

Group Members
ABUNDA, EDWARD
ARIMADO, LIEZEL
ATILLO, GRACE NEIL
NIÑOFRANCO, RENEE

Curriculum-Development-and-Evaluation-with-Emphasis-on-Trainers-Methodology-II-Educ-10-1 (4).pdf

Recommended

Recommended

More Related Content

Similar to Curriculum-Development-and-Evaluation-with-Emphasis-on-Trainers-Methodology-II-Educ-10-1 (4).pdf

Similar to Curriculum-Development-and-Evaluation-with-Emphasis-on-Trainers-Methodology-II-Educ-10-1 (4).pdf (20)

Recently uploaded

Recently uploaded (20)

Curriculum-Development-and-Evaluation-with-Emphasis-on-Trainers-Methodology-II-Educ-10-1 (4).pdf