DEVELOP-TRAINING-CURRICULUM

1. DEVELOP TRAINING
CURRICULUM

2. COC 2 - DTC
◦ This unit covers the knowledge, skills and attitude required to develop,
modify/customize training curriculum. It includes establishing training
requirements, identifying the learner, developing, modifying,
customizing and finalizing training curriculum.
Learning Outcomes:
1. Establish Training Need Requirements
2. Identify the Learner Profile
3. Develop Course Design
4. Develop Training Curriculum Modules
5. Finalize Training Curriculum

3. Curriculum Development Process
3 Types
(Susan Sharpe) 7 types
(Mary G. Alvion)
11 Types
(Leslie Owen Wilson. Ed. D.)
 Explicit
 Hidden
 Absent/Null
 Recommended
 Written
 Taught
 Supported
 Assessed
 Learned
 Overt, explicit or written
curriculum
 Societal curriculum for
social curricula
 Hidden or covert curriculum
 Null curriculum
 Phantom curriculum
 Concomitant curriculum
 Rhetorical curriculum
 Curriculum in use
 Received curriculum
 Internal curriculum
 Electronic curriculum

4. Explicit Curriculum
◦ Also known as overt or official curriculum, entails the lesson plans to
follow
◦ This type of curriculum is what appears in documents and teachers'
plans.
◦ Intentionally presented as the basic material of schooling
◦ Formal/ stated mandated curricula that contain explicit steps and
procedures to follow for proper implementation/Stated and intended
outcomes

5. Hidden Curriculum
◦ Practices and procedures resulting from decisions made when
implementing the explicit curriculum
◦ Unintended outcomes that occurs as the explicit curriculum is
implemented
◦ Success of hidden curriculum is attributed to practices, procedures,
rules and structures (classroom, teacher’s exercise of authority, rules
governing the relationship between teachers and students
◦ Teacher is the center of attention

6. Absent/Null Curriculum
◦ What is not taught
◦ Curricular aspects excluded( either intentionally or unintentionally from
classroom instruction that are appropriate to the explicit curriculum

7. OVERT, EXPLICIT, OR WRITTEN
CURRICULUM
◦ Is simply that which is written as part of formal instruction of schooling
experiences.

8. SOCIETAL CURRICULUM (OR SOCIAL
CURRICULA)
◦ This type of curricula can now be expanded to include the powerful
effects of social media (YouTube; Facebook; Twitter; Pinterest, etc) and
how it actively helps create new perspectives, and can help shape both
individual and public opinion.

9. THE HIDDEN OR COVERT CURRICULUM
◦ That which is implied by the very structure and nature of schools, much
of what revolves around daily or established routines.
◦ refers to the kinds of learnings children derive from the very nature and
organizational design of the public school, as well as from the
behaviors and attitudes of teachers and administrators....

10. THE NULL CURRICULUM
◦ That which we do not teach, thus giving students the message that
these elements are not important in their educational experiences or in
our society

11. PHANTOM Curriculum
◦ The messages prevalent in and through exposure to any type of media.
These components and messages play a major part in the enculturation
of students into the predominant meta‐culture, or in acculturating
students into narrower or generational subcultures.

12. CONCOMITANT CURRICULUM
◦ What is taught, or emphasized at home, or those experiences that are
part of a family’s experiences, or related experiences sanctioned by the
family. (This type of curriculum may be received at church, in the
context of religious expression, lessons on values, ethics or morals,
molded behaviors, or social experiences based on the family’s
preferences.)

13. RHETORICAL CURRICULUM
◦ Elements from the rhetorical curriculum are comprised from ideas
offered by policymakers, school officials, administrators, or politicians.
This curriculum may also come from those professionals involved in
concept formation and content changes; or from those educational
initiatives resulting from decisions based on national and state reports,
public speeches, or from texts critiquing outdated educational
practices.

14. CURRICULUM‐IN‐USE
◦ The curriculum‐in‐use is the actual curriculum that delivered and
presented by each teacher.

15. RECEIVED CURRICULUM
◦ Those things that students actually take out of classrooms; those
concepts and content that are truly learned and remembered.

16. THE INTERNAL CURRICULUM
◦ Processes, content, knowledge combined with the experiences and
realities of the learner to create new knowledge. While educators
should be aware of this curriculum, they have little control over the
internal curriculum since it is unique to each student.
Educators can explore this curricula by using instructional
assessments like “exit slips,” reflective exercises, or debriefing discussions
to see what students really remember from a lesson. It is often very
enlightening and surprising to find out what has meaning for learners
and what does not.

17. THE ELECTRONIC CURRICULUM
◦ Those lessons learned through searching the Internet for information,
or through using e‐forms of communication. (Wilson, 2004) This type of
curriculum may be either formal or informal, and inherent lessons may
be overt or covert, good or bad, correct or incorrect depending on
ones’ views. Students who use the Internet on a regular basis, both for
recreational purposes (as in blogs, wikis, chatrooms, list serves, through
instant messenger, on‐line conversations, or through personal e‐mails
and sites like Twitter, Facebook, or You tube) and for personal online
research and information gathering are bombarded with all types of
media and messages.

18. Requirement of the Course
 Attend all meetings called for by the training institution;
 Perform all the activities included in the LMS;
 Submit a complete output of the required materials for the course such as:
a. Work Plan
b. Curriculum Development Requirements:
Template:
Name of the Institution:
Mission/Vision/Goals and Objectives (institution/office)
Organizational Culture and Values
Value Statement
Stakeholders
Training Aims and Requirements
Individual Learning Style
Training Methodology
Training Supplies, Materials and Equipment
Training Facility
Trainers’ Qualification
Assessment Method

19. c. Profile of potential Trainees (attach link of the form and excel responses)
d. Prepare CBC Framework ( CLM – Contextual Learning Matrix – 1UC )
e. Develop Course Design
f. Develop Module of Instruction (MOI using TESDA-OP CO-01-F11 (Rev.No.00-03/08/17)
g. Prepare validation Instrument
h. Prepare Validation Report
i. Checklist of Evidences for Institutional Assessment
j. Prepare a Written Report
k. Final Curriculum
l. Recommendation letter to authorized person on the dev. curriculum
m. Relevant references