Field Study 4, Learning episode 1, meaning of curriculum, limited and broad definitions, learning episode 2, types of curricula in schools, recommended curriculum, written curriculum, taught curriculum, supported curriculum, assessed curriculum, learned curriculum, hidden or implicit curriculum, learning episode 3, teacher as a curricularist, initiator, writer, planner, evaluator, knower, innovator, implementer, learning episode 4, teacher as knower of curriculum, traditional, progressive, learning episode 5, approaches about school curriculum, BASIC principles of curriculum content, learning episode 6, curriculum development processes and models, ralph tyler model, hilda taba model, grassroots approach, galen saylor and william alexander curriculum model

1. (Learning Episode 1)

2. Limited definitions of
the curriculum
Broad definitions of
the curriculum
•A set of courses
constituting an area of
specialization
•Is an identification of
proper goals
•Can be considered as a
system of dealing with
people and the process
•Is a means of attaining
the aims or philosophy of
education
•Planned learning exercises
•Sum total of all the
learning experiences inside
and outside the school
•The set of learnings and
experiences for
students/learners planned
by the school to attain the
aims of education
•Is the entire range of
experiences, undirected and
directed, concerned with
the unfolding of abilities of
the individual

3. Broad definitions of the curriculum
•Is a plan of action or written document which
includes strategies for achieving desired goals or
ends
•Serves as the operational medium through
which the school displays and coordinates the
patterns of transmission, translation, and
transposition of the educative experiences for
which it assumes responsibility

4. (Learning Episode 2)

5. TYPES OF CURRICULA IN SCHOOLS
1. Recommended
Curriculum
Recommendations in the form of
memoranda or policy, standards and
guidelines that came from the
government agencies such as DepEd,
CHED and TESDA and professional
organizations or international bodies
such as UNESCO
2. Written
Curriculum
Documents based on the
recommended curriculum. They
come in the form of course of study,
syllabi, modules, books, instructional
guides among others. Example:
teacher’s lesson plan

6. TYPES OF CURRICULA IN SCHOOLS
3. Taught
Curriculum
The teacher and learners will put the
written curriculum into life. The skill of
the teacher to facilitate learning based on
the written curriculum with the aid of
instructional materials and facilities if
necessary.
4.
Supported
Curriculum
Support materials that the teacher needs.
This includes print materials like books,
charts, worksheets and non-print
materials like PowerPoint Presentation
and other electronic illustrations. It also
includes facilities like science laboratory
and playground.

7. TYPES OF CURRICULA IN SCHOOLS
5. Assessed
Curriculum
This is the curriculum that is evaluated
after it has been taught. It can either be
assessment for learning, assessment as
learning, or assessment of learning. If
the process is to find the progress of
learning, then assessed curriculum is for
learning, but it is to find out how much
have been learned or mastered, then it
is assessment of learning.

8. TYPES OF CURRICULA IN SCHOOLS
6. Learned
Curriculum
These are measured by the tools in
assessment, which can indicate the
cognitive, affective, and psychomotor
outcomes. Learned curriculum also
demonstrates higher order and
critical thinking and lifelong skills.
7. Hidden/ Implicit
Curriculum
This is the unwritten curriculum –
peer influence, school environment,
media, parental pressures, societal
changes, cultural practices, natural
calamities are some factors that
create hidden curriculum.

9. (Learning Episode 3)

13. (Learning Episode 4)

14. TRADITIONAL PROGRESSIVE
Robert Hutchins •Views curriculum
as “permanent
studies” where
rules of grammar,
reading, rhetoric,
logic and
mathematics for
basic education are
emphasized
•The 3Rs (Reading,
wRiting,
‘Rithmetic’) should
be emphasized in
basic education
while liberal
education should
be the emphasis in
college.
John Dewey •Believes that
education is
experiencing
•Reflective thinking
is a means to unify
curricular elements
that are tested by
application.

15. TRADITIONAL PROGRESSIVE
Arthur Bestor •Believes that the
mission of the
school should be
intellectual training.
Curriculum should
focus on the
fundamental
intellectual
disciplines of
grammar, literature
and writing.
•It should include
Mathematics,
Science, History and
Foreign Language.
Hollis Caswell
Kenn Campbell
•Both educators
viewed “curriculum
as all experiences
children have under
the guidance of
teachers.”

16. TRADITIONAL PROGRESSIVE
Phillip Phenix •“Curriculum
should consist
entirely of
knowledge which
comes from various
disciplines.”
Colin Marsh
George Willlis
•Viewed curriculum
as all the
experiences in the
classroom which
are planned and
enacted by the
teacher and also
learned by the
students.

17. (Learning Episode 5)

18. 3 Approaches to
Curriculum
Curriculum as a
CONTENT or BODY OF
KNOWLEDGE
to be transmitted
Curriculum as a
PRODUCT
learning outcomes
desired of learners
Curriculum as a
PROCESS
what actually happens
in the classroom when
the curriculum is
practiced

19. B.A.S.I.C. (Principles of
Curriculum Content)
Balance –
equitable assignment
of contents, time,
experiences and other
elements
Articulation
–curriculum is
arranged vertically
or horizontally
Scope –content,
topics, learning
experiences and
organizing the
threads of an
educational plan
Integration –
curriculum is
integrated and
interconnected
Continuity –
vertical repetition
and recurring
approaches of
content
B.A.S.I.C is an
acronym to state
the principles of
curriculum
content.

20. (Learning Episode 6)

21. RALPH TYLER MODEL:
FOUR BASIC PRINCIPLES
Also known as Tyler’s Rationale, the
curriculum development model
emphasizes the planning phase.
1. Purposes of the school
2. Educational experiences related to
purposes
3. Organization of the experiences
4. Evaluation of the experiences

22. HILDA TABA MODEL:
GRASSROOTS APPROACH
Hilda Taba improved on Tyler’s model. She believed
that teachers should participate in developing a
curriculum. She presented seven (7) major steps.
1. Diagnosis of learners’ needs
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the
means of doing it

23. GALEN SAYLOR & WILLIAM
ALEXANDER: CURRICULUM MODEL
Galen Saylor and William Alexander described
curriculum as “a plan for providing sets of
learning opportunities to achieve broad
educational goals and related specific
objectives for an identifiable population
served by a single school center.”
1. Goals, Objectives and Domains
2. Curriculum Designing
3. Curriculum Implementation
4. Evaluation