Educational Preview of Curriculum

2. RECOMMENDED CURRICULUM
 Proposed by scholars and professional
organizations.
 May come from DepEd, CHED, DOST
or any organization who has a take on
education.

3. WRITTEN CURRICULUM
 Appears in state and locally produced
documents such as state standards,
district curriculum guides, course of
study or syllabi handed down to schools
for implementation.
 Mostly made by curriculum experts with
the participations of teachers.
 Ex: Basic Education Curriculum (BEC),
written lesson plan

4. TAUGHT CURRICULUM
 What the teachers implement or deliver
in the classrooms.
 Refers to the different planned activities
which are put into action in the
classroom.
 Varies according to the learning styles of
students and teaching styles of
teachers.

5. SUPPORTED CURRICULUM
 Refers to resources that support or help
in the implementation of the curriculum.
 Includes material resources such as
textbooks, computers, audio-visual
materials, laboratory equipment,
playground, zoos and other facilities.

6. ASSESSED CURRICULUM
 Refers to a tested or evaluated
curriculum.
 Series of evaluation are being done by
teachers to determine the extent of
teaching or if the students are
progressing.
 Ex. Pencil-and paper test, state test,
district tests

7. LEARNED CURRICULUM
 Is the bottom-line curriculum – the
curriculum that students actually learn.
 Refers to the learning outcomes
achieved by the students.
 Indicated by the results of the tests and
changes in behavior – cognitive,
affective, psychomotor.

8. HIDDEN CURRICULUM
 Is the unintended curriculum.
 Is not deliberately planned but may
modify behavior or influence learning
outcomes.
 Factors: school environment, physical
condition, peer influence, teacher-
learner interaction, mood of teachers,
etc.

10. Major Foundations of
Curriculum
 The most commonly accepted
foundations of curriculum include:
 1. Philosophical
 2. Historical
 3. Psychological
 4. Social

11. Major Foundations of
Curriculum
 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 schools 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.

12.  Tyler’s View of Philosophy in Relation to School
Purposes
School
Purposes
Suggestions
from Subject
Specialists
Studies
of
Learners
Studies of
Contemporary
Life
Use
of
Philosophy
Use of
Psychology
of
Learning

13. Major Foundations of
Curriculum
 Historical Foundations of Curriculum
Curriculum is not an old field. Majority
of scholars would place its beginning
In 1918 with the publication of Franklin
Bobbit’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 on our educational system.

14. Major Foundations of
Curriculum
 Curriculum theorists and how they
view curriculum from a historical perspective.
 1. Franklin Bobbit (1876–1956) - 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.

15. Major Foundations of
Curriculum
 2. Werret Charters (1875-1952) – to
him, 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.

16. Major Foundations of
Curriculum
 3. William Kilpatrick (1871-1965) – 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
 4. Harold Rugg (1886-1960) –to him,
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.

17. Major Foundations of
Curriculum
 5. Hollis Caswell (1901-1989) – he 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.

18. Major Foundations of Curriculum
 6. Ralph Tyler (1902-1994) – he
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.

19. Major Foundations of Curriculum
– Psychological Foundations of
Curriculum)
 Psychology provides a basis for the
teaching and learning process.
 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

20. Major Foundations of Curriculum
 d. modeling and observation theory –
(Bandura)
 e. hierarchical 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.

21. Major Foundations of Curriculum
 2. Cognitive Psychology
 a. 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

22. Major Foundations of Curriculum
 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.

23. Major Foundations of 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

24. Major Foundations of 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.

25. Curriculum Development
in the Philippines

26. Curriculum Development in the
Philippines
• Curriculum development in the
Philippines touched on the religion,
political, economic, and social
influences and events that took place
in the country.
• Colonial rule in the Philippines
tailored the curriculum to serve
colonial goals and objectives.

27. Curriculum Development in the
Philippines
• The Pre-Spanish Curriculum
• The Spanish-devised Curriculum
• The American-devised Curriculum
• The Curriculum During the
Commonwealth
• The Japanese-devised Curriculum

28. Curriculum Development in the
Philippines
• The Curriculum During the Liberation
Period
• The Curriculum During the Philippine
Republic
• Curriculum in The New Society
Education

29. The Pre-Spanish Curriculum
• The Filipino possessed a culture of their
own.
• They had contacts with other foreign
peoples from Arabia, India, China, Indo-
China and Borneo.
• “The inhabitants were a civilized people,
possessing their systems of writing, laws
and moral standards in a well-organized
system of government.

30. The Pre-Spanish Curriculum
• As shown in the rule of the barangay,
their code of laws-the Code of
Kalantiao and Maragtas-their belief in
the Bathala, and the solidarity of the
family were obedience and respect
had been practiced.

31. The Spanish-devised Curriculum
• The Spanish missionaries aim to
control of the Filipinos, body and soul.
• The curriculum then consisted of the
three R’s-reading, writing and religion
to attain goals were the acceptance of
Catholicism and the acceptance of
Spanish rule.

32. The Spanish-devised Curriculum
• The schools were parochial or
convent schools.
• The main reading materials were the
cartilla, the caton and the catecismo.
• The method of instructions was
mainly individual memorization.

33. The American-devised
Curriculum
• The motive of the American was
conquering the Filipinos not only
physically but also intellectually.
• The curriculum was based on the
ideals and traditions of America and
her hierarchy of values.
• English was the medium of
instruction.

34. The American-devised Curriculum
• The primary curriculum prescribed for
the Filipinos consisted of three grades
which provides training in two
aspects.
(1) body training-physical education
(2) Mental training-English, nature
study, and arithmetic.

35. The Curriculum During the
Commonwealth
• The period of the Commonwealth
(1935-1946) may be considered as the
period of expansion and reform in the
Philippine curriculum.
• The educational leaders expanded the
curriculum by introducing course in
farming, domestic science, etc.

36. The Curriculum During the
Commonwealth
• Commonwealth Act 586, also known
as Educational Act of 1940,
reorganized the elementary school
system.
• This measured ushered the beginning
of the decline of the efficiency of
elementary education.

37. The Japanese-devised
Curriculum
• They devised the curriculum for the
Filipino to suit their vested interest.
• They introduced many changes in the
curriculum by including Nippongo and
abolishing English as a medium of
instruction and as a subject.

38. The Japanese-devised
Curriculum
• All textbooks were censored and
revised.
• It cause a blackout in Philippines
education and impeded the
educational progress of the Filipinos.

39. The Curriculum During the Liberation
Period
• In 1945, during the liberation period, steps
were taken to improve the curriculum
existing before the war. Some steps taken
were to restore Grade VII, to abolish the
double-single session and most especially,
to adopt the modern trends in education
taken from the United States.
• The school curriculum remained basically
the same as before and was still subject-
centered.

40. The Curriculum During the
Philippine Republic
• Great experiments in the community
school idea and the use vernacular in
the first two grades of the primary
schools as the medium of instruction
were some of them.

41. The Curriculum During the
Philippine Republic
• An experiment worth mentioning that led
to a change in the Philippine educational
philosophy was that of school and
community collaboration pioneered by
Jose V. Aguilar.
• It is a source of gratification also to note
that our schools are increasingly using
instructional materials that are Philippine-
oriented.

42. The Curriculum During the
Philippine Republic
• This policy been formulated by our
educational leaders, the most recent
example of which being Department
Memorandum No. 30, 1966.
• This particular memorandum sets the
order of priority in the purchase of
books for use in our schools as
follows:

43. The Curriculum During the
Philippine Republic
• Books which are contributions to
Philippine Literature.
• Books on character education and
other library materials.
• Library equipment and permanent
features.

44. Community in The New Society
• “To guarantee that the educational system
would be relevant and responsive to the
challenges and requirements of national,
provincial and local development.”
• President Ferdinand Marcos pursuant to
Proclamation No. 1081 issued last Sept.
29, 1972, Decree No. 6 known as the
Educational Development Decree of 1972,
to take effect immediately.

45. Community in The New Society
• To advance its objectives, the Educational
Development Decree has formulated a
ten-year program based on a number of
principle, among them: improvement of
curricular programs and quality of
instruction at all levels by upgrading
physical facilities; adopting cost-saving
instructional technology and training and
retaining of teachers and administrators;
upgrading of academic standards …….

46. Community in The New Society
……… standards through accreditation
schemes, admissions testing and
guidance counseling; and democratization
of access to education by financial
assistance to poor but deserving students,
skills training programs for out of school
youth and a continuing educational
program for illiterate adults.

47. Community in The New Society
• The emphasis of the New Society are
on moral values, relevance, proper
methods of teaching, retraining of
teachers, vocational an technical
education, bilingualism, national
consciousness and cultural values.

48. Community in The New Society
The curricular redirection of the New
Society:
• Should be redirected on development
of moral virtues
• As a means of integrating education
and life
• Should reflect the urgent need and
problems facing the country today

49. Community in The New Society
• Should be viewed in terms of
learnings to be acquired
• All teaching shall seek to develop
comprehensive under-standing of all
subjects
• Co-curricular youth programs shall be
restructured and enriched
• Non-formal education shall be
recognized