UNIT I : Curriculum Development

1. Unit I
Orientation:
Curriculum,
Planning,
Designing,
Instruction
Prepared By:
HWARLYN C. LIGAD

13. How to ensure that instruction addresses the
curriculum?
◦Itisimportantthatthecurriculumcontentandobjectiveshould
matchwiththeinstructionfromwherelearningexperiencesare
provided

14. PURPOSE OF CURRICULUM STUDY
The first is to use a simple definition that reflects how most educational leaders use the term: Curriculum is the skills and
knowledge that students are to learn. A more complex approach is to analyze the several sources of curriculum; from this
perspective there are eight different kinds (Allan A. Glatthorns):
• The recommended curriculum derives from experts in the field. Almost every discipline-based professional group has
promulgated curriculum standards for its field. Kendall and Marzano's comprehensive report Content Knowledge: A
Compendium of Standards and Benchmarks for K-12 Education, 2nd Edition (1997) is an excellent compilation of these
standards.
• The written curriculum is found in the documents produced by the state, the school system, the school, and the
classroom teacher, specifying what is to be taught. At the district level, the documents usually include a curriculum guide
and a scope-and-sequence chart; many school systems make their curriculum documents available though their
databases and the Internet. The written curriculum also includes materials developed by classroom teachers. The
written curriculum is the one usually meant by leaders who say, "We're going to develop a mathematics curriculum."
• The supported curriculum is the one for which there are complimentary instructional materials available, such as
textbooks, software, and multimedia resources.
• The tested curriculum is the one embodied in tests developed by the state, school system, and teachers. The term
"test" is used broadly here to include standardized tests, competency tests, and performance assessments.

15. ◦ The taught curriculum is the one that teachers actually deliver. Researchers have pointed out that there is enormous
variation in the nature of what is actually taught, despite the superficial appearance of uniformity (Gehrke, Knapp, &
Sirotnik, 1992).
◦ The learned curriculum is the bottom-line curriculum—what students learn. Clearly it is the most important of all.
◦ The hidden curriculum (a term coined by Jackson, 1968) is the unintended curriculum-what students learn from the
school's culture and climate. It includes such elements as the use of time, allocation of space, funding for programs
and activities, and disciplinary policies and practices. For example, if an elementary school allocates 450 minutes each
week to reading and 45 minutes to art, the unintended message to students is that "art doesn't matter."
◦ The excluded curriculum is what has been left out, either intentionally or unintentionally. Eisner (1979) terms this the
"null curriculum," since it is not readily apparent. For example, U.S. history curricula often have omitted or covered
only briefly such topics as the labor movement, the importance of religion in American life, or the internment of
Japanese Americans during World War II. Gehrke, Knapp, and Sirotnik (1992) point out that the excluded curriculum
is "powerful by virtue of its absence" (p. 53).

16. ◦ Wiles and Bondi (1989) use the terms analyze, design,
implement, and evaluate to describe four stages often
referred to by strategic planners and others in the field of
planning. These planning processes include four board
stages of involvement: (1) the analysis stage - scrutiny of
pluses and minuses of the current program plan, including
determination of future needs and requirements, (2) the
design stage - selection of preferred direction for the future
and preferred methods and solutions, (3) the implementation
stage - development of action plans to facilitate initiation of
the program plan, and (4) the evaluation stage - collection of
data to allow determination of program effectiveness.

18. There are certain factors to
consider when “planning” for
the current curriculum,
namely: (1) the nature of the
learner, (2) the nature of the
community/ society, (3) the
possible future, and (3) core
principles, studies and
research-based findings.
Thus, needs assessment of
the learners, the society, as
well as the emerging
conditions of the present and
future environments (i. e.
diagnosis of learners, society
and learning/ life situations)
come into play.
From the study of Andres
Francisco

19. REFERENCES
◦ https://cte.tamu.edu/getattachment/Faculty-Teaching-Resource/Program-ReDesign/Orientation-and-Team-
Formation/Book-Summary-Learner-Centered-Teaching-by-Maryellen-Weimer.pdf.aspx
◦ https://www.slideshare.net/DaisyVillaflor/learner-centered-education-65303953
◦ https://study.com/academy/lesson/what-is-curriculum-instruction.html Learner centered instruction Curriculum and
instruction
◦ Wiles, J., and Bondi, J. (1989). Curriculum development: A guide to practice. Columbus, OH: Merrill.
◦ Philippine Journal of Education Volume 59 Page 459
◦ Andres, T.Q. D. & Francisco, F. Y. (1989). Curriculum Development in the Philippine
Setting. Mandaluyong: National Bookstore.