M1. lesson 1. concepts, nature & purposes of curriculum

CTP-HS5
CURRICULUM PLANNING & DEVELOPMENT
Prof. Gail S. Montero
2nd Semester, AY 2012-2013

COURSE CONTENT
MODULE 1:
CURRICULUM CONCEPTS, NATURE &
PURPOSES
Lesson 1: Concepts, Nature & Purposes of
Curriculum
Lesson 2: Components of Curriculum & Curricular
Approaches
Lesson 3: Concepts, Nature & Purposes of
Curriculum
Add-in: The 8 M’s of Teaching & Learning p.

MODULE 1: CURRICULUM:
Concepts, Nature and Purposes
PROF ED 4: CURRICULUM PLANNING & DEVELOPMENT
Prof. Gail S. Montero
University of Makati

If you are to capture scenarios, experiences,
situations, faces, places and eventually come
up with a PICTURE GALLERY which you want
to attract people…what would you include?

Lesson 1: Concepts, Nature &
Purposes of Curriculum
 Take-Off
CONCEPT OF CURRICULUM
in its narrow sense:
a listing of subjects to be taught in school
in a broader sense:
it refers to the total learning experiences of
individuals; not only in schools but in society
as well.

 Focus
CURRICULUM FROM DIFFERENT
POINTS OF VIEW
1. Traditional Points of View of Curriculum
20th Century: “Curriculum is a body of
subjects/subject matter prepared by the
teachers for the students to learn”; was
synonymous to “course of study” &
“syllabus”

 Focus CURRICULUM FROM DIFFERENT POINTS OF VIEW
 Robert M. Hutchins:
permanent studies/emphasis of the 3Rs
 Arthur Bestor:
intellectual training should be the mission of the
school
 Joseph Schwab:
Discipline is the sole source of curriculum

 Phenix
Curriculum should consist entirely of knowledge
which comes from various disciplines.
Note:
most of the TRADITIONAL ideas view
curriculum as WRITTEN DOCUMENTS/PLAN of
ACTION in accomplishing goals.

2. Progressive Points of View of Curriculum
 John Dewey
Reflective thinking is a means that unifies
curricular element; thought is not derived from
action but tested by application.
 Caswell & Campbell
“All experiences children have under the
guidance of teachers.”

 Smith, Stanley & Shores
A sequence of potential experiences set up in
the schools for the purpose of disciplining
children and youth in group ways of thinking and
acting
 Marsh & Willis
All the experiences in the classroom which are
planned and enacted by the teacher, and also
learned by the students.

Note:
To PROGRESSIVIST, a listing of school
subjects, syllabi, course of study & list of
courses or specific discipline DO NOT MAKE A
CURRICULUM. It can only be called
CURRICULUM if the written materials are
actualized by the learner – THE TOTAL
LEARNING EXPERIENCES of the individual.

 Focus
POINTS OF VIEW ON CURRICULUM
DEVELOPMENT
Development
 connotes CHANGES which are SYSTEMATIC.
 a CHANGE FOR THE BETTER means any
alteration, modification, or improvement of
existing condition.
 To produce POSITIVE CHANGES, development
should be purposeful, planned & progressive.

 Focus POINTS OF VIEW ON CURRICULUM DEVELOPMENT
Models of Curriculum Development
=RALPH TYLER MODEL=
4 Basic Principles: Tyler’s Rationale
 Posited Four Fundamental Principles in
examining any curriculum in schools:
1. What EDUCATIONAL PURPOSES should the
school seek to attain?
2. What EDUCATIONAL EXPERIENCES can be
provided that are likely to attain these purposes?

4 Basic Principles: Tyler’s Rationale
3. How can these educational experiences be
EFFECTIVELY ORGANIZED?
4. How can we determine whether these purposes are
being attained or not?
TYLER’S Model show that in curriculum development, the
following considerations should be made:
(1) Purposes of the School;
(2) Educational Experiences related to the Purpose;
(3) Organization of the experiences and
(4) Evaluation of the experiences.

Models of Curriculum Development
=HILDA TABA LINEAR MODEL=
The 7 Major Steps:GRASSROOTS
APPROACH
 Believed that TEACHERS WHO
TEACH/IMPLEMENT the curriculum SHOULD
PARTICIPATE IN DEVELOPING it.
1. Diagnosis of learners’ needs & expectation of the
larger society
2. Formulation of learning objectives

The 7 Major Steps:GRASSROOTS APPROACH
3. Selection of learning content
4. Organization of learning content
5. Selection of learning experiences
6. Organization of learning activities
7. Determination of what to evaluate and the means of
doing it.
THREE INTERACTING PROCESSES in curriculum
development: PLANNING, IMPLEMENTING &
EVALUATING

 Focus
TYPES OF CURRICULUM OPERATING IN
SCHOOLS [Allan Glatthorn, 2000]
1. Recommended Curriculum
 proposed by scholars and professional
organizations who has stake in Education
[DepEd, CHED, DOST]
2. Written Curriculum
 includes documents, course of study or syllabi
handed down to the schools, districts, division,
departments or colleges for implementation

 Focus TYPES OF CURRICULUM OPERATING IN SCHOOLS
 Pilot-tested or tried out in samples schools or
population [Basic Education Curriculum]
3. Taught Curriculum
 composed of the different planned activities
which are put into action inside & outside the
classroom in order to arrive at the
objectives/purposes of the written curriculum
 Varies according to the learning styles of
students & the teaching styles of teachers

4. Supported Curriculum
 includes material resources [such as textbooks,
computers, audio-visual materials, laboratory
equipments, playgrounds, zoos & other facilities] other
than the teacher, in order to have a successful
teaching to enable each learner to achieve
lifelong learning
5. Assessed Curriculum
 refers to the series of evaluations done by the
teachers to determine the extent of teaching &
students’ progress

6. Learned Curriculum
 refers to the learning outcomes achieved by the
students and indicated by the results of the
tests & changes in behavior which can either
be cognitive, affective or psychomotor
7. Hidden Curriculum
 the unintended curriculum which is not
deliberately planned but may modify behavior
or influence learning outcomes [factors such
as: peer influence, teacher’s mood, school
environment

 Focus
MAJOR FOUNDATIONS OF CURRICULUM
[COMMONLY ACCEPTED FOUNDATIONS: (1)
Philosophical, (2) Historical, (3) Psychological & (4) Social ]
1. Philosophical Foundations of Curriculum
 provides educators, teachers, curriculum
makers with FRAMEWORK for planning,
implementing & evaluating curriculum
 PHILOSOPHY in decision-making provides the
STARTING POINT: what the school is for, how
students should learn, what methods to use,

 Focus MAJOR FOUNDATIONS OF CURRICULUM
PHILOSOPHIES: PERENNIALISM ESSENTIALISM PROGRESSIVIS
M
RECONSTRUC-
TIONISM
Aim of Education • Educate the
rational person
• cultivate the
intellect
• promote
intellectual
growth
• educate a
competent
person
• promote
democratic &
social living
• improve &
reconstruct
society
• Education for
change
Role of
Education
• Teachers help
students think
w/ reason
• teacher is the
sole authority in
her subject
area
• knowledge
leads to growth
& development
of life-long
learning
• teachers act
as agents of
change &
reform in
various
educational
projects
including
research

PHILOSOPHIES: PERENNIALISM ESSENTIALISM PROGRESSIVIS
M
RECONSTRUC-
TIONISM
Focus in the
Curriculum
• Classical
subjects,
literary analysis
• curriculum is
constant
• essentials
skills of the 3
R’s, English,
Science, Math,
History
• subjects are
interdisciplinary,
integrative &
interactive
• Students’
interest, human
problems &
affairs
• present &
future trends &
issues of
national and
international
interests
Curriculum
Trends
• use of great
books & return
to liberal arts
• excellence in
education &
back to basics
& cultural
literacy
• school reforms,
relevant &
contextualized
curriculum,
humanistic
education
• equality of
educational
opportunities
• access to
global
education

2. Historical Foundations of Curriculum
 shows different changes in the purposes,
principles & content of the Curriculum
 different changes are influenced by educational
philosophy, psychology & pedagogical theories.
 Implies that curriculum is ever changing,
putting in knowledge & content from many
fields of disciplines.

2. Historical Foundations of Curriculum
FRANKLIN
BOBBIT
WERRET
CHARTERS
WILLIAM
KILPATRICK
HAROLD
RUGG
HOLLIS
CASWELL
RALPH
TYLER
• 1876-1956
• curriculum
is a science
that
emphasizes
student’s
needs &
prepares
students for
adult life
• Objectives
w/ corres-
ponding
activities
should be
grouped &
sequenced
• 1875-1952
• curriculum
is a science
that gives
emphasis on
students’
needs.
• listing of
objectives
w/ activities
ensure that
the subject
matter is
related to
obj.
• subj matter
& activities
are planned
by the
teacher
• 1871-1965
• Curricula
are
purposeful
activities w/c
are child-
centered for
child dev’t. &
growth.
• Teacher &
students
plan the
activities.
• Curriculum
develops
social
relationships
& small grp
instructions
• 1886-1960
• Curriculum
is child
centered &
should
develop the
whole child
• w/
objectives &
activities,
curriculum
should
produce
outcomes
• Social
studies &
teacher
plans in
advance
• 1901-1989
• Curriculum
is a set of
experiences,
organized
around
social
functions of
themes,
organized
knowledge
& learners’
interest
• 1902-1994
• Curriculum
is a science,
an extension
of school’s
philosophy
& based on
students’
needs &
interest.
• Emphasize
on problem-
solving &
aims to
educate
GENERA-
LISTS.

3. Psychological Foundations of Curriculum
 Psychology provides a basis for the teaching &
learning process.
 Unifies elements of the learning process &
some of the questions which can be addressed
by Psychological foundations of education such
as: “How should curriculum be organized to
enhance learning?”;
“What is the optimum level of students’ participation
in learning the various contents of the curriculum?”

BEHAVIORIST
PSYCHOLOGY
Behaviorism /Association
Theories
COGNITIVE
PSYCHOLOGY
Cognitive-Information
Processing Theories
HUMANISTIC
PSYCHOLOGY
Humanistic Theories
• To Behaviorists: Edward
Thorndike, Ralph Tyler, Hilda
Taba, Ivan Pavlov, Skinner,
Bandura, LEARNING should
be organized in order that
students can experience
success in the process of
mastering the subj. matter in
a step by step manner with
proper sequencing of tasks
which is viewed as
SIMPLISTIC &
MECHANICAL
• to Cognitive Theorists: Jean
Piaget, Lev Vygotsky,
Howard Gardner, Felder &
Silverman, Daniel Goleman,
LEARNING constitutes the
LOGICAL method for
organizing & interpreting
learning
• Cognitivists focus their
attention on HOW individuals
process information & how
they monitor & manage
thinking.
• Humanists are concerned
with how learners can
develop their human
potential.
• Humanistic psychology is
the third force learning
theory which is built on
Gestalt Psych where
LEARNING CAN BE
EXPLAINED in terms of
wholeness of the problem
and where the environment
is changing & the learner is
continuously reorganizing

BEHAVIORIST
PSYCHOLOGY
Behaviorism /Association
Theories
COGNITIVE
PSYCHOLOGY
Cognitive-Information
Processing Theories
HUMANISTIC
PSYCHOLOGY
Humanistic Theories
• Robert Gagne’s
Hierarchical sets of
Behavior & Learning
outcomes:
1. Intellectual skills/”knowing
how” to categorize, use &
form concepts
2. Information skills/”knowing
what” , facts, dates, names
3. Learning skills
4. Motor skills
5. Attitudes, feelings &
emotions learned through
• Learning is rooted in the
tradition of subject matter
and is similar to the
Cognitive Development
Theory of Jean Piaget
• Teachers use a lot of
problem & thinking skills in
teaching & learning –
exemplified by practices like
reflective thinking, creating
thinking, intuitive thinking,
discovery learning, etc.
• based on Abraham
Maslow’s theory of Human
needs for self actualizing
persons & Carl Roger’s Non-
directive lives, curriculum is
concerned with the
PROCESS; not the
products; PERSONAL
NEEDS not subject matter;
PSYCHOLOGICAL
MEANING and
ENVIRONMENTAL
SITUATIONS.

4. Social Foundations of Curriculum
 Societal culture affects and shapes schools and their
curricula.
 In considering the SOCIAL FOUNDATION, we
must recognize that schools are only one of the
many institutions that educate society.
 In order for schools to be relevant, school
curricula should address diversity, explosion of
knowledge, school reforms, & education for all;
as well as preserve the culture of society & its
aspirations.

 Take-Action
1. Identifying the Curricula Operating in a
Selected School [p.22] = 35 points
2. Curriculum from Two-Points of View:
Traditional or Progressive [p.23] = 20 points

 Compare & Contrast
Ralph Tyler’s Hilda Taba’s
Deductive Model
Administrator Approach
administration should design the
curriculum and the teachers try to
implement it
Tyler curriculum model is stating of the
objectives.
Read more:
http://wiki.answers.com/Q/What_is_th
e_difference_between_Ralph_Tyler_and_
Hilda_Taba_theory_of_curriculum#ixzz1
kTr3luy7
Inductive Model
Teacher's approach
teachers are aware of the students needs
hence they should be the ones to develop
the curriculum
the first step in Taba curriculum model is
diagnosis of needs

M1. lesson 1. concepts, nature & purposes of curriculum

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