The document discusses curriculum improvement and the curriculum development process. It covers several key points: 1. It defines curriculum improvement and describes it as the continuous modification and betterment of curriculum throughout the school year based on current students. This can be viewed as curriculum development or curriculum change. 2. It outlines the four phases of curriculum development: planning, content and methods, implementation, and evaluation and reporting. It provides details on the steps and processes involved in each phase. 3. It discusses different approaches to curriculum improvement, including technical/scientific, behavioral/rational, systems-managerial, intellectual/academic, and various non-technical approaches like humanistic/aesthetic and reconstructionism. It notes

1. CURRICULUM
IMPROVEMENT
PED104|CURRICULUM
IMPROVEMENT
P R E P A R E D B Y : A Z U E L O | B A L A H I M | B A R T E | D I N O | G U E R R E R O | T I M B A N G

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7. PED104|CURRICULUMIMPROVEMENT
What is
Curriculum
Improvement?
Curriculum is continuously modified and made
better throughout the school year based on
your current students.
Viewed as a result of curriculum development
Can also be viewed as curriculum change
Curriculum Improvement improves learning in
school.
Curriculum improvement is not an easy work

8. Curriculum
Improvement
is all about…
Changing people
Making decisions
Co-operative action
on abroad base
Developing a functional
educational philosophy
Studying pupils and
their environment
Keeping up to date
with knowledge
Studying ways to
improve instruction
Carrying on evaluation

9. Curriculum improvement aka Curriculum
Change : In search for better implementation
Learning process for teachers and for their
schools. Good understanding of change and
clear conception of curriculum are necessary
conditions for improved implementation of new
curriculum into practice.
Changing the curriculum will bring expected
improvements into classrooms

10. Curriculum improvement aka Curriculum
Change : In search for better implementation
While not all changes lead to improvement, all
improvement requires change. The ability to
develop, test, and implement changes is
essential to for anyone who wants to
continuously improve.
At the process of curriculum change, it is
necessary to consider the resources of
implementation of curriculum if it is unavailable
or not.

11. Curriculum
change can be
summarized
as :
A. Successful Curriculum
development requires better
use of ‘change knowledge’
Failure is often a result of neglecting
it. Policy‐makers, education leaders
and teachers need to know more
about the drivers of successful
curriculum change in schools.There‐
fore, learning about educational
change and its key features should
become integral elements of any
serious curriculum reform process.

12. Curriculum
change can be
summarized
as :
B. Re‐conceptualizing Curriculum
Many curriculum reforms are based on
how the curriculum has traditionally been
organized. As a consequence, many
curricula have become overloaded,
confusing and inappropriate for teachers
and students. Therefore, curriculum
orientation should shift from a curriculum
as product model to a curriculum as
process model. This would also transform
the role of the curriculum from a purely
technical document into a more
comprehensive idea that also serves as
guideline for school improvement.

13. Curriculum
change can be
summarized
as :
C. Changing the way teachers
teach and students learn requires
specific approaches.
In‐service training of teachers is not
enough. If curriculum reform aims at
changing the ways students learn and
teachers teach, more sophisticated
implementation strategies are required.
Therefore, helping teachers to create
professional learning communities and
schools to learn from each other are
recommended approaches.

14. LEVELS OF CURRICULUM
DEVELOPMENT
The curriculum development process systematically
organizes what will be taught, who will be taught, and
how it will be taught. Each component affects and
interacts with other components. For example, what
will be taught is affected by who is being taught (e.g.,
their stage of development in age, maturity, and
education). Methods of how content is taught are
affected by who is being taught, their characteristics,
and the setting.

15. Phases and
Steps in
Curriculum
Development
Each phase has several steps or tasks to complete in logical sequence. These
steps are not always separate and distinct, but may overlap and occur
concurrently. For example, the curriculum development team is involved in all
of the steps. Evaluations should occur in most of the steps to assess
progress.
(I) Planning
(II) Content and Method
(III) Implementation
(IV) Evaluation and Reporting.

16. Phases and
Steps in
Curriculum
Development
Two types of Evaluation are included in the Phases and Steps illustration: (1) Formative
provides feedback during the process of developing the curriculum, and (2) Summative
answers questions about changes (impact) that have occurred in learners because of
their learning experiences. Summative evaluation provides evidence for what works,
what does not work, and what needs to be improved.
(I) Planning
(II) Content and Method
(III) Implementation
(IV) Evaluation and Reporting.

17. PHASE I: PLANNING
"Nobody plans to fail but failure
results from a failure to plan."
The planning phase lays the foundation for all of the
curriculum development steps. The steps in this phase
include:
(1) Identify Issue/Problem/Need
The need for curriculum development usually emerges
from a concern about a major issue or problem of one or
more target audience.

18. PHASE I: PLANNING
(2) Form Curriculum Development Team
Once the nature and scope of the issue has been broadly
defined, the members of the curriculum development
team can be selected. Topics covered in this section
include: (1) the roles and functions of team members, (2)
a process for selecting members of the curriculum
development team, and (3) principles of collaboration
and teamwork.

19. PHASE I: PLANNING
(3) Conduct Needs Assessment and Analysis
There are two phases in the needs assessment process.
The first is procedures for conducting a needs
assessment. A number of techniques are aimed toward
learning what is needed and by whom relative to the
identified issue. Techniques covered in this section
include: KAP - Knowledge, Attitude, and Practice Survey;
focus groups; and environmental scanning.
Analysis, the second part of this needs assessment step,
describes techniques on how to use the data and the
results of the information gathered

20. PHASE II: CONTENT AND METHODS
Phase II determines intended outcomes (what learners will be able to
do after participation in curriculum activities), the content (what will be
taught), and the methods (how it will be taught). Steps include:
(4) State Intended Outcomes
Once the issue is defined, the curriculum team is formed, the needs
assessed, analyzed and prioritized, the next step is to refine and restate the
issue, if needed, and develop the intended outcomes or educational
objectives. An intended outcome states what the learner will be able to do
as a result of participating in the curriculum activities.
This section includes: (1) a definition of intended outcomes, (2) the
components of intended outcomes (condition, performance, and standards),
(3) examples of intended outcomes, and (4) an overview of learning
behaviours. A more complete explanation of the types and levels of learning
behaviours is included in the Addendum as well as intended outcome
examples from FAO population education materials.

21. PHASE II: CONTENT AND METHODS
(5) Select Content
The next challenge in the curriculum development process is
selecting content that will make a real difference in the lives
of the learner and ultimately society as a whole. At this point,
the primary questions are: "If the intended outcome is to be
attained, what will the learner need to know? What
knowledge, skills, attitudes, and behaviours will need to be
acquired and practiced?"

22. PHASE II: CONTENT AND METHODS
(6) Design Experiential Methods
After the content is selected, the next step is to design
activities (learning experiences) to help the learner achieve
appropriate intended outcomes. An experiential learning
model and it's components (i.e., experience, share, process,
generalize, and apply) are discussed in this section.
Additional topics include:
1. learning styles and activities appropriate for each style;
2. a list of types of activities (with descriptions);
3. an activity design worksheet for facilitators; and
4. Brief discussions on learning environments and delivery
modes.

23. PHASE III: IMPLEMENTATION
(7) Produce Curriculum Product
Once the content and experiential methods have been agreed upon,
the actual production of curriculum materials begins. This section
includes: 1) suggestions for finding and evaluating existing
materials; 2) evaluation criteria; and 3) suggestions for producing
curriculum materials.
(8) Test and Revise Curriculum
This step includes suggestions to select test sites and conduct a
formative evaluation of curriculum materials during the production
phase. A sample evaluation form is provided.

24. PHASE III: IMPLEMENTATION
(9) Recruit and Train Facilitators
It is a waste of resources to develop curriculum materials if
adequate training is not provided for facilitators to implement it.
Suggestions for recruiting appropriate facilitators are provided
with a sample three-day training program.
(10) Implement Curriculum
Effective implementation of newly developed curriculum products
is unlikely to occur without planning. Strategies to promote and
use the curriculum are discussed in this step.

25. (11) Design Evaluation Strategies
Evaluation is a phase in the curriculum development model as
well as a specific step. Two types of evaluation, formative and
summative, are used during curriculum development.
Formative evaluations are used during the needs assessment,
product development, and testing steps. Summative
evaluations are undertaken to measure and report on the
outcomes of the curriculum. This step reviews evaluation
strategies and suggests simple procedures to produce valid
and reliable information. A series of questions are posed to
guide the summative evaluation process and a sample
evaluation format is suggested.
PHASE IV: EVALUATION AND REPORTING

26. PHASE IV: EVALUATION AND REPORTING
(12) Reporting and Securing Resources
The final element in an evaluation strategy is "delivering the
payoff (i.e., getting the results into the hands of people who
can use them). In this step, suggestions for what and how to
report to key shareholders, especially funding and policy
decision makers, are provided and a brief discussion on how to
secure resources for additional programming.

27. PED104
APPROACHEST O C U R R I C U L U M I M P R O V E M E N T

28. Technical – Scientific Approach
The curriculum developers which may include
specialists, superintendents, principals and
coordinators are likened to engineers and
architects who use instruments and empirical
methods in preparing a blueprint with well
defined elements orderly-sequenced
procedures, and quality control measures to
increase the probability of success in its
implementation

29. Behavioral-Rational Approach
It is a means-end approach. Curricula developed
through this approach become the actual
blueprints which prescribe the roles of key
figures in the educative process.
Viewing the curriculum as the means and
instruction as the end is a behavioral
orientation.

30. 1. Motivate interest of all stakeholders
2. Encourage participation and involvement of
all stakeholders
3. Synthesize divergent viewpoints
4. Monitor curriculum implementation
Systems-Managerial Approach

31. Intellectual- Academic Approach
Emphasizes the importance of theories and
principles in curriculum planning.
This model is influenced by the philosophy of
John Dewey

32. Non-Technical /
Non-Scientific Approaches
Flexible and less structured without
predetermined objectives to guide the learning-
teaching process.
Contends that not all ends of education can be
known nor indeed to be known in all cases.

33. Humanistic-Aesthetic Approach
Argues that those who favor the rational
approach miss the artistic and personal
aspects of curriculum and instruction.
It is rooted in progressive philosophy
which promotes the liberation of learners
from authoritarian teachers.

34. Reconceptualist Approach
Criticizes the technocratic – scientific models
as not sensitive to the inner feelings and
experience of individuals.
Reflects on existentialist orientation.
The aim of education is not to control
instruction in order to preserve existing order.

35. Reconstructionism
The school is an institution of social reform.
Criticizes the progressivists for putting too
much emphasis on the individual learner to the
neglect of the needs of society.

36. Eclectic Models
Oftentimes, Filipino educators, in particular,
prefer eclectic models (halo-halo) which are a
combination of several approaches, rather than
commit themselves to one particular approach
only.
Eclectic models are not mere patchwork
(pagtagpi-tagpi) but a synthesis. (pagbuo o
paghahabi) where desired features from several
models are selected and integrated into a new
whole.

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