The document discusses the historical foundations and major concepts of curriculum, including its definitions, purposes, nature and development from different viewpoints. It also examines the philosophical, psychological and social foundations that influence curriculum design. Furthermore, the document outlines the typical components of curriculum, such as objectives, content, learning experiences and evaluation approaches.

1. Historical Foundations of Curriculum
Mr. ALCAR E. SARAZA
Presenter

2. Concepts, Nature and Purposes
• Narrow view: Curriculum viewed as merely a a listing
of subjects to be taught in school.
• Broader sense: it refers to the total learning
experiences of individuals not only in schools but in
society

3. Curriculum: Concepts, Nature and
Purposes
1. What is curriculum?
2. What is its purpose?
3. What is its nature?

4. Curriculum from Different Points of View
• Traditional Points of View of Curriculum
• “Curriculum is that it is a body of subjects or subject
matter prepared by the teachers for the students to
learn.
• Synonymous to “course of study” and “syllabus

5. Points of View on Curriculum Development
• Robert M. Hutchins views
curriculum as: “permanent
studies “ where the rule
grammar, reading , rhetoric
and logic and mathematics
for basic education are
emphasized.

6. Points of View on Curriculum Development
• Essentialist : the mission of the school should be
intellectual training, hence curriculum should focus
on the fundamental intellectual disciplines of
grammar, literature and writing. Includes
mathematics, science, history and foreign language.

7. Curriculum from Different Points of View
• Joseph Schwab : Discipline is the
sole source of curriculum.
• Curriculum can be viewed as a field
of study. It is made up of its
foundations (philosophical,
psychological, and social
foundations ), domains of
knowledge as well as its research
theories and principles.

8. Curriculum from Different Points of View
• Progressive Points of View of Curriculum
• “ These can be called curriculum if the written are
actualized by the learner.”Curriculum defined as the
total learning experiences of the individual. “
anchored to the definition of John Dewey on
experience and education.
• He believed that reflective thinking is a means that
unifies curricular elements.

9. Curriculum from Different Points of View
Caswell and Campbell viewed curriculum as : All experiences
children have under the guidance of teachers”

10. Curriculum from Different Points of View
• Smith, Stanley and Shores defined curriculum as : A
sequence of potential experiences set up in the
schools for the purpose of disciplining children and
youth in the group ways of thinking and acting”
• Marsh and Willis : “ Experiences in the classroom
which are planned and enacted by the teacher, and
also learned by the students.

11. Points of View on Curriculum Development
• Curriculum as dynamic
process : curriculum
evolves
• Two Models of
Curriculum
Development
• Ralph Tyler Model :
Four Basic Principles

12. Points of View on Curriculum Development
• What educational purposes should the school seek
to attain?
• What educational experiences can be provided that
are likely to attain these purposes?
• How can these educational experiences be
effectively organized?

13. Points of View on Curriculum Development
• How can we determine whether theses purposes are
being attained or not?
•
• Purposes of the school
• Educational purposes
• Organization of the experiences
• Evaluation of the experiences

14. Points of View on Curriculum
Development
• Hilda Taba :
• believes that teachers
who teach or
implement the
curriculum should
participate in
developing it. “
Grassroots Approach”

15. Points of View on Curriculum Development
• Seven Major Steps where teachers could have a major input
• Diagnosis of learners needs and expectations of the larger
society
• Formulation of learning objectives
• Selection of learning content
• Organization of learning content
• Selection of learning experiences
• Organization of learning activities
• Determination of what evaluate and the means of doing it

16. Types of Curriculum Operating in
Schools (Allan Glatthorn, 2000
• Dr. Glatthorn will be remembered
for his significant contributions to
education, principally in the areas of
supervision and curriculum
development.
• Dr. Glatthorn was Professor
Emeritus of the University of
Pennsylvania from which he retired
in 1987, as well as Professor
Emeritus of East Carolina University
from which he retired in 2003.

17. Types of Curriculum Operating in Schools (Allan
Glatthorn, 2000
• 1. Recommended Curriculum : proposed by scholars and professionals
• 2. Written curriculum: appears in school , district, division or country
documents
• 3. Taught curriculum: What teachers implement or deliver in the
classroom and schools
• 4. Supported curriculum: resources –textbooks. Computers, audio-visual
materials, which support and help implementation of the curriculum
• 5. Assessed curriculum : which is tested and evaluated
• 6. Learned curriculum: what the students actually learn and what is
measured
• 7. Hidden curriculum : unintended curriculum

18. Major Foundations of Curriculum
• Philosophical Foundations of Curriculum
• Four Educational Philosophies and how they relate to curriculum
• Educational Philosophy – Perennialism
• Aim of Education: to educate the rational person, to cultivate the
intellect
• Role of Education: teacher helps students think with reason: Based
on the Socrates methods of oral exposition or recitation : Explicit or
deliberate teaching of traditional values
• Focus in the curriculum: classical subjects, literary analysis and
curriculum is constant
• Curriculum trends: Use great books and return to liberal arts

19. Major Foundations of Curriculum
• Educational Philosophy – Essentialism
• Aim of Education: to promote the intellect growth of the
individual and educate a competent person
• Role of Education: the teacher is the sole authority in
his/her subject area of field of specialization
• Focus in the curriculum:
• Essential skills of the 3 R’s and essential subjects of
English, Science , History , Math and Foreign language.
• Curriculum trends

20. Major Foundations of Curriculum
• c. Educational Philosophy – Progressive
• 10. Aim of Education: to promote democratic and social
living
• 11. Role of Education: knowledge leads to growth and
development of lifelong learners who actively learn by doing
• 12. Focus in the curriculum:
• 13. Subjects are interdisciplinary, integrative and interactive.
Curriculum is focused on students’ interest , human problems
and affairs
• 14. Curriculum trends: school reforms. Relevant. And
contextualized curriculum, humanistic education

21. Major Foundations of Curriculum
• d. Educational Philosophy – Reconstructionism
• 15. Aim of Education: to improve and reconstruct society
; education for change
• 16. Role of Education: teachers act a agents of change
and returns in various educational projects including
research
• 17. Focus in the curriculum: focus on present and future
trends and issues of national and international interests
• 18. Curriculum trends: equality of educational
opportunities in education , access to global education

22. Historical Foundation of Curriculum
• American educational system has the greatest
influence on our educational system
• Curriculum Theorist and how they view curriculum
from a historical perspective

23. Franklin Bobbit ( 1876 -1956):
• curriculum as a science
that emphasizes on
student’s need.
Curriculum prepares
students for adult life.
Objectives with
corresponding activities
should be grouped and
sequenced.

24. 2. Werret Charters
• (1875-1952) Curriculum
is a science:
emphasizing the
student’s needs: subject
matter and activities are
planned by the teacher

25. 3. William Kilpatrick ( 1871-1965)
• Curricula are purposeful
activities which are
child –centered: Child
development and
growth: Curriculum
develops social
relationship and small
groups “instruction”

26. 4. Harold Rugg (1886-1960)
• : curriculum should
develop the whole
child. It is child-
centered: curriculum
should produce
outcomes: He
emphasized social
studies and the teacher
plans curriculum in
advance.

27. 5. Hollis Caswell (1901-1989)
• organized knowledge
and learner’s interest.
Curriculum is a set of
experiences. Subject
matter is developed
around social functions
and learner’s interests.

28. 6. Ralph Tyler (1902- 1994
• Curriculum is a science and an
extension of school’s philosophy. It is
based on student’s needs and
interest. 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.

29. Psychological Foundation of Education
• 1. Behavioral Psychology
• Edward Thorndike: influenced Ralph Tyler and Hilda
Taba who are considered to be one of the well
known curricularists
• Albert Bandura: modeling and observation theory:
related to behavior

30. Robert Gagne:
• hierarchical learning or sets of
behavior and five learning
outcomes became classic
examples.
• a. Intellectual skills or “knowing
how” to categorize and use
symbols, forming concepts and
problem solving
• b. Information or “knowing
what” knowledge about facts,
dates and names

31. Psychological Foundation of Education
• c. Cognitive strategies or learning skills
• d. Motor skills
• e. Attitudes, feelings and emotions learned through
experiences
• Behaviorist : Learning should be organized in order
that students can experience success in the process
of mastering the subject matter.

32. Psychological Foundation of Education
• 2. Cognitive Psychology
• Basic Questions being asked by cognitive psychologist
• How do learners store information?
• How do they retrieve data and generate conclusion?
• Focus: how individuals process information and how they
monitor and manage thinking .
• Jean Piaget: Cognitive Development stages
• Lev Vygostky : Social constructivism

33. Psychological Foundation of Education
• Howard Gardner: Multiple Intelligences
• Felder and Silverman for their Learning Styles,
• Daniel Goleman : Emotional Intelligences
• Learning constitutes a logical method for organizing and
interpreting Learning.
• Teacher: use a lot of problem and thinking skills in
teaching and learning
• Exemplified: reflective thinking, creative thinking,
intuitive thinking, discovery learning

34. Psychological Foundation of Education
• 3. Humanistic Psychology
• Concern: How learners can develop their human
potential
• Gestalt psychology: learning can be explained in terms of
the wholeness of the problem and where the
environment is changing and the learner is continuously
reorganizing his or her perceptions
• Abraham Maslow’s theory of human needs for self-
actualizing person
• Carl Rogers’s non directive lives

35. Psychological Foundation of Education
• Humanistic psychologists: curriculum is concerned with
the process not the products; personal needs not subject
matter; psychological meaning and environmental
situations
• Psychology has a great influence in the curriculum.
Learners are not machines and the minds are not
computer. Humans biological beings affected by their
biology and their cultures. The psychological foundations
will help curriculum makers in nurturing a more
advanced, more comprehensive and complete human
learning.

36. 4. Social Foundations of Education
• School exist within the social context
• Social culture affects and shapes schools and their curricula
• The way the school buildings are structured, the way
classroom and students are organized reflect the cultural
views and values of the society.
• In considering the social foundations of curriculum: we must
recognize that schools are only one of the many institutions
that educate society
• Curricula: reflect and preserve the culture of society and its
aspirations. Society should also imbibe the changes brought
about by the formal institutions called school

37. II. Components of Curriculum and Curricular
Approaches
• What part or components should a curriculum have?
• How should these components be arranged?
• Curriculum Design: Nature of the elements and the
manner which they are organized may comprise

38. Elements /Components of the Curriculum
• a. Aims, goals and objectives
• b. Subject matter/content
• c. Learning experience
• d. Evaluating approaches

39. Elements /Components of the Curriculum
• 1. Curriculum Aims, Goals and Objectives
• A formal curriculum is embedded in a formal institution
called schools.
• Philippine Constitution of 1987: all schools shall aim:
• a. Inculcate patriotism
• b. Foster love of humanity
• c. Promote respect for human rights
• d. Appreciate the role of national heroes in the
historical development of the country

40. Elements /Components of the Curriculum
• e. Teach the rights and duties of citizenship
• f. Strengthen ethical and spiritual values
• g. Develop moral character and personal discipline
• h. Encourage critical and creative thinking
• i. Broaden scientific and technological knowledge
and promote vocational efficiency

41. Elements /Components of the Curriculum
• Based on the mandate of the constitution: each
school should be guided by its vision, mission and
goals and its curricula should also revolve around
these
• Vision: clear concept of what the institution would
like to become in the future

42. School’s mission:
• spells out how it intends to carry out its vision.
• Target: to produce the kind of persons the students
will become after having been educated over a
certain period of time

43. Vision and mission
• are further translated into goals which are broad
statements or intents to be accomplished
• In curricula, goals are made simple and specific for
the attainment of each learner

44. Objectives:
• direct the change in behavior which is the ultimate
aim of learning. It provides the bases for the
selection of learning content and learning
experiences. They also set the criteria against which
learning outcome will be evaluated

45. Benjamin Bloom
• : Three Big Domains :
cognitive, affective, and
psychomotor domains
•

46. • Each domain is composed of specific skills, attitudes
and values which are presented in hierarchy or levels
• Original ideas presented as:
• 1. Cognitive Domain : Bloom et al 1956 – domain of
thought process
• 2. Affective Domain : Krathwohl, 1964 – Domain of
valuing, attitude and appreciation
• 3. Psychomotor Domain : Simpson, 1972 – Domain
of the use of psychomotor attributes

47. 2. Curriculum Content or Subject matter
• All curricula have content
• Content is more than simply information to be
learned in school
• Content is another term for knowledge. It is a
compendium of facts, concepts generalization,
principles and theories.
•

48. Gerome Bruner
• : “ Knowledge is a model
we construct to give
meaning and structure to
regularities in
experience”
Communication arts
• Mathematics
• Science
• Social studies
• Music
• Physical Education
• Vocational Education

49. Criteria
• Criteria which can be utilized in the selection of subject
matter content or knowledge for the curriculum
• 1. Self-sufficiency- This means that students should be given
chance to experiment, observe, and do field study. This allows
them to learn independently.
• 2. Significance- The subject matter or content is significant if
it is selected and organized for the development of learning
activities, skills, processes, and attitude. students come from
different cultural backgrounds and races, the subject matter
must be culture-sensitive.
• 3. Validity-Validity refers to the authenticity of the subject
matter or content you selected. Make sure that the topics are
not obsolete.

50. Criteria
• 4. Interest- Students learn best if the subject matter is
meaningful to them. It becomes meaningful if they are
interested in it
• 5. Utility- Students only value the subject matter or
content if it is useful to them
• 6. Learnability -The subject matter or content must be
within the schema of the learners. It should be within
their experiences
• 7. Feasibility - It should consider the real situation of
the school, the government, and the society, in general.
Students must learn within the allowable time and the
use of resources available

51. Following Principles in Organizing the Different
Learning Contents
• Balance – fairly distributed in depth and breadth of a
particular area
• Sequence- logical arrangement of subject matter
• Integration- learning will be related to each other
• Continuity – continuing application of knowledge

52. 3. Curriculum Experience
• The instructional strategies and methods will put into
ACTION the goal and use in order to produce an
outcome.
• Educational activities: field viewing, conducting
experiments, interacting with computer programs,
field trips and other experimental learning

53. • 4. Curriculum Evaluation
• Worthen and Sanders (1987) : Curricula to be
effective must have the element of evaluation
• Curriculum evaluation – formal determination of the
quality, effectiveness or value of the program,
process, product of the curriculum.
• Tuckmsan (1985) : Evaluation as meeting the goals
and matching them with the intended outcomes.
• Stufflebeam’s CIPP – Content, Input, Product, Process

54. Suggested Plan of action for the Process of
Curriculum Evaluation
• Steps:
• 1. Focus on one particular component of the
curriculum
• 2. Collect or gather the information
• 3. Organize the information
• 4. Analyze information
• 5. Report the information
• 6. Recycle the information for continuous feedback,
feedback, modification and adjustment to be made

55. 5. Curriculum Approaches
• a. Behavioral approach – based on the blueprint-goals
and objectives are specified , contents and activities are
also arranged to match with learning objectives
• b. Managerial Approach – Curriculum managers look at
curriculum changes and innovations as they administer
the resources and restructure the schools
• c. System Approach – Total school district or school are
examined in terms of how they relate to each other
• d. Humanistic Approach – Total development of an
individual is the prime consideration

56. III. Teaching Learning Processes and
Curriculum Development
• Repeated definition: Curriculum is the total learning
experience
• a. Teaching as a Process in Curriculum
• What do you know about teaching?
• What knowledge is needed to understand this process?
• Teaching is showing, telling, giving, instruction, making
someone understand in order to learn.
• Teaching process: Planning-Implement-Evaluate

57. III. Teaching Learning Processes and
Curriculum Development
• b. Learning as a Process in Curriculum
• “ To teach, is to make someone to learn” End product of teaching is
learning
• Learning is usually defined as a change in an individual’s behavior
caused by experiences or self-activity.
• Two Principal Types of Learning Theories
• 1. Behavioral learning theories: observable behavior such as new
skills, knowledge or attitudes. If the individual has changed
behavior, he has learned
• 2. Cognitive learning theories : concerned with human learning in
which unobservable mental processes are used to learn and
remember new information or acquire skills

58. III. Teaching Learning Processes and
Curriculum Development
• c. Teaching and Learning Go Together
• How does teaching and learning connect to each
other?
• “ Learning in teaching and teaching for learning”
means that while the teacher, teaches, he/she also
learns in the process .On the other hand, as the
students learn, they are also teaching themselves
how to learn.

59. III. Teaching Learning Processes and
Curriculum Development
• d. Some Ways of Doing Teaching and Learning
• Appropriate teaching methods
• Large group teaching methods: lecture, expository, panel
discussion, seminar, forum, demonstration
• Small group teaching methods : role playing, buzz
session, workshop, process approach, discovery learning,
cooperative learning in various forms , laboratory
methods
• Individualized teaching: modular instructions, E-teaching,
programmed instruction

60. End of the Report