The document discusses the historical development of curriculum in the Philippines. During the pre-Spanish period, education was decentralized and focused more on vocational training. Under Spanish rule, most education was conducted by religious orders and focused on industrial and agricultural skills. During the American period, curriculum emphasized practical job skills and English became the medium of instruction. The document also examines different approaches to curriculum organization and design, including subject-centered, learner-centered, and problem-centered models. Finally, it discusses psychological dimensions of curriculum development such as learning curves, laws of learning, and readiness, exercise, and effect.

1. CURRICULUM
DEVELOPMENT

2. Pre-Spanish Curriculum
 During the Pre-Spanish period, education was
decentralized.
 Children were provided with more vocational
training and fewer academic lessons.
 Schools were headed by parents or by their tribal
tutors.

3. Spanish Devised Curriculum
 Most education was conducted by religious orders
 Focused more on industrial and agricultural
techniques
 Schools were headed mostly by friars.

4. American Devised Curriculum
 Chaplains and non-commissioned officers were
assigned to teach using English as the medium of
instruction.
 Curriculum focused on practical job skills that would
better prepare students for professional white-collar
or skilled blue-collar work.
 a spiral curriculum is promoted as allowing students
to revisit a subject matter's content at the different
levels of development of the subject matter being
studied.

5. METHODOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
Objectives:
1. To present the different design models of
curriculum.
2. To discover the different ways curriculum are
organized

6. METHODOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
I. How curriculum is ORGANIZED?
A. Horizontal Organization – means the direction of the
curriculum elements is sideway. Is the alignment of the
curriculum being taught by teachers in a common grade
level.
Example:
a. Relating history with geography or politics
b. Relating anatomy with physiology / trigonometry and
physics

7. METHODOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
B. Vertical Organization – or sequence of curricular
elements. It is also planning curriculum across the grade
levels, from kindergarten through high school, building
upon instruction based upon standards
Example:
a. The concept of “living things” comes ahead of the topics
on “plant or animal”
b. Addition and subtraction must be taught first before
multiplication and division.

8. METHODOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
Curriculum Design may also adopt the following structures:
1. Subject-centered design model
- This model focuses on the content of the curriculum
- Schools using this model aims for excellence in the subject
matter.
- It includes the following:
a. Subject design – content based
b. Discipline design – focuses on academic discipline, often use
in college

9. METHODOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
- Correlation design – subject are related to one another but
each subject maintains its identity.
- Broad field design / interdisciplinary – variation of the
subject-centered design. Sometimes called the holistic
curriculum.

10. METHODOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
2. Learner-centered design model
- according to progressive educational psychologist, the
learner is the center of the educative process.
- it includes the following:
a. Child-centered design – anchored on the needs and
interest of the child
b. Experience-centered design – the experience of the
learner is the starting point of the curriculum.
c. Humanistic design – the development of one’s self is
the ultimate objective of curriculum design.

11. METHODOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
3. Problem-centered design model
- generally draws on social problems, needs, interest and
abilities of the learner.
- various problems are given emphasis.
- content cut across subject boundaries and must be based on
the needs, concerns and abilities of the students.
- it includes the following:
a. Life-situation design – it allows students to view
problem clearly and uses past and present experiences to
analyse the basic areas of living. The connection of subject
matter to real situations increases the relevance of the
curriuclum

12. METHODOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
b. Core design – it centers on general education and the
problems are based on common human activities.

13. PSYCHOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
Learning Curve
Is a graphical representation of the
increase of learning (vertical axis) with
experience or activity (horizontal axis).
The first person to describe the
learning curve was Hermann
Ebbinghaus in 1885

14. PSYCHOLOGICAL DIMENSIONS OF CURRICULUM DEV’T

15. PSYCHOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
Exponential growth
The proficiency can increase without limit. One of the
best-known examples of a learning curve with Exponential
Growth is Moore's law.
Exponential rise or fall to a limit
The increase in skill or retention of information is sharpest
during the initial attempts, and then gradually levels out,
meaning that the subject's skill does not improve much
with each repetition, or that less new knowledge is gained
over time.

16. PSYCHOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
S-curve
In this case the improvement of proficiency starts
slowly, then increases rapidly, and finally levels off.

17. PSYCHOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
Laws of Learning
Also referred to as principles of learning. It provide
additional insight into what makes people learn most
effectively.
Edward Thorndike developed the first three "Laws of learning:"
readiness, exercise, and effect.

18. PSYCHOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
Readiness
Readiness implies a degree of concentration and
eagerness. Individuals learn best when they are physically,
mentally, and emotionally ready to learn, and do not learn well
if they see no reason for learning. If students have a strong
purpose, a clear objective, and a definite reason for learning
something, they make more progress than if they lack
motivation.
In other words, when students are ready to learn, they meet
the instructor at least halfway, simplifying the instructor’s job.

19. PSYCHOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
Basic needs of students must be satisfied before they are ready
or capable of learning.
Students who are exhausted or in ill health cannot learn much.
If they are distracted by outside responsibilities, interests, or
worries.
Overcrowded schedules, or other unresolved issues, students
may have little interest in learning.

20. PSYCHOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
Exercise
The principle of exercise states that those things most
often repeated are best remembered. It is the basis of drill and
practice
It has been proven that students learn best and retain
information longer when they have meaningful practice and
repetition.

21. PSYCHOLOGICAL DIMENSIONS OF CURRICULUM DEV’T
Effect
The principle of effect is based on the emotional reaction
of the student.
It has a direct relationship to motivation. The principle of
effect is that learning is strengthened when accompanied by a
pleasant or satisfying feeling, and that learning is weakened
when associated with an unpleasant feeling.