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CPE 108 THE TEACHER & THE SCHOOL CURRICULUM SEPTEMBER 2019
MODULE 3 Component ofCurriculum Design

NAME: __________________ DATE: _________________

GROUP NO: _______ YEAR & SECTION: ________________
MODULE 3 COMPONENTS OF CURRICULUM DESIGN
LESSON 1 MAJOR FOUNDATIONS OF CURRICULUM

The concept of curriculum is dynamic as the changes that occur in society. Curriculum has
been viewed as a listing of subjects to be taught in school. But in broader sense, it refers to the
total learning experiences of individuals not only in schools but in society as well. NCBTS (National
competency-Based Teacher Standards) serves as an anchor of reforms in education from the basic
to higher education

ACTIVITY 1- CURRICULUM FROM TWO POINTS OF VIEW: TRADITIONAL OR PROGRESSIVE: In

the courses that you are currently taking, Identify practices that can be considered as following
the traditional orientation and those that are progressive in orientation. Give specific examples
or illustrations.

Points of View of Curriculum Illustrative Examples of Practices

Traditional Curricular Prac-

tices

Progressive Curricular Prac-

tices

ACTIVITY 2- MAJOR FOUNDATIONS OF CURRICULUM: Create a group with at least 5 members,

Group 1 and Group 2 - Philosophical Foundation, Group 3 and Group 4 Psychological Founda-
tion and Group 5 and Group 6 historical Foundation.

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A. Philosophical Foundations Group 1 and 2 will create a 10-minute video presentation

which will discuss the nature of curriculum based on the aims of education,Role of Edu-
cation, its focus and determine its curricular trends. It will then be posted in the as-
signed facebook

Educational Philos- Aim of Education Role of Education Focus in the Cur- Curricular
riculum Trends
ophy

Realism

Existentialism

Perrenialism

Essentialism
Progressivism
Reconstructionism

B.
C. Group 5 and Group 6 will present the Historical Foundations through a 10-minute lec-
ture-type presentation and upload it on the official facebook page of the class. The
groups will identify 10 different theorist and discusses their contributions to the curricu-
lum development.

Name of Theorist Curriculum Contribution

D.

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C. Group 3 and 4 will discuss the Psychological Foundations through a 10-minute lecture
type presentation. The group will name at least three psychologies in each field and pro-
vide its contribution to the landscape of curriculum development.

Psychological Field Name of Psychologist Curriculum Contribution

Concentration

Behaviorist

Cognitive

Humanistic

D.

II. MY REFLECTION: Please pause for a while and reflect on what we have presented , discussed,
shared and observed in the lesson. This portion will require you to have a deep thinking. An-
swer the questions by yourself first, then get a partner and share your ideas. Listen to your
partner’s ideas also.

1. Can a school exist without a curriculum? Why or why not?

2. How does a strong belief or philosophy influence curriculum?

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3. As future teachers, how important will a curriculum be to you?

4. What are the implications of an ever changing curriculum to teachers?

III. MY PORTFOLIO:
Present a picture or a drawing of your ideal curriculum?

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NAME: __________________DATE: _________________

MODULE 3 COMPONENTS OF CURRICULUM DESIGN
LESSON 2 COMPONENTS OF CURRICULUM

This activity will introduce you to the elements of curriculum and some curricular approaches. This
section will introduce use about the components and elements of the curriculum, its approaches
that coincides with traditional theories and models.
OBJECTIVES:
1. Identify what influences people’s perception and education’s purpose.
2. Describe how education philosophy of school is being developed as reflected in the
aims, goals and it objectives
3. Discuss the three domains of educational objectives and give an example of each type
4. Analyze the main criteria when selecting the curriculum content or subject matter and
learning experiences

I. MY LEARNING
A curriculum has four important elements. These elements must be present in all curriculum
documents or before a document can be called curriculum. These four elements must be present
in all curriculum documents on or before a document can be called curriculum. These four ele-
ments are curriculum objective, content, learning experiences and evaluation.

WHAT ARE THE ELEMENTS/COMPONENTS OF THE CURRICULUM?

Curriculum Objectives- is the term used by Print(1993) to mean the direction that curriculum
developers wish to take as a result of participating in the curriculum. It includes the aims, goals
and objectives found in any curriculum documents.
Aims are the broad statements of social or educational expectations that describes what
to be achieved by the whole curriculum. The most general level.

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Goals are statements more specific than aims. Goals are general statements of what concepts,
skills and values should be learners in the curriculum. Reflects the purpose with outcomes in
mind.

Objectives are specific learning outcomes which includes what specific concepts, skills
and values should be learned by the students.Usually objectives are used in making decisions or
planning about the instruction. It reflect the most specific levels of educational outcomes

Curriculum Aims:

Curriculum Goals

Curriculum Objectives:

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References:

Wilson, L.O.Ed.D.The Second Principle.2016

Anderson, L.W. and Krathwohl, D. R., et al (Eds..)(2001) A Taxonomy for Learning, Teaching and As-
sessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn& Bacon. Boston, MA(Pearson
Education Group).

Bloom, B.S. and Krathwohl, D.R. (1956) Taxonomy of Educational Objectives: The Classification of Ed-
ucational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain.
NY,NY: Longmans, Green

Learning Experiences includes all instructional strategies that are useful for implementa-
tion of the curriculum. These may appear in the form of activities, strategies, methods or ap-
proaches that are useful in implementing the curriculum or in teaching the content. A learning
experience is the interaction between the learner and the external conditions in the environ-
ment to which he can react.
Principles to be considered when selecting Learning experiences;
1. Learning is an active process in which the learner must be involved.
2. Learning is affected considerably by individual goals, values and motives.
3. Frequent repetition of response to a class of situation is important in learning skills.
4. The wider the range of experience presented to the learner, the more likely are the
generations and discrimination occur.

ACTIVITY 2: LESSON PLAN: LEARNING EXPERIENCES. In this activity, the students are task to
get a copy of the best written lesson plan of your favorite teachers in the elementary. Read every detail
of the lesson plan and specifically look the learning content and learning experiences. Examine their rela-
tionship.

CONTENT LEARNING EXPERINCES

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Learning Evaluation includes different ways and tools used for evaluating whether or not the
curriculum intents were realized. Evaluation tools are also uses to evaluate the performance o
the learners after they have undergone the curriculum.

ACTIVITY 3: LESSON PLAN: Analyze examples of curriculum tools and examine how the evalua-
tion instruments measure the success of the curriculum

What curriculum competencies and

performance standards are evaluated?

What forms of evaluation tools are used?

How often does the school evaluate the

curriculum?

How does the school evaluates its hidden

curriculum?

What decisions and actions are made after

getting the results of the curriculum
evaluation?

VI. MY PORTFOLIO:
Present a picture or a drawing of your ideal school curriculum?

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