0 TEACHER AND THE SCHOOL CURRICULUM

THE

MODULE 2 The Teacher as a Knower of Curriculum

Module Overview:
Module 2 describes the school curriculum in terms of its definition, its nature and scope,
which are needed by the teacher as a This module provides a wider perspective for the teachers
about the curriculum, in terms of curriculum approach, curriculum development process, some
curriculum models and the foundations upon which curriculum is anchored.

Lesson 2.1 The School Curriculum: Definition, Nature and Scope

Desired Learning Outcomes

A) Define curriculum from different perspectives
B) Describe the nature and scope of curriculum

TODAY'S HEADLINES
1. DepEd Reviews The K to 12 Curriculum
2. Suicide incidence in Schools Has Become Alarming
3. Teachers are Reluctant to Try New Things in the Curriculum
4. Co-curricular Activities: Learning Opportunities or Distractions?
5. The Use of ICT Gains Ground in the Public Schools

What can you say of these headlines? Do these reflect what are going on in our schools?
Should the public know and be involved in the schooling of their citizens? What are the
implications of each headline to the classroom curriculum?
Each member of society seems to view school curriculum differently, hence there are
varied demands on what schools should do and what curriculum should be taught. Some would
demand reducing content and shifting emphasis to development of lifelong skills. Others feel that
development of character has been placed at the back seat of some schools. More debates are
emerging on the use of languages in the classroom. Should it be mother tongue, the national
language or the global language?
 There seems to be confusion about what curriculum should really be. To have a common
understanding of what curriculum really is, this lesson will present some definitions as given by
authors. Likewise, you will find in this lesson the description of the nature and scope of curriculum
from several points of view. This lesson will also explain how curriculum is being approached. It
further shows a development process as a concept and as a process as applied to school curriculum.

Oftentimes curriculum is taken in its narrow view as a listing of subjects to be taught in

schools or sometimes it is understood broadly as all learning experiences that individuals undergo
while in school. We cannot deny the fact that curriculum should be clarified by teachers and other
stakeholders. Curriculum affects all teachers, students, parents, politicians, businessmen,
professionals, government officials or even the common people.
Like many concepts in education, there seems to be no common definition of 'curriculum'.
Because of this, the concept of curriculum is sometimes characterized as fragmentary, elusive and
confusing. However, the word originates from the Latin word currere referring to the oval track
upon which Roman chariots raced. The New International Dictionary defines curriculum as the
whole body of a course in an educational institution or by a department while the Oxford English
Dictionary defines curriculum as courses taught in schools or universities. Curriculum means
different things to different people. Sometimes educators equate curriculum with the syllabus
while a few regard it as all the teaching-learning experiences which the student encounters while
in school. Numerous definitions indicate dynamism which connotes diverse interpretations as
influenced by modes of thoughts, pedagogies, philosophies, political as well as cultural
perspectives. Here are some of them.

Some Definitions of Curriculum

1. Curriculum is a planned and guided set of learning experiences and intended outcomes,
formulated through the systematic reconstruction of knowledge and experiences under the auspices
of the school, for the learners' continuous and willful growth in personal social competence."
(Daniel Tanner, 1980)
2. It is a written document that systematically describes goals planned, objectives, content, learning
activities, evaluation procedures and so forth. (Pratt, 1980)
3. The contents of a subject, concepts and tasks to be acquired, planned activities, the desired
learning outcomes and experiences, product of culture and an agenda to reform society make up a
curriculum. (Schubert, 1987)
4. A curriculum includes "all of the experiences that individual learners have in a program of
education whose purpose is to achieve broad goals and related specific objectives, which is planned
in terms of a framework of theory and research or past and present professional practice." (Hass,
1987)
5. It is a programme of activities (by teachers and pupils) designed so that pupils will attain so far
as possible certain educational and other schooling ends or objectives. (Grundy, 1987)
6. It is a plan that consists of learning opportunities for a specific time frame and place, a tool that
aims to bring about behavior changes in students as a result of planned activities and includes all
learning experiences received by students with the guidance of the school. (Goodland and Su,
1992)
7. It provides answers to three questions: 1. What knowledge, skills and values are most
worthwhile? 2. Why are they most worthwhile? 3. How should the young acquire them? (Cronbeth,
1992)

Some Points of View of Other Curricularists

Since the concept and meaning of curriculum are shaped by a person's point of view, this
has added to fragmentation, and some confusion. However when put together, the different
definitions from diverse points of view, would describe curriculum as dynamic and perhaps ever
changing.
Points of view about the curriculum can either be traditional or progressive according to
the person's philosophical, psychological and even psychological orientations. These views can
also define what a curriculum is all about.

Curriculum from Traditional Points of View

The traditional points of view of curriculum were advanced by Robert Hutchins, Arthur
Bestor, and Joseph Schwab.
Robert M. Hutchins views curriculum as "permanent studies" where rules of grammar, reading,
rhetoric, logic and mathematics for basic education are emphasized. The 3Rs (Reading, Writing,
'rithmetic) should be emphasized in basic education while liberal education should be the emphasis
in college.
Arthur Bestor as an essentialist believes that the mission of the school should be intellectual
training, hence curriculum should focus on the fundamental intellectual disciplines of grammar
literature and writing. It should include mathematics, science, history and foreign language.
Joseph Schwab thinks that the sole source of curriculum is a discipline, thus the subject areas
such as Science, Mathematics, Social Studies, English and many more. In college, academic
disciplines are labelled as humanities, sciences, languages, mathematics among others. He coined
the word discipline as a ruling doctrine for curriculum development.
Phillip Phenix asserts that curriculum should consist entirely of knowledge which comes from
various disciplines.
 Collectively from the traditional view of theorists like Hutchins, Schwab, Bestor and
Phenix, curriculum can be defined as a field of study. Curriculum is highly academic and is
concerned with broad historical, philosophical, psychological and social issues. From a traditional
view, curriculum is mostly written documents such syllabus, course of study, books and references
where knowledge is found but is used as a means to accomplish intended goals.

Curriculum from Progressive Points of View

On the other hand, a listing of school subjects, syllabi, course of study, and specific
discipline does not make a curriculum. In its broadest terms, a progressive view of curriculum is
the total learning experiences of the individual. Let us look into how curriculum is defined from a
progressive point of view.
John Dewey believes that education is experiencing. Reflective thinking is a means that unifies
curricular elements that are tested by application.
Holin Caswell and Kenn Campbell viewed curriculum as all experiences children have under
the guidance of teachers.
Othaniel Smith, William Stanley and Harlan Shore likewise defined curriculum as a sequence
of potential experiences, set up in schools for the purpose of disciplining children and youth in
group ways of thinking and acting.
Colin Marsh and George Willis also viewed curriculum as all the experiences in the classroom
which are planned and enacted by the teacher and also learned by the students.

The nature of curriculum has given rise to many interpretations, depending on a person's
philosophical beliefs. Let us put all of these interpretations in a summary.
CURRICULUM is what is taught in school, a set of subjects, a content, a program of
studies, a set of materials, a sequence of courses, a set of performance objectives, everything that
goes within the school. It is what is taught inside and outside of school directed by the teacher.
everything planned by school, a series of experiences undergone by learners in school or what
individual learner experiences as a result of school. In short, curriculum is the total learning
experiences of the learner under the guidance of the teacher.
Lesson 2.2 Approaches to the School Curriculum

Desired Learning Outcomes

A. Describe the different approaches to school curriculum
B. Explain by examples how the approaches clarify the definition of curriculum
C. Reflect on how the three approaches interrelate with each other

From the various definitions, we realize that curriculum is viewed in many ways. Let us look
back and use the definitions as a way of classifying how curriculum is viewed. In this lesson, let
us look at the curriculum as either a Content, a Process or a Product to fully understand the different
perspectives of what curriculum is all about. This can be one way of approaching a curriculum.

Three Ways of Approaching a Curriculum

Curriculum can be approached or seen in three ways. It can be defined as a content, a
process or an outcome. If you examine the definitions provided by the experts in the field, there
are three ways of approaching a curriculum. First, is to approach it as content or a body of
knowledge to be transmitted. Second, is to approach it as a product or the learning outcomes
desired of learners. Third, is to approach it as a process or what actually happens in the classroom
when the curriculum is practiced.

1. Curriculum as a Content or Body of Knowledge

It is quite common for traditionalists to equate a curriculum to a topic outline, subject
matter, or concepts to be included in the syllabus or books. For example, a primary school
mathematics curriculum consists of topics on addition, multiplication, subtraction, division,
distance, weight and many more. Another example is in secondary school science that involves
the study of biological science, physical science, environmental science and earth science.
Textbooks tend to begin with biological science such are plants and animals; physical science with
the physical elements, force and motion; earth science with the layers of the earth and
environmental science with the interaction of the biological and physical science and earth's
phenomena, climate, vegetation followed by economic activities such as agriculture, mining,
industries, urbanization and so forth.
If curriculum is equated as content, then the focus will be the body of knowledge to be
transmitted to students using appropriate teaching method. There can be a likelihood that teaching
will be limited to the acquisition of facts, concepts and principles of the subject matter, however,
the content or subject matter can also be taken as a means to an end.
 All curricula have content regardless of their design or models. The fand of knowledge is
the repository of accumulated discoveries and inventions of man from the explorations of the earth
and as products of research. In most educational setting, curriculum is anchored on a body of
knowledge or discipline.

There are four ways of presenting the content in the curriculum. These are:
1. Topical Approach, where much content is based on knowledge, and experiences are included;
2. Concept Approach with fewer topics in clusters around major and sub-concepts and their
interaction, with relatedness emphasized;
3. Thematic Approach as a combination of concepts that develop conceptual structures, and
4. Modular Approach that leads to complete units of instruction.

Criteria in the Selection of Content

There are some suggested criteria in the selection of knowledge or subject matter.
(Scheffer, 1970 in Bilbao, et al 2015)
1. Significance. Content should contribute to ideas, concepts, principles and generalization that
should attain the overall purpose of the curriculum. It is significant if content becomes the means
of developing cognitive, affective or psychomotor skills of the learner. As education is a way of
preserving culture, content will be significant when this will address the cultural context of the
learners.
2. Validity. The authenticity of the subject matter forms its validity. Knowledge becomes obsolete
with the fast changing times. Thus there is a need for validity check and verification at a regular
interval, because content which may be valid in its original form may not continue to be valid in
the current times.
3. Utility. Usefulness of the content in the curriculum is relative to the learners who are going to
use these. Utility can be relative to time. It may have been useful in the past, but may not be useful
now or in the future. Questions like: Will I use this in my future job? Will it add meaning to my
life as a lifelong learner? Or will the subject matter be useful in solving current concerns?
4. Learnability. The complexity of the content should be within the range of experiences of the
learners. This is based on the psychological principles of learning. Appropriate organization of
content standards and sequencing of contents are two basic principles that would influence
learnability.
5. Feasibility. Can the subject content be learned within the time allowed, resources available,
expertise of the teachers and the nature of the learners? Are there contents of learning which can
be learned beyond the formal teaching-learning engagement? Are there opportunities provided to
learn these?
6. Interest. Will the learners take interest in the content? Why? Are the contents meaningful?
What value will the contents have in the present and future life of the learners? Interest is one of
the driving forces for students to learn better.
The selection of the subject matter or content, aside from the seven criteria mentioned
earlier, may include the following guide.

Guide in the Selection of the Content in the Curriculum

1. Commonly used in the daily life

2. Appropriate to the maturity levels and abilities of the learners
3. Valuable in meeting the needs and competencies of the future career
4. Related to other subject fields or discipline for complementation and integration
5. Important in the transfer of learning to other disciplines

BASICS: Fundamental Principles for Curriculum Contents

Palma in 1952 proposed that the contents in the curriculum should be guided by Balance,
Articulation, Sequence, Integration and Continuity. However, in designing a curriculum contents
Hunkins and Ornstein (2018) added an important element which is Scope, hence from BASIC to
BASICS initials of Balance, Articulation, Sequence, Integration, Continuity.
Balance. Content should be fairly distributed in depth and breadth. This will guarantee that
significant contents should be covered to avoid too much or too little of the contents needed with
in the time allocation. Articulation. As the content complexity progresses with the educational
levels, vertically or horizontally, across the same discipline smooth connections or bridging should
be provided. This will assure no gaps or overlaps in the content. Seamlessness in the content is
desired and can be assured if there is articulation in the curriculum. Thus, there is a need off team
among writers and implementers of curriculum.
Sequence. The logical arrangement of the content refers to sequence or order. This can be done
vertically for deepening the content or horizontally for broadening the same content. In both ways,
the pattern usually is from easy to complex, what is known to the unknown, what is current to
something in the future.
Integration. Content in the curriculum does not stand alone or in isolation. It has some ways of
relatedness or connectedness to other contents. Contents should be infused in other disciplines
whenever possible. This will provide a wholistic or unified view of curriculum instead of
segmentation. Contents which can be integrated to other disciplines acquire a higher premium than
when isolated.
Continuity. Content when viewed as a curriculum should continuously flow as it was before, to
where it is now, and where it will be in the future. It should be perennial. It endures time. Content
may not be in the same form and substance as seen in the past since changes and developments in
curriculum occur. Constant repetition, reinforcement and enhancement of content are all elements
of continuity.
Scope. The breadth and depth of the curriculum content are vital in a curriculum. Scope consists
of all the contents, topics, learning experiences comprising the curriculum. In layman's term scope
refers to coverage. The scope shall consider the cognitive level, affective domain and psychomotor
skills in identifying the contents. Other factors will be considered but caution is given to
overloading of contents. "More contents is not always better."

2. Curriculum as a Process
We have seen that the curriculum can be approached as content. On the other hand, it can
also be approached as a process. Here, curriculum is not seen as a physical thing or a noun, but as
a verb or an action. It is the interaction among the teachers, students and content. As a process,
curriculum happens in the classroom as the questions asked by the teacher and the learning
activities engaged in by the students. It is an active process with emphasis on the context in which
the occur. Used in analogy of a recipe in a cookbook, a recipe is the content while the ways of
cooking are the process.
Curriculum as a process is seen as a scheme about the practice of teaching. It is not a
package of materials or a syllabus of content to be covered. The classroom is only part of the
learning environment where the teacher places action using the content to achieve an outcome.
Hence the process of teaching and learning becomes the central concern of teachers to emphasize
critical thinking, and heads-on, hands-on learning and many others.
As a process, curriculum links to the content. While content provides materials on what to
teach, the process provides curriculum on how to teach the content. When accomplished, the
process will result to various curriculum experiences for the learners. The intersection of the
content and process is called the Pedagogical Content Knowledge or PCK. It will address the
question: If you have this content, how will you teach it?
This section will not discuss in detail the different teaching strategies from where learning
experiences are derived. Rather, it will describe how the process as a descriptor of curriculum is
understood. The content is the substance of the curriculum, how the contents will be communicated
and learned will be addressed by the process.
 To teachers, the process is very critical. This is the other side of the coin: instruction,
implementation, teaching. These three words connote the process in the curriculum. When
educators ask teachers: What curriculum are you using? Some of the answers will be:
1. Problem based.
2. Hands-on, Minds-on
3. Cooperative Learning
4. Blended Curriculum
5. On-line
6. Case-based and many more.
These responses approach curriculum as a Process. These are the ways of teaching, ways
of managing the content, guiding learning, methods of teaching and learning and strategies of
teaching or delivery modes. In all of these, there are activities and actions that every teacher and
learner do together or learners are guided by the teacher. Some of the strategies are time tested
traditional methods while others are emerging delivery modes.

When curriculum is approached as a PROCESS, guiding principles are presented.

1. Curriculum process in the form of teaching methods or strategies are means to
achieve the end.
2. There is no single best process or method. Its effectiveness will depend on the
desired learning outcomes, the learners, support materials and the teacher.
3. Curriculum process should stimulate the learners' desire to develop the cognitive,
affective, psychomotor domains in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be
described as cognitive, affective and psychomotor.
6. Flexibility in the use of the process or methods should be considered. An
effective process will always result to learning outcomes.
7. Both teaching and learning are the two important processes in the implementation
of the curriculum.
3. Curriculum as a Product
Besides viewing curriculum as content that is to be transmitted, or process that gives action
using the content, it has also been viewed as a product. In other words, product is what the students
desire to achieve as learning outcomes.
The product from the curriculum is a student equipped with the knowledge, skills and
values to function effectively and efficiently. The real purpose of education is to bring about
significant changes in students' pattern of behavior. It is important that any statement of objectives
or intended outcomes of the school should be a statement of changes to take place in the students.
Central to the approach is the formulation of behavioral objectives stated as intended learning
outcomes or desired products so that content and teaching methods may be organized and the
results evaluated. Products of learning are operationalized as knowledge, skills, and values.
Curriculum product is expressed in the form of outcomes which are referred to as the
achieved learning outcomes. There may be several desired learning outcomes, but if the process is
not successful, then no learning outcomes will be achieved. These learned or achieved learning
outcomes are demonstrated by the person who has meaningful experiences in the curriculum. All
of these are result of planning. content and processes in the curriculum.
Lesson 2.3 Curriculum Development: Processes and Models

Desired Learning Outcome

➢ Explain and summarize the curriculum development process and models

Curriculum is a dynamic process. In curriculum development, there are always changes that
occur that are intended for improvement. To do this, there are models presented to us from well-
known curricularists like Ralph Tyler, Hilda Taba, Galen Saylor and William Alexander which
would help clarify the process of curriculum development. There are many other models, but let
us use the three for this lesson.

Curriculum Development Process

Curriculum development is a dynamic process involving many different people and
procedures. Development connotes changes which is systematic. A change for the better means
alteration, modification or improvement of existing condition. To produce positive changes,
development should be purposeful, planned and progressive. Usually it is linear and follows a
logical step-by-step fashion involving the following phases: curriculum planning, curriculum
design, curriculum implementation and curriculum evaluation. Generally, most models involve
four phases.

1. Curriculum planning considers the school vision, mission. and goals. It also includes the
philosophy or strong education belief of the school. All of these will eventually be translated to
classroom desired learning outcomes for the learners.
2. Curriculum designing is the way curriculum is conceptualized to include the selection and
organization of content, the selection and organization of learning experiences or activities and the
selection of the assessment procedure and tools to measure achieved learning outcomes. A
curriculum design will also include the resources to be utilized and the statement of the intended
learning outcomes.
3. Curriculum implementing is putting into action the plan which is based on the curriculum
design in the classroom setting or the learning environment. The teacher is the facilitator of
learning and together with the learners, uses the curriculum as design guides to what will transpire
in the classroom with the end in view of achieving the intended learning outcomes. Implementing
the curriculum is where action takes place. It involves the activities that transpire in every teacher's
classroom where learning becomes an active process.
4. Curriculum evaluating determines the extent to which the desired outcomes have been
achieved. This procedure is on going as in finding out the progress of learning (formative) or the
mastery of learning (summative). Along the way, evaluation will determine the factors that have
hindered or supported the implementation. It will also pinpoint where improvement can be made
and corrective measures, introduced. The result of evaluation is very important for decision-
making of curriculum planners and implementors.

Curriculum Development Process Models

1. Ralph Tyler Model: Four Basic Principles

Also known as Tyler's Rationale, the curriculum development model emphasizes the
planning phase. This is presented in his book Basic Principles of Curriculum and Instruction. He
posited four fundamental principles which are illustrated as answers to the following questions:
1. What education purposes should schools seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
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 shows that in curriculum development, the following considerations should be
made:
1. Purposes of the school
2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experience

2. Hilda Taba Model: Grassroots Approach

Hilda Taba improved on Tyler's model. She believed that teachers should participate in
developing a curriculum. As grassroots approach. Taba begins from the bottom, rather than from
the top as what Tyler proposed. She presented six major steps to her linear model which are the
following:
1. Diagnosis of learners' needs and expectations of the larger society
2. Formulation of learning objectives
 3. Selection of learning contents
4. Organization of learning contents 5. Selection of learning experiences
6. Determination of what to evaluate and the means of doing it

3. Galen Saylor and William Alexander Curriculum Model

Galen Saylor and William Alexander (1974) viewed curriculum development as consisting
of four steps. Curriculum is "a plan for providing sets of learning opportunities to achieve broad
educational goals and related specific objectives for an identifiable population served by a single
school center."
1. Goals, Objectives and Domains. Curriculum planners begin by specifying the major
educational goals and specific objectives they wish to accomplish. Each major goal represents a
curriculum domain: personal development, human relations, continued learning skills and
specialization. The goals, objectives and domains are identified and chosen based on research
findings, accreditation standards, and views of the different stakeholders.
2. Curriculum Designing. Designing a curriculum follows after appropriate learning
opportunities are determined and how each opportunity is provided. Will the curriculum be
designed along the lines of academic disciplines, or according to student needs and interests of
along themes? These are some of the questions that need to be answered at this stage of the
development process.
3. Curriculum Implementation. A designed curriculum is now ready for implementation.
Teachers then prepare instructional plans where instructional objectives are specified and
appropriate teaching methods and strategies are utilized to achieve the desired learning outcomes
among students.
4. Evaluation. The last step of the curriculum model is evaluation. A comprehensive evaluation
using a variety of evaluation techniques is recommended. It should involve the total educational
programme of the school and the curriculum plan, the effectiveness of instruction and the
achievement of students. Through the evaluation process, curriculum planners and developers can
determine whether or not the goals of the school and the objectives of instruction have been met.
All the models utilized the processes of (1) curriculum planning, (2) curriculum designing, (3)
curriculum implementing, and (4) curriculum evaluating.
Lesson 2.4 Foundations of Curriculum

Desired Learning Outcomes

➢ Describe the foundations of curriculum development
➢ Explain how each foundation influences the curriculum development

Curriculum development is anchored on a very solid foundation. Although considered to be a

new discipline, its significance in the light of global developments has now been acknowledged.
What philosophical, historical, psychological and sociological influences inform the current school
curriculum? How do these foundations reflect the development of curriculum in our 21" century
classrooms and learning environment? Who are the identified curricularists with these
foundations? Let us find out!

Foundations of Curriculum

1. Philosophical Foundations
Educators, teachers, educational planners and policy makers must have a philosophy or
strong belief about education and schooling and the kind of curriculum in the teachers' classrooms
or learning environment. Philosophy of the curriculum answers questions like: What are schools
for? What subjects are important? How should students learn? What methods should be used?
What outcomes should be achieved? Why?
The various activities in school are influenced in one way or another by a philosophy. John
Dewey influenced the use of "learning by doing", he being a pragmatist. Or to an essentialist, the
focus is on the fundamentals of reading, writing and arithmetic, the essential subjects in the
curriculum.
(Philosophers: Plato, Aristotle or Thomas Aquinas; Wiliam Bagley; John Dewey; Theodore
Brameld)

2. Historical Foundations
Where is curriculum development coming from? The historical foundations will show to
us the chronological development along a time line. Reading materials would tell us that
curriculum development started when Franklin Bobbit (1876-1956) wrote the book "The
Curriculum."
(Contributors: Franklin Bobbit; Werret Charters; William Kilpartick; Harold Rugg; Hollis
Caswell; Ralph Tyler; Hilda Taba; Peter Oliva)

3. Psychological Foundation of Curriculum

Psychology provides a basis to understand the teaching and learning process. It unifies
elements of the learning process. Questions which can be addressed by psychological foundations
of education are: How should curriculum be organized to enhance learning? What is the optimal
level of students' participation in learning the various contents of the curriculum? In this module,
we shall consider three groups of learning theories: behaviorism or association theories; cognitive-
information processing theories and humanistic theories (Ornstein & Hunkins, 2004).
Association and Behaviorism
Ivan Pavlov; Edward Thorndike; Robert Gagne
Cognitive Information Processing Theory
Jean Piaget; Lev Vygotsky; Howard Gardner; Daniel Goleman
Humanistic Psychology
Gestalt; Abraham Maslow; Carl Rogers
Social Foundations of Curriculum
Schools and Society; Emile Durkheim; Alvin Toffler; (Other Theorists: Paolo Freire;
John Goodlad; William Pinar)
In summary, the foundation upon which curriculum is based are educational philosophies,
historical developments, psychological explanations, and societal influences. All of these
foundations are interrelated.
ANNOUNCEMENT:
November 5, 2022 Examination (Module 1 and 2)
November 11, 2022 Submission of presentation outline
November 12, 2022 Presentation

INSTRUCTION FOR GROUP TASK: Make a creative presentation on the Foundations

of Curriculum particularly the philosophers/theorists/contributors stated below. This task
will be part of your examination. You will only be given 5-6 minutes per group.

Philosophical Foundations
Group 1: (Philosophers: Plato, Aristotle or Thomas Aquinas; Wiliam Bagley; John Dewey;
Theodore Brameld)
Historical Foundations
Group 2: (Contributors: Franklin Bobbit; Werret Charters; William Kilpartick; Harold Rugg;
Hollis Caswell; Ralph Tyler; Hilda Taba; Peter Oliva)
Psychological Foundation of Curriculum (Part 1)
Group 3: Association and Behaviorism (Ivan Pavlov; Edward Thorndike; Robert Gagne)
and Cognitive Information Processing Theory (Jean Piaget; Lev Vygotsky; Howard
Gardner; Daniel Goleman)
Psychological Foundation of Curriculum (Part 2)
Group 4: Humanistic Psychology (Gestalt; Abraham Maslow; Carl Rogers) and Social
Foundations of Curriculum (Schools and Society; Emile Durkheim; Alvin Toffler; (Other
Theorists: Paolo Freire; John Goodlad; William Pinar)
GROUPINGS:

Group 3
Group 1
Dela Sala, Argie L.
Abarca, Faye Karen
Delos Santos, Analyn L.
Abarca, Rudy Jay M.
Delos Santos, Dina S.
Abrahan, Leizl L.
Dones, Nidalyn C.
Abrogar, Arvy S.
Dumagat, Cecille R.
Abucejo, Rachelle
Gultiano, Shaina Rose O.
Acebedo, Maria Nicolle S.
Langcuyan, Vima R.
Aguiadan, Byron A.
Latiban, Yvette Faye S.
Alvarico, Cherry Mae
Latiban , Shenny R.
Ampidan , Jessa M.
Ligasan, Janna Marie C.
Apostol, Lovely Mae G.
Linaza, Nikka Kris D.
Apostol, Rhea Joy A.
Toroba, Rizamae B.
Silvosa, Jela L.

Group 4
Group 2
Lopez, Ivy C.
Betualla, Aleyah C.
Lumor, Gloria Mae D.
Betualla, Alyssa C.
Macaalin, Janessa T.
Bolante, Mary Cris L.
Manligoy, John Mark A.
Boluso, Aldin D.
Moreno, Crezel Jane F.
Boton, Jewett L.
Niez, Jonaly E.
Butulan, Ace Philip P.
Orgada, Frelly Joy D.
Cabanog, Rosavel C.
Pawaon, Leah A.
Ceriaca, Novia B.
Peras, Jepot C.
Claros, Archie R.
Ravelo, Richie C.
Cogonon, Libeth A.
Reyes, Mica A
Cueva, Cristina P.
Toralba, Avemelic C.
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