CURRICULUM DEVELOPMENT

INTRODUCTION TO CURRICULUM DEVELOPMENT

1.Limited Definitions of Curriculum / Traditional Points of View

⮚ Set of courses / study

⮚ Can be considered as a system of dealing with people and the process

⮚ Highly academic

2. Broad Definitions of Curriculum / Progressive Points of View

⮚ Sum total of all the learning experiences inside and outside the school

set of learning experiences

Types of Curricula in School

1. Recommended Curriculum

- These are Curriculum suggested or proposed by scholars or agencies

*DepEd - Basic Education

*CHED - Higher Education

*TESDA - Vocational Education

2. Written Curriculum

- Includes documents based on the recommended curriculum.

*course of study

*syllabi

*modules

*instructional guides

3. Taught Curriculum

- it is where teacher and learner put life to the written curriculum.

4. Supported Curriculum

- These are support materials that teacher needs like printed materials and non-print
materials

5. Assessed Curriculum

- Series of evaluation. It can be assessment for , assessment of, assessment as.

6. Learned Curriculum

- The change of behaviour of the students indicates their learning.

7. Hidden/Implicit Curriculum

- Not deliberately plan but has a great impact on students' behaviour.

- Peer influence, parental pressure, school environment

Curricularist

⮚ Is a professional who is a curriculum specialist

What does it take to be a Curricularist?

1. Initiator

● Implementations of new curriculum requires the open minded of the teacher and the full
belief that the curriculum will enhance learning

2. Innovator

● Creativity and innovations are hallmarks of an excellent teacher

3. Implementer

● An implementer gives life to the curriculum plan

4. Evaluator

● Determines if the desired learning outcomes have been achieved

5. Knower

● As a teacher, one has to master what are included in the curriculum

6. Writer

● A classroom teacher takes record of knowledge, concepts, subject matter or content

7. Planner

● A teacher’s role is to make yearly, monthly or daily plan of the curriculum which serves as a
guide in the implementation of the curriculum

Curriculum Views

TRADITIONAL - Limited

a. Robert Hutchins

✔ Views curriculum as a “permanent studies” where rules of grammar, reading, rhetoric

logic and math are emphasized.

✔ The 3Rs should be emphasized in basic education while Liberal Education should be
emphasized on college.

b. Arthur Bestor

✔ Believes that the mission of the school should be intellectual training which include
Math, Science, History and Foreign Language

c. Philip Phenix

✔ Curriculum should consist entirely of knowledge which comes from various disciplines.

PROGRESSIVE - Broad

a) John Dewey

✔ Believes that education is experiencing.

b) Holis Caswell & Kenn Campbell

 ✔ Viewed curriculum as all experiences children have under the guidance of teachers.

c) Collin Marsh & George Willis

✔ Viewed curriculum as all the experiences in the classroom which are planned and
enacted by the teacher and also learned by the students.

PHILOSOPHICAL FOUNDATIONS OF CURRICULUM

IDEALISM (Plato)
• Ideas are the only true reality
• What exist is in the mind only
• Existence of ideas independent from the material world
• Ideas are believed to be innate in the individual as these have been endowed by a perfect
thing
Sample questions:
1. Teacher Jane is concerned more on conceptual matters since reality is mental.
2. The values education student teaches faith, hope and love and values which are believed to
be the permanent values whether they be valued by people or not.

REALISM (Aristotle)
• Reality exists independent in human mind
• Reality is not in the mind but in the external world
• Ultimate reality is the world of physical objects
• Concern with what is real, what is actual
• Truth is objective – what can be observed

EMPIRICISM (John Locke)

• Legitimate knowledge arises from what is provided to mind by the senses
• Experience through the use of senses is the source of knowledge
• Only source of knowledge is the senses or sense-based experience
Sample questions:
1. In the schools, we teach realities that cannot be verified by the senses like an invincible god
or Allah. Whose beliefs does this practice negate?
a. Rationalist
b. Empiricist
c. Skeptics
d. Stoicistics

Existentialism (Soren Kierkegard)

• Reality is subjective, lies within the individual
• Individual choice and standards are central (need to be responsible with the consequences)
• Man’s freedom of in the accomplishment of his destiny
• Unique individual
Sample questions:
• 1. “Subject matter should help students understand and appreciate themselves as unique
individuals who accept complete responsibility for their thoughts, feelings, and actions.” from
which philosophy is the thought based?
• 2. According to Sartre, “existence precedes essence.” teachers who adhere to this
philosophical thought is considered as?
• 3. Teacher John views his students as a unique, free choosing and responsible individuals.
He encourages them to develop their own individualities. What philosophy does teacher
John adhere to?

Essentialism (William Bagley)

• Going back to the basics
• Focus on 3R’s (reading, writing, arithmetic)
• Subject matter is the center of the educational process
• The teacher is the authority, a master of his/her discipline
Sample questions:
1. Curriculum’s essence is the back to the basic education.
 2. Essence preceded existence
3. Philippines’ Elementary Curriculum emphasizes on the development of the skill in writing,
counting and reading. This manifest the great consideration given to this philosophy.

Perennialism (Robert Hutchins)

• Maintains that education involves confronting the problems and questions that have
challenged people over the countries. Thus there is a need to study classical tradition of
great books.
• Views education as a recurring process based on eternal truths
• Good education involves a search for and understanding of truth which can all be found in
the great works of civilization.
• Its curriculum is fixed and subject-centered relying heavily on the disciplines of literature,
math, languages, and history
Sample questions:
1. A curriculum should only include those that have survived the test of the time and combine
the symbols of literature, history and mathematics. Thus, curriculum like this contains values
that are constant and universal. What philosophy describes this kind of curriculum?
2. The school principal emphasizes the importance of the humanities in the curriculum. To
which the educational philosophy does he adhere?

Pragmatism
● It believes that meaning of an idea can be determined by the consequence of its test: if it
works in practice, it is true or good.
● Believes in change as the essence of reality
● Experimental method is its method of thought
Sample questions:
● In recent curricular revision, the humanities are gradually replaced by technical courses that
bear practical consequences. This shows that curricular direction is toward ______.

Progressivism (Francis W. Parker) (John Dewey)

● Directly grew from pragmatic philosophy
● Education should focus on the whole child
● Learner is a problem solver who makes meaning through experience
● A learner learns well if through active interplay with others
● Learning by doing principle
● Involves participation of students and allows them to exercise freedom and moral powers
● Methods: Scientific Method and Problem Solving
Sample questions:
● Teacher Marie, unlike other teacher in school, practices the non-traditional method of
discussing the lessons using not only the book prescribed by the school as the main source
of information and knowledge. Instead, she went out her way to devise other means that will
help her students to understand better their lessons. To what philosophy does Teacher Marie
submit to?
● Teacher has rich philosophical heritage one which advocates the “Learning by Doing”: this
Philosophy has roots in_______.

Behaviourism (John B. Watson)

● A behavior can be best explained in terms of responses to external stimuli
● Education can be achieved by modifying or changing student behaviors in socially
acceptable manner through the arrangements of conditions of learning
● Human beings are shaped entirely by environment.
Sample questions:
● Giving rewards and reinforcements are the primary technique of this philosophical point of
view.
● S-R has deep roots in this philosophy
● In a faculty recollection, the teachers were ask to share their thoughts of the learner, their
primary costumer. What follow are the gist’s of what were shared;
Teacher A: The learner is the product of this environment. Sometimes her has no choice. He is
determined by his environment.

Teacher B: The learner can choose what he can become despite his environment

Teacher C: The teacher is a social being who learns well through an active interplay with others.

Teacher D: The learner is a rational being. School should develop his rational and moral powers.
Rationalism (Rene Descartes)
● Knowledge can be derived from certain prior truths
● Virtue and happiness can be obtained through the knowledge of God

Reconstructivism (George Counts & Harold Rugg)

● Covers the underlying factors that constitute reality or society
● Students are encouraged to become involved in the problems whether political, social, or
economical that confronts the society and be able to arrive at solutions in order to
reconstruct society
● Declares that the chief purpose of all educational efforts is to “reconstruct” society in order to
meet the cultural crisis of times.
Sample questions:
● In line with the philosophy of Reconstructivism, which of the following should be given
emphasis in teaching?
a. to compare oneself to less fortunate
b. to become economically self- reliant
c. to designate one’s superiority over the others
● ___________ claims that reality is politically, socially and economically fromed.

Hedonism – pleasure is the only good thing to person

Epicureanism – a form of ancient hedonism – the highest pleasure consists of simple and moderate
life; pleasure is attainable only by REASON

Stoicism – if there are difficulties and adversities, you have to patiently accept them and endure
them.

Philosophy of LOVE (katuwaan lang ☺)

● Kapag sapat na nasa isip mo siya. IDEALISM

● Kapag dapat nakikita mo siya. REALISM
● Kapag naggagamitan at nagpapractice lang kayo. PRAGMATISM
● Kapag hindi siya kailanman nagbabago. PERRENIALISM
● Kapag nabibigay niya basic needs mo. ESSENTIALISM
● Kapag sayo siya by choice. EXISTENTIALISM
● Kapag hinahayaan mo lang siya sa lahat ng ginagawa para sa ikauunlad niya .
PROGRESSIVISM
● Kapag binabago ka niya. BEHAVIORISM
● Kapag ipinahiram mo siya para sa greater good ng greater number. UTILITARIANISM
● Kapag lahat at marami kayong nakikinabang sa kanya, as in sawsawan sya ng bayan.
SOCIAL RECONSTRUCTIONISM na yun !

APROACHES TO CURRICULUM AND PRINCIPLES OF CURRICULUM CONTENT

I. Curriculum as a Content or Body of Knowledge

- knowledge to be transmitted

II. Curriculum as a Pocess

- what actually happens in the classroom when the curriculum is practiced

III. Curriculum as a Product

- learning outcomes desired of learners

Six Criteria in the Selection of Knowledge

1. Significance - Knowledge explosion

2. Validity - measures what intends to measure

3. Usefulness - practicality/utility

4. Learnability - within the range of your learner’s experiences

5. Feasibility - within the alloted time

6. Interest - interested in the content

PRINCIPLES OF CURRICULUM CONTENT

BASIC

1) Balance - fair distribution of the content

2) Articulation - curriculum is arranged vertically or horizontally

3) Scope - content topics, learning experiences and organizing the threads of an education plan

4) Integration - integrated and interconnected

5) Continuity - vertical repetition and recurring approaches of content.

CURRICULUM DEVELOPMENT: PROCESSES & MODELS

Curriculum Development - is a dynamic process involving many different people and procedures

i. Planning - considers the school vision, mission and goals, including the philosophy of the
schools.

ii. Designing - the way curriculum is conceptualized

iii. Implementing - putting plans and design into action

iv. Evaluation - determine to which the desired outcomes have been achieved.

1. Ralph Tyler Model: Four Basic Principles

✔ Also known as Tyler’s Rationale

✔ Focus on Administrator

✔ Emphasizes the PLANNING PHASE

1. Purpose of the school

2. Selection of the Educational Experiences related to the purpose

3. Organization of the experiences

4. Evaluation of the experiences

2. Hilda Taba Model: Grassroots Approach

✔ Hilda Taba on Tyler’s Model

✔ She believed that teachers should participate in the developing a curriculum

7 Major Steps in Curriculum

 1. Diagnosis of the learners’ needs

2. Formulating of Learning Objectives

3. Selection of Learning Contents

4. Organization of the Learning contents

5. Selection of the Learning experiences

6. Organization of Learning experiences

7. Evaluation and the means of doing it

3. Galen
Saylor and
William
Alexander:
Curriculum
Model

i. Goals, Objectives, and Domains

ii. Curriculum Designing

iii. Curriculum Implementation

iv. Evaluation

Types of Curriculum Design Models

1. Subject-centered - focused on individual subject, specific discipline, and a combination of

subjects or disciplines.

a. Subject design – learning is compartmentalized.

- It stresses so much the content that it forgets about students’ natural
tendencies, interest, and experience.
b. Discipline design – discipline refers to specific knowledge and through a method which
scholars use to study a specific content on their fields.
- Students in history should learn the subject matter like historian, students in
biology should learn how biologist learns.
c. Correlation design – links separate subject
designs in order to reduce fragmentation.
- Biochemistry (biology and chemistry),
social psychology (sociology and
psychology)
d. Broad field design/ interdisciplinary – was made
to prevent compartmentalization of subjects and
integrate the content that are related to each
other.
2. Learner-centered - learner is the center of the educative process

a. Child-centered - needs and interest of the child

b. Experience Centered - experiences of the learner; knowledge and skills

c. Humanistic - development of self

3. Problem-Centered - this design draws on social problems.Develop positive attitude toward life
and life problems

a. Life situation design – problems and basic areas of living in the context of community.
b. Core design – the central focus of the core design includes common needs, problems,
and concerns of the learners.

Curriculum Implementation

-Means putting into practice the written curriculum that has been designed in syllabi, course
studies, curricular guides and subjects.

- Meaning putting the curriculum into operation.

Categories of Curriculum Change

1) Substitution - replace the present with the new one

2) Alteration - introduce minor changes or modification on the current one

3) Restructing - introduce major modification of the current curriculum

4) Perturbation - changes happen within a fairly short time

5) Value Orientation - respond to shift in emphasis within the VMG’s of the school

Stakeholders in Curriculum Development

1. Learner - core of the curriculum

2. Teachers - are the curriculrist

3. School Leaders/Administrators - curriculum managers

4. Parents - significant school partners

5. Community - serves as curriculum resource and learning environment

6. Other stakeholders - LGU's , etc.

Two Ways of Looking at Curriculum Evaluation

1) Curriculum Program Evaluation

✔ Focus on the over-all aspect of a curriculum. It refers to big curriculum program

2) Curriculum Program Component Evaluation

✔ It includes separate evaluation of (a) achieved learning outcomes (b) curriculum

process and (c) instructional materials

✔ Specific evaluation