The TEACHER and THE SCHOOL CURRICULUM 1.

TYLER'S MODEL ( Ralph Tyler ) - purpose of education

(first to consider) - Tyler’s Model lays importance on the
TEACHER planning phase. At the same time, it focuses on maintaining
 Directing the learning experience consistency among objectives, outcomes, and educational
 Empower by doing application experiences. It is a linear model that considers four
 Facilitators of learners fundamental aspects of developing a curriculum, including:
 Serve as an inspiration
a. Learning Objectives
CURRICULUM - Dynamic process b. Content
 Curriculum is a planned and guided set of learning c. Organisation of the content
experiences and intended outcomes. formulated through the d. Evaluation
systematic reconstruction of knowledge and experiences under
2. TABA'S MODEL ( Hilda Taba ) - learners needs
the auspices of the school, for the learners' continuous and
(cultural background financial intelligence). It follows a
willful growth in personal social competence. (Daniel Tanner, Grassroots or Down-Top approach and promotes a major
1980) role for teachers. The Model consists of seven stages of the
learning and teaching system, which are mutually interactive.
 It is a written document that systematically describes goals
planned, objectives, content, learning activities, evaluation a. Diagnosis of learners needs
b. Formulation of objectives
procedures and so forth. (Pratt, 1980)
c. Selection of content
d. Organization of content
3 Domains e. Selection of learning experience
● Cognitive f. Organization of learning experience
● Affective g. Evaluation (to have revisions)
● Psychomotor
Teachers should participate in developing the curriculum.
School Curriculum - framework of lessons, (syllabus just a Linear model and grassroots approach (advocacy). One of
part) the major benefits is that it offers scope to explore a concept at a
deeper level using critical thinking skills.
2 Perspective of School Curriculum
Three Interacting Processes in Curriculum Development
TRADITIONAL POV - Set of lesson objectives, subjects, 1. Planning
contents. Involves document - Course of study, syllabus. 2. Implementing
3. Evaluating
 Robert M. Hutchins views curriculum as "permanent
studies" where rules of grammar, reading, rhetoric, logic and 3. GOODLAD'S MODEL ( John Goodlad ) - do not remove
mathematics for basic education are emphasized. values - One of the major differences is that Goodlad’s Model
 The 3Rs (Reading, Writing, Arithmetic) should be emphasized recognizes scientific knowledge that stems from research.
in basic education while liberal education should be the When it comes to data sources, the Model depends on explicit
value statements. This Model proposes continuous evaluation
emphasis in college.
at all stages of the curriculum development process.
 Curriculum that is the body of subjects or subject matter by
the teachers for the students to learn. a. Values Education
b. Knowledge
PROGRESSIVE POV - All learning experiences (instilled c. Conventional wisdom
knowledge IRL). d. Learners needs and interests

 Caswell and Campbell viewed curriculum as "all 4. WHEELER'S MODEL ( D.K Wheeler ) - dynamic
experiences children have under the guidance of teachers" curriculum, interrelationships of Tyler's Model. - Wheeler
 Marsh and Willis view curriculum as all the "experiences in developed this Model to address the shortcomings of Tyler’s
concept of curriculum development. Since Tyler’s Model is
the classroom which are planned and entered by the
linear and basic, it overlooks the relationship between
teacher, and also learned by the students." different curriculum elements. In response to it, Wheeler
 Smith, Stanley and Shores defined curriculum as a proposed this cyclic Model.
"sequence of potential experiences set up in schools for the
purpose of disciplining children and youth in group ways It underlines the interconnectedness of the various
of thinking and acting." curriculum aspects. This Model enables curriculum designers
to begin working on it at any stage. It also focuses on
situational analysis. However, this Model is time-consuming
5 MODELS OF CURRICULUM DESIGNING and may be difficult to implement.
a. Selection of aims, goals, and objectives  4Rs: Reading, Writing, Arithmetic and Right
b. Selection of learning experiences Conduct (values)
c. Selection of content or subject matter  Emphasis of mastery of content
d. Organization and integration of learning experiences and
content EXISTENTIALISM - freedom ( choose own
e. Evaluation and revision of curriculum purpose/path )
 Encourage individuality of students (ex. seating
5. KERR'S MODEL ( John Kerr ) - integrates values, arrangements)
interrelationship of all models - But the difference lies in the  Self-directed, self-phase
emphasis on the interrelatedness of the various components
CONSTRUCTIVISM - learner-centered
that are a part of this Model. This interrelatedness can be
 Students create their own meaning
either direct or indirect and is achieved by the flow of the data  Students are taught how to learn and develop
between the components. intrinsically.

a. Objectives BEHAVIORISM - punishment and rewards

b. Knowledge  Teachers moulds the students to certain learning
c. School learning experiences environment
d. Evaluation  Targets stimuli response - do good, receive rewards

Kerr’s Model recommends sorting objectives as EXPERIMENTALISM - experiment

cognitive, psychomotor, and effective. It also underlines  World is changing so we adapt to the changes in the
that knowledge needs to be organized, integrated, environment.
sequenced, and reinforced.
RECONSTRUCTIONISM- encourage us to answer social
issues/reforms
This Model pays attention to the needs and interests  We engage in our community "Community-Based
of students, the influence of social conditions and school, Learning"
and the maturity of the learners. However, one drawback is  Problems that exists in community ( Reconstruct
that it doesn’t focus on teacher input. Society )

Importance of Curriculum Designing Different Types Of Curriculum

8 Multiple Intelligences - Learners Schemes WRITTEN ( OVERT ) - Written curricula made by

curriculum experts with participants of teachers
S- Spatial intelligence  Overt, explicit, or written curriculum is
K- Bodily - kinaesthetic written as part of formal education. It may refer to a
I- Interpersonal curriculum document, books, videos, and teaching
L- Linguistic resources that promote a school's instructional
L- Logical mathematical objective. The overt curriculum consists of written
I- Intra–personal understandings and directives identified and
N- Naturalist evaluated by administrators, curriculum directors,
M- Musical and instructors.
E- Existentialist
SOCIETAL - we get from societal groups
APPROACHES TO CURRICULUM ( Philosophies )  Describes this curriculum as family, peer
groups, communities, churches, organizations,
IDEALISM ( Plato ) - Ideas/ ideals jobs, mass media, and other socializing influences
 More focused on refined wisdom that "teach" us throughout our lives.
HIDDEN ( COVERT ) - acquire but we don't see it as an
REALISM ( Aristotle ) - reality unintended curriculum which is not deliberately planned but
 Believes in factual information may. (School Environment, Physical Condition, Mood of
Teachers). Modify behavior or influence learning experiences.
PERENNIALISM - teacher-centred approach
 Socratic dialogue What structure and processes communicate. "Hidden
 Use of great books curriculum" refers to what pupils learn via school structure,
 Teachers helps student think with reason organizational design, and teacher and administrative behavior
and attitude.
SPOON-FEEDING - teachers are the ones who give
knowledge to learners. Teach students to think critically.  Hidden curriculum examples include messages and
lessons derived from school organization room
ESSENTIALISM - teach basic ideas/skills arrangements, cellular, timed segments of formal
 instruction, and disciplined messages where and as products of research. In most educational settings,
concentration equates to students sitting up straight and curriculum is anchored on a body of knowledge or
being quiet. Depending on the models provided and the discipline.
learner's perspective, the hidden curriculum may send
positive or negative signals. There are four ways of presenting the content in the
curriculum.
NULL - not important/not taught (ex. proper decorum)
 What we don't educate implies they aren't important 1. Topical Approach, where much content is
in school or society. Eisner's conclusion discusses null based on knowledge, and experiences are
curricula. Schools' curriculum has consequences. What included;
students can't understand or utilize impacts them.
2. Concept Approach with fewer topics in clusters
PHANTOM - inculturation of different values that we have around major and sub-concepts and their interaction,
 Messages that are widely spread and acquired via with relatedness emphasised;
exposure to all forms of media. The enculturation of 3. Thematic Approach as a combination of concepts
students into the prevailing meta-culture or the that develop conceptual structures,
acculturation of students into more specific or 4. Modular Approach that leads to complete units of
generational subcultures depends heavily on these instruction.
elements and messages.
Different Criteria in Selection of Content
RHETORICAL - Policymakers, school authorities,
administrators, or politicians contribute to the rhetorical 1. SIGNIFICANCE - Concept contributes to the overall
curriculum. curriculum. Content should contribute to ideas, concepts,
 This curriculum may emerge from experts participating principles and generalization that should attain the overall
in idea formulation and content modifications, or from purpose of the curriculum. It is significant if content
educational efforts based on national and state studies, becomes the means of developing cognitive, affective or
public statements, or writings criticizing obsolete
psychomotor skills of the learner. As education is a way of
educational practices. Publications delivering
pedagogical updates may also provide rhetorical preserving culture, content will be significant when this
curricula. will address the cultural context of the learners.

CURRICULUM-IN-USE - all we use (textbooks) 2. VALIDITY - The authenticity of the subject matter
 Applied curriculum. These elements are part of the forms its validity. Knowledge becomes obsolete with the
formal curriculum (written or explicit), as are the ideas fast changing times. Thus, there is a need for validity
and concepts in the district curriculum guidelines. These check and verification at a regular interval, because
"formal" components, nevertheless, are typically not content which may be valid in its original form may not
taught. The actual curriculum that each instructor continue to be valid in the current times.
delivers and presents is known as the curriculum-in-use.
3. UTILITY - Usefulness of the content in the curriculum is
RECEIVED - we take in school that can be applied outside relative to the learners who are going to use these. Utility
 Things that pupils genuinely retain from their education; can be relative to time. lt may have been useful in the past,
ideas and information that are properly retained. but may not be useful now or in the future.
4. LEARNABILITY - ability to group the content. The
ELECTRONIC - we get from different sources (internet). complexity of the content should be within the range of
 Internet research or email-learned lessons. Overt or experiences of the learners.
covert, excellent or bad, accurate or incorrect lessons
This is based on the psychological principles of
might be in official or informal curricula. Media and
communications overwhelm Internet and electronic learning. Appropriate organization of content standards
media consumers. and sequencing of contents are two basic
 Students must learn appropriate "netiquette" and internet principles that would influence learnability.
habits, such as the difference between "fair and
authorized usage" and plagiarism and information theft. 5. FEASIBILITY - ask questions based on available
resources. Can the subject content be learned within the
Concept of Curriculum
time allowed, resources available, expertise of the
A. CONTENT - body of knowledge. All curricula have teachers and the nature of the learners?
content regardless of their design or models. The fund of
knowledge is the repository of accumulated discoveries 6. INTEREST - games-based or tech-based activities.
and inventions of man from the explorations of the earth Consider the student with a short attention span.
 Appropriate to the maturity levels of students. Interest is learning experiences comprising the curriculum. In layman's
one of the driving forces for students to learn better. terms scope refers to coverage. The scope shall
consider the cognitive level, affective domain and
BASICS: Fundamental Principles for Curriculum psychomotor skills in identifying the contents. Other factors
Contents will be considered but caution is given to overloading of
contents. "More content is not always better."
1. 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 within the time allocation.

2. 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 for
a team among writers and implementers of the curriculum.

Vertically - high progression. Arranged: level-level, grade-

grade. So, the content on the lower level is connected to the
next level.
Horizontally- continuous progression. Association is among
or between elements that happens at the same time.

3. 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.

4. 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 holistic or
unified view of curriculum instead of segmentation.
Contents which can be integrated to other disciplines
acquire a higher premium than when isolated.

5. 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.

6. Scope. The breadth and depth of the curriculum content are

vital in a curriculum. Scope consists of all the contents, topics,