Prof Ed 9: The Teacher and The School Curriculum

Prof Ed 9
The Teacher and the School Curriculum

Course Description
• This course includes the fundamental concepts & principles in
curriculum and curriculum development as a foundation to
engage prospective teachers as curricularists. The more active
role of the teachers in planning, implementing and evaluating
school curriculum as well as in managing school curriculum
change vis –a- vis various context of teaching –learning and
curricular reforms shall be given emphasis.
Institutional Outcomes
1.To provide quality education to all students to meet the demands for work of the Bicol Region
and the country as a whole.
2.To provide educational and technological leadership and participation in community as well as
in country affairs.
3.To improve the quality of life in the community through the course relevant to the needs and
demands to the changing time.
4.To extend post-secondary education to the youth geared towards the development of the entry-
level skills for the jobs and academic preparation into the regular professional courses.
5.To develop the students holistically with high physical, mental, social and moral standards
who are ready to face the challenges of the 21 st century beyond.
6. To develop teachers to become an effective and efficient curricularist.
Course Outcomes
1.Analyze the changing concepts of curriculum including various
foundations an d how are these reflected in Philippine Education;
2.Discuss the components of curriculum design and its organization
that impart essential concepts, attitude and skills to the
learning experiences of the students; and
3. To gain a deliberate knowledge and critical understanding of the
various curriculum evaluation processes and strategies and
appreciate their products spelled out in innovation and change.
Reminders:
• GC etiquette
• Use your real name in our GC
• Submit outputs on time
• Attendance is A must
“Being a student you should know/learn how to set your priorities.”
The Syllabus
Week Course Content/Subject Matter
1 PCC Vision, Mission, Goals and Objectives
1-2 CHAPTER I – Changing the Concepts, Nature, Purpose and Types of Curriculum
 Definition of Curriculum
 Curriculum: A Changing Concept
 Types of Curricula
 Characteristics of a Good Curriculum
 Distinction between Curriculum and Other Related Terminologies
 Nature of Curriculum in School
 Importance of Curriculum in Schools
 Curriculum as a Process and as a Product
3 CHAPTER II – Major Foundations of Curriculum
 Philosophical Foundations of Curriculum

 Psychological Foundations
 Historical Foundations of Curriculum
 Sociological Foundations of Curriculum
8 Types of Curriculum
 Learner-centered Designs
 Problem-centered designs
9 MIDTERM EXAMINATION
10-12 CHAPTER V – Models of Curriculum Development
 The AIM Model
 Taba’s Inverted Model
 Tyler’s Ends-Means Model
 The Oliva Model
 The Saylor and Alexander Model
 Macdonald’s Model
 Eisner’s Artistic Approach
 The Diamond Model
 Walker’s Naturalistic Model
Participants in the Curriculum Development and Planning
 Teachers
 Students
 Principals
 Parents
 Curriculum Specialists
 Superintendents
 School boards
 The National Government and its agencies
Changing Needs: Planning and Challenges
 Goal-Based Model of Curriculum Planning the Philippine Experience
 Determine the Focal Point Planning Decisions
 The Organizational Structure
4-5 CHAPTER III – Components of Curriculum Design
 Key Concept: Identification of Educational Philosophy

 Generating Aims, Goals and Objectives
 Taxonomy of Educational Objectives
 The Cognitive Domain
 The Affective Domain
 The Psychomotor Domain
 Content or Subject Matter
 Criteria for Selecting Content
 Learning Experiences
 Selecting Educational Environments
6-7 CHAPTER IV – Sources of Curriculum Design
 Science as a Source
 Society as a Source
 Moral Doctrine as a Source
 Knowledge as a Source
 The Learner as a Source
Conceptual Framework: Horizontal and Vertical Organization Curriculum Design Qualities

 Scope
 Sequence
 Continuity
 Integration
 Articulation Balance
13 CHAPTER VI – Curriculum Implementation
 What is Curriculum Implementation?
 Views on Curriculum Implementation
 Implementation Models
 Factors that Influence Curriculum Implementation
 Implementing Curriculum in the Classroom
14-15 CHAPTER VII – Curriculum Evaluation: Concepts, Views and Definitions

 Purpose of Curriculum Evaluation
a. Why Evaluate
b. What to Evaluate
c. Goals and Objectives
d. Content and Methodology
e. Outcomes/Result
f. Forms of Evaluation
 Formative evaluation
 Summative evaluation
a. Curriculum Evaluation Models
b. On Models of Evaluation
c. Tyler’s Objectives Centered Model
d. Stufflebeam’s Context, Input, Process, and Product Model
e. Context Evaluation
f. Input Evaluation
g. Process Evaluation
h. Product Evaluation
i. Stake’s Responsive Model
16-17 CHAPTER VIII – Understanding the Curriculum
 Classification of Change
 Forms of Change: Substitution, Alteration, Addition and Reconstructing
Strategies for Curriculum Change and Innovation
 Strategies
a. Participative Problem-Solving Strategy
b. Planned Linkage
c. Coercive Strategies
d. Open Input Strategies
 Models
a. The Research Development and Diffusion Model
b. Problem-Solving Model
 Social Interaction Model
Planning and Implementing Change and Innovation
 The Change Agent
 The Innovation
 The User System
 Time
18 FINAL EXAMINATION
MARY JEAN O .SAÑANO, Ph. D
Part time Instructor

Prof Ed 9: The Teacher and The School Curriculum

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Prof Ed 9

The Teacher and the School Curriculum

3 CHAPTER II – Major Foundations of Curriculum

 Philosophical Foundations of Curriculum

 Key Concept: Identification of Educational Philosophy

Conceptual Framework: Horizontal and Vertical Organization Curriculum Design Qualities

14-15 CHAPTER VII – Curriculum Evaluation: Concepts, Views and Definitions

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