EDUC 4 - CURRICULUM DEVELOPMENT

MODULE 1 –
INTRODUCTION TO
CURRICULUM
DEVELOPMENT

WILMA M. CALAGO
CYREL T. QUIAWAN
ROSEMARIE F. CAMUGAO
SITTI FATIMA ARABIA
ROSEMIN CRYSTAL DELA CRUZ
RODELLETE DELA TORRE
EDUC 4 - CURRICULUM DEVELOPMENT

Lesson 1
Concepts, Nature and purposes of curriculum

INTRODUCTION

The concept of curriculum is as dynamic as the changes

that occur in society. In its narrow sense, curriculum is
viewed merely as a listing of subjects to be taught in
school. In a broader sense, it refers to the total learning
experiences of individuals not only in schools but in
society as well.
EDUC 4 - CURRICULUM DEVELOPMENT

What is curriculum?
What is its purpose?
What is its nature?
Curriculum
 derived from a Latin word currere which means “a race”
or “the race of a course”
 refers to the lessons and academic content taught in
school or specific course or program.

How do we define Curriculum?

•Curriculum is that which is taught in school.
• Curriculum is a set of subjects.
• Curriculum is a set of courses
• Curriculum is a set of performance objectives.
EDUC 4 - CURRICULUM DEVELOPMENT

What is its purpose?

PURPOSE OF CURRICULUM
 To provide a template or design which enables
learning to take place.
 EDUC 4 - CURRICULUM DEVELOPMENT

CURRICULUM FROM DIFFERENT POINTS OF VIEW

1. TRADITIONAL POINTS OF VIEW OF CURRICULUM
In early years of 20th century, the traditional concepts
held of the “curriculum is that it is a body of subjects or
subject matter prepared by the teachers for the students
to learn”. It was synonymous to “the course of study”
and “syllabus”
EDUC 4 - CURRICULUM DEVELOPMENT

Robert M. Hutchins

 “permanent studies where the rule of

grammar, reading, rhetoric and logic,
mathematics for basic education are
emphasized.
* Basic education should emphasize the 3Rs
and college education should be grounded
on liberal education
EDUC 4 - CURRICULUM DEVELOPMENT

 Arthur Bestor
 The mission of the school should be intellectual
training.
 Curriculum should focus on the fundamental
intellectual disciplines of grammar, literature, and
writing.
 It should also include mathematics, science, history,
and foreign language.
 Joseph Schwab
 Discipline is the sole source of curriculum.
EDUC 4 - CURRICULUM DEVELOPMENT

2. PROGRESSIVE POINTS OF VIEW OF CURRICULUM

Curriculum can only be called if the written materials are actualized
by the learner.
 John Dewey (definition of experience and education)
 Reflective thinking is a means that unifies curriculum elements
 Thoughts is not derived from action but tested by application
 Caswell and Campbell
 Viewed curriculum as “all experiences children have under
guidance of teachers”
 EDUC 4 - CURRICULUM DEVELOPMENT

Smith, Stanley and Shores

 Curriculum is a sequence of potential experiences set up in
the schools for the purpose of disciplining children and
youth in group ways of thinking and acting.

Marsh and Willis

 Curriculum as all the experiences in the classroom which are
planned and enacted by the teacher and learned by the
students.
EDUC 4 - CURRICULUM DEVELOPMENT

POINTS OF VIEW ON CURRICULUM DEVELOPMENT

 Curriculum is a dynamic process
 Development connotes changes which are systematic
 A change for the better means any alteration, modification, or
improvement of existing condition.
 To produce positive changes, development should be
purposeful, planned, and progressive.
EDUC 4 - CURRICULUM DEVELOPMENT

 Ralph Tyler model: Four Basic Principles

1. What educational purposes should the school 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?
EDUC 4 - CURRICULUM DEVELOPMENT

HILDA TABA
 She improved the Tyler’s Rationale by making a linear model
 Her advocacy was commonly called the grassroots approach.

7 major steps of Taba’s Model

1. Diagnosis of learner’s needs and expectations of larger
society
2. Formulation of learning objectives.
3. Selection of learning content
4. Organization of learning content.
5. Selection of learning experiences
6. Organization of learning activities
7. Determination of what to evaluate and the means of
doing it.
 EDUC 4 - CURRICULUM DEVELOPMENT

TYPES OF CURRICULUMS OPERATING IN SCHOOLS

 Allan Glatthorn (2000) describes seven types of curriculums
operating in schools.
1. Recommended curriculum – proposed by scholars and professional
organizations.
2. Written curriculum – appears in school, district, division or
country documents.
3. Taught curriculum – what teachers implement or deliver in the
classrooms and schools.
4. Supported curriculum – resources, textbook, computers, audio
visual materials which support and help in the implementation of the
curriculum.
5. Assessed curriculum – that which is tested and evaluated.
6. Learned curriculum – what the students actually learn and what is
measured.
7. Hidden curriculum – unintended curriculum
Curriculum Development
pages 8-15

Cyrel T. Quiawan
Major foundations of curriculum
Philosophical foundations of curriculum
Historical Foundations of Curriculum
Psychological Foundation of Education
Social Foundation of Education
 ELEMENTS /
COMPONENTS OF THE
CURRICULUM
1. AIMS, GOALS AND OBJECTIVES
 What is to be done?

2. SUBJECT MATTER/CONTENT
 What subject matter is to be included?

3. LEARNING EXPERIENCES
 What are the instructional strategies, resources and activities will be employed?

4. EVALUATION APPROACHES
 What methods and instrument will be used to assess the result of the curriculum?
 COMPONENT 1:
CURRICULUM AIMS,
GOALS AND
OBJECTIVES
 COMPONENT 1:
CURRICULUM AIMS, GOALS AND OBJECTIVES

 SCHOOLS – are established institution which are either run by the government or
a private sector.
 Based on the Philippine Constitution of 1987, all associate shall aim to:
1. Inculcate patriotism and nationalism.
2. Foster love of humanity
3. Promote respect for human rights.
4. Appreciate the role of national heroes in the historical development of the
country
5. Teach the right and duties of citizenship.
6. Strengthen ethical and spiritual values.
7. Develop moral character and personal discipline.
8. Encourage critical and creative thinking.
9. Broaden scientific and technological knowledge and promote vocational
efficiency.
  AIMS OF ELEMENTARY EDUCATION (Education Act of 1982)
In the elementary level, schools through their curricula should aim to:
1. Provide knowledge and development skills, attitudes, values essential to personal
development and necessary for living in and contributing to a developing and
changing society.
2. Provide learning experiences which increase a child's awareness of and
responsiveness to the changes in the society.
3. Promote and intensify knowledge, identification with and love for the nation and
the people to which he belongs, and
4. Promote work experiences which develop orientation to the world of work and
prepare the learner to engage in honest and gainful work.
 • AIMS OF SECONDARY EDUCATION (Education Act of 1982)

In high school or secondary level, educational curricula aim to:

1. Continue to promote the objectives of elementary education; and

2. Discover and enhance the different aptitudes and interests of students in order to
equip them with skills for productive endeavour and or to prepare them for
tertiary schooling
 • AIMS OF TERTIARY EDUCATION (Education Act of 1982)

 The different courses should aim to:

 1. Provide general education programs which will promote national identity,

cultural consciousness, moral integrity and spiritual vigor.

 2. Train the nation's manpower in the skills required for national

development; and

 3. Advance knowledge through research and apply new knowledge for

improving the quality of human life and respond effectively to changing
society.
 Concerned with outcomes expressed in different levels.
 AIMS - the most general level.
 GOALS - reflect the purpose with some outcomes in mind.
 OBJECTIVES - reflect the most specific level of educational outcomes

 VISION
 It provides a clear concept for the future.
 It is what the institution would like to become in the future.
 It provides a focal point or a unifying element according to which the school
staff, faculty, and students perform either individually or collectively.
 It is the guiding post around which all educational efforts including curricula
should be directed.
 The schools vision can be very ambitious but it is a characteristic of the vision
 MISSION
 It spell out how it intends to carry the vision.
 It targets to produce the kind of persons the students will become after having
been educated over a straightened period of time.

 GOALS
 Are broad statements or intents to be accomplish
 The data for sources of school goals may be or may include the learner,
the society or the stakeholders
 BENJAMIN BLOOM and ROBERT MAGER defined educational objectives in
two ways:
 Explicit formulation of the ways in which students are expected to be changed
by the educative process.
 Intent communicated by statement describing a proposed change in learners.
 In other words, OBJECTIVES:
 Direct the change in behaviour which is the ultimate aim of the learning.
 They provide a basis for the selection of learning content and learning
experiences.
 Also set the criteria against which the learning outcomes will be evaluated
 BLOOM and his associates classified three (3) big domains of objectives. These
are:
 1. COGNITIVE – Domain of thought process.
 knowledge, comprehension, application, analysis, synthesis, evaluation.

 2. AFFECTIVE – Domain of valuing, attitude and appreciation.

 receiving, responding, valuing, organization, characterization.

 3. PSYCHOMOTOR – Domain of the use of psychomotor attributes.

 perception, set, guided response, mechanism, complex overt response,
adaptation, origination.
 COMPONENT 2:
CURRICULUM CONTENT
OR SUBJECT MATTER
 CONTENT –
 Simply more than information to be learned in school;
 Another term of knowledge
 It is an element or a medium through which the objectives are accomplished.
 Some criteria which can be used in the selection of subject matter content or
knowledge of the curriculum are:
 1. Self-sufficiency
 2. Significance
 3. Validity
 4. Interest
 5. Utility
 6. Learnability
 7. Feasibility
 Other considerations that may be used in the selection of the learning content are:

 A. Frequently and commonly used in daily life

 B. Suited to the maturity levels and abilities of students.

 C. Valuable in meeting the needs and competencies of a future career.

 D. Related with other subject areas

 E. Important in transfer of learning

 In organizing the learning contents the following form a sound content
 BALANCE
 In organizing your content, it should be fairly distributed among the
learning area or discipline.
 Thus is to ensure that the level of area will not be overcrowded or less
crowded so that it will have its equilibrium in the curriculum.
 ARTICULATION
 Means that each level of the subject matter is mostly connected to the next
glaring, gaps and wasteful overlaps in a subject matter will be avoided.
 SEQUENCE
 It is the logical arrangement of the subject matter just like ENGLISH 1
you should take that prior to ENGLISH 2 and so on
 There is a chronological arrangement that follows its level of difficulty.
 INTEGRATION
 It is the horizontal connection that are needed in subject areas that are similar
to the learning and will relate them to one another.
 In the classroom, sometimes these are portions of the other subjects that can
be discussed.
 CONTINUITY
 Learning requires a continuous application of few knowledge, skills, and
attitudes or values so that it will be used in daily living.
 It is also the constant repetition, review and reinforcement of learning.
 Learning will not stop at one point. It will continue from this point to another
point.
 Also, in organizing the contents of the curriculum, you should consider the
following:
 1. Learners
 2. Teachers (who will handle the subject on the learner as a prime mover)
 3. Situation
 You will have all of that consideration when you do the needs analysis. You will
know then what are the:
 Needs
 Lacks or the lacking elements
 What the student/ pupil/learner wants
 Necessities or what are the necessary things or materials needed to be included
 Component 3:
Curriculum Experience
 The curriculum experience together with the different
strategies and methods are the core of the curriculum.
 The instructional methods will put into actions the
goals and use of the content in order to produce an
outcome.
 Teaching strategies convert the written curriculum into
action. Both the teacher and the learner take actions
to facilitate learning.
 Component 3:
Curriculum Experience
Some of the guide for the selection and use of teaching
methods for teachers utilization in implementing the
curriculum are:

1.Teaching methods are means to achieve ends.
They are used to translate the objectives into action.
2.There is no single best teaching method.

3.Teaching method should stimulate the learner’s

desire to develop the cognitive, psychomotor, social
and spiritual domain of the individual.
 4. In the choice of the teaching methods, learning
styles of the individual.
 5. Every method should lead to the development of
the learning outcomes in the three domains:
cognitive, affective and psychomotor.
 6. Flexibility should be a consideration in the use of
the teaching methods.
 Component 4:
Curriculum Evaluation
 All curricula to be effective must have the element of
evaluation. (Worthen and Sanders, 1987)
 This refer to the formal determination of the quality,
effectiveness or value of the program, process, product of
the curriculum.
 Itis meeting the goals and matching them with the intended
outcomes.
 There are different evaluation methods that can be utilized
like diagnostic, placement, formative or summative
evaluation or the norm or criterion referenced evaluation.
 Component 4:
Curriculum Evaluation
 Regardless of the methods and materials evaluation will
utilize, a suggested plan of action for the process of
curriculum evaluation is introduced with these steps:
 1. Focus on the particular component of the curriculum.
 2. Collect or gather the information.
 3. Organize the information.
 4. Analyze information.
 5. Report the information
 6. Recycle the information for continuous feedback,
modifications, and adjustments to be made.
SUMMARY
Thank you so much for listening and God
bless everyone!

ROSEMARIE F. CAMUGAO
 MODULE 1 LESSON 3:

TEACHING-LEARNING PROCESS AND

CURRICULUM DEVELOPMENT
 Teaching as a Process in Curriculum

 Good teaching is difficult to agree upon.

 Because of the changing paradigms of teaching, several
definitions have evolved based on the theories of teaching
and learning that have come about.
 Some view teaching as an organization of meaningful
learning.
Teaching process as a series of actions from
PLANNING, IMPLEMENTING and EVALUATING

Planning
Implement

Evaluate

Feedback/Reflection
The planning phase includes decision
about:
 The needs of the learners. 
 The achievable goals and objectives to meet the  needs
 The selection of the content to be taught
 The motivation to carry out the goals
 The strategies most fit to carry out the goals and,
 The evaluation process to measure learning outcomes.
 Teaching plan maybe short term like the daily plan or
long term plan like the unit plan or a yearly plan.

 In a plan, consideration should include the learner,

availability of materials, time requirements of
particular activities, the strategies needed to achieve
the objectives and the teachers.
Implementation phase
 requires the teacher to implement
what has been planned.

 two important players are involved:

the teacher and the learner.
Evaluation phase
 A match of the objectives with the
learning outcomes will be made.

 Will answer the question if the plans

and implementation has been
successfully achieved.
In all three phases of teaching, a continuous
process of feedback and reflection is made.

 To give a feedback is to give information as to

whether the three phases were appropriately done
and gave good results.

 Reflection is a process embedded in teaching where

the teacher inquires into his or her actions and
provides deep and critical thinking.
 Indicators which you can use to guide in the
process of good teaching.
 Good teaching is one that is well planned and where
activities are interrelated to each other.
 Good teaching is one that provides learning experiences or
situations that will ensure understanding, application and
critical thinking.
 Good teaching is based on the theories of learning.
 Good teaching is one where the learner is stimulated to
think and reason.
 Good teaching utilizes prior learning and its application to
new situation.
 Good teaching embeds a sound evaluation process.
Learning as a Process in Curriculum

“ To teach, is to make someone to learn”

Learning

-a change in an individual’s behavior caused by

experiences or self-activity. It implies that learning can only
happen through the individual’s activity or his/her own
doing.

 Intentional Learning

 Unintentional Learning
Two Principal types of Learning Theories
1. Behavioral Learning Theories

2. Cognitive Learning Theories

Behavioral Learning Theories
 observable and measurable behavior such as new skills,
knowledge, or attitudes which can be demonstrated.

Early Behavioral Learning Theories

• Classical Conditioning Theory (Ivan Pavlov)

• Law of Learning (Edward Thorndike)
• Operant Conditioning (BF Skinner)
• Modeling or observational learning (Albert Bandura)
Cognitive Learning Theories
 Concerned with learning in which unobservable mental
processes are used to learn and remember the information
or acquire skills.

 Jerome Bruner (1966)

 David Ausubel (1968)
 Robert Gagne (1970)
Discovery learning of Jerome Bruner

-states that the individual learns from his own discovery of the
environment. Bruner’s idea give rise to the emerging theory of
constructivism and self-learning.

Reception learning of David Ausubel

-learner’s are inherently curious, they may not be able to

know what is important or relevant and they need external
motivation to learn.
Events of Learning of Robert Gagne
1. Motivation phase- the learner must be motivated to learn by expectation that
learning will be rewarding.
2. Apprehending phase- the learner attends or pays attention if learning has to
take place.
3. Acquisition phase- Learners transforms information into meaningful form.
4. Retention phase- the newly acquired information must be transferred from
short-term to long-term memory.
5. Recall Phase- Recall previous learned information.
6. Generalization phase- Transfer of information to new situations allows
application of the learned information in the context in which it was learned.
7. Feedback phase- Students must receive feedback on their performance.
Teaching and Learning Go Together
 How does teaching and learning connect to each other?
Teaching as a process cannot be taken
independently in its entirely. It is therefore important
that the knowledge of learner and his learning styles be
considered.

 As the direct relationships of teaching and learning

become clear, success of both brings out something like
“ learning in teaching and teaching for learning.”
Some Ways of Doing Teaching and Learning
Ways of Teaching:

 Large Group
-teaching methods like lecture, expository, panel discussion, seminar,
forum, demonstration.

 Small Group
-teaching methods like role playing, buzz session, workshop, process
approach, discovery learning, cooperative learning in various forms, laboratory.

 Individual
-teaching methods like modular instruction, e-teaching, and programmed
instructions.
 Ways of Learning:

1. Learning by trial and error

2. Learning by conditioning
3. Learning by insights
4. Learning by observation and imitation through
modelling
 Teaching and Learning in the Curriculum

Teaching and Learning give life and meaning to

the curriculum. Each complement and supplement each
other. The value placed in teaching will reap the same
value in learning, thus a good curriculum can be judge by
the kind of teaching and quality of learning from it.
Curriculum development
 References: Mr. Javier George and Dr. David Bueno
 Curriculum

 Curriculum refers to the specific lessons and academic content

taught in schools and educational institutes for a particular
course or program.
 A process that aims to improve the curriculum by using various
approaches.
 In THIS TOPIC WE ARE ABLE TO LEARN THE
FOLLOWING :

 HOW TO DEVELOP CURRICULUM

 HOW TO PLAN THE CURRICULUM
 DIFFERENT PROCESS AND STEPS OF CURRICULUM
 LEVELS OF CURRICULUM
 LEVELS OF CURRICULUM

 1. SOCIETAL – Curriculum is developed by the higher authority

or federal level agencies, boards of education, and curriculum
reform committees. Examples: CHED, DEPED
 2. INSTITUTIONAL – Curriculum derived from the societal level,
but specified by the state or province and modified by the
school board. Example: SCHOOLS
 3. INSTRUCTIONAL –The Instructional Level usually falls
somewhere between their ability Level and their Grade level
for students with language goals. Example: THE TEACHERS
 Steps and process
 FORMULATION OF EDUCATIONAL OBJECTIVES
 SELECTION OF LEARNING EXPERIENCES
 ORGANIZATIONAL OF LEARNING EXPERIENCES
 EVALUATION OF CURRICULUM
 FORMULATION OF EDUCATIONAL OBJECTIVES

 1. Identify the needs of the learner

 2. Identify the needs of the society
 3. Study the suggestions of the expert
 4. Formulate the philosophy
 5. States the objective gathered from various sources
 6. Screen the objectives and select the appropriate one
 7. State the objectives in terms of outcome
 Selection of learning experiences

 1. List the teaching points and students abilities to be

developed

 2. Choose learning aids based on students abilities

 3. Provide guidance and counseling to the learner

ORGANIZATIONAL OF LEARNING EXPERIENCES

 1. Continuity

 2. Sequence

 3. Integration
 Continuity

 It can refer to the transitions within a school as children move

from class to another class. CONTINUES LEARNING
 SEQUENCE

 The sequence includes plans and materials for learning

experiences to support and extend children's learning at
various levels of development. A sequence of learning
experiences progress from less to more complex, with the goal
of supporting children as they move through the
developmental progressions
 INTEGRATION

 Integration acknowledges and builds on the relationships which

exist among all things. An integrated curriculum implies
learning that is synthesized across traditional subject areas
and learning experiences that are designed to be mutually
reinforcing.
 EVALUATION OF CURRICULUM
 Evaluation is a phase in the curriculum development model as
well as a specific step. Two types of evaluation, FORMATIVE
and SUMMATIVE, are used during curriculum development. 1.
Formative evaluations are used during the needs assessment,
product development, and testing steps. 2. SUMMATIVE
evaluations are undertaken to measure and report on the
outcomes of the curriculum. This step reviews evaluation
strategies and suggests simple procedures to produce valid and
reliable information. A series of questions are posed to guide
the summative evaluation process and a sample evaluation
format is suggested.
 END OF REPORT

 THANK YOU