curriculum development
TRANSCRIPT
Diverse definitions
Modes of thoughts
Pedagogies
Political
Culutral experiences
Body of subject prepared by teachers (course of study)
Permanent studies (Robert Hutchins)› Grammar, reading, rhetoric and logic, and
math
› Focus on the 3 r’s
› Liberal education (in college)
Intellectual training (Arthur Bestor)› Grammar, literature and writing, math,
science, history and foreign language
Discipline is the sole source of curriculum (Joseph Scwab)› Divided into chunks of knowledge (subjects)
› May include Humanities in college
› Field of study (foundation; domains of knowledge; theories and principles)
MOST OF THE TRADITIONAL IDEAS VIEWS CURRICULUM AS WRITTEN DOCUMENTS OR PLAN OF ACTIONS
A written curriculum can only be called
a curriculum if they are actualized by the
learner.
Curriculum = total learning experience
Experience and education (John
Dewey)
› Reflective thinking unifies curricular elements
› Thought is not derived from action but tested
by application
All experiences children have under the
guidance of the children (Campbell and
Caswell)
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. (Smith,
Stanley and Shores)
Experiences in the classroom which are
planned and enacted by the teacher,
learned by the students (Marsh and
Willis)
A dynamic process
Connotes changes that are systematic,
purposeful, planned and progressive
There are 2: Ralph Tyler and Hilda Taba
Ralph Tyler: Tyler’s Rationale
Hilda Taba: Grass Roots Approach
Are both linear models of curriculum
The steps proceed a more or less
sequential, straight line from beginning to
end.
Considerations:
Developed by Hilda Taba
› She believed that teachers, who teach the
curriculum, should participate in developing
it which led to the model being called the
grass-roots approach.
The curriculum should be designed by
the users of the program.
assumes that they have the expertise
assumes that teachers have the time to
engage in such an extensive and
intensive curricular activity
Curriculum development is highly
specialized… teacher involvement is not
a guaranteed success.
Saylor and Alexander Model
Philippine Education came about from
various foreign influences (because of
our history)
The American educational system has
the greatest influence on our
educational system
Franklin Bobbit› Student needs
› Preparation for adult life
› Activities should be grouped and sequenced
Werret Charters› Students needs
› Objective – activities matching
› Teacher plans the subject matter and activities
William Kilpatrick
› Purposeful activities that are child-centered
› Purpose: child development and growth
› Introduced “the project-method” (teacher-
student collaboration)
› Social relationship and small group
interaction
Harold Rugg› Development of the whole child
› Objectives + learning activities = outcomes
› Emphasis: social studies and advanced planning of curriculum by teachers
Hollis Caswell› Curriculum is organized around social
functions of themes, organized knowledge and learner’s interests
› Curriculum = set of experiences
Ralph Tyler› Believes that curriculum is a science and an
extension of school’s philosophy.
› Based on student’s needs and interest
› Subject matter is organized in terms of knowledge, skills and values
› Emphasis: problem-solving
› Curricula aims to educate generalist and not specialist
Recommended curriculum› Most curricula of schools are of this type
› Comes from national agencies (DEPEd, DOST, CHED) or any professional organization (PAFTE, BIOTA)
Written curriculum› Documents, course of study or syllabus
handed down to schools, districts, division, departments or colleges for implementation
› Made by curriculum experts with teacher participation
› Pilot-tested (tried-out in sample schools)
› Eg. BEC, RBEC, EBEC
Taught curriculum› The different, planned activities which are
put into action in the classroom
› Activities don in order to realize the objectives
› Activities are teacher-guided
› Varies according to the learning styles of students and the teaching styles of the teachers
Supported curriculum› Materials which supports the implementation
of a written curriculum
› Eg. Textbooks, computers, audio-visual materials, laboratory equipment, playgounds… etc.
› Help learners become life-long learners
Assessed curriculum
› Tested or evaluated curriculum
› Evaluations are done to determine the
extent of teaching or if there’s student
progress
› Eg. Pencil-and-paper tests, authentic
instruments
Learned curriculum
› Refers to the learning outcomes achieved by
the students
› Indicators: test-result and change in behavior in
students (cognitive, affective or psychomotor)
Hidden curriculum
› Unintended curriculum; not planned but
modifies behavior or influence learning
outcomes
› Eg. Peer influence, school environment,
physical condition, teacher-learner
interaction, mood of the teachers… etc
There are 4 major components in most
curricula:
› Aims, goals and objectives (what is to be
done)
› subject matter/content (what is to be
included?)
› Learning experiences (what strategies,
resources, activities?)
› Evaluating approach (What methods and
instruments will be used to assess the results)
3 levels of the Philippine Educational
system:
› Primary, secondary, and tertiary
All have aims based on the Phil. Constitution of
1987:
Inculcate patriotism and nationalism
Foster love of humanity
Promote respect for human rights
Appreciate role of national heroes in the historical
development of the country
Teach the rights and duties of citizenship
Strengthen ethical and spiritual values
Develop moral character, and personal
discipline
Encourage critical and creative thinking
Broaden scientific and technological
knowledge and promote efficiency
Aims of Elementary Education
› Provide knowledge and develop skills,
attitudes, values essential to personal
development and necessary for living in,
and contributing to a developing and
changing society
› Provide learning experiences which increase
the child’s awareness of and responsiveness
to the changes in the society
› Promote and intensify knowledge,
identification with and love for the nation
and the people to which he belongs
› 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
› Continue to promote the objectives of
elementary education
› Discover and enhance the different
aptitudes and interests of students in order to
equip them with skills for productive
endeavor and or to prepare them for tertiary
schooling
Aims of Tertiary Education› Provide general education program which will
promote national identity, cultural consciousness, moral integrity, and spiritual vigor
› Train the nation’s manpower in the skills required for national development
› Develop the professions that will provide leadership for the nation
› Advance knowledge through research and apply new knowledge for improving the quality of human life and respond effectively to changing society
School’s Vision
› A clear concept of what the institution
would like to become in the future
› A focal point; a unifying element
› Very ambitious (idealistic)
› Example:
“A model performing high school where
students are equipped with knowledge, skills
and strength of character to realize their
potential to the fullest.”
School’s Mission Statement
› Spells out how it intends to carry out its Vision
› Targets to produce the kind of persons the
students will become after having been
educated over a certain period of time.
› example:
“Commits to the total development of
individuals through quality instruction, updated
facilities and curricula and responsive to the
needs of the times.”
School’s Goals
› Broad statements or intents to be
accomplished
› Example:1. Build a strong foundation of skills and concepts
2. Efficient and effective administration responsive of
the needs of the university and community
Objectives
› Direct the change in behavior
› Provide bases for the selection of learning
content and learning experiences
› Sets the criteria against which learning
outcomes will be evaluated
What is Teaching?
› Organization of meaningful learning
› Creating life-like situations
TRADITIONALIST PROGRESSIVIST AND HUMANIST
•Imparting knowledge and skills for
mastery
•Process of dispensing knowledge
to empty vessels
•Showing, telling, giving instructions
•Making someone understand in
order to learn
TEACHER: controls learning,
dispenser of knowledge, ultimate
authority and director of learning
•Stimulating, directing, guiding the
learner and evaluating the
learning outcomes of teaching
•Learners have the responsibility to
learn
•Teaching should enable learners
to learn on their own
TEACHER: is a decision maker
plan evaluateimplement
Feedback and Reflections
Planning Phase Implementation Phase Evaluation Phase
•Needs of learners
•Achievable goals
•Selection of content
•Motivation to carry
out goals
•The evaluation
process to measure
learning out comes
FACTORS TO BE
CONSIDERED:
• learner
•Availability of
materials
•Time requirements
•Strategies needed
•Teacher
•To put into action the
different activities to
achieve objectives
FACTORS TO BE
CONSEIDERED:
•Interaction between
teacher and learner
•Teaching styles and
strategies
•Match of objectives
with learning
outcomes
WILL ANSWER THE
QUESTION ---”WERE THE
PLANS AND ITS
IMPLEMENTATION
SUCCESSFULLY
ACHIEVED?”
Is well-planned and activities are interrelated to each other
Provides learning experiences or situations that will ensure understanding, application and critical thinking
Is based on theories of learning
Stimulates learners to think and reason
Utilizes prior learning and its application to new situation
Governed by democratic principles
Embeds a sound evaluation process
Does not take place in an empty vessel
Is a social process
Is a result of individual experiences and self-activity
Is both observable and measurable
Takes place when all the senses are utilized
Will be enhanced when the learner is stimulated, directed, guided, and feedback is immediately given
Each learner has his/her own learning styles
Trial and Error – stimulus-response
Learning by conditioning – Training
Learning by insight – “aha” moment
Learning by observation and imitation
thru modeling
Behavioral Approach
› Behaviorist principles
› Fredrick Taylor
› Aim: To achieve efficiency/change in
behavior
› Begins with educational plans ---
implementation --- evaluation
Managerial Approach
› Dominant during the 1950’s and 1960’s
› Curriculum leader and Instructional Leader:
The Principal
› The Principal is also the General Manager:
Sets policies and priorities
Establishes direction of change and innovation
Planning and organizing curriculum and
instruction
› Less focused on the subject matter
Systems Approach
› Focus: parts of the total school district or
schools itself (systems) and the
interrelationship of one part or system to the
other
› George Beauchamp
› Under this approach, the admin, counseling,
curriculum, instruction and evaluation are of
equal importance
Humanistic Approach
› Rooted in progressive philosophy
› Considers the:
Formal/planned curriculum
Informal or hidden curriculum
The whole child