curriculum development power point 2010

7/31/2019 Curriculum Development Power Point 2010

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THE NATURE AND SCOPEOF CURRICULUMDEVELOPMENT(PHILIPPINE CONTEXT)


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Definitions of Curriculum

Some authors define curriculum as thetotal effort of the school to bring aboutdesired outcomes in school and out-of-school situations.

It is also defined as a sequence ofpotential experiences set up in school for

the purpose of disciplining children andyouth in group ways of thinking andacting.


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Definition(s) of Curriculum

Curriculum is a structured set oflearning outcomes or task thateducators usually call goals and

objectives. ( Howell and Evans1995) Curriculum is the what of

teaching. Curriculum listings of subjects to

be taught in school.


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CURRICULUM

A document which describes a structuredseries of learning objectives andoutcomes for a given subject matter area

Includes a specification of what should belearned, how it should be taught, and theplan for implementing/assessing thelearning


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Curriculum Planning

A curriculum Plan is the advancearrangement of learning opportunitiesfor a particular population of learners.

A Curriculum guide is a written

curriculum.


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Curriculum Planning

A Curriculum Planning is the processwhereby the arrangement of curriculumplans or learning opportunities arecreated.


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Curriculum Planning

It is the process of preparing for theduties of teaching, deciding upon goalsand emphases, determining curriculumcontent, selecting learning resources

and classroom procedures, evaluatingprogress, and looking toward nextsteps.


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Curriculum Laboratory

Curriculum laboratory is a place orworkshop where curriculum materials aregathered or used by teachers or learners

of curriculum. Resource Unit is a collection or suggested

learning activities and materialsorganized around a given topic or area

which a teacher might utilize in planning,developing, and evaluating a learningunit.


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TWO SCHOOLS OF THOUGHT ONCURRICULUM DEVELOPMENT


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Two Schools of Thought PredominatedThroughout History of Curriculum

Development:

The Essentialist School The Progressive School


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The Essentialist School

It considers the curriculum as somethingrigid consisting of discipline subjects.

It considers all learners as much as the

same and it aims to fit the learner into theexisting social order and thereby maintainthe status quo

Its major motivation is discipline andconsiders freedom as an outcome and nota means of education.


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Its approach is authoritative and theteachers role is to assign lessons andto recite recitations.

It is book-centered and the methods

recommended are memory work ,mastery of facts and skills, anddevelopment of abstract intelligence.


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It has no interest in social action andlife activities.

Its measurement of outcomes arestandard tests based on subject matter

mastery.


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Traditional Points of View ofCurriculum

Body of subjects or subject matterprepared by the teachers for thestudents to learn.

Synonymous to course study. Permanent studies where the rule of

grammar, reading, rhetoric, logic andmathematics for basic educationemphasized.(Hutchins)

Most of the traditional ideas viewcurriculum as written documents orplan of action in accomplishing goals.


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The Progressive School

It conceives of the curriculum assomething flexible based on areas ofinterest.

It is learner-centered, having in mind

that no two persons are alike. Its factor of motivation is individual

achievement believing that persons arenaturally good.


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The Role of the teacher is to stimulatedirect learning process.

It uses a life experience approach to fitthe student for future social life.


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Constant revision of aims andexperimental techniques of teachingand learning are imperatives incurriculum development in order to

create independent thinking, initiative,self-reliance, individuality, self-expression and activity in the elarner.


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Progressive Points of View ofCurriculum

Listing of subjects, syllabi, course ofstudy and list of courses or specificdiscipline can only be called curriculumif these written materials are actualized

by the learner. Total learning experiences of the

individual. All experiences children have under the

guidance of teachers. Caswell &Campbell

Experiences in the classroom which are

planned and enacted by the teacher,and also learned b the students.


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Different Theories

Conflicting philosophies of education haveinfluenced curriculum principles and practices.

A NUMBER OF self-evident educational truths in

the past are now seen to be rather educationalmyths; such as teachers know, children orlearners dont; all learners should be treated alike.


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Different Theories

The fundamental concepts of some curriculahave changed. In many areas, new methodologies:

programmed instruction, Computer AssistedInstruction, Tutorials, Large and Small GroupInstruction, and a variety of individualizedinstruction procedures have been developed.


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Different Emphases

There is the curricular emphasis on the subjectmatter for the mind, with priority in value toliterature, intellectual history, ideas of religion,philosophy, studies.

There is the curricular emphasis on the

observable facts, the world of things.


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Different Emphases

Another curricular emphasis is the schoolsdependence on Scholasticism, Another curriculum stresses the importance of

experience process.


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Different Emphasis

A recent curricular emphasis is that of existingchoice. The learner must learn skills, acquire

knowledge, and make decisions.


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Ralph Tyler Model: Four BasicPrinciple

1. Purposes of the school2. Educational experiences related to the

purpose

3. Organization of the experiences

4. Evaluation of the experiences


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Hilda Taba : Grassroots Approach

1. Diagnosis of learners needs andexpectations of the larger society.

2. Formulation of learning objectives.

3. Selection of the learning content.

4. Organization of learning content.

5. Selection of the learning experiences.

6. Organization of learning activities.

7. Determination of what to evaluate andthe means of doing it.


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Steps in CurriculumDevelopment

Tylers Questions of CurriculumDevelopment will provide 4 steps:What educational purposes shouldthe school seek to attain?What educational experiences can

be provided that are likely to attainthese purposes?How can these educationalexperiences be effectively

organised?How can we determine whetherthese purposes are being attained?


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Steps...

In answering Tylers questions, we arrive thefollowing basic steps of curriculum development:

Selection of aims, goals and objectives; Selection of learning experiences and content;

Organisation of learning experiences; and Evaluation of the extent to which the objectives

have been achieved.

The 4 steps above are basic, because they can be

more than 4


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Curriculum Development

Some curriculumexperts like Tyler saythat the steps arefollowed in asequence or a

straight line. This model that

assumes thatcurriculum decision

making follows astraight line is calledlinear model


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Other scholars arguethat curriculum decisionmaking is not a simplelinear process thatnecessarily starts withaims.

One of them is Wheeler(1978) who believes thatcurriculum decisionmaking can start fromany point and can come

back to any of the pointse.g. like a cycle


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Kerr (1968) alsobelieves thatcurriculum process isa very comlex set ofactivities and

decisions and theyinteract a lot.

Changes made incontent may

necessitate changesin experiences, whichmay again bringabout changes inevaluation etc.


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Selection of Aims and Objectives

Every curriculum is aimed at developing in thelearners certain competencies or abilities. Thecurriculum process must therefore clearly identify theaims that the curriculum is intended to achieve.

Curriculum aims range from the very broad to themore specific. In fact, that is why we use the terms

aims, goals and objectives to refer to them. Aims arebroad statements which cover all of the experiencesprovided in the curriculum; goals are tied to specificsubjects or group of contents within the curriculum;while objectives describe the more specific outcomes

that can be attained as a result of lessons orinstruction delivered at the classroom.


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Factors in Selecting Aims

Analysis of our culture: we should take into account our

cultural values, norms and expectations when selecting aims, The present status of the learner: what has the learner already

known? What are his/her characteristics? What is he/she readyfor?

The state of our knowledge of the subject matter or content:

We should examine new developments in knowledge to see ifthey contain things that are of real value to the learner andsociety.

Relevance to schools philosophy of education: each nation hasits own philosophy of education which its schools try to

implement. Nigerias philosophy of education is contained inits National Policy on Education. We should ask whether theobjectives we select are relevant to this philosophy;

Consistency with our theory of learning: at any time in anysociety, there is a dominant conception of learning i.e. ourunderstanding what learning is and how it takes place. Forinstance, the National Policy on Education anticipates that the

S l ti f C t t & L i


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Selection of Content & LearningExperiences

Content is what we teach; learning experience is anactivity which the learner engages in which results inchanges in his behaviour;

We should select those contents and learningexperiences that will in attaining the goals of thecurriculum;

There are some factors to consider in selecting bothlearning experiences and content.

We shall first examine those criteria for selectinglearning experiences

F t i S l ti L i


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Factors in Selecting LearningExperiences

Validity: this refers to the relevance of thestated learning experience to the stated goalsof the curriculum;

Relevance to life: learning experience must berelated to the learners real life situations in

and out of school; Variety: learning experiences must cater to the

needs of different types of learners byproviding different types of experiences;

Suitability: learning experiences must besuitable to the learners present state oflearning and characteristics:


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Selection of learning experiences

Cumulation: even though experiences providedmay be different, they should all lead to theattainment of the same goal; subsequentexperiences should build on earlier ones;

Multiple Learning: a single learning experience

may bring about multiple outcomes. Suchlearning experiences are important because oftheir multiple benefits.


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Factors in Selecting Content

Validity: means two things, is the content related tothe objectives, and is the content true or authentic; Significance: is the content significant or will lead it

to the more mastery or more understanding of thecourse or subject;

Utility: here the question is whether the contentselected is useful i.e. will lead to the acquisition ofskills and knowledge that are considered useful bysociety?

Interest: is the content interesting to the learner? Orcan the content be made interesting to learners?

Learnability: is the content selected such thatlearners can learn and understand given their

present level/


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CURRICULUM IN THEPHILIPPINES


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The result of lack of Framework

Sari-sari (hodgepodge) Pira-piraso (piemal) Tagpi-tagpi (patchwork) Sabog (lack of focus)

Malabo (vague) Lakas ng kutob (gutfeel) Hula-hula (hunches) Gaya-gaya (patterned from an existing model)

Bahala na (by chance) Patama-tama (non-deliberate)


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The Areas of Concern

Cultural Values Knowledge of Learner Knowledge Of Teaching-LearningTheories and Principles

Body of Knowledge


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Cultural Values

Visible Rules Food Dress

Language Music Dance Means of Livelihood

Political Behavior Family Community Norms

Non-Visible Philosophy Beliefs Value System


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Knowledge of the Learner

Program forDecentralizedEducationalDevelopment(PRODED) - Content

Based (not on thelearner and learningprocess)

The Basic EducationCurriculum (BEC) andSecondary EducationDevelopment Program(SEDP) addresses thelearner and learning process

Determinants of Learning in


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Determinants of Learning inPhilippines

EducationalDevelopment ProjectImplementing TaskForce(EDPITAF) revealed that

community andhome variables havegreater impact onlearning than schoolfactors.

Factors: Use of electricity Parental education Parents perception of

academic abilities andinterests of the children

Parents attitude Geography (Region) School Type Socio economic status of the

Family

Knowledge of Teaching Learning


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Knowledge of Teaching-LearningPrinciples

Behaviorism Cognitive

DevelopmentPsychology

Cognitive FieldPsychology

The New Elementary SchoolCurriculum (NESC) and NewSecondary Education Curriculum(NSEC) - demonstrate ampleevidence of the inclusion ofbehaviorist psychological principles

through the use of behavioralobjectives, drills, practices, andhomeworks reinforces learning.


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HISTORICAL CONTEXT

Before 1521 Education before the coming of the

Spaniards 1521-1896 Education during the Spanish Regime 1896 -1898 Education during Philippine

Revolution 1899 1935 Education during the American

Occupation 1935 1941 Education during the Philippine

Commonwealth

1941 1944 Education during the JapaneseOccupation

1945 1946 Education after WWII 1946 present Education under the Philippine

Republic


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The Pre-Spanish Curriculum

The Filipino possessed a culture of their own. They had contacts with other foreign peoples

from Arabia, India, China, Indo-China, andBorneo.

The inhabitants were civilized people,possessing their systems of writing, laws andmoral standards in a well organizedgovernment.


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The Pre-Spanish Curriculum

As shown in the rule of Barangays, their codeof laws the code of Kalantiao and Maragtas,their belief in Bathala, and the solidarity of thefamily were obedience and respect had beenpracticed.


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Pre-Spanish Devised-Cur

The Spanish Missionaries aim to control of theFilipinos, both body and soul.

The curriculum then consisted of 3 Rs(reading, writing and religion) to attain goalswere the acceptance of Catholicism and the

acceptance of Spanish rule.


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The Spanish Devised Cur.

The schools were parochial or convent schools. The main readings were the catecismo. The method of instruction was mainly

individual memorization.


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AMERICAN Devised Cur.

The motive of the Americans was to conquerthe Filipinos not only physically but alsomentally.

The curriculum was based on the ideals andtraditions of America and her hierarchy of

values. English was the medium of instruction.


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American Devised Cur.

The primary curriculum prescribed for theFilipinos consisted of three grades whichprovides training in two aspects:

1. Body Training physical education

2. Mental Training English, Nature Study, and

Arithmetic.


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Commonwealth Curriculum

(1935-1946) considered as the period ofexpansion and reform in the Philippinecurriculum.

The educational leaders expanded thecurriculum by introducing course in farming,

domestic science, etc.


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Commonwealth Curriculum

Commonwealth Act 586, also known aseducational Act of 1940, recognized theelementary school system.


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Japanese Devised Curriculum

They devised a curriculum for the Filipinos tosuit their vested interest.

They introduced many changes in thecurriculum by including Nippongo, andabolishing English as the medium of instruction

and as a subject.


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Japanese Devised Curriculum

All textbooks were censored and revised. It caused a black out in Philippine education

and impeded the educational progress of theFilipinos.

b d


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Liberation Period Curriculum

(1945) Steps were taken to improve thecurriculum existing before the war, some stepstaken were to restore grade VII, to abolish thedouble-single session, and most especially toadopt the modern trends in education taken

from the U.S.

ib i i d C i l


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Liberation Period Curriculum

The curriculum remained basically the sameas before and was still subject-centered.


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Phili i R bli C


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Philippine Republic Cur.

An experiment worth mentioning that led to achange in the Philippine Educational Philosophywas that of school and communitycollaboration pioneered by Jose V. Aguilar.

Schools are increasingly using instructional

materials that are Philippine-oriented.

Phili i R bli C


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Philippine Republic Cur.

Memorandum No. 30, 1966 sets the order ofpriority in the purchase of books for use in theschools were as follows:

Books which are contributions to Phil. Literature Books on character education and other library

materials Library equipment and permanent features


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CURRICULUMAPPROACHES

C i l A h


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Curriculum Approaches

1. Technical Scientific Approaches 2. Behavioral-rational Approach 3. System-managerial Approach 4. Intellectual Academic Approach 5. Non-Technician / Non-Scientific

Approach

6. Humanistic aesthetic Approach 7. Re-conceptualist Approach 8. Reconstructionism 9. Eclectic Models

T h i l S i tifi A h


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Technical Scientific Approach

The curriculum developers which mayinclude specialists, superintendents,principals and coordinators are likenedto engineers and architects who use

instruments and empirical methods inpreparing a blueprint with well definedelements orderly-sequencedprocedures, and quality control

measures to increase the probability ofsuccess in its implementation

Bases of Technical Scientific Approach


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Bases of Technical Scientific Approach

1. The curriculum will improve as the professional

competence of teachers improves. 2. The competence of teachers will improve when

they participate in curriculum development 3. When teachers share in shaping the goals and

selecting the content and method of instruction aswell as evaluating results, their involvement isassured.

4. When people interact during face-to-facesessions, they will better understand one another.


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Behavioral-Rational Approach

It is a means-end approach. Curriculadeveloped through this approachbecome the actual blueprints whichprescribe the roles of key figures in

the educative process. Viewing the curriculum as the means

and instruction as the end is abehavioral orientation.


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Systems-Managerial Approach

1. Motivate interest of allstakeholders

2. Encourage participation and

involvement of all stakeholders 3. Synthesize divergent viewpoints 4. Monitor curriculum implementation

5. Create a climate of innovation andchange

I t ll t l A d i A h


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Intellectual- Academic Approach

Emphasizes the importance of theories andprinciples in curriculum planning.

This model is influenced by the philosophy ofJohn Dewey

Non-Technical / Non-Scientific


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Non Technical / Non ScientificApproaches

Flexible and less structured withoutpredetermined objectives to guide the learning-teaching process

Contends that not all ends of education can beknown nor indeed to be known in all cases.


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Reconceptualist Approach


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Reconceptualist Approach

Criticizes the technocratic scientific models asnot sensitive to the inner feelings andexperience of individuals.

Reflects on existentialist orientation. The aim of education is not to control

instruction in order to preserve existing order.


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Eclectic Models


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Eclectic Models

Oftentimes, Filipino educators, inparticular, prefer eclectic models (halo-halo) which are a combination ofseveral approaches, rather than commit

themselves to one particular approachonly. Eclectic models are not mere patchwork

(pagtagpi-tagpi) but a synthesis.

(pagbuo o paghahabi) where desiredfeatures from several models areselected and integrated into a newwhole.

Curriculum Design


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Curriculum Design

The Subject-Area Design The Integrated Design The Core-Curriculum Design The Child-Centered Design The Social Reconstruction Design The De-schooling Design

Subject Centered Design


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Subject Centered Design

FOCUS - A group of subjects or subject matterthat represent the essential knowledge andvalues of society that have survived the test oftime.

PHILOSOPHICAL ORIENTATION Essentialism PROPOENT / S Adler, Hutchins

Integrated Design


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Integrated Design

FOCUS - the integration of two or moresubjects, both within and across disciplines,into an integrated course.

PHILOSOPHICAL ORIENTATION Experimentalism

PROPONENT / S Broudy, Silberman

Core Curriculum Design


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Core Curriculum Design

FOCUS a common body of curriculum contentand learning experience that should beencountered by all students The great books

PHILOSOPHICAL ORIENTATION Perennialism PROPONENT /S Goodlad / Boyer

Child-Centered Design


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Child-Centered Design

FOCUS Learning activities centered aroundthe interests and needs of the child, designedto motivate and interest the child in thelearning process.

PHILOSOPHICAL ORIENTATION Progressivism PROPONENT / S Dewey , Eisner

Social Reconstructionist


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Social Reconstructionist

FOCUS critical analysis of the political, social,and economic problems facing society; futuretrends; social action projects designed to bringabout social change.

PHILOSOPHICAL ORIENTATION SocialReconstruction

PROPONENT / S Shane , Bramald

Deschooling


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Deschooling

FOCUS in-school experiences,primarily in the social sciences,designed to develop the childssense of freedom from the

domination of the political, social, andeconomic systems; out of schoolexperiences of equal value.

PHILOSOPHICAL ORIENTATION SocialReconstructionism

PROPONENT /S - Freire , Goodman


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IMPLEMENTATION

IMPLEMENTATION MODELS


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IMPLEMENTATION MODELS

1. Overcoming Resistance to Change(ORC)

2. Leadership Obstacle Course (LOC)

3. Linkage Model

4. Organizational Development (OD)5. Rand Change Agent Model

ORC


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ORC

* Focuses on overcoming staff resistanceto change that is present immediatelybefore, or at the time of the introductionof the innovation.

LOC


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LOC

Extends the ORC model and puts emphasis on

the gathering of data to determine the extentand nature of the resistance in order to dealwith it appropriately.

The Linkage Model


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The Linkage Model

The linkage process involves a cycle of

diagnosis, search, retrieval, formulation ofsolution, dissemination and evaluation.

OD


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OD

This model is an information-processing change

strategy that enables the system to improve itsoperations and the quality of interactionsamong its members to facilitate theintroduction of change.

Rand Model


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Rand Model

The Rand Model is based on the assumption

that the success of the implementation of newprogram depends on:

A. The characteristics of the proposed change B. Competencies of the teaching and

administrative staff C. The support of the local community D. The School organizational structure

Factors Affecting the Choice ofI l t ti M d l


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Implementation Model

1. Level of Resistance

2. Type of desired change

3. Available expertise

4. Available resources

5. Urgency of the situation


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EVALUATION

DEFINITION OF EVALUATION


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DEFINITION OF EVALUATION

Curriculum evaluation is a systematic process

of determining whether the curriculum asdesigned and implemented has produced or isproducing the intended and desired results.

It is the means of determining whether theprogram is meeting its goals, that is whether themeasures / outcomes for a given set ofinstructional inputs match the intended or pre-

specified outcomes. (Tuckman, 1979)

Types of Evaluation


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Types of Evaluation

1. Humanistic approach goal free

2. Scientific approach purpose driven

Objectives of Evaluation


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Objectives of Evaluation

1.

Scope (teaching program-costeffectiveness)

2.Timing (formative, summative,impact)

3. Method ( quantitative,qualitative)

4. Level (classroom, school,

national)5. Personnel involved (individual

teachers, committees,

consultants)

Role of Evaluation in Cur. Dev


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o e o a ua o Cu e

Evaluation Studies in thePhilippines


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Philippines

1. 1925 Monroe Survey

2. 1959 Swanson Survey

3. 1969 Presidential Commission to SurveyPhilippine Education (PCSPE)

4. 1976 Survey of Outcomes of Elementary

Education (SOUTELE)

5. 1982 Household and School Matching Survey

6. 1991 Congressional Commission on Education(EDCOM)

7. 1991 National Evaluation and Impact Study ofPRODED

MONROE SURVEY


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1. Administrative organization and supervision

2. Elementary education

3. Secondary Education

4. Higher Education

5. Teacher education and training

6. Language of instruction

7. Private education

8. Finance

9.

Education of the non-Christians


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Presidential Commission to SurveyPhilippine Education (PCSPE)


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Philippine Education (PCSPE)

1. Analyze performance of the educational system

and its relevance to national developmental goals2. Ascertain the efficiency of the system

3. Identify areas which need more detailedinvestigation.

4. The report included findings on :a. Mismatch between educational services and

manpower requirements

b. Mismatch between education priorities and thenational development priorities

c. Inequitable distribution of educational facilities andresources across the regions

d. Lack of systematic planning and evaluation

SURVEY OF OUTCOMES OF ELEMEDUCATION (SOUTELE)


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EDUCATION (SOUTELE)

1. Battery of achievement tests designed to measure

the outcomes of elementary education2. General mental ability test of non-verbal type

designed to measure association

3. Students attitude inventory aimed to measure

affective objectives4. Questionnaires in order to establish the profiles of

pupils, teachers, school heads, etc.

5. The study revealed deficiencies of elementaryeducation in terms of inputs (resources), processes

(curriculum and instruction), and outputs(students achievement). These are affected bysocio economic, school types, quality of teaching.


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The Congressional Commission onEducation Study (EDCOM)


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Education Study (EDCOM)

1. Enhancing the internal capability of the

system to satisfactorily implement theconstitutional provisions on education

2. Providing the system with necessary financialand other infrastructure support

3. Strengthening the systems linkages with allsectors concerned in human resourcedevelopment

4. Assisting the system to achieve its sectoral

goals and targets through strategies that areconsistent with the nations developmentgoals.


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Monitoring and Evaluation of RBEC


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g

1. Defines what levels of learning students of

schools and divisions meet at various stagesof the basic education cycle based on thenational curriculum.

2. Setting of minimum national standards for

capabilities, structures, processes and outputbased on a template for school improvementprocesses from planning to implementation tomonitoring and evaluation

3. Nationally standardized student assessment,

outcomes measurement and reporting of basicschool statistics

Presidential Commission onEducational Reform (PCER)


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Educational Reform (PCER)

1. Created through E.O. in 1988 to define a

budget feasible program of reform, andidentify executive priority policyrecommendations and items for a legislativeagenda on education.

2. Comprised of multi sectoral group3. Proposed the establishment of National

Education Evaluation and Testing System(NEETS) that assumes responsibility foreducational assessment of all levels, includingtechnical and skills development


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BILINGUAL EDUCATION


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1. Article 14, sect 7 of 1987 constitution for

the purposes of communication andinstruction, the official languages of thePhilippines are Filipino and until otherwiseprovided by law, English.

2. DECS Order 52, s. 1987 the policy ofbilingual education aims to make every Filipinocompetent in both Filipino and English at thenational level

3. DECS defines bilingual as separate use ofFilipino and English as media of instruction inspecific subjects.


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THANK YOU!!!!

curriculum development power point 2010

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