PracticumPupil development planMentalPhysicalSocial, spiritual and moralStaff development PlanCurriculum Development PlanIntroduction:The term, "curriculum development plan," can be used to refer to any plan involving curriculum development It might be a plan to revise a program, a course, or even !ust an instructional unit "o#ever, this term is also used to refer to plans at stipulated levels, such as plans at a district level for #hich a superintendent of schools is responsible Thus, literature about "curriculum development plans" and planning may sometimes apply to district$level planning more than to planning at smaller levels %urthermore, schools, districts, states, and countries have different goals and standards, so some e&amples of a good plan for one setting #ould be insufficient in other settings'as the plan might not address local goals( The reader is cautioned to evaluate each source of information for relevance and credibility) *ood +&ample,ne of the best e&amples found of a plan that outlines the development of curriculum at a school district level comesfrom +ast "addam, CT, Public Schools '-...( This document is called planpdf and can be found in/lac0board under )ssignments, 1eadings It is are2uired reading, so please stop no# and do#nload this documentthrough /lac0board 3ou4ll notice there is also a copy of the technology education curriculum from +ast "addam)mong the good features of this plan are the follo#ing:) mission statement) statement of goals) description of the curriculum council, noting the purpose, function, and diverse membership categoriesSub!ect areas committee membership that is not limited to those teachers in the sub!ect areaSub!ect area committees4 purpose and tas0s 'but unfortunately no clear timeline(The format and revie# process for the documents to be produced by sub!ect area committeesPreviously developed curriculum standards)n assessment plan%orms to assist curriculum development5hen you loo0 good, #e loo0 good) curriculum development plan at the program level can be part of a larger school or district plan ,ften, school and district level administrators are charged #ith and evaluated in part based on curriculum development, as seen in the !ob descriptions and responsibilities of superintendents and assistant superintendents for curriculum %or e&ample, one of the criteria by #hich the Superintendent of Schools in 5I:+ngaging in curriculum planning is one #ay of capturing a school or centre4s intention and mapping out its proposed!ourney to sho# #hat the school #ill loo0 li0e in a fe# year4s time The e&amples shared belo# should be vie#ed as 4#or0s in progress4 #hich have been shared by schools and centres to support others in developing their thin0ing %urther e&emplification of particular aspects of curriculum design canbe found on the 4Sharing practice4 section 6 Module I 7ature, Concepts and Purposes of Curriculum 8esson9 Components of Curriculum and Curricular )pproaches Purita P /ilbao,+dD Ta0e ,ff The concept of curriculum is as dynamic as the changes that occur in society In its narro# sense, curriculum is vie#ed merely as a listing of sub!ects to be taught in school In a broader sense, it refers to the total learning e&periences of individuals not only in schools but in society as #ell In the Philippines, recommendations of several educational initiatives li0e the Philippine Commission to Survey Philippine+ducation 'PCSP+(, Survey of the ,utcomes of +lementary +ducation 'S,:T+8+( and the Philippine Commissionfor +ducational 1eforms 'PC+1( focused on curriculum rene#al or reforms The recently formulated 7ational Competency$/ased Teacher Standards '7C/TS( became the anchor of reforms in education from the basic to highereducation 5hat is curriculum; 5hat is its purpose; 5hat is its nature; These are the fundamental 2uestions that #ill be addressed in this lesson %,C:S Curriculum from Different Points of permanent studies@ #here the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasi=ed /asic education should emphasi=e the A 1s and college education should be grounded on liberal education ,n the other, )rthur /estor as an essentialist, believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectualB B disciplines of grammar, literature and #riting It should also include mathematics, science, history and foreign language The definition leads us to the vie# of Coseph Sch#ab that discipline is the sole source of curriculum Thusin our education system, curriculum is divided into chun0s of 0no#ledge #e call sub!ect areas in basic education such as +nglish, Mathematics, Science, Social Studies and others In college, discipline may include humanities, sciences, language and many more To Pheni&, curriculum should consist entirely of 0no#ledge #hich comes from various disciplines )cademic discipline became the vie# of #hat curriculum is after the cold #ar and the race to space Coseph Sch#ab, a leading curriculum theorist coined the term discipline as a ruling doctrine for curriculum development Curriculum should consist only of 0no#ledge #hich comes from disciplines #hich is the sole source Thus curriculum can be vie#ed as a field of study It is made up of its foundations 'philosophical, historical, psychological and social foundations(D domains of 0no#ledge as #ell as its research theories and principles Curriculum is ta0en as scholarly and theoretical It is concerned #ith broad historical, philosophical and social issues and academics Most of the traditional ideas vie# curriculum as #ritten documents or a plan of action in accomplishing goals - Progressive Points of 0no#ing #hat@ 0no#ledge about facts, dates and namesD 'A( cognitive strategies or learning s0illsD 'F( motor s0illsD and '6( attitudes, feelings and emotions learned9- 9- through e&periences '*agne, 9GHE( The listed learning outcomes overlap #ith the domains in the ta&onomy of educational ob!ectives #hich are cognitive, affective and psychomotor To the behaviorists, learning should be organi=ed in order that students can e&perience success in the process of mastering the sub!ect matter This method is introduced in a step by step manner #ith proper se2uencing of tas0 #hich is vie#ed by other educational psychologist as simplistic and mechanical - Cognitive Psychology "o# do learners store information; "o# do they retrieve data and generate conclusions; These are some of the basic 2uestions as0ed by cognitive psychologistsThese psychologists focus their attention on ho# individuals process information and ho# they monitor and managethin0ing )mong the advocates of cognitive psychology are Cean Piaget for his Cognitive Development stages, 8ev Is Philippines education really deteriorating;@ This is a big 2uestion raised bymany sectors of our society 8et us reflect on this issue Choose a particular level 'elementary,secondary,tertiary( anda specific sub!ect area 'Science, Math, +nglish( as a point of reference In your o#n e&periences as a student: a In #hat componentKs of your curriculum, do you find some difficulties or #ea0nesses; Identify at least A *oals and ,b!ectives Curriculum Content Curriculum +&periences Curriculum +valuation b Describe the #ea0nesses or difficulties c )re there solutions to these conditions; 5hat do you propose; S+8%$C"+CI 8et us return to 8esson - and 2uic0ly find out #hat learning outcomes #e have achieved Cust ans#er 3+S or 7, to the 2uestions that follo#: 9 Can a school curriculum succeed #ithout a clear vision; - Should the school?s mission be reflected in all its curricula; A 5ill sub!ect matter dictate the approach in curriculum; F Should the learning activities be congruent to the ob!ectives of the curriculum; 6 Should evaluation of learning outcomes be based on the e&periences of the learners; B )s a student of curriculum, #ill you put e2ual emphasis on the four curricular components; E Does a principal #ith a humanistic approach to curriculum emphasi=e most memori=ation of sub!ectmatter; G Does the systems approach to curriculum consider only each part; H Can there be a curriculum #ithout evaluation; 9. Can e&periences be measured;-B -B Module I 7ature, Concepts and Purposes of Curriculum 8essonA Teaching$ 8earning Processes and Curriculum Development Purita P /ilbao, +d,D T)I+$,%% ,ne of the most often repeated a definition of a curriculum is that curriculum is the total learning e&perience This description implies that the cru& of a curriculum is the different planned and unplanned activities #hich have been lived, acted upon or done by the learners #ith the guidance of the teacher "ence in curriculum development, the teaching and learning are actions necessary to accomplish a goal in education 5hat is the role of teaching in the curriculum development; 5ho does it; This lesson #ill focus on the teaching and learning processes as salient components of the curriculum /oth processes provide e&periences #hich #ill accomplish the goals of education 8et us no# loo0 closely as the teaching$learning processes vis a vis curriculum in our schools %,C:S Teaching as a Process in Curriculum 5hat do you 0no# aboutteaching; 5hat 0no#ledge is needed to understand this process; This section clarifies the process of the teaching as it relates to the e&periences in the curriculum, an important ingredient *ood teaching is difficult to agree upon 5hile it remains to be difficult to agree on #hat good teaching is, effective teaching can be demonstrated +ffective teaching is one that #ill bring about intended learning outcomes /ecause of the changing paradigms of teaching, several definitions have evolved based on the theories of teaching and learning that have come about Some vie# teaching as an organi=ation of meaningful learning It is creating a situation or selecting life$li0e situations to enhance learning To the traditionalists, teaching is process of imparting 0no#ledge and s0ills re2uired to master a sub!ect matter It is a process of dispensing 0no#ledge to an empty vessel #hich is the mind of the learner Teaching is sho#ing, telling, giving instruction, ma0ing someone understand in order to learn In this instance, the person #hoteaches, controls learning This person is a teacher, a dispenser of 0no#ledge, an ultimate authority, a director of learning ,n the other hand, as progressive and humanist education advance, the meaning of teaching broadened to fit the psychological meaning of the term Teaching is no# perceived as stimulating, directing, guiding the learner and evaluating the learning outcomes of teaching The teacher?s role in teaching becomes comple& but has given the learner the responsibility to learn Teaching then is a process that enables the learner to learn on hisKher o#n-E -E The teacher no# becomes a decision ma0er in the teaching process 8et us loo0 at the teaching process as a series of actions from P8)77I7*, IMP8+M+7TI7* and +learning in teaching and teaching for learning@ This means that #hile the teacher, teaches, he or she also learns in the process ,n the other hand, as the students learn, they are also teaching themselves ho# to learn Some 5ays of Doing Teaching and8earning Since both teaching and learning are interrelated processes and are important components in the curriculum, let us revie# some #ays of doing these This section #ill simply give some e&amples because the details of the methods of teaching and learning are included in another course The different methods of teaching canbe clustered according to the number of students being taught Teaching methods or strategies can be clustered according to the number of students in a class 8arge group is composed of thirty or more students, small groups of t#o to thirty members or individuali=ed teaching %or large group teaching, methods li0e lecture, e&pository, panel discussion, seminar, forum, demonstration or a combination of lecture demonstration are appropriate ,n the other hand, for a small group, teaching methods li0e roleA9 A9 playing, bu== session, #or0shop, process approach, discovery learning, cooperative learning in various forms, laboratory methods are fe# of the e&amples %or individuali=ed teaching, modular instruction, e$teaching, programmed instruction are some of the e&amples )nother grouping of teaching methods #ill be traditional time$tested methods #hich include among others the follo#ing: inductive method, deductive method, type study method, pro!ect method, laboratory method, 2uestion and ans#er method or Socratic method, and lecture method Those that belong to the other group are the improved teaching practices #hich include among others integrative techni2ue, discovery approach, process approach, conceptual approach, mastery learning, programmed instruction, e$learning, simulation, case$based teaching, conceptual teaching, cooperative learning and many more If there are various #aysof teaching, there must be various #ays of learning too Since the arrays of teaching should fit the #ays of learning or learning styles, let us loo0 into #ays of ho# human beings learn +ach of the different #ays are based on learningtheories "ere are some #ays of learning: 5ays of 8earning 9 8earning by trial and error This type of is related to the stimulus$response theory of learning 1eaction, action and reaction #here the beginning reaction is due to a stimulus 5hen the result is correct or satisfying then the response #ill be repeated 5hen the reaction is #rong or negative then it #ill not be repeated 8earning #ill ta0e place in both instance This type of learning is oftentimes ris0y and time consuming because the ne&t step #ill only follo# depending on the result Ma0ing several errors #ould be very e&pensive in time, effort and money "o#ever, trial and error is the easiest #ay of doing things #ithout necessarily anticipating a definite ob!ective - 8earning by conditioning The classical conditioning theory of Pavlov serves as the basis of this learning Training is the simple term to describe learning here, thus even animalscan be trained to do something but such action does not refer to learning )side from Pavlov?s classical conditioningS0inner?s operant conditioning plays a great role in this 0ind of learning 8earning here is a product of #hat the individual does #hich #ill result to either pleasant or unpleasant behavior Drill and practice are some learning activities based on conditioning A 8earning by insight %rom a simple trial and error learning to learning by conditioning, educational psychologists believe that human beings learn also by insights In this type of learning a higher level of intelligence is being utili=ed Insight is loo0ing into oneself #ith deeper thin0ing ) sudden flash of idea or solution to a problem sometimes called >aha@ learning is an e&ample of insightful learning 8earning by insight re2uires higher thin0ing s0ills of the learner Through insights the learner #ill also be capable of deep reflection F 8earning by observation and imitation through modellingThe process of learning assumes that one learns from someone It is through observation and imitation from a model that a person #ill able to do similar thing )nchored on the social learning of )lbert /andura, learning by observation and imitation re2uires a model, hence it is referred to as >no$trial@ learning This process of learning involves four phaseD attention phase #here the learner observes a modelD retentionphase, #here the learners copies, practices or rehearse #hat has been observedD reproduction phase, #here the learnersA- A- matches their behavior to model and motivational phase #here learners #ill imitate the behavior for getting a chance to be reinforced by becoming li0e the one from #hom the behavior #as copied Teaching and 8earning in theCurriculum ,ne of the crucial issues raised today in education is not #hat the student should learn but rather ho# the student should learn ho# to learn The deluges of information in our midst and the different #ays of retrieving them have become a challenge to both teaching and learning The curriculum seems to be overloaded: to many sub!ects to cover, too many topics to teach Sometimes the curriculum is fragmented or is simply bo&ed :nfortunately, the learner?s life is not compartmentali=ed Sub!ect matter overlaps and intergrades naturally and holistically"o# then should teaching approach this challenge; "o# should students learn; "o# can curriculum be design to enhance to process of teaching; 5hat 0ind of learning #ill be achieved from such 0ind of teaching; Teaching and learning give life and meaning to the curriculum +ach compliment and supplement each other The value placed in teaching #ill reap the same value in learning , thus a good curriculum can be !udge by the 0ind of teaching and 2uality of learning derived from it T)I+ )CTI,7 To enhance learning in 8esson A, you #ill do the activity belo# )ctivity 9 J Matching Teaching and 8earning 5ith your group mates, study the matri& belo# Discuss your ans#ers %ill in the matri& to match teaching and learning Consider teaching as the role of the teacher and learning as the responsibility of the learners Teaching ' 1ole of the Teacher( 8earning '1esponsibility of the 8earner( +&ample: Sho# the different color of the rainbo# +&ample: Memori=e the different colors of the rainbo# 9 Ta0e student of field trip to a =oo 9 - ,rgani=e class to conduct e&periment A )ssigns group to intervie# different professional on the their contribution to the community F 1eads a story about the life of Cose 1i=alAA AA 1+%8+CT Consider this 3ou have been going to school for several years no# 3ou #ere taught by several teachers #hile you #ere in the elementary, high school of college Can you recall #hat you have learned from #hat they taught; 8ist the them in your noteboo0 )re there other things you learned #hich #ere not taught by your teachers; Ma0e another list for these "ave your teacher in elementary "igh school or college taught you ho# to learn on your o#n; +&plain your ans#er 5hen you become a teacher, #ould it be good if you teach your students to learn ho# to learn; Defend your ans#er S+8%$C"+CI 9 /ased on the lesson, give at least five #ords to describe teaching and also five #ords to describe learning Teaching 8earning - 5hy are teaching and learning important elements in the curriculum;AF AF Module II C1)%TI7* T"+ C:11IC:8:M 8esson 9 Curriculum Designs Models Purita P /ilbao, +d D I7T1,D:CTI,7 )s a teacher, one has to be a curriculum designer, curriculum implementer and a curriculum evaluator These threefold functions are embedded in teaching profession +very single day, a teacher plans, implements and evaluates the curriculum in school "ence it #ould be great help to 0no# ho# school curricula are being made or crafted This module provides a bac0ground on curriculum designs, the dimensions and some principles that go #ith each and some curricular approaches 8esson 9 J Curriculum Designs Models T)I+$ ,%% Crafting a curriculum is li0e #riting a lesson plan It is li0e ma0ing something #ith different components, and putting them together in a very creative #ay It is a tas0 that all teachers should 0no# and understand, or better still, to 0no# ho# to craft one This lesson #ill present the different designs models of curriculum This #ill guide you to discover that curricula are organi=ed in many #ays 8et us study some of them %,C:S *enerally spea0ing, a curriculum can be organi=ed either hori=ontally or vertically "ori=ontal organi=ation means, that the direction of thecurriculum elements is side#ays %or e&ample, the sub!ect social studies move hori=ontally along history, geography, civics and culture Ta0ing contents in mathematics and relating these to science is also an e&ample of hori=ontal curriculum design ,n the other hand, using a vertical arrangement or se2uence of curricular elements follo# a vertical design %or e&ample in social studies content, putting the >family@ ahead of the topic >community@ is vertical articulation or in science the bigger topic on >living thing@ comes ahead of topics on >plants@ and >animal@ Curriculum design may also follo# the follo#ing structure 9 Sub!ect centered design model$ This model focuses on the content of the curriculum The sub!ect centered design corresponds mostly of the te&tboo0, #ritten for the specific sub!ect "enry Morrison and 5illiam "arris are the fe# curricularists #ho #ere firm believers of this design In this instance, schools divide the school hours to different sub!ects such as reading, grammar, literature, mathematics, science, history and geography In the Philippines, our curricula in any level are also dividedin different sub!ects or courses Most of the schools using this 0ind of structure aim for e&cellence in the sub!ect matter content +&amples of sub!ect$ centered curriculum are included belo#A6 A6 a Sub!ect design$5hat sub!ects are you teaching; 5hat sub!ects are you ta0ing; These sample 2uestions to #hich the teacher and the learner can easily give an ans#er It is so because they are familiar #ith the sub!ect design curriculum Sub!ect design curriculum is the oldest and so far the most familiar design for teachers, parents and other laymen )ccording to the advocates, sub!ect design has an advantage because it is easy to deliver Complementary boo0s are #ritten and support instructional materials are commercially available Teachers are familiar #ith format, because they #ere also educated using the design In the Philippines educational system, the number of sub!ects in the elementary education is fe#er than secondary level In college, the number of sub!ects alsodiffers according to the degree programs being pursued "o#ever, the dra#bac0 of this design is that sometimes learning is so compartmentali=ed It stresses so much the content that it forgets about students? natural tendencies, interests and e&periences The tendency of the teacher is pour in so much content to the learner so that the students become simply the empty vessel that receive the information or content b Discipline design$ This curriculum model is related to the sub!ect design "o#ever, #hile sub!ect design centers only on the cluster of content, discipline design focuses on academic disciplines Discipline refers to specific 0no#ledge learned through a method #hich the scholars use to study a specific content field Students in history should learn ho# biologists learn, and so #ith students in mathematics should learn ho# mathematician learn In the same manner, teachers should teach ho# the scholars in the discipline #ill convey the particular 0no#ledge The discipline design model of curriculum is often used in college, but not in the elementary or secondary levels So from the sub!ect$centered curriculum, curriculum moves higher to discipline #hen the students are more nature and are already moving to#ards their career path or disciplines as science, mathematics, psychology, humanities, history, and others Discipline becomes the degree program c Correlation design$ This comes from core, correlated curriculum design that lin0s separate sub!ect designs in order to reduce fragmentation Sub!ects are related to one another but each sub!ect maintains its identity %or e&ample, +nglish literature and social studies correlate #ell in the elementary level In the t#o sub!ects,#hile history is being studied, different literary pieces during the historical period are being studied The same is true #hen science becomes the core, mathematics is related to it, as they are ta0en in chemistry, physics and biology)nother e&ample is literature as the core and art, music, history, geography #ill be related to it To use correlated design, teachers should come together and plan their lessons cooperatively d /road field designK interdisciplinary$ /road field or interdisciplinary design is a variation of the sub!ect$centered design This design #as made to prevent the compartmentali=ation of sub!ects and integrate the contents that are related to each other Thus sub!ects such as geography, economics, political science, anthropology, sociology and history are fused into one sub!ect called social studies 8anguages are #ill include grammar, literature, linguistics, spelling and composition Sometimes called holistic curriculum, broad field design dra#s around themes and integration - 8earner$Centered Design$)mong theprogressive educational psychologists, the learner is the center of the educative process This emphasis is very strong in the elementary level, ho#ever more concern has been placed on the secondary and even the tertiary levels )lthough in high school, the sub!ect or content has become the focus and in the college level, the discipline is the center, both levels still recogni=e the importance of the learner in the curriculum "ere are some e&amples of the learner$centered designsAB AB a Child$centered design$ This design is often attributed to the influence of Cohn De#y, 1ouseau, Pestallo=i and %roebel The curriculum design is anchored on the needs and interests of the child The learner is not #ho engages #ith hisKher environment ,ne learns by doing 8earners actively createD construct meanings and understanding as vie#ed by the constructivists In the child$centered design, learners interact #ith the teachers and the environment, thus there is a collaborative effort on both sides to plan lessons, select content and do activities together 8earning is a product of the child?s interaction #ith the environment b +&perience$centered design$ This design is similar to the child$centered design )lthough, the child remains to be the focus, e&perience$centered design believes that the interests and needs of learners cannot be pre$planned Instead, e&periences of the learners become the starting point of the curriculum, thus the school environment is left open and free 8earners are made to choose from various activities that the teacher provides The learners are empo#ered to shape their o#n learning from the different opportunities given by the teacher In a school #here e&perience$centered curriculum is provided, different learning centers are found, time is fle&ible and children are free to ma0e options )ctivities revolve around different emphasis such as touching, feeling, imagining, constructing, relating, and other The emergence of multipleintelligence theory blends #ell #ith e&perience$centered design curriculum c "umanistic designs$ The 0ey lead personalities in this curriculum design #ere )braham Maslo# and Carl 1ogers Maslo#?s Theory of self$actuali=ation e&plains that a person #ho achieves this level is accepting of self, others and natureD is simple, spontaneous and naturalD is open to different e&perienceD possesses empathy and sympathy to#ards the less fortunate, among many others The person can achieve this state of self$actuali=ation later in life but has to start the process #hile still in school Carl 1ogers, on the other hand, believed that a person can enhance self directed learning by improving self understanding and basic attitudes to guide behavior In a humanistic curriculum, the development of self is the ultimate ob!ective of learning It stresses the #hole person and the integration of thin0ing, feeling and doing It considers the cognitive, affective and psychomotor domains to be interconnected and must be addressed in the curriculum It stresses the development of positive self$concept and interpersonal s0ills A Problem$Centered Design J *enerally, problem$ centered design dra#s on social problems, needs, interest and abilities of thelearners