curriculum development

Tuesday, September 15, 2009

DepED Order on Curriculum: Learning hours
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/DO%20o.%20!0"%20s.%20200!.pd#
$osted %& Dr. Olga C. 'lonsa%e at (:2( $) 0 comments
Sunday, February 22, 2009
Curriculum Implementation
Curriculum implementation is e*pected to occur %etween component + ,educational plan- and
component . ,evaluation and revision- o# /ellough and /ellough0s curriculum development
model.
$rincipals need to implement the curriculum with the help o# teachers in an actual school setting
and #ind out i# the curriculum achieved its goal. Implementation re#ers to the actual use o# the
curriculum or s&lla%us or what it consists o# in practice. Implementation is a critical phase in the
c&cles o# planning and teaching a curriculum.
Implementing the curriculum does not #ocus on the actual use %ut also on the attitudes o# those
who implement it. 1hese attitudinal dispositions are particularl& important in educational
s&stems where teachers and principals have the opportunit& to choose among competing
curriculum pac2ages.
3ow should curriculum %e implemented4
1here are two e*treme views a%out curriculum implementation:
a. laisse56#aire approach or the 7let6alone7 approach. 1his gives teachers a%solute power to
determine what the& see %est to implement in the classroom. In e##ect" this allows teachers to
teach lessons the& %elieve are appropriate #or their classes and in whatever wa& the want to teach
such lessons. 1here is no #irm o# control or monitoring whatsoever.
%. authoritarian control. In this view" teachers are directed %& authorit& #igures through a
memorandum" to #ollow a curriculum. 1eachers have no control or leewa& over the su%8ects the
are teaching. 1he school head e*ercise a%solute power in directing teachers to teach certain
su%8ects in speci#ied wa&s. In other words" this approach is dictatorial wa& o# imposing curricular
implementation in the classroom.
' realistic view o curriculum implementation should %e %etween the two e*tremes. 1eachers are
e*pected to #ollow the prescri%ed s&lla%us e*actl& and ma2e sure that the& do not miss an&
topic/component. 9hen teachers diligentl& #ollow a prescri%ed s&lla%us in teaching a lesson"
then the& are considered to have #idelit& o# use or #idelit& o# implementation.
1o promote #idelit& o# use" one need to identi#& the topics or su%8ects that need more #ocus.
1hese su%8ects are are those that are more technical or more di##icult. ' structured approach to
implementation is then #ollowed" one on which teachers are provided clear instructions earl& on.
On the other hand" some topics allow or encourage teachers to %e creative ad uni:ue in teaching
these topics. 1eachers implement personali5ed variations o# the prescri%ed curriculum" %ut still
%e guided %& it. 1his is re#erred to as adaptation to the curriculum or process orientation. process
orientation came as a response to the need to ac2nowledge di##erent organi5ational concepts and
var&ing teachers0 needs and a%ilities that would re:uire on6site modi#ication..
,'ctivit&: I# &ou are a teacher tas2ed %& &our school head to implement a new curriculum" what
could %e &our :uestions on the new curriculum4 9hat would %e &our concerns4-
;ource: )odule 2: Lead Curriculum Implementation and Enrichment. E<CEL; =le*i%le Course"
;E')EO IO1EC3" c 200..
$osted %& Dr. Olga C. 'lonsa%e at +:(0 ') ( comments
La%els: Curriculum Implementaton" olga alonsa%e" ;E')EO
Curriculum Leadership
Leadership re#ers to the role or process that ena%les s&stems and individuals to achieve their
goals. Curriculum re#ers to all the e*periences that learners have to go through in a program o#
education. Curriculum leadership there#ore is the act o# e*ercising #unctions that ena%les the
achievement o# a school0s goal o# providing :ualit& education.
1he de#inition o# curriculum leadership involves #unctions and goals. ' curriculum leader has to
ta2e charge o# ma2ing sure that the curriculum goals are achieved. 1hat ultimate goal is to
ma*imi5e student learning %& providing :ualit& in the content o# learning. Curriculum leadership
#ocuses on what is learned ,the curriculum- and how it is taught ,the instruction-.
>eing a school head" the principal is responsi%le #or ma2ing sure that the school has a :ualit&
curriculum and that the curriculum is implemented e##ectivel&. 'chieving educational e*cellence
is the goal. 1o attain such goal" the principal need to mani#est curriculum leadership.
1he ?oles and =unctions o# a Curriculum Leader
@latthorn ,(!!A- was an educator interested in how curriculum development could %e used to
ma2e teaching e##ective. 3e provides the list o# the essential #unctions o# curriculum leadership
carried out at the school and classroom levels:
Curriculum leadership #unctions at the school6level:
a. develop the school0s vision o# a :ualit& curriculum
%. supplement the state0s or district0s educational goals
c. develop the school0s own program o# studies
d. develop a learning6centered schedule
e. determine the nature and e*tent o# curriculum integration
#. align the curriculum
g. monitor and assist in curriculum implementation
Curriculum leadership #unctions at the classroom6level:
a. develop &earl& planning calendars #or operationali5ing the curriculum
%. develop units o# stud&
c. enrich the curriculum and remediate learning
d. evaluate the curriculum
1he roles and #unctions show that regardless o# whether these are at the school level or
classroom level" curriculum leadership involves tas2s that guarantee :ualit& education. 1he tas2s
and #unctions ma& #urther %e speci#ied into #our ma8or tas2s:
a. ensuring curriculum :ualit& and applica%ilit&
%. integrating and aligning the curriculum
c. implementing the curriculum e##icientl&
d. regularl& evaluating" enriching" and updating the curriculum
E*hi%iting curriculum leadership means that the principal have to %e vigilant in overseeing the
man& instructional activities in one0s school so that educational goals will %e achieved. 1his
implies that curriculum leadership is also a component o# instructional leadership.
,'ctivit&: @iven the #our ma8or tas2s o# curriculum leadership" write some speci#ic wa&s in
which these tas2s can %e mani#ested-.
;ource: )odule: Lead Curriculum Implementation and Enrichment. E<CEL; =le*i%le Course
on Leading Curricular and Instructional $rocesses. ;E')EO IO1EC3" C 200..
$osted %& Dr. Olga C. 'lonsa%e at B:+0 ') ( comments
La%els: Curriculum leadership" E<CEL;" olga alonsa%e
Curriculum pproaches
Curriculum practitioners and implementers ma& use one or more approaches in planning"
implementing and evaluating the curriculum. Even te*t%oo2 writers or instructional material
producers have di##erent curricular approaches.
1he #ollowing are the #ive curriculum approaches:
(. >ehavioral 'pproach. 1his is %ased on a %lueprint" where goals and o%8ectives are speci#ied"
contents and activities are also arranged to match with the learning o%8ectives. 1he learning
outcomes are evaluated in terms o# goals and o%8ectives set at the %eginning. 1his approach
started with the idea o# =rederic2 1a&lor which is aimed to achieve e##icienc&. In education"
%ehavioral approach %egins with educational plans that start with the setting o# goals or
o%8ectives. 1hese are the important ingredients in curriculum implementation as evaluating the
learning outcomes as a change o# %ehavior. 1he change o# %ehavior indicates the measure o# the
accomplishment.
2. )anagerial 'pproach. In this approach" the principal is the curriculum leader and at the same
time instructional leader who is supposed to %e the general manager. 1he general manager sets
the policies and priorities" esta%lishes the direction o# change and innovation" and planning and
organi5ing curriculum and instruction. ;chool administrators are less concerned a%out the
content than a%out organi5ation and implementation. 1he& are less concerned a%out su%8ect
matter" methods and materials than improving the curriculum. Curriculum managers loo2 at
curriculum changes and innovations as the& administer the resources and restructure the schools.
;ome o# the roles o# the Curriculum ;upervisors are the #ollowing:
a. help develop the school0s education goals
%. plan curriculum with students" parents" teachers and other sta2eholders
c. design programs o# stud& %& grade levels
d. plan or schedule classes or school calendar
e. prepare curriculum guides or teacher guides %& grade level or su%8ect area
#. help in the evaluation and selection o# te*t%oo2s
g. o%serve teachers
h. assist teachers in the implementation o# the curriculum
i. encourage curriculum innovation and change
8. develop standards #or curriculum and instructional evaluation
B. ;&stems 'pproach. 1his was in#luenced %& s&stems theor&" where the parts o# the total school
district or school are e*amined in terms o# how the& relate to each other. 1he organi5ational chart
o# the school represents a s&stems approach. It shows the line6sta## relationships o# personnel and
how decisions are made. 1he #ollowing are o# e:ual importance: a- administration %- counseling
c- curriculum d- instruction e- evaluation.
+. 3umanistic 'pproach. 1his approach is rooted in the progressive philosoph& and child6
centered movement. It considers the #ormal or planned curriculum and the in#ormal or hidden
curriculum. It considers the whole child and %elieves that in curriculum the total development o#
the individual is the prime consideration. 1he learner s at the center o# the curriculum.
,Cuestion: Does a principal with humanistic approach to curriculum emphasi5e most
memori5ation o# su%8ect matter4 Does the s&stems approach to curriculum consider onl& each
part4-
;ource: Curriculum Development %& $urita $. >il%ao" et. al. Lore)ar $u%." 200D
$osted %& Dr. Olga C. 'lonsa%e at 2:.E ') . comments
La%els: curriculum approaches" olga alonsa%e
Friday, February 20, 2009
!lements"Components o# the Curriculum
1he nature o# the elements and the manner in which the& are organi5ed ma& comprise which we
call a curriculum design.
Component (: Curriculum 'ims" @oals and O%8ectives
'ims: Elementar&" ;econdar&" and 1ertiar&
@oals: ;chool Fision and )ission
O%8ectives: educational o%8ectives
Domains:
(. Cognitive G 2nowledge" comprehension" application" anal&sis" s&nthesis" evaluation
2. '##ective G receiving" responding" valuing" organi5ation" characteri5ation
B. ps&chomotor G perception" set" guided response" mechanism" comple* overt response"
adaptation" origination
Component 2: Curriculum Content or ;u%8ect )atter
In#ormation to %e learned in school" another term #or 2nowledge , a compendium o# #acts"
concepts" generali5ation" principles" theories.
(. ;u%8ect6centered view o# curriculum: 1he =und o# human 2nowledge represents the repositor&
o# accumulated discoveries and inventions o# man down the centuries" due to manHs e*ploration
o# his world
2. Learner6centered view o# curriculum: ?elates 2nowledge to the individualHs personal and
social world and how he or she de#ines realit&.
@erome >runer: I/nowledge is a model we construct to give meaning and structure to
regularities in e*perienceJ
Criteria used in selection o# su%8ect matter #or the curriculum:
(. sel#6su##icienc& G Iless teaching e##ort and educational resources" less learnerHs e##ort %ut more
results and e##ective learning outcomes G most economical manner ,;che##ler" (!A0-
2. signi#icance G contri%ute to %asic ideas to achieve overall aim o# curriculum" develop learning
s2ills
B. validit& G meaning#ul to the learner %ased on maturit&" prior e*perience" educational and social
value
+. utilit& G use#ulness o# the content either #or the present or the #uture
.. learna%ilit& G within the range o# the e*perience o# the learners
E. #easi%ilit& G can %e learned within the tile allowed" resources availa%le" e*pertise o# the
teacher" nature o# learner
$rinciples to #ollow in organi5ing the learning contents ,$alma" (!!2-
(. >'L'CE . Content curriculum should %e #airl& distri%uted in depth and %reath o# the
particular learning are or discipline. 1his will ensure that the level or area will not %e
overcrowded or less crowded.
2. '?1ICKL'1IO. Each level o# su%8ect matter should %e smoothl& connected to the ne*t"
glaring gaps or waste#ul overlaps in the su%8ect matter will %e avoided.
B. ;ECKECE. 1his is the logical arrangement o# the su%8ect matter. It re#ers to the deepening
and %roadening o# content as it is ta2en up in the higher levels.
1he hori5ontal connections are needed in su%8ect areas that are similar so that learning will %e
elated to one another. 1his is I1E@?'1IO.
Learning re:uires a continuing application o# the new 2nowledge" s2ills" attitudes or values so
that these will %e used in dail& living. 1he constant repetition" review and rein#orcement o#
learning is what is re#erred to as CO1IKI1L.
Component B G Curriculum E*perience
Instructional strategies and methods will lin2 to curriculum e*periences" the core and heart o# the
curriculum. 1he instructional strategies and methods will put into action the goals and use o# the
content in order to produce an outcome.
1eaching strategies convert the written curriculum to instruction. 'mong these are time6tested
methods" in:uir& approaches" constructivist and other emerging strategies that complement new
theories in teaching and learning. Educational activities li2e #ield trips" conducting e*periments"
interacting with computer programs and other e*periential learning will also #orm par o# the
repertoire o# teaching.
9hatever methods the teacher utili5es to implement the curriculum" there will %e some guide #or
the selection and use" 3ere are some o# them:
(. teaching methods are means to achieve the end
2. there is no single %est teaching method
B. teaching methods should stimulate the learnerHs desire to develop the cognitive" a##ective"
ps&chomotor" social and spiritual domain o# the individual
+. in the choice o# teaching methods" learning st&les o# the students should %e considered
.. ever& method should lead to the development o# the learning outcome in three domains
E. #le*i%ilit& should %e a consideration in the use o# teaching methods
Component + G Curriculum Evaluation
1o %e e##ective" all curricula must have an element o# evaluation. Curriculum evaluation re#er to
the #ormal determination o# the :ualit&" e##ectiveness or value o# the program" process" and
product o# the curriculum. ;everal methods o# evaluation came up. 1he most widel& used is
;tu##le%eam0s CI$$ )odel. 1he process in CI$$ model is continuous and ver& important to
curriculum managers.
CI$$ )odel G Conte*t ,environment o# curriculum-" Input ,ingredients o# curriculum-" $rocess
,wa&s and means o# implementing-" $roduct accomplishment o# goals-6 process is continuous.
?egardless o# the methods and materials evaluation will utili5e" a suggested plan o# action #or the
process o# curriculum evaluation is introduced. 1hese are the steps:
(. =ocus on one particular component o# the curriculum. 9ill it %e su%8ect area" the grade level"
the course" or the degree program4 ;peci#& o%8ectives o# evaluation.
2. Collect or gather the in#ormation. In#ormation is made up o# data needed regarding the o%8ect
o# evaluation.
B. Organi5e the in#ormation. 1his step will re:uire coding" organi5ing" storing and retrieving data
#or interpretation.
+. 'nal&5e in#ormation. 'n appropriate wa& o# anal&5ing will %e utili5ed.
.. ?eport the in#ormation. 1he report o# evaluation should %e reported to speci#ic audiences. It
can %e done #ormall& in con#erences with sta2eholders" or in#ormall& through round ta%le
discussion and conversations.
E. ?ec&cle the in#ormation #or continuous #eed%ac2" modi#ications and ad8ustments to %e made.
,'ctivit&: 7Is $hilippine education reall& deteriorating47 1his is a %ig :uestion raised %& man&
sectors o# our societ&. ?e#lect and research ,gather enough data/proo# in &our particular
school/district/division- on this issue. Choose a particular level and a speci#ic su%8ect area as a
point o re#erence-.
;ource: Curriculum Development %& $urita >il%ao" et. al. Lore)ar $u%." 200D-
$osted %& Dr. Olga C. 'lonsa%e at (:2D $) ( comments
La%els: curriculum development" olga alonsa%e
$a%or Foundations o# Curriculum
$hilosophical =oundations o# Curriculum:
$hilosoph& provides educators" teachers and curriculum ma2ers with #ramewor2 #or planning"
implementing and evaluating curriculum in school.I helps in answering what schools are #or"
what su%8ects are important" how students should learn and what materials and methods should
%e used. In decision6ma2ing" philosoph& provides the starting point and will %e used #or the
succeeding decision6ma2ing.
1he #ollowing #our educational philosophies relate to curriculum:
(. $erennialism. 1he #ocus in the curriculum is classical su%8ects" literar& anal&sis and considers
curriculum as constant.
2. Essentialism. 1he essential s2ills o# the B ?0s and essential su%8ects o# English" ;cience"
3istor&" )ath and =oreign Language is the #ocus o# the curriculum.
B. $rogressivism. 1he curriculum is #ocused on students0 interest" human pro%lems and a##airs.
1he su%8ects are interdisciplinar&" integrative and interactive.
+. ?econstructionism. 1he #ocus o# the curriculum is on present and #uture trends and issues o#
national and international interests.
Educational philosoph& la&s the strong #oundation o# an& curriculum. ' curriculum planner or
specialist" implementer or the teacher" school heads" evaluator anchors his/her decision ma2ing
process on a sound philosoph&.
,'ctivit&: Compare the #our $hilosophies o# Education %ased on the aim o# education" role o#
education and curriculum trends. 3ow does a strong %elie# or philosoph& in#luence curriculum4
3istorical =oundations o# Curriculum.
Curriculum is not an old #ield. )a8orit& o# scholars would place its %eginning in (!(D with the
pu%lication o# =ran2lin >o%%it0s %oo2.71he Curriculum7
$hilippine education came a%out #rom various #oreign in#luences. 1his can %e traced %ac2 to the
glorious histor&. O# all #oreign educational s&stems" the 'merican educational s&stem has the
greatest in#luence on our educational s&stem.
1he #ollowing si* curriculum theorists contri%uted their views on curriculum:
(. =ran2lin >o%%it ,(DAE6(!.E-6 presented curriculum as a science that emphasi5es on students0
need.
2. 9erret Charters ,(DA.6(!.2- 6 considered curriculum also as a science which is %ased on
students0 need" and the teachers plan the activities.
B. 9illiam /ilpatric2 ,(DA(6(!E.- 6 viewed curriculum as purpose#ul activities which are child6
centered.
+. 3arold ?ugg ,(DDE6(!E0- 6 emphasi5ed social studies in the curriculum and the teacher plans
the lesson in advance.
.. 3ollis Caswell ,(!0(6(!D!- 6 sees curriculum as organi5ed around social #unctions o# themes"
organi5ed 2nowledge and earner0s interests.
E. ?alph 1&ler ,(!026(!!+- 6 %elieves that curriculum is a science and an e*tension o# school0s
philosoph&. %ased on students0 need and interests.
1he historical development shows the di##erent changes in the purposes" principles and content
o# the curriculum.
,Cuestion: 9hat are the implications o# ever6changing curriculum top teachers4-
$s&chological =oundations
$s&cholog& provides %asis #or the teaching and learning process. It uni#ies elements o# the
learning process and some o# the some o# :uestions which can %e addressed %& ps&chological
#oundations.
1he #ollowing are the three ma8or groups # learning theories:
(. >ehaviorists $s&cholog& 6 consider that learning should %e organi5ed in order that students can
e*perience success in the process o# mastering the su%8ect matter" and thus" method o# teaching
should %e introduced in a step %& step manner with proper se:uencing o# tas2.
,'ctivit&: Discuss the contri%utions o# Edward L. 1horndi2e" Ivan $avlov and ?o%ert @agne to
the present views on curriculum-
2. Cognitive $s&cholog& 6 #ocus their attention on how individuals process in#ormation and how
the monitor and manage thin2ing. =or the cognitive theorists" learning constitutes a logical
method #or organi5ing and interpreting learning. Learning is rooted in the tradition o# su%8ect
matter where teachers use a lot o# pro%lem and thin2ing s2ills in teaching learning. 1hese are
e*empli#ied %& practices li2e re#lective thin2ing" creative thin2ing" intuitive thin2ing" discover&
learning" etc.
,'ctivit&: Discuss the contri%utions o# Mean $iaget" Lev F&gots2&" 3oward @ardner" =elder and
;ilverman and Daniel @oleman to curriculum development.
B. 3umanistic $s&cholog& 6 concerned with how learners can develop their human potential.
>ased on @estalt ps&cholog& where learning can %e e*plained in terms o# the wholeness o# the
pro%lem and where the environment is changing and the learner is continuousl& reorgani5ing
his/her perceptions. Curriculum is concerned with the process not the products" personal needs
not su%8ect matterN ps&chological meaning and environmental situations.
,'ctivit&: @ive the contri%utions o# '%raham )aslow and Carl ?ogers to the present #ield o#
curriculum development.
+. ;ocial =oundations o# Education.
;chools e*ists within the social conte*t.;ocietal culture a##ects and shapes schools and their
curricula.
1he relationship o# curriculum and societ& is mutual and encompassing. 3ence" to %e relevant"
the curricula should re#lect and preserve the culture o# societ& and its aspirations. 't the same
time" societ& should also im%i%e the changes %rought a%out %& the #ormal institutions called
schools.
,Cuestion: ' school has %een using the same old curriculum it has had #or the past ten &ears. Do
&ou thin2 this is a good practice4 9h&4 9h& not4-
;ource: Curriculum Development %& $urita >il%ao" et. al" Loremar $u%." 200D-
$osted %& Dr. Olga C. 'lonsa%e at (2:0D $) ( comments
La%els: #oundations o# education" olga alonsa%e
Types o# Curriculum &peratin' in Schools
'llan @latthorn ,2000- descri%es seven t&pes o# curriculum operating in the schools:
(. recommended curriculum 6 proposed %& scholars and pro#essional organi5ations
2. written curriculum 6 appears in school" district" division or countr& documents
B. taught curriculum 6 what teachers implement or deliver in the classroom and schools
+. supported curriculum 6 resources6te*t%oo2s" computers" audio6visual materials which support
and help in the implementation o# the curriculum
.. assessed curriculum 6 that which is tested and evaluated
E. learned curriculum 6 what the students actuall& learn and what is measured
A. hidden curriculum 6 the unintended curriculum
,'ctivit&: Fisit a school o# &our choice. O%serve and interview the appropriate persons ,teachers"
students" principals-and identi#& the e*istence o# the di##erent curricula. 9rite speci#ic
e*amples-.
;ource: Curriculum Development %& $urita >il%ao" et. al. Lorimar $u%." 200D-
curriculum development
(ednesday, February 1), 2009
The *ature o# Curriculum +evelopment System
Curriculum
Curriculum comes #orm the Latin root" 7currere7 which means 7to run7" which later came to
stand as the 7course o# stud&.7
Curriculum is the sum total o# all learning content" e*periences" and resources that are purposel&
selected" organi5ed and implemented %& the school in pursuit o# its peculiar mandate as a distinct
institution o# learning and human development.
,9h& should a listing o# su%8ect areas" course o# stud& and te*t%oo2 series not considered as a
curriculum4-
Curriculum Development
Development is a speci#ic word that connotes change. Change means an& alternation or
modi#ication in the e*isting order o# things.
Change ma& not necessaril& result in development. Onl& positive change %rings a%out
development. =or change to %e positive and result in development" it must %e $urpose#ul"
$lanned" and $rogressive. $ositive change %rings a%out improvement. It ta2es a person or a
group to higher levels o# per#ection.
,9hat then is the purpose o# curriculum development4 9hat should %e the %asis #or developing
the learners0 meaning#ul e*periences4
Curriculum Development ;&stem
' s&stem is an assem%lage o# o%8ects in some #orm o# regular interdependence or interactionN an
organic organi5ed whole. It is generall& de#ines as some #orm o# structure or operation" concept
or #unction" composed o# united and integrated parts.
=rom s&stems theor&" a s&stem is characteri5ed as having a %oundar& ,well6de#ined limits-"
environment ,time6and6space-" tension ,e*istence and activit&-" e:uili%rium , stead& state-"
hierarch& , di##erent si5es-" #eed%ac2 ,communication networ2-" s&nerg& , whole is greater than
the sum o# its parts-" and interdependence ,elements cannot act on their own-
' s&stem then is the integration o# separate %ut interdependent and interacting parts into an
organic whole which meant to accomplish a certain purpose or per#orm a speci#ic #unction.
Curriculum Development ;&stem is de#ined as an integrated" coherent and comprehensive
program #or continuall& updating and improving curriculum and instruction in a school so that it
can %etter attain its purpose.
,;how the relationship o# the three important #eatures o# a s&stem: $arts" 9hole" =unction.-
;ource: Curriculum Development ;&stem %& Mesus $alma ,(!!2-
$osted %& Dr. Olga C. 'lonsa%e at A:2A ') 0 comments
La%els: curriculum development s&stem" olga alonsa%e
$odels o# Curriculum +evelopment
?alph 1&ler0s )odel/?ationale
?alph 1&ler considered #our considerations in curriculum development:
(. purposes o# the school
2. educational e*periences related to the purposes
B. organi5ation o# the e*periences
+. evaluation o# the e*periences
3ilda 1a%a0s Linear )odel
3ilda 1a%a %elieved that teachers who teach or implement the curriculum should participate in
developing it. 3er advocac& was commonl& called the 7grassroots approach7 where teachers
could have a ma8or input. ;he presented seven ma8or steps:
(. diagnosis o# learners needs and e*pectations o# the larger societ&
2. #ormulation o# learning o%8ectives
B. selection o# learning content
+. organi5ation o# learning content
.. selection o# learning e*periences
E. organi5ation o# learning activities
A. determination o# what to evaluate and the means o# doing it.
,=rom the two curriculum models" what are the three interacting processes in curriculum
development4 ;how its relationship-
,;ource: Curriculum Development %& $. >il%ao" et al." Lore)ar $u%." 200D-
$osted %& Dr. Olga C. 'lonsa%e at A:0! ') B comments
La%els: curriculum development models" hilda ta%a" olga alonsa%e" ralph t&ler
Curriculum From +i##erent ,oints o# -ie.
1raditional $oints o# Fiew:
Curriculum is a %od& o# su%8ects or su%8ect matter prepared %& the teachers #or the students to
learn. ' 7course o# stud&7 and 7s&lla%us.7 It is a #ield o# stud&. It is made up o# its #oundations
,philosophical" historical" ps&chological and social #oundationsN domains" o# 2nowledge as well
as its research and principles.
,@ive other views o# curriculum as e*pounded %& ?o%ert ). 3utchins" Moseph ;chwa% and
'rthur >estor-
$rogressive $oints o# Fiew:
Curriculum is the total learning e*periences o# the individual. 1his is anchored on Mohn Dewe&0s
de#inition o# e*perience and education. 3e %elieved that re#lective thin2ing is a means that
uni#ies curricular elements. 1hought is not derived #rom action %ut tested %& application.
,@ive other views o# curriculum li2e that o# Caswell and Camp%ell as well as )arsh and 9illis-
;ource: Curriculum Development %& $urita $. >il%ao" et. al " Lorimar $u%." 200D-