Mary the Queen College of Quezon City

Teaching in Curriculum

Topic: The School of Thought in

Curriculum Development

Submitted by Phan Thi Mai Huong

Seat number 13

Submitted to Dr Wilson L . Getalado

I. Definitions

 Curriculum Development
o Is defined as the process of selecting, organizing, executing, and evaluating
learning experiences on the basis of the needs, abilities and interests of the
learners and the nature of the society or community.

II. Two Schools of Thought Predominated Throughout History of Curriculum

Development

The Essentialist School and the Progressive School

 TWO SCHOOLS OF THOUGHT ON CURRICULUM DEVELOPMENT

The Essentialist ( traditional) School The Progressive School

 It considers the curriculum as something
rigid consisting of discipline subjects.
 It considers all learners as much as the same
and it aims to fit the learner into the existing
social order and thereby maintain the status
 Its major motivation is discipline and
considers freedom as an outcome and not a
means of education
 Its approach is authoritative and the
teacher’s role is to assign lessons and to
recite recitations.
 It is book-centered and the methods
recommended are memory work , mastery of
facts and skills, and development of abstract
intelligence.
 It has no interest in social action and life
activities.
 Their measurements of outcomes are
standard tests based on subject matter
mastery.
 Traditional Points of View of Curriculum
Body of subjects or subject matter prepared
by the teachers for the students to learn.
 Synonymous to “course study”.
 Permanent studies” where the rule of
grammar, reading, rhetoric, logic and
mathematics for basic education
emphasized.(Hutchins)
 Most of the traditional ideas view curriculum
as written documents or plan of action in
accomplishing goals
 It conceives of the curriculum as something
flexible based on areas of interest.
 It is learner-centered, having in mind that no
two persons are alike.
 Its factor of motivation is individual
achievement believing that persons are
naturally good.
 The Role of the teacher is to stimulate direct
learning process.
 It uses a life experience approach to fit the
student for future social life.
 Constant revision of aims and experimental
techniques of teaching and learning are
imperatives in curriculum development in
order to create independent thinking,
initiative, self-reliance, individuality, self-
expression and activity in the learner.
 Its measurement of outcomes is now devices
taking into consideration subject matter and
personality values.
 Progressive Points of View of Curriculum:
Listing of subjects, syllabi, course of study
and list of courses or specific discipline can
only be called curriculum if 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 by the students.

 The Two Main Schools of Thought are idealized archetypes that are useful for comparing
educational approaches. In reality, no school (or teacher, for that matter) is entirely
traditional or progressive.
 A core curriculum based on the traditional disciplines of reading, writing, literature,
math, science, social studies, and art—arranged in increasing order of difficulty.
 Thought Attitude Toward Instructional Materials “Traditional” “Progressive” Textbooks
are important to assure minimal coverage of content. Additional materials are
recommended as well
For example:
1. Encyclopedias and other reference works, books, newspapers, etc. Textbooks are not
preferred because they are considered dull and not geared to the individual needs and
interests of students.
2. For science, hands-on experiences are preferred to reading materials. All content on
this slide was derived from “The Academic Achievement Challenge”, Jeanne Chall, pp
187-192
 The Two Main Schools of Thought How Student Difficulties Are Explained and Treated
o “Traditional”“Progressive”
 If the student is failing, the tendency is to look into what he or she has not
learned and how it can be provided by the school.
 Behavioral and emotional problems are also recognized as possible
causes…but there is a greater emphasis on treating academic difficulties
directly, even if the causes are nonacademic.
 The cause for academic difficulties is usually sought in non-educational
factors—lack of motivation, emotional problems, or a troubled home. For
students in first grade, a lack of progress is often stated in terms of a lack
of readiness.
 The Two Main Schools of Thought Focus: Intellect or Motivation?
o “Traditional”“Progressive”
 The emphasis is on the intellect—on academic learning.
 Motivation and affect are not ignored, but the major focus is on academic
learning, and motivation and affect are important only as they influence
academic learning.