Republic of the Philippines

Davao Oriental State College of Science and Technology

Guang- guang, Dahican, City of Mati, Davao Oriental

Curriculum Development
For Teachers
EDUC 123

By:
Purita Bilbao, Ed. D
Filomena T. Dayagbil, Ed. D.
Brenda B. Corpuz, Ph. D

Submitted to:

Jason M. Salida

Submitted by:

Krizza Aubrey Amparado

EDE3
 CHAPTER 1: CURRICULUM ESSENTIALS

MODULE 1: CURRICULUM AND THE TEACHER

LESSON 1: CURRICULUM IN SCHOOLS

“The Sabre- Tooth Curriculum- written by Harold Benjamin (1939)

Four Educational levels:

1. Basic education. This includes Kindergarten, Grade 1 to 6 for elementary, Grade 7 to

10 for secondary and Junior and Grade 11 and 12 for Senior High School. This is
provided by the K- 12 Enhanced Curriculum of 2013 of DepEd.

2. Technical Vocational Education. This is post –secondary technical vocational

educational and training taken care by TESDA.

3. Higher Education. This includes the Baccalaureate for Bachelor Degree and the
Graduate Degrees.

Types of Curricula by Allan Glatthorn (2000) mentioned in Bilbao, et al. (2008)

1. Recommended Curriculum- this curriculum is recommended by the DepED, CHED

and TESDA.

DepED, CHED and TESDA- oversee and regulate Philippine Education

2. Written Curriculum- this includes documents based on the recommended curriculum.

Examples: course study, syllabi, modules, books or instructional guides.

Teacher’s lesson plan is a packet of this written curriculum.

3. Taught curriculum- the written and planned curriculum will be put life. This depends
on the teaching and learning style.

4. Supported Curriculum. This refers to the materials that are needed to make teaching
and learning meaningful.

Examples: charts, books, worksheets, posters, non-print materials like PPT, movies,
slides, realias, mock-ups and other electronic illustrations.

5. Assessed Curriculum. In the process of teaching episode, an assessment is made.

Curriculum for learning- if the assessment is to find for the progress.

Curriculum of learning- if the assessment is to find out how much has been learned or
mastered.
6. Learned Curriculum. If a student changed behavior, she/he has learned. Positive
outcome of teaching is indicator of learning.

7. Hidden or Implicit curriculum. This curriculum is not deliberately planned, but has
great impact on the behavior of the learner.

Examples: peer influence, parental pressure, school environment, media, cultural

calamities, societal changes, cultural practices are some factors of this curriculum.

8. Phantom Curriculum. This refers to media.

9. Null/ Censored curriculum. This refers to the curriculum that should not be taught.

LESSON 2: THE TEACHER AS A CURRICULARIST

1. Knows the curriculum. Learning begins with knowing. He/she must know what subject
matter to be taught. (knower)

2. Writes the curriculum. A teacher takes record of knowledge concepts and content. She/
he writes books, modules and etc. (writer)

3. Plans the curriculum. It is the teacher’s role to yearly, monthly or daily plan of the
curriculum. (planner)

4. Initiates curriculum. The teacher is obliged to implement the curriculum. This requires
open-mindedness of the teacher. A teacher must be transformative and will not hesitate to
try something novel and relevant. (initiator)

5. Innovates the curriculum. A teacher must be innovative and creative because these are
the hallmarks of an excellent teacher. (innovator)

6. Implements the curriculum. The curriculum that remains recommended or written

never serve its purpose. It should be implemented by the teacher. This is where
curriculum has given life. It is where teaching, guiding, facilitating of the teachers are
expected to the highest level.

7. Evaluates the curriculum. How can one determine if the desired learning have been
met?

Doing this multi- faceted work, qualifies a teacher to be a curricularist.

MODULE 2: THE TEACHER AS A KNOWER OF CURRICULUM

LESSON 1: THE SCHOOL CURRICULUM: DEFINITION, NATURE AND

SCOPE

Curriculum- originates from currere, which refers to overall track upon which Roman
chariots raced.

- Whole body of a course in an educational institution or a department (New

International Dictionary)
- Course taught in schools or universities (Oxford English Dictionary)

Some definitions of curriculum:

Curriculumis a planned and guided set of learning experiences and intended outcomes
formulated through the systematic reconstruction of knowledge and experiences under
the auspices of the school, for the learners’ continuous and willful growth in personal
social competence.” (Daniel Tanner, 1980)

Curriculum is a written document that systematically describes goals planned, objectives,

content, learning activities, evaluation procedures and so forth. (Pratt, 1980)

Curriculumthe content of a subject, concepts and tasks to be acquired, planned activities,

desired learning outcomes and experiences, product of culture and an agenda to reform
society to make up a curriculum. (Schubert, 1987)

Curriculumincludes “all of the experiences that individual learners have in a program of

education whose purpose is to achieve broad goals and related specific objectives, which
is planned in terms of a framework of theory and research of past and present
professional practice.” (Hass, 1987)

Curriculum is programme of activities designed so that pupils will attain so far as

possible certain educational and other schooling ends or objectives. (Grundy, 1987)

Curriculumit is plan that consists of learning opportunities for specific time frame and
place, a tool that aims to bring about behavior in students as a result of planned activities
and includes all learning experiences received by students with the guidance of the
school.

Curriculumit provides answers to three (3) questions:

1. What knowledge, skill and values and most worthwhile?

2. Why are they most worthwhile?

3. How should the young acquire them?

Traditional point of view about curriculum:

1. Robert M. Hutchins. “permanent studies” where rules of grammar, reading,

rhetoric, logic and Mathematics for basic education are emphasized. 3Rs should
be emphasized.
2. Arthur Bestor. “mission of school should be intellectual training” curriculum
should ofocus on fundamental intellectual disciplines of grammar, literature and
writing.
3. Joseph Schwab. “Discipline is the soul source of curriculum.” Science, math
social studies, English and many more.
4. Phillip Phenix.Curriculum should consists entirely knowledge which comes from
the different disciplines.

Progressive point of view about curriculum:

1. John Dewey. “education is experiencing.” Reflective thinking is a means that

unifies curricular elements that are tested by application.
2. Hollin Caswell and Kenn Campbell. “curriculum as all experiences children
have under the guidance of teachers.
3. Othaniel Smith, William Stanley and Harlan Shore. “curriculum as a sequence
of potential experiences, set up in schools for the purpose of disciplining children
and youth in group ways of thinking and acting.
4. Collin Marsh and George Willis. “curriculum as all the experiences in the
classroom which are planned and enacted by the teacher and also learned by the
learners.

LESSON 2: APPROACHES TO SCHOOL CURRICULUM

THREE (3) WAYS OF APPROACHING CURRICULUM:

1. Curriculum as a content or Body of knowledge. The topic outline, subject matter

or concepts to be included in syllabus or books.

Four (4) ways presenting the content:

a. Topical approach- where much content is based on knowledge, and

experiences are included.
b. Concept approach- with fewer topics in cluster around major and sub-
concepts and their interaction, with relatedness emphasized.
c. Thematic approach- as a combination of concepts that develop
conceptual structures.
d. Modular approach- this leads to complete units of instruction.
Six (6) Criteria in selecting the content:

(Suggested by Scheffer, 1970 in Bilbao, et al. 2009)

1. Significance. Content should contribute ideas, concepts, principles and

generalization that should attain the overall purpose of the curriculum.
2. Validity. The authenticity of the subject matter forms its validity.
3. Utility. Usefulness of the content in the curriculum is relative to the learners who
are going to use this. It can be relative to time.
4. Learnability. The complexity of the content should be within the range of
experiences of the learners. Refers to the sequencing of contents are two basic
principles that would influence learnability.
5. Feasibility. Can the subject content be learned within the time allowed, resources
available, expertise of the teachers and natures of the learners?
6. Interest. Will the leaners take interest in the content? Are the contents
meaningful?

B.A.S.I.C PRINCIPLES OF CURRICULUM CONTENT:

BY: Palma 1952

1. Balance. Content should be fairly distributed in depth and breadth. To avoid too
much or too little of the content needed within the time allocation.
2. Articulation. Instruction should be smooth and his assure that there will be gaps
and overlaps in the content.
3. Sequence. Logical arrangement of content. This can be vertically for deepening
the content and horizontally for broadening the content. What comes first must be
taught first.
4. Integration. Content does not stand alone, it is not isolated.
5. Continuity. Content should continuously flow as it was before, to where it is now
where it will be in the future. It should be long lasting.

2. Curriculum as Process. Curriculum is not seen as a physical thing or a noun, but a

verb or an action. It is where teacher, learners and content interact with each other. It is
seen as a scheme about the practice of teaching. Curriculum links to content.

3. Curriculum as a Product. This is what the students desire to achieve as a learning

outcomes. The product from curriculum is students equipped with the knowledge, skills
and values to function effectively and efficiently. It expressed in a form of outcomes
which are referred to as the achieved learning outcomes.
LESSON 3: CURRICULUM DEVELOPMENT: PROCESS AND MODELS

Curriculum development- is a dynamic process involving many different people and

procedures.

Development- connotes changes which is dynamic.

Four (4) phases of Models:

Curriculum planning. Considers the school vision, mission and goals, includes the
philosophy or strong education belief of the school.

Curriculum Designing. Is the way curriculum is conceptualized to include the selection

and organization of content, learning experience or activities and assessment procedures.
It also include the resources to be utilized and statement of the intended learning
outcomes.

Curriculum implementing. Is putting into action the plan which is based on the
curriculum design in the classroom setting or learning environment.

Curriculum evaluating. Determines the extent to which the desired learning outcomes
have been met or achieved. This is ongoing as in finding out the progress of learning
(formative) and mastery of the learning (summative).

CURRICULUM DEVELOPMENT PROCESS MODELS

1. Ralph Tyler Model: Four Basic Principles

This is also known as Tyler’s Rationale. This emphasizes the planning phase

1. What education purposes should school seek to attain?

2. What educational experiences can be provided that are likely to attain
these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?

2. Hilda Taba Model: Grassroots Approach

Improved on Tyler’s model

1. Diagnosis of students’ needs and expectations for the larger society.

2. Formulating of learning objectives.
3. Selection of learning contents.
4. Organization of learning content.
5. Selection of learning experiences.
6. Determination of what to evaluate and the means of doing it.
3. Galen Saylor and William Alexander Curriculum Model (1974)

Curriculum development consists of four (4) steps:

1. Goals objectives and Domains

2. Curriculum designing
3. Curriculum implementation
4. Evaluation.

LESSON 4: FOUNDATIONS OF CURRICULUM DEVELOPMENT

1. Philosophical Foundations. Teachers, educators, planners and policy makers have

strong belief about education and schooling.

Philosophies:

Perennialism

This is to educate rational people

Teachers assess students to think with reason

Focuses on classical subjects, literary analysis

Use of great books, (bible. Koran classics and liberal arts)

Essentialism

Aims to promote intellectual growth of learners

Teachers’ role are sole authorities in the subject area.

Focuses on essential skills of 3Rs.

Back to basics excellence in education

Progressivism

Aims to promote democratic social living

Teachers’ role leads for growth and development of lifelong learners

Focus on interdisciplinary subjects. Learner- centered outcome- based.

Equal opportunities for all. Contextualized curriculum.

Reconstructionism

Aims to improve and reconstruct society. Education for change.

Teachers’ roles act as agents of change and reforms.

 Focuses on present and future educational landscape.

School and curricular reforms. Global education. Collaboration and convergence,

standards and competencies.

2. Historical Foundations

Where does curriculum development come from? This will show us the
chronological development along a time line.

Persons:

 Franklin Bobbit (1876-1956) – he started the curriculum development

movement.
 WerretChrters (1875-1952) – he posited that curriculum is science and
emphasizes student’s needs.
 William Kilpartick (1875- 1952) – curriculum is child-centered and to develop
and make them growth, he introduces project method.
 Harold Rugg (1886- 1960) – curriculum should develop the whole child.
Emphasized social studies and suggested that the teacher plans curriculum in
advance.
 Hollis Caswell (1901- 1989) – curriculum is organized around social functions of
themes. Knowledge and interest. Curriculum, instruction and learning are
interrelated.
 Ralph Tyler (1902- 1994) – curriculum is a science and extension of school’s
philosophy. Based on student’s needs and interests. Curriculum is organized in
terms of knowledge, skills and values.
 Hilda Taba (1902- 1967) – she contributed to the theoretical and pedagogical
foundations of concepts development and critical thinking in social studies
curriculum.
 Peter Oliva (1992- 2012) – he described howcurriculum change is cooperative
endeavor. Significant improvement learned through activity.

3. Psychological Foundations. This provides the basis to understand the teaching and
learning process.

Persons:

 Ivan Pavlov (1849- 1936)- father of the Classical Conditioning

Theory(INDOCTRINATION)
  Edward Thorndike (1874- 1949) – he Championed the Connectionism Theory.
He proposed three (3) laws:

Law of readiness

Law of exercise

Law of effect

 Robert Gagne (1916- 2002) – He proposed Hierarchical Learning Theory

 Jean Piaget (1896- 1980) – “Cognitive Development has stages:

1. Sensorimotor stage (0-2)

2. preoperational stage (2-7)

3. concrete operation stage (7- 11)

4. formal operation stage (11-onwards)

 Lev Vygotsky (1896- 1934) – His Theories are:

“Cultural Transmission and Development”;

Learning precedes development and

Sociocultural Development Theory

 Howard Gardner – Multiple intelligences

 Daniel Goleman – emotions contains the power to affect action (Emotional
Quotient).

HUMANISTIC PSYCHOLOGY:

 Gestalt theory- “wholeness of problems”

 Abraham Maslow (1908- 1970) – Self- Actualization
 Carl Rogers (1902- 1987) – Non-directive and therapeutic learning

SOCIAL FOUNDATIONS OF CURRICULUM:

 Schools and society

Society- as the source of change
School- as agent of change
Knowledge- as an agent of change
 John Dewey (1859- 1952) –“schools and civil society”
 Alvin Toffler – wrote the book “Future Shock”
 CHAPTER 2: CRAFTING THE CURRICULUM

MODULE 3: THE TEACHER AS A CURRICULUM DESIGNER

LESSON 1: FUNDAMENTALS OF CURRICULUM DESIGNING

TEN (10) Axioms for a curriculum designer:

1. Curriculum is inevitable, necessary and desirable. Curriculum is dynamic.Teachers

should respond to the changes that occur in schools.

2. Curriculum is a product of its time. A relevant curriculum should respond to the

changes brought about by current social sources.

3. Curriculum changes made earlier can exist concurrently with newer curriculum
changes. A revision in a curriculum starts and ends slowly.

4. Curriculum change depends on people who will implement the change. Teacher
should be involved in its development, hence she should know to design it.

5. Curriculum development is a cooperative group work. Group decisions in some

aspects of curriculum are suggested.

6. Curriculum development is a decision- making process made from choices of

alternatives. a curriculum developer or designer must decide what contents to teach.

7. Curriculum development is an on-going process. Continuous monitoring,

examination, evaluation and improvement of curricula are to be considered in the design
of curriculum.

8. Curriculum development is more effective if it is a comprehensive process, rather

than a “piecemeal”. Curriculum design should be based on a careful plan.

9. Curriculum development is more effective when it follows a systematic process.

Curriculum design id composed of set of procedures.

10. Curriculum development starts form where the curriculum is. Curriculum
planner should begin with existing curriculum. Existing design is a good starting point.
ELEMENTS OF CURRICULUM DESIGN:

I- Behavioral objectives or Intended Learning Outcomes- are the reasons of

undertaking the learning lesson.

II- Content/ Subject Matter. Is the topic or subject matter that will be covered.

III- References. This follows the content. This tells where the content has been taken.

IV- Teaching and Learning Methods. These are activities where the learners derive
experiences.

Examples:

Cooperative learning activities

Independent learning activities

Competitive learning activities

V- Assessment/ Evaluation

Examples:

Self- assessment

Peer assessment

Teacher assessment

Assessment may be formative – providing feedback to help students learn more.

Assessment may besummative – expressing a judgment on the student’s achievements

by reference to stated to criteria.

LESSON 2: APPROACHES TO CURRICULUM DESIGN

Types of Curriculum Design Models:

1. Subject- centered design

This focuses on the content. This corresponds mostly to textbook, because

textbooks are written based.

Variations:

a.Subject design. Is the oldest and most familiar design for teachers and other
laymen. It has an advantage because it is easy to deliver.It has also its drawback because
it compartmentalized learning.
 b. Discipline design. Focuses on academic disciplines. Discipline refers to
specific knowledge learned through a method which the scholars use to study a specific
content of their fields.

c. Correlation design. Coming from a core, correlated curriculum design links

separate subject designs in order to reduce fragmentation.

d. Broad field/ Interdisciplinary. This was made to cure the

compartmentalization of separate subjects and integrate the contents that are related to
each other.

2. Learner- centered design

It is the center of educative process.

a. child- centered design. Often attributed to the influence of John Dewey et al.
the learner is not considered as passive individual.

b. experience- centered design. Believes that the interests and needs of learners
cannot be pre- planned.

c. humanistic design. Abraham Maslow is the key influence of this design.

Development of self is the ultimate objective of learning.

3. Problem- centered design

Draws on social problems, needs, interests and abilities of the students.

a. Life- situations design. it uses the past and present experiences of the students
as a means to analyze the basic areas of living.

b. Core- Problem design. it centers on general education and the problems are
based on the common human activities.

APPROACHES TO CURRICULUM DESIGN:

 Child-centered Approach- this is based on the underlying philosophy that the

learner is the center of the educational process.
 Subject- Centered Approach – this is anchored on a curriculum design which
prescribes separate distinct subjects for every educational level.
 Problem- Centered Approach – in the process of living, children experience
problems which enables them to achieve complete or total development.
LESSON 3: CURRICULUM MAPPING

Curriculum mapping – is a process or procedure that follows curriculum designing and

done before curriculum implementation.

- This was introduced by Heidi Hayes Jacobs (2004) in her book “Getting
Results with Curriculum Mapping”.

Curriculum maps – are visual timelines that outline desired learning outcomes to be
achieved.

- Provides quality control of what are taught in schools to maintain excellence,

efficiency and effectiveness.
 CHAPTER 3: IMPLEMENTING THE CURRICULUM

MODULE 4: THE TEACHER AS CURRICULUM IMPLEMENTOR AND

MANAGER

LESSON 1: Implementing the designed curriculum as a change process

Curriculum implementation – means putting into practice the written curriculum that
has been designed in syllabi, course of study and etc. it is the process wherein the learners
acquire the planned or intended knowledge, skills and values. (SADC MoE Africa,
2000)

-as interaction between the curriculum and the persons who are in charge to deliver it.
(Ornstein and Hunkins, 1998)

-trying out of a new practice and what it looks like when actually used in school system.
(Loucks and Lieberman, 1983)

Curriculum Implementation as a Change Process

Kurt Levin’ Force Field Theory and Curriculum Change

Kurt Levin (1951) - is the father ofsocial psychology explains the process of change.

Driving forces E Restraining forces

Government intervention
Society’s values
Technological changes
Knowledge explosion
Administrative support
Q
U Fear of the unknown
I
L Negative attitude to change
I
B Tradition values
R
I Limited resources
U
M Obsolete equipment

Based on Kevin’s Force Field Model

CATEGORIES OF CURRICULUM CHANGE (McNeil 1990)

1. Substitution. The current curriculum will be replaced by new one

Example: Instead of using old book, a teacher can make use of her new book.

2. Alteration. There is a minor change to the current curriculum.

Example: Instead of using graphic paper, we can make use of graphing

calculator.

3. Restructuring. Building new structure would mean major change.

Example: Building new classroom.

4. Perturbation. Changes that are disruptive, but teachers have to adjust to them within a
fairly short time.

Example: When there are extra-curricular activities in school, the teachers must
follow that, and she has to shorten the schedule to accommodate those unplanned things.

5. Value orientation. This will respond to shift in the emphasis that the teacher provides
which are not within the mission or vision of the school or vice versa.

ELEMENTS OF CHANGE PROCESS

1. Developmental. It should develop multiple perspectives. Orientation and preparation

are the 2 stages in developmental change.

2. Participatory. It should be participated by different stakeholders.

3. Supportive. Like material support, equipment, conducive learning environment.

LEVELS OF KNOWLEDGE

1. Factual knowledge. Ideas, specific data or info.

2.Conceptual knowledge. words or ideas by common name, features. Concepts are facts
that are interrelated to each other to function together.

3. Procedural knowledge. how things work, step by step actions, method of inquiry.

4. Metacognitive Knowledge. knowledge of cognition in general, thinking about

thinking.
ILO- should be written in SMART (Specific, Measurable, Attainable, Result oriented
and time bound.

CONE OF LEARNING

10% - READ ----------------------- verbal receiving

20% - HEAR

30% - SEE -----------------------visual receiving

50% - HEAR and SEE

70% - SAY -----------------------receiving/ participating

90% - DO and SAY --------------- doing

LESSON 3: THE ROLE OF TECHNOLOGY IN DELIVERING THE

CURRICULUM

Non- projected media Projected media

Real objects Overhead transparency
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials Films
Visuals Video
Visual boards Computer
Audio materials

Factors in technology selection:

1. Practicality

2. Appropriateness in relation to the learners.

Primary roles of Educational Technology in delivering the school curriculum:

 Upgrading the quality of teaching and learning in schools

 Increasing the capability of teacher to effectively inculcate learning for the
students to gain mastery of the lesson
 Broadening the delivery of education outside schools through non- traditional
approaches to formal and informal learning
  Revolutionizing the use of technology to boost educational paradigm shift that
give importance to student- centered and holistic learning.

LESSON 4: STAKEHOLDERS IN CURRICULUM IMPLEMENTATION

1. Learners are at the core of the curriculum.

2. Teachers are the curricularist
3. School leaders are curriculum managers
4. Parents
5. Community as the curriculum resources and a learning environment
6. Other stakeholders in curriculum implementation and development

Government agencies:

 DepEd, TESDA, CHED

 Professional Regulation Commission (PRC), Civil Sservice Commission (CSC),
LGU

Non- government agencies:

 GawadKalinga (GK)
 Synergia
 Metrobank Foundation
 Philippine Association For Teachers and Educators (PAFTE), State Universities
and Colleges Teacher Educators Association (SUCTEA), National Organization
of Science Teachers and Educators (NOSTE) AND mathematics Teachers
Association of the Philippines (MTAP)
 CHAPTER 4: EVALUATING THE CURRICULUM

MODULE 5: CURRICULUM EVALUATION AND THE TEACHERS

LESSON 1: WHAT, WHY AND HOW TO EVALUATE A CURRICULUM

Curriculum evaluation is the new idea for many teachers, not knowing that
everyday, the teacher is involved in several components of evaluation. There are two
ways of looking at curriculum evaluation:

1. Curriculum Program Evaluation may focus on the overall aspects of a curriculum

or the curriculum itself.
2. Curriculum Program Component Evaluation. A curriculum component may
include separate evaluation of (a) achieved learning outcomes (b) curriculum
process (teaching-learning methods/strategies) (c) instructional materials.

Curriculum Evaluation: A process and a Tool

Curriculum evaluation is a process done in order to gather data that enables one to decide
whether to accept, change, eliminate the whole curriculum of a textbook (Ornstein, A. &
Hunkins, F. 1998).

Evaluation answers two questions: 1. Do planned learning opportunities, programmes,

courses and activities as developed and organized actually produced desired results? 2.
How can a curriculum best be improved (McNeil, L. 1977)?

Reasons for Curriculum Evaluation

Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum

that will be the basis of the intended plan, design or implementation. (Needs Assessment)

To tell if the designed or implemented curriculum can produce or is producing the desired
results. (Monitoring)

Curriculum evaluation will guide whether the results have equaled or exceeded the
standards, thus can be labelled as success. (Terminal Assessment)

Curriculum specialist for policy recommendations will enhance the achieved learning
outcomes. (Decision Making)

Curriculum Evaluation Models

1. Bradley Effectiveness Model

In 1985, L.H. Bradley wrote a hand book on Curriculum Leadership and

Development. This book provides indications that can help measure the effectiveness of a
developed or written curriculum.
2. Tyler Objectives Centered Model

Ralph Tyler in 1950 proposed a curriculum evaluation model which until now
continues to influence many curriculum assessment processes. His monograph was
entitled Basic Principles of Curriculum and Instruction.

3. Daniel Stufflebeam’s Context, Input, Process Product Model (CIPP)

The model made emphasis that the result of evaluation should provide data for
decision making. The four stages of program operation are: context evaluation, input
evaluation, process evaluation and product evaluation.

4. Stake Responsive Model

Responsive model is oriented more direct to program activities than program

intents.

5. Scriven Consumer Oriented Evaluation

Consumers of educational products which are needed to support an implemented

curriculum often use consumer-oriented evaluation.

LESSON 2: CURRICULUM EVALUATION THROUGH LEARNING

ASSESSMENT

1. Achieved Learning Outcomes

Achieving learning outcomes is defined in outcomes-based education as a product

of what have been intended in the beginning of the learning process.

Knowledge, Process, Understanding (KPU) Learning Outcomes

Students who gained knowledge, can apply such knowledge and have achieved
several meanings on the particular knowledge and have achieved the different learning
outcomes.

Types of Tests to Measure Knowledge, Process and Understanding

1. Objective Tests

Tests that require only one and one correct answer. It is difficult to construct but
easy to check.

Examples:

 Pencil-and-Paper Test
 Simple Recall
  Alternative Response Test
 Multiple Choice Test
 Matching Type Test

2. Subjective Test

Learning outcomes which indicate learner’s ability to originate, and express ideas
is difficult to test through objective type of test.

Examples:

 Essay
 Restricted Response Test
 Extended Response Test

Assessment Tools to Measure Authentic Learning Performance and Products

(KPUP)

1. Checklist

- is a tool that consists of a list of qualities that are expected to be observed as

present or absent. The presence is to be marked √ and the absence is marked X.

2. Rating Scale

- is a tool that uses a scale in number line as a basis to estimate the numerical
value of a performance or a product. The value is easier to scoreif thepoints are in whole
numbers.

LESSON 3: PLANNING, IMPLEMENTING AND EVALUATING:

UNDERSTANDING THE CONNECTIONS

Planning is an initial step in curriculum development

It includes determining the needs through an assessment. Needs would include

those of the learners, the teachers, the community and the society as these relate to
curriculum.

Implementing continues after planning

The planned curriculum which was written should be implemented. It has to be

put into action or used by a curriculum implementor who is the teacher.
Evaluation follows implementation

It is very necessary to find out at this point, if the planned or written curriculum
was implemented successfully and the desired learning outcomes were achieved.

Key Idea: What has been planned, should be implemented and what has been
implemented should be evaluated.
 CHAPTER 5: CURRICULUM DEVELOPMENT REFORMS AND
ENHANCEMENT

MODULE 6: GEARING UP FOR THE FUTURE: CURRICULUM REFORMS

LESSON 1: THE ENHANCED BASIC EDUCATION ACT OF 2013 (K TO 12)

Republic Act 10533, otherwise known as the Enhanced Basic Education Act of
2013, is the latest education reform in Philippine Education signed into law by President
Benigno Aquino III last May 15, 2013.

The Enhanced Basic Education Act of 2013 popularly known as K to 12 includes

1 year of kindergarten education, 6 years of elementary education, and 6 years of
secondary education.

The k to 12 graduates are expected to be equipped with 21st century skills like
information, media and technology skills, learning and innovation skills, effective
communication skills, and life and career skills.

The existing realities in Philippine education that became the bases of the K to 12
implementation:

1. Mastery of basic competencies is insufficient due to congested curriculum

2. The Philippines is the only remaining country in Asia with a 10-year basic education
program

The K to 12 Curriculum

Section 5of the Enhanced Basic Education Act of 3013, stipulates the following
curricular standard which the curriculum developers adhered to in crafting the K to 12
curriculum:

a. The curriculum shall be learner-centered, inclusive and developmentally

appropriate;
b. The curriculum shall be relevant, responsive and research-based;
c. The curriculum shall be culture-sensitive;
d. The curriculum shall be contextualized and global;
e. The curriculum shall use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative and integrative;
f. The curriculum shall adhere to the principles and framework of Mother Tongue-
Based Multilingual Education (MTB-MLE) which starts from where the learners
are and from what they already knew proceeding from the known to the
unknown; instructional materials and capable teachers to implement the MTB-
MLE curriculum shall be available;
 g. The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and
h. The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and social
contexts.

Curriculum Tracks

The student after undergoing Senior High School can choose among four tracks:
Academic; Technical-Vocational-Livelihood; and Sports track and Arts and Design track.
The Academic track include four strands: Business, Accountancy, Management (BAM);
Humanities and Social Sciences (HUMMS); Science, Technology, Engineering,
Mathematics (STEM); and General Academic Strand (GAS).

MODULE 7: OUTCOMES-BASED-EDUCATION: BASIS FOR ENHANCED

TEACHER EDUCATION CURRICULUM

LESSON 1: OUTCOMES-BASED EDUCATION FOR TEACHER

PREPARATION CURRICULUM

Among the many advocates of OBE in the early years was W. Spady (1994). He
defined OBE as clearly focusing, and organizing everything in the educational system
around the essential for all the students to do successfully at the end of their learning
experiences.

Four Essential Principles in OBE

1. Clarity of Focus

A clear focus on what teachers want students to learn is the primary principle in
OBE.

2. Designing Backwards

At the beginning of a curriculum design, the learning outcome has to be clearly

defined.

3. High Expectations

Establishing high expectations, challenging standards of performance will

encourage students to learn better.
4. Expanded Opportunities

In OBE, all students are expected to excel, hence equal expanded opportunities
should be provided.

Teaching-Learning in OBE

 Teachers must prepare students adequately.

 Teachers must create appositive learning environment.
 Teachers must help students to understand, what they have to learn, why they
should learn it and how will they know that they have learned.
 Teachers must use a variety of teaching methods.
 Teachers must provide students with enough opportunities to use the new
knowledge and skills that they gain.
 Teacher must help students to bring each learning to a personal closure that will
make them aware of what they learned.

From Traditional View To OBE View

Instruction Learning
Inputs and Resources Learning outcomes
Knowledge is transferred by the teacher Knowledge already exist in the minds of
the students
Teacher dispenses knowledge Teachers are designers of methods
Teachers and students are independent and Teacher and students work in teams
in isolation

LESSON 2: ENHANCED TEACHER EDUCATION CURRICULUM ANCHORED

ON OBE

Desired outcomes of the Teacher Education Programs

The ideal graduate of the teacher education program as a new breed of teachers
are:

 Multiliterate
 Reflective
 Master subject content
 Highly skilled
 Sensitive to issue
 Multicultural
 Innovative
  Highly professional
 Lifelong learner

Content and Pedagogy to Achieve the Outcomes

1. Course or Degree Contents

A degree is made up of courses or subjects which are clustered as general

education courses, professional education courses and major or specialized subject
courses.

2. Methods of Teaching and Teaching Delivery Modes

The methods of teaching should be varied to address the different kinds of

learners. The methods should be student-centered, interactive, integrative, and
transformative.

3. Assessment of Learning

Every subject has established as set of desired learning outcomes to achieved, at

the end of the course. These learning outcomes should be evaluated so as confirm if they
have to be achieved.

MODULE 8: CURRICULAR LANDSCAPE IN THE 21ST CENTURY

CLASSROOMS

LESSON 1: THE 21ST CENTURY CURRICULAR LANDSCAPE IN THE

CLASSROOMS

The curriculum for this century should inspire and challenge both the teacher and
the learner. These are some of the characteristics of this curriculum. It is a curriculum
that…

 Provides appropriate knowledge, skills and values to face the future.

 Is based on knowledge drawn from research.
 Is a product of consultative, collaborative development process.
 Supports excellence and equity for all learners.
LESSON 2: THE FINAL ACTION FOR A CURRICULUM MATERIAL: A
CELEBRATION!

The 7 Rs of Quality Curriculum Material

The Seven (7) Rs of Quality Curriculum Description of the R

Material
1 Rigorous Students need to
demonstrate a high level of
understanding and thinking.
2 Real Students demonstrate
authentic quality that
mirrors what they will do as
teachers.
3 Requires independence Students are self-directed in
doing their tasks.
4 Rich in thinking This requires more than
memorization from the
students.
5 Revealing It uncovers students’ level
of understanding and
misconceptions.
6 Rewarding It intrinsically motivates the
students to do the task.
7 Reflective It makes students more
reflective in the learning
process that contributes to
better performance.
 CHAPTER 6

CURRICULUM EVALUATION

Evaluation- is concerned with giving value or making judgments.

Evaluation usually done using a set of criteria. This enables the evaluation process
to be always objective rather than subjective.

Curriculum scholars defines curriculum evaluation as:

The process of delineating obtaining , and providing information useful for

making decisions and judgments about curricula (Davis 1980),

The process of examining the goals, rationale, and structure of any curriculum
(Marsh 2004).

In this book, curriculum evaluation is defined as the process of making objective

judgment to a curriculum –its philosophy, goals, and objectives, content, learning
experience, and evaluation;

The process of assessing the merit and worth of a program of studies, course, or a
field of study (Print 1993);

The means of determining whether the program is meeting its goals (Tuckman
1985);

The broad and continuous effort to inquire into the effects of utilizing content and
process to meet clearly defined goals ( Doll 1992); and

The process of delineating, obtaining, and providing useful information for

judging decision alternatives ( Stufflebeam 1971).

Curriculum evaluation is also concerned with finding out whether the curriculum
is relevant and responsive to the needs of the society and the learners. It is the scientific
and dynamic process of understanding the merit of any curriculum.

Purpose of Curriculum Evaluation ( Print, 1993)

1. Essential in providing feedback to learners.

2. Helpful in determining how well learners have achieved the objectives of the
curriculum.

3. To improve curriculum.
In addition:

1. Evaluation helps in making decisions about improving teaching and learning

process.

2. Helps in shaping academic policies.

3. It guides in initiating curricular changes and innovation.

4. Insures the quality of any curricular program.

5. Helps schools align their curriculum to different curriculum sources and

influences.

6. Determines the level of success of the school’s vision and mission.

CURRICULUM EVALUATION in the CLASSROOM ( Doll, 1997)

1. Test results;

2. Anecdotal records

3. Checklist

4. Interview guide

5. Observation guides

6. Personalities inventory

7. Rating scale

8. IQ tests

9. Interest inventories.

CURRICULUM EVLUATION at SCHOOL SYSTEM LEVEL

1. Opinion polls

2. Surveys

3. Focus-group discussion

4. Follow-up studies (graduate tracer studies)

5. Standard evaluation instruments

6. Results of district or national tests

MODELS OF CURRICULUM EVALUATION

A. Provus’ Discrepancy Evaluation Model ( Malcolm Provus, 1971 under

Elementary- Secondary Education Act in US).

a. Determining program standards.

b. Determining program performance

c. Comparing performance with standards

d. Determining whether the discrepancy exists between performance and standards.

Ronald Doll (1997) noted that Provus model has been called discrepancy model
because it compares performance with standards to determine whether there is
discrepancy between two.

B. TYLER Model of Curriculum Evaluation 9 Ralph Tyler( 1950)

a. Established of goals and objectives

b. Classification of the objectives

c. Defi8nation of the objectives in behavioral terms

d. Identification of situations in which achievement of the objectives could be shown

e. Selection of criterion of measurements procedures

f. Collection of data about pupil performance

g. Comparison of findings with the stated objectives

C. Stufflebeam’s CIPP Model ( Phi Delta Kappa National Study committee on

Evaluation, chaired by Daniel L. Stufflebeam, 1971).

a. Context Evaluation (C)- provide a strong rationale for determining curriculum

objectives.

b. Input Evaluation (I)- provide information for determining how resources are
utilized to achieve curriculum objectives.

c. Process Evaluation (P)- focuses on providing periodic feedback while the

curriculum is being implemented.

d. Product Evaluation (P)- gather, interpret, and appraise curricular attainments, not
just the end of an implementation of a curriculum.

D. Stakes’ Congruency – Contingency Evaluation Model (Robert stake (1975)

a. Antecedents- include data on students and teachers, the curriculum to be
evaluated and the community context.

b. Transactions- include time allotment, sequence of steps, social climate, and

communication flow.

c. Outcomes- encompass students’ learning in the form of understandings, skills,

and values or attitudes as well as the effects of the curriculum on the teachers, students,
and the school.

E. Eisner’s Educational Connoisseurship Model ( Eliot Eisner, 1985)

It provide a quantitative way of evaluating a curriculum. It does not have

methodical procedures compared with other evaluation models. It calls for a deeper and
wider observation results of evaluation that are expressed in written form. The results,
however, are not just merely descriptions; they provide excellent and accurate
interpretation and appraisal.
 CHAPTER 7

CURRICULUM INNOVATION

Innovation- may mean a new object, new idea, ideal practice, or the process by which a
new object, idea or practice come to be adopted by an individual group or organization
(Marsh & Willis 2007). It also mean the planned application of ends or means, new to the
adopting educational system, and intended to improve the effectiveness and efficiency of
the system ( Henderson , 1985).

Curriculum innovation- innovations are new knowledge about curriculum practices, new
curriculum, new curriculum designs that are sometimes developed out of a research in
education or other studies from other disciplines and academic fields. Curriculum
innovation is associated with curriculum change- a term in curriculum studies which
means any changes in the curriculum that are neither planned or unplanned. Changes are
the positive or improvements that are happening in the education system particularly in
the area of curriculum.

Micahel Fullan (1989) Four core changes;

1. Forms of regrouping or new grouping ( structure);

2. New curriculum materials ;

3. Change in some aspects of teaching practice ( new activities, skills, behavior); and

4. A change in beliefs or understandings vis-à-vis curriculum and learning.

A. Standard- based Curriculum – is designed based on content standards as

explicated by experts in the field (Glatthorn et al. 1998).

Three different aspects:

1. Knowledge or content standards- describe what students should know.

2. Skills standards include thinking and process skills and strategies that students
should acquire.

3. Dispositions are attitudes and values that should be developed and nurtured in
students.

B. Multicultural curriculum - promote cultural literacy and cultural understanding.

( Banks, 1994) Five dimensions that school should adopt in implementing multicultural
curriculum.

1. Content Integration.

2. The knowledge Construction Process.

3. Prejudice Reduction

4. Equity Pedagogy

5. An Empowering School Culture and Social Structure

C. Indigenous Curriculum – it was a product of vision to make curriculum relevant

and responsive to the needs and context of indigenous people. It links with society’s
culture and history. It values the importance of integrating indigenous knowledge systems
of the people to the existing curriculum.

Framework for linking indigenous knowledge and several dimensions;

1. Construct knowledge.

2. Use instructional strategies

3. Integrate contents and activities

4. Utilize community’s cultural, material, and human resources.

D. Brain-based Education ( Caine and Caine, 1997). Begin with brain-mind learning
principles –from brain research findings and apply these principles in the classroom and
designing curriculum. These are the principles:

1. The brain is a whole system and include physiology, emotions, imagination, and
predisposition. All of these must be considered as a whole.

2. The brain develops in relation to interactions with the environments and with
others.

3. A quantify of being human is the search for personal meaning.

4. People create meaning through perceiving certain patterns of understanding.

5. Emotions are critical to the patterns people perceive.

6. The brain processes information into both parts and wholes at the same time.

7. Learning includes both focused attention and peripheral input.

8. Learning is both unconscious and conscious.

9. Information (meaning and fragmented) is organized differently in memory.

10. Learning is developmental.

11. The brain makes optimal number of connections in supportive but challenging
environment perceptions of threat inhibiting learning.

12. Every brain is unique in its organization.

E. Gifted Education Curriculum – designed to respond to the needs of a growing
number of gifted learners and to develop gifted potentials.

Examples of gifted curriculum models;

1. Schoolwide Enrichment Model (SEM) By: Renzulli & Reis, 2009; 1997)

2. Parallel curriculum Model ( PCM) (National Association for Gifted Children

Curriculum in 1998) ( Tomlinson, Kaplan, Renzulli, Purcell, Leppien, & Burns)

Curriculum parallels:

a. Core curriculum

b. Curriculum of Connections

c. Curriculum of practice

d. Curriculum of identity

3. Autonomous Learner Model ( Betts, 2004)

Five major dimensions:

a. Orientation

b. Individual development

c. Enrichment activities

d. Seminars

e. In-depth Study

4. Integrated Curriculum Model ( The Center for Gifted Education at the College of
William and Mary).

Three dimensions based on VanTassel-Baska( 1987).

a. Advanced Content Dimension

b. Process/ product Dimension

c. Issues/Theme Dimension

5. KIDS Academia Model – is a program for young Japanese children ages 5-8
developed by D. Manabu Sumida in 2010.

Three major phases by: Faustino, Hiwatig, and Sumida (2011)

a. Group Meeting and Brainstorming Activities.

b. Selection of Contents for each Theme.

c. Designing Lessons.

F. Differentiated Curriculum – is a philosophy that enables teachers to plan

strategically in order to reach the needs of the diverse learners in the classroom. It is a
curriculum that considers the unique characteristics, learning style, thinking preferences,
intelligence, needs, cultural backgrounds, interests, genders and other unique
characteristics of the learners.

Six steps in planning differentiated learning ( Gayle Gregory and Carolyn Chapman,
2002).

1. Set standards

2. Define contents

3. Activate prior knowledge/learning

4. Acquire new knowledge

5. Apply and adjust the learning

6. And assess learning.

G. Technology Integration in the Curriculum

Technology offers a multiple opportunities to improve teaching and learning the total
educational system.

Technology integration is breaking the geographical barriers in education.

Innovations are :

1. Distance education

2. Computer –assisted instruction

3. Online learning

4. Teleconferencing

5. Online libraries

6. Webinars

7. Online journals

8. And e-books

H. Outcome-based Education – OBE is one of the dominant curriculum innovation in

higher education today. (Spady, 1993) Educational outcome is a culminating
demonstration of learning. Outcomes are clear learning results that we want students to
demonstrate at the end of significant learning experiences, and are actions and
performances that embody and reflect learner competence in using content, information,
ideas, and tools successfully ( Spady, 1994).

OBE- means clearly focusing and organizing everything in an educational system around
what essential for all students to be able to do successfully at the end of the learning
experiences. OBE also is an approach to planning, delivering and evaluating instruction
that requires administrators, teachers, and students focus their attentions and efforts on
the desired results of education ( Spady, 1994).

Common approach in OBE:

1. Traditional/ Transitional Approach

2. Transformational Approach

Four essential principles in OBE:

1. Clarity of focus

2. Designing back

3. High expectation

4. Expanded Opportunities

Features of Outcomes-based learning ( Malan, 2000).

1. It is needs-driven

2. It is outcomes-driven

3. It has a design-down approach

4. It specifies outcomes and levels of outcomes

5. The focus shifts from teaching to learning

6. The framework is holistic in its outcomes’ focus.