TOPICS KEYWORDS MNEMONICS

MODULE 1 – - Definitions of the Curriculum

NATURE OF THE - Major Conceptions ( Types, Components, and
CURRICULUM Purpose)
LESSON 1- *TRADITIONAL* *TRAD*
DEFINITION OF 1. School is a preparation for life 1. SIP4L
THE 2. Learners are passive absorbers of information 2. LAPAOF
CURRICULUM/ 3. Teachers are sources of information & authority 3. TASOINA
1.1 traditional and 4. Parents are outsiders & uninvolved 4.PAOU
progressive 5. Community is separate from school 5. CISFS
6. Program is determined by test results. 6.PDBTS
7. Knowledge is absorbed through testing 7. DAS
8. Disciplines are separated 9. IIAMDA
9. Intelligence is a measure disciplinary abilities

*PROGRESSIVE* *PROG*
1. School is a part of life 1. SAPOL
2. Learners are active participants, problem solvers 2.LAAPPS
3. Teachers are facilitators, guides 3.TAFG
4. Parents are the primary teachers, goal setters 4. PAPTGS
5. Community is an extension of the classroom 5. CAEOTC
6. Program is determined by goals for graduates 6. PIDBG4G
7. Knowledge is constructed through experience 7. KICTEX
8. Disciplines are integrated 8. DAIn
9. Intelligence is recognized as varied. 9.IIRAV

1.1 Prescriptive & 1. PRESCRIPTIVE CURRICULUM *PRES CURR*

Descriptive - what “ought” to happen - WOTH
definitions of -more often than not take the form of a plan -MOTN2TFOP
curriculum -an intended program -INTPROG
- kind of expert opinion about what needs to take - ELS- KEOAWN2TP
place (Ellis, 2004)

*LIST OF EXPERTS* *LIOEX*

1.1 John Dewey 1.5 Ralph Tyler 1. JD 5. RT
1.2 Franklin Bobbit 1.6 Robert Gagne 2. FB 6. RG
1.3 Harold O. Rugg 1.7 James Popham & Eva 3. HR 7. JP & EB
1.4 Hollis Caswell Baker 4. HC 8. JM & RB
in Caswell &Campbell 1.8 J.L McBrien & R.
Brandt
1.1 John Dewey 1. JD- ConRe
- a continuous reconstruction, 2. FB- ExDi&Ud
1.2 Franklin Bobbit 3. HR- CLS
- The experiences, both directed and undirected, 4. HC- POP
1.3 Harold O. Rugg 5. RT- EdGs
- controlling life situations. 6. RG- SOCUA
1.4 Hollis Caswell in Caswell &Campbell 7. JP& EB- PLO
 - Process or procedure. 8. JM & RB- OWST
1.5 Ralph Tyler
- Educational goals.
1.6 Robert Gagne
- A sequence of content units arranged
1.7 James Popham & Eva Baker
- All planned learning outcomes
1.8 J.L McBrien & R. Brandt
- A written plan outlining what students will be
taught
2. DESCRIPTIVE CURRICULUM *DES CURR*
- Experience - Expe
- “glimpse” of the curriculum in action. -GOTCIA
- go beyond the prescriptive terms -GBTPrTe
- force the thought about the curriculum -FTTACurr
- how things are in real classrooms” ( Ellis, 2004) -HTAIRC by ELS
* LIST OF EXPERTS*
1.1 Hollis Casswell & Doak Campbell
1.2 Thomas Hopkins
1.3 W. B Ragan
1.4 Glen Hass
1.5 Daniel Tanner & Laurel Tanner
1.6 D.F Brown
1.7 E. Silva

LESSON 2: LESSON 2: MAJOR OF CURRICULUM

MAJOR OF *COMPONENTS OF THE
CURRICULUM CURRICULUM*(ASLE)
“education is the 1. AIMS, GOALS & OBJECTIVES
most powerful EX: RA 1982
weapon which you -Aims of the Secondary Education and Tertiary
can use to change Education
the world”- 2. SUBJECT MATTER
NELSON - Information learned in school
MANDELA 3. LEARNING EXPERIENCES
2.1 Components of -heart of the curriculum
Curriculum -the teacher and learner takes action to facilitate
learning
1. AIMS, GOALS 4. EVALUATION & APPROACHES
& OBJECTIVES -formal determination of the quality and
2. SUBJECT effectiveness of the curriculum.
MATTER *TYPES OF CURRICULUM*
3. LEARNING 1. Recommended 6. Learned
EXPERIENCES 2. Written 7. Hidden
4. EVALUATION 3. Taught 8. Concomitant
& APPROACHES 4. Supported 9. Phantom
5. Assessed 10. Null
2.2 Types of 1. Recommended
Curriculum
- Deped, CHED, DOST, or any professional org.
- CMO NO, 75, series of 2017, Policies, Standards
and Guidelines.
- Deped Order No. 42, s, of 2017- National,
Adaptation and Implementation of Philippine
Professional for Teachers (PPST)
2. Written
- handed down to schools, districts, divisions,
department or colleges for implementation,
-made by teacher and experts
-course guide, course outline, lesson plan
3. Taught
- different classroom planned activities
-used by learners with the guidance
- Various according to the learning styles and
teaching styles
- Activities that are implemented in order to arrive
at its objective.
4. Supported
- materials that support or help in the
implementation of the written curriculum
- should enable learner to achieve real and lifelong
learning
- textbook, computer, audio-visual, playground
other school-related facilities , laboratory
equipment
5. Assessed
- series of evaluation done by the teacher to
determine the extent of teaching
- this is to know the student is progressing
- assessment tools : paper and pencil, performance
-AUTHENTIC ASSESSMENT; portfolio-
-tested of evaluated curriculum
6. Learned
- learning outcomes achieved by students
-indicated in the results and changes of one’s
cognitive, affective and psychomotor
7. Hidden
-unintended Curriculum which is not deliberately
planned but modify behavior or influence learning
outcome.
- Phrases associated with Hidden Curriculum
“I shouldn’t have to tell you but..
" Everyone knows that
“It’s obvious…”
- This is the mood of the teacher learning
environment
8. Concomitant
 - Things that are taught at home; those experiences
that are related to experiences of family.
1. Religious Expressions
2. Lesson on Values
3. Ethics or Morals
4. Molded Behaviors
5. Social Experiences based on Family Preference
9. Phantom
- the messages prevalent in and through exposure
to media.
10. Null
- what is not taught
-non teaching ideas or set ideas due to the
mandate, or lack of knowledge.

MODULE 2
FOUNDATION MODULE 2 FOUNDATION OF CURRICULUM
OF LESSON 1: Philosophical Foundation of
CURRICULUM Curriculum
1. Philosophical a. Major Philosophies
Foundation of b. Educational Philosophies
Curriculum
a. Major *Philosophy
Philosop -deals with the larger aspects of life
hies -the way we organize our thoughts and interpret
1. IDEALISM facts
2. REALISM -an effort to understand life problems & issues in
3. PRAGMAT full perspective.
IS -involves questions and our own point of view
4. EXISTENT as well as the views of others
IALISM - involves searching for defined values and
b. Educatio clarifying our beliefs.
nal -Provides educators, esp. curriculum workers w/a
Philosop framework for organizing schools & classroom
hies -helps determine the following:
1. What schools are for
1. Perennialism 2. what subjects have value
2. Essentialism 3. what materials to use
3. Progressivism -it clarifies the following:
4.Reconstructionis 1. education’s goals
m 2. suitable content
3. teaching and learning processes
4. experiences schools should emphasize
5. activities school must emphasize
-provides basis for the following:
1.textbooks to use
2. how to use them
3. how much homework to assign
4. how to test students and use
 5. what causes or subject matter to
emphasize

MAJOR PHILOSOPHIES
1. IDEALISM
2. REALISM
3. PRAGMATIS
4. EXISTENTIALISM
*IDEALISM
1. PLATO
- that often credited w/ formulating
idealist philosophy
- one of the oldest that exists.
2. Learning is primarily intellectual process
3. involves recalling & working with ideas
and concepts to one another
4. education-conceptual matters
5. prefers a curriculum that relate ideas and
concepts to one another
6. curriculum is hierarchical
7. HEGEL
- a German philosopher
-presented a comprehensive view of the
historical world based on idealism
- values artistry
*REALISM
-Realist view the world in terms of objects and
matter
-came to know the world through their sense s &
reasons.
- Everything is derived from nature & it’s subject
to its laws.
-lessons that cultivate logic and abstract thought
are emphasized.
-value the sciences as much as the arts.
- emphasizes a curriculum comprising separate
content areas such as history and zoology.
1. Aristotle
- often linked to the development of realism
-another traditional school of though
2. Thomas Aquina’s Philosophy
- Realism + Christian Doctrine= THOMISM
THOMISM- much of contemporary catholic
education is rooted
3. Johann Pestallozi
- instructional principles
- began with concrete objects and ended with
abstract concepts
4. Harry Broudy & John Wild
-Modern Educators
-Leading realist
*PRAGMATISM*
“Experimentalism”
-based on: change, process, relativity
- Construes knowledge as a process in w/c
reality is constantly changing
-learning occurs as the person engages in problem
solving.
- learner & learners environment is constantly
changing
- rejects the idea of unchanging and universal
truths.
*PRAGMATISM
- Teaching should focus on critical thinking
-teaching is more exploratory than explanatory
-method is more important than subject matter
- Why? How Come? What IF? Question are
more impotant that WHO? WHAT? WHEN?
1. John Dewey
- Great educational pragmatist viewed education
as a process for improving the human condition.
- Saw schools as specialized environments within
the larger social environment.
- Subject Matter was interdisciplinary
-emphasized problem solving and scientific
method
*EXISTENTIALISM*
- a European philosophy
-originated earlier
-became popular after WWII
-people continually makes choices and thereby
define themselves.
- we are what we choose to be
- we make our own essence
-we make our own self-identity
1. Maxine Green & Georger Kneller & Van
Cleeve Morris
- U. S Education
-well known
-existentialist
-Stressed individualism & personal self-
fulfillment
*EXISTENTIALIST
-advocate that students to be free to choose how
and what they study.
- the most important knowledge is the knowledge
of human condition.
- rejects:
1. imposition of group norms
2. authority
3. established order
-recognize
1. few standards
2. Customs
3. opinions as indisputable
- One existentialist curriculum consists of
experiences and subjects
-individual freedom and choices
- The literature, film making, drama, music and art
:
1. reflects and self –impressive activities
2. Illustrates emotions and feelings
3. All conducive to existentialist thinking
*EDUCATIONAL PHILOSPHIES*
-There are 4 agreed on philosophies of education
1. Perennialism
2. Essentialism
3. Progressivism
4. Reconstructionism
1. PERENNIALISM
- teachers concepts and focuses on knowledge/
meaning of knowledge
- aimed at teaching students ways of thinking that
will secure
-individual freedom
-human rights
-responsibilities through the nature
2. PROGRESSIVISM
- Learning by doing
-puports that children learn best when pursuing
their own interests and satisfying their own needs.
3. RECONSTRUCTIONISM
- focuses on the idea of constant change
0emphasizes addressing of social questions.
- a quest to create:
1. better society 2. worldwide society
- curriculum is highlights social reform ( aim of
education)
4. ESSENTIALISM
- believes that the purpose of scholling is to import
necessary :
- to enable young people to function as fully
developed human beings in the modern worlds.
- Schools, organized to transmit this one of
 essential material.
-Classrooms, are teacher centered.

2. Psychological •COGNITIVE INFORMATION

Foundations of PROCESSING THEORY
Curriculum 1. Maria Montessori
a. Definition of -MONTESSORI APPROACH
Psychology -How sensory stimulation from the environment
b. Three Major shapes thinking -child-centered educational
Classification approach
s of Learning 2. Jean Piaget
Theories -Cognitive Development Theory-CoDeT
-SPRECOFO 
-0S, 2Pre,7Co, 11Fo
-AAE-Key to Learning
3. Lev Vygotsky 
-Social Constructivism Development-SoCoD
-Child is an active in his or her agent in his or her
educational process -Active agent of your
educational process
-Learning through child experience 
4. Constructivism
-construct own knowledge- make meaning
-paraphrasing not copy and paste
5. Gardners Multiple Intelligent-
Howard
-L2 M SB IN
-Eight intelligences
-different ways of processing information
PHENOMENOLOGICAL AND HUMANISTIC
THEORY
1. Abraham Maslow
-Self Actualization -Classic Theory. -human
emotions based on love and trust.
2. Carl Rogers.
-Nondirective and Therapeutic.
-Counseling procedures and methods for
facilitating learning. -process, personal needs,
psychological meaning.
3. Daniel Goleman.
-Emotional Quotient.
-Emotion contains the power to affect action.
-Interpersobal and Interpersonal intelligence.
4. Gestalt Theory.
-wholeness.
-human beings do not respond to isolated stimuli
but to an organization or patten of stimuli
 GESTALT PSYCHOLOGY
1. Proximity
-When different elements are laid out close to each
other, they are perceived to be belonging to the
same group

3. Historical  Curriculum Specialist *CS

Social - Find where curriculum comes - FWCC
Foundation of - It provide support to teachers -IPSToTe
Curriculum
a. Theorist and 1. FB 6. HT
Historical 1. Franklin Bobbit 7. John Goodlad 2. WC 7. JG
Contributions 2. Werret Chartes 8. Paulo Friere 3. HR 8. PF
3. Harold Rugg 9. William Pinar 4. HC 9. WP
4. Hollis Caswell 10. Peter Oliva 5. RT 10. PO 11. WK
5. Ralph Tyler 11. William Kilpatrick
6. Hilda Taba

1. Franklin Bobbit - FB -
 Curriculum with Objectives  CuDeMo
 Curriculum means race-course or as a course  Five Steps for
of deeds and experiences, because it prepares curriculum making
students for adult life. 1. AnHuEx 4. SeOb
 Teaching classical subjects into teaching 2. JoAn 5. PIDe
subjects that correspond to social needs 3. DeOb
 Objectives and activities should group together  The Curriculum is
 Curriculum as a science 1. Sc 2. PrLeAdLi
 Grouping and Sequencing Objectives  GrSeOb
 Clarifying Instructional Specifications and  ClISpTa
Tasks
2. Werret Charters - WC –
 Curriculum is science and emphasis students’ * The Curriculum is
needs, and the teachers plan activities. 1. Sc 2. EmStuNe
3. TePlAct
3. Harold Rugg - HR –
* Curriculum should develop the whole child. * CSDTWC
4. Hollis Caswell -HC-
* Curriculum is organized around social functions * CIL- Curriculum,
of themes, organized knowledge and earner’s Instruction, Learning
interests. * OrgArSoFuOfThem

b. Social
Foundation of
Curriculum
4. Legal
Foundations of
 Curriculum
a. Major Laws
b. Philippine
Educational
Practices and
Legal Bases
of Education
 What are the
elements of
curriculum
planning?
 What are the
approaches in
curriculum
designing?
 What are the
types of
curriculum
design?
 What are the
elements of
designing?
 What are the
components of
curriculum
design?
 5 Models of 1. Overcoming Resistance to Change Model -
Implementation Resistance and change - Impact of developer on
consumers - Focus is on the stock holders (direct
people)
2. Leadership - Obstacle Course (LOC) Model -
Deals on what are the problem/obstacles then
provide solutions.
3. Linkage Model - supply and demand - The
cohesivenes, the linkage of user system and
resource system - linked on what they need (the
society) - linked on what they provide (school)
4. The Rand Model - the school itself - what the
school could provide - overall performance of the
school towards implementation
5. Organizational Development Model -
organization , how it develop towards change
-developing "what's" for change
 2 Change CHANGE PROCESSES (3I's)
 Process 1. Initiation Stage - first phase - plan is important -
decision to start (execution) - "how" - action
2. Implementation - responsibility - what should
be done - reinforce (action plan) - planning stage
to coordination
3. Institutionalization - adapting the changes
1. Reasons for
evaluation

2. Types of
evaluation
3. Evaluation
Model
4. Curriculum
Innovation Models
a. Models and
Level of
Curriculum
Innovation

b. Researchers on
Curriculum
Development
6. 10 Local - According to Poly and Chandra it refers to the * RPTIPOI by P&C
Researchers research projects that involves participations of * WDIR?
investigator, whose institutional operations are in 1. IPOTGK
different countries. 2. ExTROAIER
3. DMBR
WHY DO INTERNATIONAL RESEARCH?
1. It provides opportunity to generate knowledge *ICWID -international
2. Extend the range of applicability if existing collaborations with
research important dimensions
3. Develop mutually beneficial relationship that *PA- Professional
can contribute to solve the global problems. Association
* ICO- International
1. DIRC- Developing Relationship with Centers Organizations
international collegues.
1. Identifying potential partners with relevant
experties
2. Establish a record of scholarship and
publications

SELECTING A PARTNER OR COUNTRIES

1. What is unique about the country that will allow
you to work together what you can do separately?
2. How can you ensure that the work is mutually
beneficial?
3.What will an interpret can in tribute the hood
 4. How will you ensure that the outcomes of the
work can contribute to a sustainable development
*INTERNET
- allow you to join an interest group that focuses
on your research in terms it communicate to you
partner.
- You also may identify potential collaboration
through international centers and organizations
7.Contextualization DEFINITIONS OF CONTEXTUALIZATION 1.Curri- sett, sit, or
of the Curriculum - The educational process area at app
- relating the curriculum in a particular settings or 2. ReleMeanUse
situations or area of application to make the 3.FoPreFilNaCu
competencies relevant and meaning and useful to 4. EBedAct of 2013
all learners. ( RA10533), sec 5
- A teaching design
- Modification to connect situation, abilities,
expertise or context of what students learn about.
- used real life situations
LEGAL BASES
- Article XIV section 14
- Enhance Basic Education Act of 2013 ( RA
10533) sec 5- curriculum must be flexible
EXAMPLES
- Don’t use sensitive materials like guns in
teaching kids
- Prevent gender bias

8.Curriculum
Indigenization
9. Curriculum *DEFINITIONS LI- The Local
Localization - Important Component of Suburbanization of information of the
Education leaners locality
- Allows learning to become meaningful and SE- Situations
relevant to the learners. experienced in the
* IMPACT CURRICULUM DEVELOPMENT learners community
- Involves local materials both as the object and AA-Talks about areas
subject of instruction of application based on
-Contributes into making the culture as integral the level of the learner,
part of the Curriculum the scope and the range
* RESTRICTIONS FOR A CURRICULUM TO of the locality.
BE LOCALIZED* RA-The Resources
-Isolates the learners’ experiences because of Available in the
different perception, beliefs, values, norms and locality
skills. MT- Materials
translation to mother
tongue based
multilingual
educational sytem.