LEARNING MODULE 3

Topic: Major Foundations of Curriculum Development

Subtopic: Philosophical and Psychological Foundations

ENGAGING ACTIVITIES
Activity 1
Compare the 4 Philosophies of Education based on the aim of
education. How does a strong philosophy influence curriculum
development?

1. Perennialism is a teacher-centered educational philosophy that focuses on

everlasting ideas and universal truths. Perennialism suggests that the focus of
education should be the ideas that have lasted for centuries believing the ideas are as
relevant and meaningful today as when they were written.  This educational philosophy
aims to prepare students for life by developing their intellectual and moral qualities
through emphasizing knowledge and the meaning of knowledge, servings to enhance
student’s critical thinking skills in their search for individual freedoms, human rights and
responsibilities through nature.

Perennialism in Education

The aim of Perennialism in Education is to develop power of thought, internalize truths

that are universal and constant and to ensure that students acquire understanding
about the great ideas of Western civilization. This is the most conservative, traditional,
and flexible philosophy. Perennailism stimulate students in  how to think critically and
thoughtfully; cultivating the rational mind.

Role of Teacher – perennailism is a teacher- centered philosophy, in which the teacher

is less concerned with student interest and more concerned with transferring knowledge
from older generations to younger generations. The teacher will focus on the
importance of reading and will often use the underlying reading lessons to make a moral
point. Teachers use history, religion, literature, and the laws of science to reinforce
universal ideas that have the potential to solve any problem in any era.
Curriculum and Methods – Perennialism is the classroom is focused on the curriculum
and nature need. Curriculum will focus on attaining cultural literacy, stressing students’
growth in enduring disciplines. They stress learning through reading and analyzing the
works by history’s finest thinkers and writers. Perennialists believe that reading is to be
supplemented with mutual investigations  with teacher and minimally directed
discussions through the Socratic method in order to develop historically oriented
understanding of concepts. Less emphasis on vocational and technical education and
more on the humanities.

Essentialism - The aim of education of the essentialist is that content knowledge of the

school or education should not radically change the societies rather slowly change the
curriculum to ensure the transmission of traditional moral values of the society.
Essentialists believe that there is a common core of knowledge that needs to be
transmitted to students in a systematic, disciplined way. The emphasis in this
conservative perspective is on intellectual and moral standards that schools should
teach. The core of the curriculum is essential knowledge and skills and academic rigor.
Although this educational philosophy is similar in some ways to Perennialism,
Essentialists accept the idea that this core curriculum may change. Schooling should be
practical, preparing students to become valuable members of society. It should focus on
facts-the objective reality out there--and "the basics," training students to read, write,
speak, and compute clearly and logically.
Progressivism is an educational movement started by John Dewey that says that
students learn through their own experiences. Progressivism revolves around the
students' needs, including teaching students to be good citizens as well as good
learners, a concept known as focusing on the whole child. Progressivists believe that
individuality, progress, and change are fundamental to one's education. Believing that
people learn best from what they consider most relevant to their lives, progressivists
center their curricula on the needs, experiences, interests, and abilities of students.
Progressivists believe that individuality, progress, and change are fundamental to one's
education. Believing that people learn best from what they consider most relevant to
their lives, progressivists center their curricula on the needs, experiences, interests, and
abilities of students. Progressivist teachers try making school interesting and useful by
planning lessons that provoke curiosity. In a progressivist school, students are actively
learning. The students interact with one another and develop social qualities such as
cooperation and tolerance for different points of view. In addition, students solve
problems in the classroom similar to those they will encounter in their everyday lives.
Progressivists believe that education should be a process of ongoing growth, not just a
preparation for becoming an adult. 
Social reconstructionism is a philosophy that emphasizes the addressing of social
questions and a quest to create a better society and worldwide
democracy. Reconstructionist educators focus on a curriculum that highlights social
reform as the aim of education. With the implementation of
social reconstructionism in education, a student can gain first-hand experience in
studying real social problems and controversial issues. The curriculum applied
to education reflects democratic ideals and "emphasize civic education.
2.  Philosophy is an important foundation of curriculum because the philosophy advocated or
reflected by a particular school and its officials influences its goals or aims and content, as
well as the organization of its curriculum. Philosophy probably has
more influence on curriculum access and development in that it provides educationists,
teachers and curriculum makers with framework for planning implementation and
evaluating curriculum in school.

ENGAGING ACTIVITIES
Activity 2
Identify the application of behaviourist, cognitivist, constructivist
and humanist in the classroom.

Behaviorism can also be thought of as a form of classroom management.

Behaviorists believe that if teachers provide positive reinforcement, or rewards,
whenever students perform a desired behavior, they will learn to perform the behavior
on their own. The same concept applies to punishments. Behaviorism is a branch of
psychology that, when applied to a classroom setting, focuses on conditioning student
behavior with various types of behavior reinforcements and consequences called
operant conditioning. There are four types of reinforcement: positive reinforcement,
negative reinforcement, presentation punishment and removal reinforcement, and
each can be applied effectively to get your students to behave in the classroom.

Cognitivism focuses on the mind, and more specifically, mental proceses such as
thinking, knowing, memory, and problem-solving, with the goal of opening the “black
box” of the human mind, the process of which is deemed valuable and necessary for
learning to occur. Knowledge is approached as schema constructions, and learning is
viewed as a change in the learner's schemata, or the redefining of prior knowledge.
Cognitivism is prevalent in our classrooms today. Using cues, questions, and advance
organizers as well as summarizing, note taking, concept mapping, and virtual field trips
are all ways that teachers utilize the cognitive learning theory in their classrooms. The
best way for a teacher to approach using cognitivism in the classroom is to ask
questions to help students refine their thinking and recognize where they may be wrong.
You want to approach topics that they may think they already know and introduce some
new aspect to make them redefine something. Alternately, for entirely new topics, you
want to draw upon background knowledge before you challenge existing ideas
(schema) and create learning toward amplification or change of those schemata.
Constructivism is the theory that says learners construct knowledge rather than just
passively take in information. As people experience the world and reflect upon those
experiences, they build their own representations and incorporate new information into
their pre-existing knowledge (schemas). In a constructivist classroom, students are
encouraged to use prior experiences to help them form and reform interpretations. ...
The democratic and interactive process of a constructivist classroom allows students to
be active and autonomous learners. Using constructivist strategies, teachers are more
effective.

The humanistic learning theory developed further and harnesses the idea that if

students are upset, sad, or distressed, they're less likely to be able to focus on learning.
This encourages teachers to create a classroom environment that helps students feel
comfortable and safe so they can focus on their learning. Humanism would concentrate
upon the development of the child's self-concept. If the child feels good about him or
herself then that is a positive start. Feeling good about oneself would involve an
understanding of ones' strengths and weaknesses, and a belief in one's ability to
improve. Learning is not an end in itself; It is the means to progress towards the
pinnacle of self-development, which Maslow terms 'Self-actualisation'. A child learns
because he or she is inwardly driven, and derives his or her reward from the sense of
achievement that having learned something affords. This would differ from the
behaviourist view that would expect extrinsic rewards to be more effective. Extrinsic
rewards are rewards from the outside world, e.g. praise, money, gold stars, etc. Intrinsic
rewards are rewards from within oneself, rather like a satisfaction of a need. This
accords with the humanistic approach, where education is really about creating a need
within the child, or instilling within the child self-motivation. Behaviourism is about
rewards from others. Humanism is about rewarding yourself!
 ENRICHING OUTPUT
1. Review your school vision. Identify the philosophical thoughts
reflected in the vision statement.
2. Review your school goals and objectives. Identify the
psychological perspectives reflected in the statements.

Vision

UBNHS Vision

“A leading public high school which is committed to excellence, moral integrity, and
world-class standards in education.”

Essentialism tries to instill all students with the most essential or basic academic

knowledge and skills and character development.

The goal of reconstructionist learning for students is that they themselves may

envision the good future and spend their learning as a preparation for their role in the
future for which they reach. This is an idea of change for a better educational system.

Goal

UBNHS Goal

“To excel in student achievement and teacher performance.”

Humanism focuses on each individual's potential and stresses the importance of

growth and self-actualization. The fundamental belief of humanistic psychology is that
people are innately good and that mental and social problems result from deviations
from this natural tendency. The purpose of Humanism was to create a universal man
whose person combined intellectual and physical excellence and who was capable of
functioning honorably in virtually any situation. Humanistic philosophy and values reflect
a belief in human dignity and science — but not religion. A humanistic philosophy refers
to a few specific ideas. Humanistic ideas place great importance on thinking and reason
as ways people can be fulfilled. This philosophy is called humanism.
 LEARNING MODULE 4

Topic: Major Foundations of Curriculum Development

Subtopic: Historical and Social Foundations

ENGAGING ACTIVITIES
Activity 1
Explain how history and society influenced the K to 12 curriculum

The historical foundations only suggest that the curricula implemented are dynamic. ...

Moreover, history also shows how curriculum adapts to the time when it is implemented: how its
purpose, principles and content change over time. The learners don't adjust; it's
the curricula because of the needs of the learners. Moreover, history also shows
how curriculum adapts to the time when it is implemented: how its purpose, principles and
content change over time. The learners don't adjust; it's the curricula because of the needs of
the learners.

Society's values and norms determine the standard of behaviour in a given society and

thus influence how effective a curriculum will be. By upholding good morals, this inevitably
promotes good values and norms not only in the school but the community as a whole.
Curriculum is designed to serve the broad social interests of society, as well as the local
community. Support is shown for society as a curriculum source since the universe is becoming,
rather than existing for our detached scientific viewing. Society shows where to modify
the curriculum.
 ENGAGING ACTIVITIES
Activity 2
Start an online forum with at least 10 participants. Post a question on
the possibility of bringing back a unified Department of Education
(DepEd, CHED and TESDA). Summarize the reactions in 2 to 3
paragraphs.

The trifocal education system mandates DepEd in basic education which covers
elementary, secondary and non-formal education while CHED being responsible for
higher education and TESDA administering post-secondary, middle-level manpower
training and development. The system is tri-focalized by law into basic, technical-
vocational and higher education under three different agencies: the Department of
Education (DepED) headed by a Cabinet Secretary for basic education; the Technical
Education and Skills Development Authority (TESDA) headed by a Director General for
technical-vocational education and training; and the Commission on Higher Education
(CHED) under the Office of the Philippine President headed by the Chairperson of a
collegial body of five Commissioners.  

The ongoing implementation of major education and training reforms render the
description of the Philippine education and training system as “being in transition”
apropos.  It is reflective of the state of the Philippine Qualifications Framework in a
period of transition which is targeted to end in 2022 when the major reforms and related
changes would have been fully implemented and iteratively revised. With respect to the
K to 12 reform, it is important to note that the law was passed only in 2013 but attendant
curricular changes in basic education, in anticipation of its promulgation, began in 2010
—with inputs from TVET and higher education experts. The changes were completed
before the roll out of Senior high school in 2016. Note that the first cohort of Senior high
school who completed their basic under the revised curriculum graduated in 2018. 

A former secretary of the Department of Education (DepEd) is recommending the

remerging of the three main education agencies to ensure proper coordination in the
implementation of programs under the new administration. Merging together the DepEd,
Commission on Higher Education (CHED) and Technical Education and Skills
Development Authority (TESDA) will improve the quality of education in the country.
There have been proposals to integrate the three agencies. But even without a law,
President Duterte appoint Education Secretary Leonor Briones as coordinator of the
three agencies.  The implementation of the senior high school program highlighted the
need for the education agencies to synchronize their activities. Under the K-12 program,
two additional years were added to the basic education curriculum, with DepEd
introducing different tracks that students could choose to pursue in Grades 11 and 12.
Among the tracks is the technical-vocational-livelihood. It is important of having close
coordination with TESDA to ensure that the programs offered in senior high school are
aligned with those offered by DepEd. Also, the importance of DepEd working closely
with CHED as some general education subjects in college had been transferred to
senior high school.

ENRICHING OUTPUT

A school has been using the same old curriculum for the past 10
years. Do you think this is a good practice? Why? Why not?

Modifications introduced in the curriculum to improve or adapt it to new circumstances

or priorities. The reason why many schools change their curriculum is to make it easier
for both the teachers and students adjust or have a better time with the schedule. Many
schools change their curriculum at the beginning of each year, all depending on their
students and what will make it easier for teachers to do their job. Educators need to
change curriculum from time to time because of the current trends and needs of society.
This is appropriate since there is a constant change happening in every areas of life in
the community. And a little bit of change entails ability and knowledge of work a student
has to face soon in his/her life. Here are the four new trends in education, at how they have
changed what teachers do:

 increased diversity: there are more differences among students than there used to
be. Diversity has made teaching more fulfilling as a career, but also made more
challenging in certain respects.

 increased instructional technology: classrooms, schools, and students use

computers more often today than in the past for research, writing, communicating,
and keeping records. Technology has created new ways for students to learn (for
example, this textbook would not be possible without Internet technology!). It has
also altered how teachers can teach most effectively, and even raised issues about
what constitutes “true” teaching and learning.
 greater accountability in education: both the public and educators themselves
pay more attention than in the past to how to assess (or provide evidence for)
learning and good quality teaching. The attention has increased the importance of
education to the public (a good thing) and improved education for some students.
But it has also created new constraints on what teachers teach and what students
learn.
 increased professionalism of teachers: Now more than ever, teachers are able to
assess the quality of their own work as well as that of colleagues, and to take steps
to improve it when necessary. Professionalism improves teaching, but by creating
higher standards of practice it also creates greater worries about whether particular
teachers and schools are “good enough.”