PSTMLS

Curriculum Development

By the end of the discussion, you should be able to:

- Describe how to develop an outcome-based curriculum or learning module

- Describe appropriate teaching and learning methods
- Describe appropriate assessment strategies
- Describe strategies for evaluating curricula

What is a curriculum?

“Everything that happens in relation to the educational programme.” – Genn J, 1995

Definitions of Curriculum

- The total effort of the school to bring about desired outcomes in school and out-of-school situations
- Sequence of potential experiences set up in school for the purpose of disciplining children and youth in group
ways of thinking and acting
- Curriculum – is the “what” of teaching
- Curriculum – listings of subjects to be taught in school

Curriculum Planning

- It is the process whereby the arrangement of curriculum plans or learning opportunities are created
- It is the process of preparing for the following:
o Duties of teaching
o Deciding upon goals and
o Determining curriculum content,
o Selecting learning resources
o Classroom procedures,
o Evaluating progress, and looking toward next steps.

Curriculum Laboratory

- Curriculum laboratory is a place or workshop where curriculum materials are gathered or used by teachers or
learners of curriculum
- Resource unit is a collection or suggested learning activities and materials organized around a given topic or area
which a teacher might utilize in planning, developing, and evaluating a learning unit.

Types of Curriculum Operating in Schools

Types of Curriculum
Recommended Curriculum Proposed by a professional organization
Written Curriculum Appears in school or country documents
Taught Curriculum What teachers implement/deliver in the classrooms
Supported Curriculum Resources: textbooks, computers, audiovisual materials
Assessed Curriculum Tested or evaluated curriculum
Learned Curriculum What students learned and what is measured
Hidden Curriculum Unintended curriculum
Educational Philosophies that Relate to Curriculum

Schools of Thought Predominated Throughout the Curriculum Development:

 The Essentialist School

o It considers the curriculum as something rigid consisting of discipline subjects.
o It considers all learners as much as the same and it aims to fil the learner into the existing social order
and maintain the status.
 Book centered
 Memorization
o Its approach is authoritative and the teacher’s role is to assign lessons and to recite recitations.
o It is book centered and the methods recommended are memory work, mastery of facts and skills
 The Progressive School
o It conceives of the curriculum as something flexible based on areas of interest.
o It is learner-centered, having in mind that no two persons are alike.
o Its factor of motivation is individual achievement believing that persons are naturally good.
o The Role of the teacher is to stimulate direct learning process.
o It uses a life experience approach to fit the student for future social life.
o Experimental techniques of teaching
o Learning are imperative in curriculum development in order to create independent thinking, initiative,
individuality, self-expression and activity in the learner.

Assess you Curriculum

Identify what schools of thought in Curriculum Development utilized when you took subjects in your 1 st year level.
Support your answer.

Example:

Foreign language – essentialism cultural literacy

Chemistry – progressivist use of theory and application

Identify the focus of each philosophies using your different subjects in your 1 st year level. S

Dimensions in Curriculum Development

1. Philosophical dimensions

PHILOSOPHICAL DIMENSION
Essentialism Ideals that are to one’s culture should never be forgotten
Promote intellectual growth
Value centered
Idealism Concentration should be on moral, intellectual
development of the learner
Pragmatism Consequences
Progressivism Self-activity
Child centered curriculum
Existentialism Teachers have the right to teach students how to think
Reconstructivism Aims to transform the society through technological and
scientific revolution
Realism Education based in natural phenomena and social
institutions
 2. Psychological dimensions

1. Behaviorist Psychology Step-by-step learning

Classical Conditioning (Ivan Pavlov)
Operant Conditioning (Skinner)
Connectionism (Edward Thorndike)
Modeling & Observation Theory (Albert Bandura)
Learning outcomes (Robert Gagne)
Learning from previous
Voluntary learned behavior
Reinforcement: strengthen response
+ reinforcement: by adding stimulus
-reinforcement: by removing stimulus
+ punishment: stimulus added, decrease behavior
-punishment: stimulus removed, decrease/increase
behavior
Situation + response = +/- effect, readiness, exercise
How, What, strategies, skills, attitude

2. Cognitive Psychology Logical organizing and interpreting

Cognitive Development Stages (Jean Paget) Sensorimotor stage: 0-2Y begins to interact
Preoperational stage: 2-7Y represents symbolically
Concrete Operational Stage: 8-11Y learns rules ex.
Conservation
Formal operational Stage: 12 above systematic thinking
Social Constructivism (Lev Vygotsky) Collaborative experience
Learning Styles (Felder – Silverman) Perception: Sensory
- Aspects of Learning Style Input: visual, verbal
Processing: active, reflective
Understanding
Emotional Intelligences (Daniel Goleman) Addresses Self-awareness, self-management, relationship
management, social awareness
Multiple Intelligence (Howard Gardner) IQ level

3. Humanistic Psychology Affected by biological and culture

Learning is wholeness of the problem (Gestalt Theory)
Theory of self-actualization (Abraham Maslow) Psychological needs, safety needs, love and belonging,
esteem, self-actualization

3. Social dimensions
a. Individual development
b. Social development
4. Historical dimensions
a. Franklin Bobbit – activities should be grouped and sequenced
b. Werett Charters – subject matter and objectives are planned
c. Harold Rugg – objectives, learning activities, curriculum should produce outcome
d. Hollis Caswell – curriculum is set of experience
e. Ralph Tyler – curriculum is an extension of the school’s philosophy
f. William Kilpatrick – child development

Characteristics of a Good Curriculum

1. Continuously evolving
2. Based on the needs of the people
 3. Democratically conceived
4. Result of the long-term effort
5. Complex details
6. Logical sequence of the subject matter
7. Curriculum complements and cooperated with other programs of the community
8. Educational quality Effective flexibility

Curriculum Patterns

1. Traditional Curriculum Subject centered

Subject curriculum Various subjects offered to meet the needs
Correlated curriculum Articulate and establishes between 2 or more subjects to
help students gain a better understanding of the topic
Broad-fields curriculum Combines several specific areas into larger fields

2. Integrative Curriculum Learner-centered and socially oriented

Learner centered Learn by doing
Experience curriculum - Immediate interests and needs of the child
- Learners are given the opportunity to choose an
activity based on their area of interest
Core curriculum Experiences on social life or aspects of living

3. United Program Life centered

Problem centered

Assess your Curriculum

Identify what curriculum patterns applied in your first year subject

Example:

Correlated curriculum – organic and inorganic chemistry

Curriculum Development

- Selecting
- Organizing
- Executing, and
- Evaluating learning experiences

Features of a Curriculum

1. Who teaches/facilitate? The Teacher

2. Who the teachers teach? The Learners
3. What do the teachers teach? Knowledge skills and values
4. How do the teachers teach? Strategies and methods

Implementation

Role of the Stakeholders in Curriculum Implementation

1. Learners at the center of the curriculum

2. Teacher as curriculum developers and implementers
 3. Curriculum managers and administrators
4. Parents as supporters to the curriculum
5. Community – curriculum resources

Plan ----- Implement ------ Evaluate------- Back to plan and so on….

Evaluation

Definition of Evaluation

Curriculum evaluation is a systematic process of determining whether the curriculum as designed and implemented
has produced or is producing the intended and desired results.

It is the means of determining whether the program is meeting its goals, that is whether the measures/outcomes for a
given set of instructional inputs match the intended or pre-specified outcomes.

1. School based evaluation

2. Accreditation

Areas for Accreditation

1. Curriculum & program studies

2. Classroom management
3. Instructional processes or methodologies
4. Graduation requirements
5. Administrative support for effective instruction
6. Evaluation of academic performance

Current Trends and Issues

Bilingual Education

1. Article 14, sect 7 of 1987 constitution – “for the purposes of communication and instruction, the official
languages of the Philippines are Filipino and until otherwise provided by law, English.”
a. The policy of bilingual education aims to make every Filipino competent in both Filipino and English at
the national level

Other Issues

1. Access to education
2. Global education
3. Environmental Education