Republic of the Philippines

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

College of Industrial Education

Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000

Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

Angelica B. Alejandro Prof. Jacquilyn Vargas

BSIE-HE/4A December 02, 2021

SEM 3 Seminar in Professional Education

Curriculum Development
Written Activity NO. 4

I. Research on the following and answer the given question:

I. Changing Concepts, Nature, Purpose and types of Curriculum

1. Define and explain the meaning of Curriculum

 The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries,
curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools. Depending on how
broadly educators define or employ the term, curriculum typically refers to the knowledge and skills students are expected to learn, which
includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments
and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and
other methods used to evaluate student learning. An individual teacher’s curriculum, for example, would be the specific learning standards,
lessons, assignments, and materials used to organize and teach a particular course.

 Basically, a curriculum consists of the "roadmap" or "guideline" of any given discipline. Both the philosophy of teaching of the instructors as
well as of the educational institution serve as two of the principles upon which a curriculum is based. And also, a curriculum is the
combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and
evaluate the target learning outcomes of a particular course.
 Curriculum is a standards-based sequence of planned experiences where students practice and achieve proficiency in content and applied
learning skills. Curriculum is the central guide for all educators as to what is essential for teaching and learning, so that every student has
access to rigorous academic experiences. The structure, organization, and considerations in a curriculum are created in order to enhance
student learning and facilitate instruction. Curriculum must include the necessary goals, methods, materials and assessments to effectively
support instruction and learning.

2. Differentiate Prescriptive Curriculum and Descriptive curriculum

 Prescriptive curriculum definitions provide us with what “ought” to happen, and they more often than not take the form of a plan, an intended
program, or some kind of expert opinion about what needs to take place in the course of study. The descriptive go beyond the prescriptive
terms as they force thought about the curriculum “not merely in terms of how things ought to be but how things are in real classrooms”.
Another term that could be used to define the descriptive curriculum is experience. The experienced curriculum provides “glimpses” of the
curriculum in action.

 The definitions provided for prescriptive and descriptive curricula vary primarily in their breadth and emphasis. It would seem that a useful
definition of curriculum should meet two criteria: It should reflect the general understanding of the term as used by educators, and it should
be useful to educators in making operational distinctions.

3. Explain the following type of Curricula

a. Recommended Curriculum
 Almost all of the curricula found in our schools are recommend. For Basic Education, these are recommended by the Department of
Education (DepED), for Higher Education by the Commission on Higher Education (CHED) and Vocational Technical Education by
Technical Education, Skills Development Authority (TESDA). These three government agencies oversee and regulate Philippine education.
The recommendations come in the form of memoranda or policy, standards and guidelines. Other professional organizations or international
bodies like UNESCO also recommends curricula in schools.

 The recommended curriculum is the one recommended by the individual scholars, professional associations, and reform commissions; it
also encompasses the curriculum requirements of policymaking groups, such as federal and state governments. Similar to Goodlad’s
“ideological curriculum,” it is a curriculum that stresses “oughtness,” identifying the skills and concepts that ought to be emphasized,
according to the perceptions and value systems of the sources.
 b. Written Curriculum
 This includes documents based on the recommended curriculum. They come in a form of course of study, syllabi, modules, books,
instructional guides among others. A packet of this written curriculum is the teacher’s lesson plan. The most recent written curriculum is the
K to 12 for Philippine Basic Education.

 The written curriculum is intended primarily to ensure that the educational goals of the system are being accomplished; it is a curriculum of
control. Typically, the written curriculum is much more specific and comprehensive than the recommended curriculum, indicating a rationale
that supports the curriculum, the general goals to be accomplished, the specific objectives to be mastered, the sequence in which those
objectives should be studied, and the kinds of learning activities that should be used. Note, however, that Glatthorn (1980) questioned such
comprehensiveness and recommended that the written curriculum be delivered to teachers as a loose-leaf notebook, containing only a
scope-and-sequence chart, a review of the research, a list of course objectives, and a brief list of materials to be used. This simpler format,
he believed, would make the written curriculum more likely to be used. The written curriculum is an important component of authentic literacy
the ability to read, write, and think effectively.

c. Taught Curriculum
 From what has been written or planned, the curriculum has to be implemented or taught. The teacher and the learners will put life to the
written curriculum. The skill of the teachers to facilitate learning based on the written curriculum with the aid of instructional materials and
facilities will be necessary. The taught curriculum will depend largely on the teaching style of the teacher and the learning style of the
learners.

 The extent to which consonance exists between the written curriculum and the taught curriculum seems to vary considerably. At one
extreme are those school systems that claim to have achieved a high degree of consonance between the two by implementing curriculum-
alignment projects. At the other extreme are schools where a state of curricular anarchy exists: Each teacher develops his or her own
curriculum, with all sorts of disparate activities going on across the school. The taught curriculum is the delivered curriculum, a curriculum
that an observer sees in action as the teacher teaches.

d. Supported Curriculum
 Supported Curriculum is described as support materials that the teacher needs to make learning and teaching meaningful. These include
print materials like books, charts, posters, worksheets, or non-print materials like PowerPoint presentation, movies, slides, models, realias,
mock-ups and other electronic illustrations. Supported curriculum also includes facilities where learning occurs outside or inside the four-
walled building. These include the playground, science laboratory, audio-visual rooms, zoo, museum, market or the plaza. These are the
places where authentic learning through direct experiences occurs.
 The patterns of influence bearing on the supported curriculum seem rather complex. First, both federal and state governments exercise a
strong influence on the supported curriculum: State curriculum guidelines go even further by specifying minimum time allocation, as well as
state-approved lists of basic texts that restrict the choice of textbooks to a relatively small number.

e. Assessed Curriculum
 Taught and supported curricula have to evaluated to find out if the teacher has succeeded or not in facilitating learning. In the process of
teaching and end of every lesson or teaching episode, an assessment is made. It can either be assessment for learning, assessment of
learning. If the process is to find the progress of learning, then the assessed curriculum is for learning, but if it is to find out how much has
been learned or mastered, then it is assessment of learning. In either way, such curriculum is the assessed curriculum.

 An assessed curriculum is also known as a tested curriculum. It refers to quizzes, tests and other kinds of methods to measure students’
success. This can encompass a number of different assessment techniques, including presentations, a portfolio, a demonstration as well as
state and federal standardized tests. The curriculum that is reflected by the assessment or evaluation of the learners is called the Assessed
Curriculum. It includes both formative and summative evaluation of learners conducted by teachers, schools, or external organizations. It
determines the level of the Learned Curriculum.

f. Learned Curriculum
 How do we know if the student has learned? We always believe that if a student changed behavior, he/she has learned. For example, from a
non-reader to a reader or from not knowing to knowing or from being disobedient to being obedient. The positive outcome of teaching is an
indicator of learning. These are measured by tools in assessment, which can indicate the cognitive, affective and psychomotor outcomes.
Learned curriculum will also demonstrate higher order and critical thinking and lifelong skills.

 The term learned curriculum is used here to denote all the changes in values, perceptions, and behavior that occur as a result of school
experiences. As such, it includes what the student understands, learns, and retains from both the intentional curriculum and the hidden
curriculum. The discussion here focuses on what is learned from the intentional curriculum; the last part of the chapter analyzes what is
learned from the hidden curriculum.

g. Hidden Curriculum
 This curriculum is not deliberately planned, but has a great impact on the behavior of the learner. Peer influence, school environment,
media, parental pressures, societal changes, cultural practices, natural calamities, are some factors that create the hidden curriculum.
Teachers must have good foresight to include these in the written curriculum, in order to bring to the surface what are hidden.

 The concept of hidden curriculum expresses the idea that schools do more than simply transmit knowledge. In fact, the challenges one faces
 inside the school can easily be connected to and compounded by things that are happening outside school (Hatch, 2009). Thus, there are
differences between written and hidden curricula in that teachers teach and students learn implicit concepts and patterns (Deutsch, 2004).
Hidden curriculum, which is sometimes called the “unstudied curriculum” or the “implicit curriculum,” might best be defined in the following
manner: Those aspects of schooling, other than the intentional curriculum, that seem to produce changes in student values, perceptions,
and behaviors.

 As the definition suggests, students learn a great deal in school from sources other than the intentional curriculum. Although the term hidden
curriculum is often used with negative connotations, those learnings can be both desirable and undesirable from the viewpoint of one
aspiring to optimal human development. In examining the specific nature of the hidden curriculum, it seems useful at this point to distinguish
between what might be termed the constants (those aspects of schooling that seem more or less impervious to change) and the variables
(those aspects that seem susceptible to reform). The hidden curriculum might be seen as those aspects of the learned curriculum that lie
outside the boundaries of the school’s intentional efforts.

4. Identify and discuss the characteristics of Good Curriculum

a. The Curriculum is continuously evolving.

 It evolved from one period to another, to the present.
 For a curriculum to be effective, it must have continuous monitoring and evaluation.
 Curriculum must adapt its educational activities and services to meet the needs of a modern and dynamic community.

b. The Curriculum is based on the needs of the people.

 A good curriculum reflects the needs of the individual and the society as a whole.
 The curriculum is in proper shape in order to meet the challenges of times and make education more responsive to the clientele it
serves.

c. The Curriculum is democratically conceived.

 A good curriculum is developed through the efforts of a group of individuals from different sectors in the society who are
knowledgeable about the interests, needs and resources of the learner and the society as a whole.
 The curriculum is the product of many minds and energies.

d. The Curriculum is the result of a long-term effort.

 A good curriculum is a product of long and tedious process.
 It takes a long period of time in the planning, management, evaluation and development of a good curriculum.
e. The Curriculum is a complex of details.
 A good curriculum provides the proper instructional equipment and meeting places that are often most conducive to learning.
 It includes the student-teacher relationship, guidance and counseling program, health services, school and community projects,
library and laboratories, and other school- related work experiences.

f. The Curriculum provides for the logical sequence of subject matter.

 Learning is developmental.
 Classes and activities should be planned.
 A good curriculum provides continuity of experiences.

g. The Curriculum complements and cooperates with other programs of the community.
 The curriculum is responsive to the needs of the community.
 The school offers its assistance in the improvement and realization of ongoing programs of the community.
 There is cooperative effort between the school and the community towards greater productivity.

h. The Curriculum has educational quality.

 Quality education comes through the situation of the individuals intellectual and creative capacities for social welfare and
development.
 The curriculum helps the learner to become the best that he can possibly be.
 The curriculum support system is secured to augment existing sources for its efficient and effective implementation.

i. The Curriculum has administrative flexibility.

 A good curriculum must be ready to incorporate changes whenever necessary.
 The curriculum is open to revision and development to meet the demands of globalization and the digital age.

5. Differentiate the following:

a. Curriculum and syllabus

 The curriculum is a general, standardized description for the main study units of the educational institution. Beyond the study program or
course, it may even relate to the whole university. On the contrary, Syllabus is a detailed content plan for a particular subject. Syllabus is the
document that contains all the portion of the concepts covered in a subject. Curriculum is the overall content, taught in an educational
 system or a course. Furthermore, the curriculum contains the overall content as provided by an education board for a particular course
spanning across a stipulated time period. Whereas the syllabus explains the summary of different topics covered or units that will be taught
in a specific subject or discipline under that particular.

b. Curriculum and Scheme of work

 It is a breakdown of the content of what students are expected to learn in a given period. The systematic arrangement of subject matter and
activities within a given time. Is a plan of what will be covered in each week of session of the learning programme or courses? Used to make
a lesson plan. Therefore, Scheme of work is not a curriculum but a plan of subject matter that will be covered with in a week.

c. Curriculum and Course Study

 Is an educational programme leading to the award of certificate at the end of the programme for a particular set of learners. Example:
BSED major in SS in a teacher education programme. Therefore, Course of study is mainly referring to a programme of learning that are
being offered to a particular school like BSED English, BSED Math, BSED Filipino.

d. Curriculum and Lesson Note

 Is the teacher guide for running a particular lesson and it includes the goals and objectives for that lesson or subject matter and Guide of the
teachers to assist them in an orderly presentation of a lesson to the learners in order to facilitate learning. Therefore, Lesson note is not a
curriculum.

6. Explain the Importance of Curriculum

 An effective curriculum provides teachers, students, administrators and community stakeholders with a measurable plan and structure for
delivering a quality education. The curriculum identifies the learning outcomes, standards and core competencies that students must
demonstrate before advancing to the next level.

 Curriculum is an important and integral part of education. It helps to plan, organize, execute and attain results in a systematic approach. It’s
like a flow of activities which comes one-by-one which helps students to grasp the topic in a interactive way and they understand concepts
than just mugging it. The curriculum is the heart of education. It is a well-structured program that helps and guides them for their future. We
see how schools now make a curriculum inclusive of extracurricular activities, conceptual learning, and many more, they understand and
move forward in accordance to benefit the students.

 Every successful concept and project in life requires a proper framework and planning. This relates to all processes, including education.
Whenever we embark on any new plan or procedure, we need to make sure that we have all the plans drawn up. What is on offer, what are
the resources that we have, what are the steps, which we need to take and what are the goals that we need to achieve are some elements
that need to be looked upon. A similar set of constraints when applied to education in schools and colleges gives birth to curriculum. A
 curriculum is a set of courses, including their content, offered at a school or university. The curriculum often contains a detailed list of
subjects and the elements of teaching them.

II. Major Foundations of Curriculum

7. Compare and contrast the philosophical beliefs of Perennialism, Essentialism, Progressivism and Reconstructionism.
Compare and contrast the philosophical beliefs
PERENNIALISM ESSENTIALISM PROGRESSIVISM RECONSTRUCTIONISM

Aim To develop the power of thought. This
philosophy of education argues that despite
differing environments, human nature
remains the same everywhere; hence
education should be the same for everyone.
According to Perennialist, when students
are immersed in the study of those
profound and enduring ideas, they will
appreciate learning for its own sake and
become true intellectuals. The great books
of ancient and medieval as well as modern
times are a repository of knowledge and
wisdom, a tradition of culture, which must
initiate each generation.
Aim To promote the intellectual
growth of the learners. “Essential”
meaning the main thing or the
basic. Essentialism refers to the
"traditional" or "Back to the Basics"
approach to education; a response
to progressivism. It is so named
because it strives to instill students
with the "essentials" of academic
knowledge and character
development; a conservative
educational theory deeply rooted in
idealism and realism. The term
essentialism as an educational
philosophy was originally
popularized in the 1930s by the
American educator William Bagley.
In education, it is a philosophy
which holds that certain basic ideas
and skills or disciplines essential to
one's culture are formulable and
should be taught to all alike by
Aim To provide the pupil; the
necessary skills to be able to interact
with his ever-changing environment.
The philosophy of progressivism is
the educational theory of
pragmatism. This philosophy holds
that change and not permanence is
the essence of reality and therefore
education is always in the process of
development. As such, educators
must be ready to modify methods
and policies in the light of new
knowledge and changes in the
environment. This philosophy
emphasizes that educational concern
must be on the child's interests,
desires and the learner's freedom as
an individual rather than the subject
matter. No structured curriculum.
Aim Education for change and social
reform. Philosophy that believes in the
rebuilding of social and cultural
infrastructure. Focuses on social ills
and intends to change the social
structure in order to mitigate
contemporary social problems. The
philosophy looks at the present society
with critical eyes and points to the ill
aspects of society in terms of war,
crimes, economic downturns and
many social and economic political
issues.

8. Explain the influence of the four educational Philosophies on Curriculum
PERENNIALISM
The Perennialist curriculum is a
universal one on the view that human
beings possess the same essential
nature. It is heavy on the humanities,
on general education. The demanding
curriculum focuses on attaining
cultural literacy, stressing students'
growth in enduring disciplines. The
loftiest accomplishments of
humankind are emphasized the great
works of literature and art, the laws or
principles of science.
certain time-tested methods.
Influence of the four Educational Philosophies on Curriculum
ESSENTIALISM
The essentialist curriculum includes
the traditional discipline such as Math,
Natural Science, History, Foreign
Language and Literature.
PROGRESSIVISM
The progressivists are identified with
need based and relevant curriculum.
This is a curriculum that responds to
students’ needs and that relates to
student’s personal lives and
experiences. Curriculum content is
derived from student interests and
questions. The scientific method is
used by progressivist educators so
that students can study matter and
events systematically and first hand.
The emphasis is on process-how one
comes to know.
RECONSTRUCTIONISM
The school curriculum should focus on
social problems that hunger violence,
terrorism, racism sexism, environmental
degradation, weapons of mass
destruction, suppressions, oppressions
and many more depending on the
complexities of students cognitive,
social and affective domain. Curriculum
focuses on student’s experiences. For
social reconstructionist and critical
theorists, curriculum focuses on student
experience and taking social action on
real problems, such as violence,
hunger, international terrorism, inflation,
and inequality.
The curriculum should enable the
individual to address global educational
issues, societal needs and problems.
 9. Complete the matrix below on the Psychological Foundation of Curriculum. Describe the following Psychological Perspective influencing
curriculum and their proponent and identify the application of behaviorist, Cognitivist, Constructivist and Humanist Principle in the
Classroom. (Note: You can include pictures and illustrations to explain the theory)

A. Behaviorism
BEHAVIORISM

Proponent Theory Description Application in the Classroom

1. Ivan Pavlov
Classical-conditioning Theory  Whenever a response is closely
followed by the reduction of a drive,
the tendency is for the stimulus to
evoke that reaction on subsequent
occasions; association strength of the
stimulus-response bond depends on
the conditioning of the response and
the stimulus.
 If the overall tone of a teacher’s classroom is
one of praise and enjoyment in learning, the
student will associate this pleasure with the
specific class and will be more likely to attend.
In classical conditioning, the entire class or
individuals can be rewarded or punished for
their specific behaviors. Classical conditioning
can reinforce learning.

 According to classical-conditioning
theory, learning consists of eliciting a
response by means of previously
neutral or inadequate stimuli; some
neutral stimulus associated with an
unconditioned stimulus at the time of
response gradually acquires the ability
to elicit the response.

 In Ivan Pavlov’s well-known classical-

conditioning experiment, a dog
learned to salivate at the sound of a

2. Edward Thorndike
Law of Effect
Thorndike's theory consists of
three primary laws: Law of
Readiness, Law of Exercise
and Law of Effect
bell.
 When a connection between a  Teachers during the class discussion used
situation and a response is made, and rewards and punishments.
it is accompanied by a satisfying state
of affairs, that connection is
strengthened; when accompanied by
an annoying state of affairs, the
connection is weakened.
Thorndike developed three major laws of
learning:
 Law of Readiness - when a
“conduction” unit is ready to conduct,
conduction is satisfying and lack of
conduction is annoying. The Law of
Readiness suggests that, when the
nervous system is ready to conduct, it
leads to a satisfying state of affairs;
some educators misinterpret this as
referring to educational readiness,
such as readiness to read
 Law of Exercise - a connection is
strengthened in proportion to its
frequency and its average intensity
and duration. The Law of Exercise
provides justification for drill,
repetition, and review and is best
 illustrated today by behavior
modification and basic-skills
instructional approaches.

 Law of Effect - responses

accompanied by satisfaction
strengthen the connection; responses
accompanied by discomfort weaken
the connection.

3. Burrhus Fredric
Skinner Operant conditioning  A student receives positive reinforcement
 In operant conditioning, the role of when a test paper is returned with a grade of A
stimuli is less definite; often, the or a note that says, “Keep up the good work.”
emitted behavior cannot be connected
to a specific stimulus.

 Operant conditioning, also known as

instrumental conditioning, is a method
of learning normally attributed to B.F.
Skinner, where the consequences of a
response determine the probability of
it being repeated. Through operant
conditioning behavior which is
reinforced (rewarded) will likely be
repeated, and behavior which is
punished will occur less frequently.

4. Albert Bandura
Observational learning  Behavior is best learned through  A student during the examinations learns not
observing and modeling. Emphasis is to cheat by watching another student be
placed on vicarious, symbolic, and punished for cheating.
 self-regulatory processes.
B. Cognitivism
COGNITIVISM
Proponent Theory Description
1. Wertheimer
Gestalt theory The concept of "grouping" was
central to Gestalt theory, which
stated that characteristics of
stimuli cause us to structure or
interpret a visual field or problem
in a specific way (Wertheimer,
1922). These factors were dubbed
"organizational laws," and they
were explained in the context of
perception and problem solving.
2. Kohler
The insight learning theory Wolfgang Kohler proposed the
insight learning theory. The
sudden understanding of the
relationship between a problem
and a solution is referred to as
insight learning. By learning
through insight, the correct
Application in the Classroom
The Gestalt Theory in Learning's main
principles are as follows: Teachers
should encourage their students to
discover the relationship between the
elements that make up a problem. In
the learning process, inconsistencies,
gaps, or disturbances are necessary
stimuli. The Organizational Laws should
serve as the foundation for educational
instruction.
In learning theory, insight refers to
immediate and clear learning or
understanding that occurs without overt
trial -and -error testing. In human
learning, insight occurs when people
recognize relationships (or make novel
associations between objects or
 solution not only appears actions) that can assist them in solving
seemingly out of nowhere, but it is new problems.
also readily repeated in
subsequent presentations of the
problem.

3. Miller
Information Processing Theory Information processing theory is a In a classroom setting, students are
method of studying cognitive constantly learning and using memory
development that seeks to explain processes to store the information
how information is encoded in provided by the instructor. They are
memory. It is based on the idea also actively retrieving the necessary
that humans do not simply information for the lesson.
respond to environmental stimuli.
Humans, on the other hand,
process the information they
receive.

4. Craik
Levels of processing theory The levels of processing model
(Craik & Lockhart, 1972) focus on
the depth of memory processing
and predicts that the deeper
information is processed, the
longer a memory trace will last.
The basic idea is that memory is
simply what happens because of
information processing.
In a classroom setting, students are
constantly learning and using memory
processes to store the information
provided by the instructor. They are
also actively retrieving the necessary
information for the lesson.

5. Tulving
Models of Memory Tulving proposed a distinction It provides a mental workspace in which
 between general knowledge we can store information while also
memories and event memories. engaging in other relevant mental
He contended that long-term activities. The ability to do so is critical
memory is made up of two distinct for many classroom learning activities.
but interconnected systems:
semantic memory and episodic
memory. Memory for meanings
and facts is referred to as
semantic memory. This memory
contains all of one's knowledge.

6. Ausubel
Meaningful learning theory David Ausubel is credited with Meaningful learning allows students to
developing the Meaningful associate newly acquired material with
Learning Theory. According to this prior knowledge or experiences that
theory, students are at the center serve as a springboard for acquiring
of the teaching-learning process, new knowledge. This will allow the
with teachers serving as student to make connections that will
facilitators. When new information allow them to learn in a comprehensive
is related to prior knowledge, it and long-term manner throughout their
results in meaningful learning. lives.

C. Constructivism
CONSTRCTIVISM

Proponent Theory Description Application in the Classroom

1. Bruner
Structure of a subject The knowledge, concepts, and principles of a Providing structure in the classroom is one of
subject; learning how things are related is the best ways for teachers to build a positive
learning the structure of a subject; inquiry- environment for learning.
discovery methods of learning are essential.
2. Piaget
Jean Piaget Piaget's constructivism theory contends that
Constructivism Theory people produce knowledge and form meaning
based on their experiences. Piaget's theory
encompassed learning theories, teaching
methods, and educational reform. Assimilation
occurs when an individual incorporates new
experiences into old ones.
Piaget's constructivism theory has an impact
on learning curriculum because teachers must
create a curriculum plan that promotes their
students' logical and conceptual growth.
Piaget's constructivism theory contends that
people produce knowledge and form meaning
based on their experiences.

3. Vygotsky
Social constructivism Individuals are active participants in the
creation of their own knowledge, according to
social constructivism, a social learning theory
developed by Russian psychologist Lev
Vygotsky (Schreiber & Valle, 2013).
The focus shifts from the teacher to the
students in a social constructivist classroom,
and discussion and interaction on the topic is
actively encouraged. Vygotsky's principles of
instructional scaffolding, reciprocal teaching,
and peer collaboration are central to the social
constructivist classroom.

4. Vonglaserfe
Radical constructivism Radical constructivism was defined by von Teachers inside the classroom constructs
Glasersfeld as a theory of knowing that knowledge, understanding and links this with
provides a pragmatic approach to questions their own experiences and ideas.
about reality, truth, and human understanding.
Information is not simply transferred from one
person to another, and passed from teacher to
student. The learning experience is down to
the individual building knowledge and their
subjective interpretation of this experience.
 D. Humanism
HUMANISM

Proponent Theory Description Application in the Classroom

1. Abraham Maslow
Humanistic theory of The humanistic approach emphasizes the
personality individual's personal worth, the importance of
human values, and the creative, active nature
of humans. The approach is upbeat and
emphasizes the noble human capacity to
overcome adversity, pain, and despair.
2. Carl Rogers
Theory of personality Rogers' personality development theory was
development based on humanistic psychology. Everyone,
according to his perspective, exists in a world
full of experiences. These encounters shape
our reactions to external objects and people.
Internal thoughts and emotions are also
included.
Humanistic psychology is based on the idea
that learners bring out the best in themselves
and that humans are motivated more by their
emotions than by rewards and punishments.
This encourages teachers to create a
classroom environment in which students feel
comfortable and safe so that they can
concentrate on their learning.
It believes that teachers should strive to create
emotionally warm, supportive environments in
which they collaborate with their students to
achieve mutual goals.

3. Arthur Combs
 Perceptual experiential The process of selecting, organizing, and
interpreting information is known as
perception. This process involves the
perception of specific stimuli that pass through
our perceptual filters, are organized into our
pre-existing structures and patterns, and are
then interpreted based on prior experiences.
While listening to a lecture, reading a book, or
completing a homework assignment are still
"learning experiences," students are now
learning in new ways and in a wider range of
out of school settings, such as through
internships, volunteer activities, or dual-
enrollment programs.

10. Examine and describe how history and society influenced curriculum
 The historical foundations only suggest that the curricula implemented are dynamic. It is changing over time and it also reflects how man has
thought about more humane approach to educate 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. For example, 30 years ago there were no computer subjects, now there is a need to teach those because of the rampant use of
technology for almost all the industries. There’s a quote by anonymous, “Don’t left behind.” Curriculum has had strong historical roots. These
pre-occupations have influenced the development of Curriculum theory from the outset. Invariably, curriculum has long been influenced by
factors outside of the school. Such influences include history, society, psychology and politics.

 Just like how language use reflects the society, curriculum also does. The development of the curriculum is highly based on the people who
will use it. Basically, the society and its culture affect the curriculum itself. According to Albert Einstein, “All that is valuable in human society
depends upon the opportunity for development accorded the individual.” Therefore, the curriculum is carved through the needs of the
society. There will be always change in the society and the curriculum must cope with it. It must go with the flow but it must maintain its
values. Society influences curriculum development because curriculum needs to be socially relevant. As society changes, curriculum
changes in order to reflect those changes and make it relevant. How psychology influence curriculum development? Psychology affects
school curriculum development by taking into account the needs of students.

III. Components of Curriculum Design

11. Explain the Four components of Curriculum Design

Curriculum experience could not be effective if the content is not clearly defined. The aims, goals and directions serve as the anchor of the
learning journey, the content or subject matter serve as the meat of the educational journey, curriculum experience serves as the hands on
exposure to the real spectrum of learning and finally the curriculum evaluation serves as the barometer as to how far had the learners
 understood on the educational journey.

a. Aims, goals and objectives

 The curriculum aims, goals and objectives spell out what is to be done. It tries to capture what goals are to be achieved, the vision, the
philosophy, the mission statement and objectives. Further, it clearly defines the purpose and what the curriculum is to be acted upon and try
what to drive at.

b. Content or Subject Matter

 In the same manner, curriculum has a content. In here, it contains information to be learned in school. It is an element or a medium through
which the objectives are accomplished. A primordial concern of formal education is primarily to transmit organized knowledge in distilled
form to a new generation of young learners. The traditional sources of what is taught and learned in school is precisely the foundation of
knowledge, therefore, the sciences and humanities provide the basis of selecting the content of school learning. In organizing the learning
contents, balance, articulation, sequence, integration, and continuity form a sound content.

c. Learning Experienced
 The curriculum experience, instructional strategies and methods are the core of the curriculum. These instructional strategies and methods
will put into action the goals and use of the content in order to produce an outcome. These would convert the written curriculum to
instruction. Moreover, mastery is the function of the teacher direction and student activity with the teacher supervision.

d. Evaluation
 The curriculum evaluation is an element of an effective curriculum. It identifies the quality, effectiveness of the program, process and product
of the curriculum. For example, in a curriculum, evaluation is also important so one could assess whether the objectives and aims have been
meet or if not, he could employ another strategy which will really work out.
12. Discuss Comprehensively the three domain of educational objectives and give an example of each type.

a. Cognitive Domain
Cognitive Description Examples of Verbs for Starting
Objectives or Outcomes
1. Knowledge Recall data or information. Defines, describes, identifies, knows,
labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects,
states.

2. Comprehension Understand the meaning, translation, Comprehends, converts, defends,

interpolation, and interpretation of distinguishes, estimates, explains,
instructions and problems. State a extends, generalizes, gives Examples,
problem in one's own words. infers, interprets, paraphrases, predicts,
rewrites, summarizes, translates.

3. Application Use a concept in a new situation or Applies, changes, computes, constructs,

unprompted use of an abstraction. demonstrates, discovers, manipulates,
Applies what was learned in the modifies, operates, predicts, prepares,
classroom into novel situations in the produces, relates, shows, solves, uses.
workplace.
4. Analysis Separates material or concepts into Analyzes, breaks down, compares,
component parts so that its contrasts, diagrams, deconstructs,
 organizational structure may be differentiates, discriminates,
understood. Distinguishes between facts distinguishes, identifies, illustrates, infers,
and inferences. outlines, relates, selects, separates.

5. Synthesis Builds a structure or pattern from diverse

Categorizes, combines, compiles,
elements. Put parts together to form a composes, creates, devises, designs,
whole, with emphasis on creating a new explains, generates, modifies, organizes,
meaning or structure. plans, rearranges, reconstructs, relates,
reorganizes, revises, rewrites,
summarizes, tells, writes.
6. Evaluation Make judgments about the value of ideas Appraises, compares, concludes,
or materials. contrasts, criticizes, critiques, defends,
describes, discriminates, evaluates,
explains, interprets, justifies, relates,
summarizes, supports.

b. Affective Domain
Affective Description Examples of Verbs for Starting
Objectives or Outcomes
1. Receiving Phenomena Awareness, willingness to hear, selected Asks, chooses, describes, follows, gives,
attention. holds, identifies, locates, names, points
to, selects, sits, erects, replies, uses.

2. Responding to Phenomena Learners' active participation is required. Answers, assists, aids, complies,
Attends to and responds to a specific conforms, discusses, greets, helps,
phenomenon. Learning outcomes may labels, performs, practices, presents,
emphasize response compliance, reads, recites, reports, selects, tells,
willingness to respond, or response writes.
satisfaction
(motivation).
 3. Valuing The worth or value that a person ascribes Completes, demonstrates, differentiates,
to a specific object, phenomenon, or explains, follows, forms, initiates, invites,
behavior. This includes everything from joins, justifies, proposes, reads, reports,
simple acceptance to the more selects, shares, studies, works.
complicated state of commitment.
Valuing is based on the internalization of
a set of specified values, and clues to
these values are often expressed in the
learner's overt behavior.

4. Organization Values are prioritized by contrasting Adheres, alters, arranges, combines,

them, resolving conflicts between them, compares, completes, defends, explains,
and developing a unique value system. formulates, generalizes, identifies,
The emphasis is on value comparison, integrates, modifies, orders, organizes,
relationship, and synthesis. prepares, relates, synthesizes.

5. Internalizing values Has a value system that governs their Acts, discriminates, displays, influences,
actions. The behavior is widespread, listens, modifies, performs, practices,
consistent, predictable, and, most proposes, qualifies, questions, serves,
importantly, unique to the learner. The solves, verifies.
general patterns of adjustment of
students are the focus of instructional
objectives (personal, social, emotional).

c. Psychomotor Domain
 Psychomotor Description Examples of Verbs for Starting
Objectives or Outcomes
1. Perception The ability to guide motor activity using Chooses, describes, detects,
sensory cues. This includes everything differentiates, distinguishes, identifies,
from sensory stimulation to cue selection isolates, relates, selects.
to translation.

2. Set Availability to act. It consists of mental, Begins, displays, explains, moves,

physical, and emotional components. proceeds, reacts, shows, states,
These three sets are dispositions that volunteers.
influence how a person reacts to various
situations (sometimes called mindsets).

3. Guided Response The initial stages of learning a complex Copies, traces, follows, react, reproduce,
skill, which include imitation and trial responds.
and error. Practicing leads to adequate
performance.

4. Mechanism This is the second stage of learning a Assembles, calibrates, constructs,

complex skill. The movements can now dismantles, displays, fastens, fixes,
be performed with some confidence and grinds, heats, manipulates, measures,
proficiency because the learned mends, mixes, organizes, sketches.
responses have become habitual.

5. Complex Overt Response The skillful execution of motor acts
involving complex movement patterns.
Proficiency is demonstrated by quick,
accurate, and highly coordinated
performance that requires little energy.
This category includes performing without
Assembles, builds, calibrates, constructs,
dismantles, displays, fastens, fixes,
grinds, heats, manipulates, measures,
mends, mixes, organizes, sketches.
 hesitation and performing automatically.

6. Adaptation The individual's skills are well developed, Adapts, alters, changes, rearranges,
and he or she can modify movement reorganizes, revises, varies.
patterns to meet specific needs.

7. Origination Developing new movement patterns to fit Arranges, builds, combines, composes,
a specific situation or problem. The constructs, creates, designs, initiate,
learning outcomes place a premium on makes, originates.
creativity based on highly developed
skills.

13. Differentiate the Blooms Taxonomy to the Revised Blooms Taxonomy. Include the illustration to determine the distinct difference between
the two.
 Bloom's taxonomy is a set of three hierarchical models used to categorize educational learning objectives according to their complexity and
specificity. The three lists cover cognitive, affective, and sensory learning objectives.

 The emphasis on two learning domains that comprise educational objectives, cognitive (knowledge) and affective, is referred to as revised
Bloom's taxonomy.

 The revised taxonomy is divided into six levels: remembering, understanding, applying, analyzing, evaluating, and creating. It employs verbs
rather than nouns. As the highest level, Creating has surpassed Evaluation.
14. Explain the following criteria for Selecting Content
There are some suggested criteria in the selection of knowledge or subject matter. (Scheffer, 1970 in Bilbao, et al 2009)

a. Self-Sufficiency
 This means that students should be given chance to experiment, observe, and do field study. This allows them to learn independently. They
can cope up with the learning outcomes effectively. This criterion means that students should be given a chance to experiment, observe,
and do field study. This system allows them to learn independently. When the students return, they should present outputs from the activity.

b. Significance
 Content should contribute to ideas, concepts, principles and generalization that should attain the overall purpose of the curriculum. It is
significant if content becomes the means of developing cognitive, affective or psychomotor skills of the learner. As education is a way of
 preserving culture, content will be significant when this will address the cultural context of the learners.

c. Validity
 The authenticity of the subject matter, forms its validity. Knowledge becomes obsolete with the fast-changing times. Thus, there is a need for
validity check and verification at a regular interval, because content which may be valid in its original form may not continue to be valid in the
current times.

d. Interest
 This criterion applies to learner-centered curricula. Students learn best when the subject matter is interesting to them and thus relevant to
them. However, if the curriculum is subject-centered, teachers are forced to adhere to the pacing schedule and only teach what is in the
book. This method explains why so many students fail the subject.

 Will the learners take interest in the content? Why? Are the contents meaningful? What value will the contents have in the present and future
life of the learners? Interest is one of the driving forces for students to learn better.

e. Utility
 Usefulness of the content in the curriculum is relative to the learners who are going to use these. Utility can be relative to time. It may have
been useful in the past, but may not be useful now or in the future. Question like: will I use this in my future job? Will it add meaning to my
life as a lifelong learner? Or will the subject matter be useful in solving current concerns?

f. Learnability
 The complexity of the content should be within the range of experiences of the learners. This is based on the psychological principles of
learning. Appropriate organization of content standards and sequencing of contents are two basic principles that would influence learnability.

g. Feasibility
 The term "feasibility" refers to the complete implementation of the subject matter. It should take into account the school's actual situation, the
government, and society in general. Students must learn within the time allotted and with the resources at their disposal. Do not assign them
a topic that they will be unable to complete.

 Can the subject content be learned within the time allowed, resources available, expertise of the teachers and the nature of the learners?
Are there contents of learning which can be learned beyond the formal teaching-learning engagement? Are there opportunities provided to
 learn these?

IV. Curriculum Design and Organization

15. Identify and explain the distinctive features of the following curriculum design qualities.

Curriculum Design Qualities Distinctive Features

1. Scope The scope refers to the areas of development addressed by the curriculum. The sequence
includes plans and materials for learning experiences to support and extend children's learning at
various levels of development.

2. Sequence The logical arrangement of the content, refers to sequence or order. This can be done vertically for
deepening the content or horizontally for broadening the same content. In both ways, the pattern
usually is from easy to complex, what is known to the unknown, what is current to something in the
future.

3. Continuity Content when viewed as a curriculum should continuously flow as it was before, to where it is now
and where it will be in the future. It should be perennial. It endures time. Content may not be in the
same form and substance as seen in the past since changes and developments in curriculum
occur. Constant repetition, reinforcement and enhancement of content are all elements of
continuity.

4. Integration Content in the curriculum does not stand alone or in isolation. It has some ways of relatedness or
connectedness to other contents. Contents should be infused in other disciplines whenever
possible. This will provide a wholistic or unified view of curriculum instead of segmentation.
Contents which can be integrated to other disciplines acquire a higher premium then when
isolated.

5. Articulation As the content complexity progresses with the educational levels, vertically or horizontally across
the same discipline smooth connections or bridging should be provided. This will assure no gaps or
overlaps in the content. Seamlessness in the content is desired and can be assured if there is
articulation in the curriculum. Thus, there is a need off team among writers and implementers of
 curriculum.

6. Balance Content should be fairly distributed in depth and breadth. This will guarantee that significant
contents needed within the time allocation.

16. Complete the matrix and explain the different types of Curriculum Design
 Types of Curriculum Curricular Emphasis Strength Weaknesses
Design

In subject-centered curricula, the subject  Less Student

 Revolves around a
Subject Centered matter itself serves as the organizing Engagement
Design structure for what is studied and how it is particular subject
studied. In its purest form, the curriculum matter or discipline.
 When compared to
for each subject-area is designed by
 Describes what needs other types of
subject-matter experts and is intended to
be studied using subject-specific to be studied and how curriculum design,
methods and tools of inquiry. Subject- it should be studied. subject-centered
centered curriculum design revolves curriculum design is not
V. around a particular subject matter or student-centered, and
 The form of learning is
discipline, such as mathematics, the model is less
somehow standardized concerned with
literature or biology. and uniform to all. individual learning
styles. This can lead to
This model of curriculum design tends to  This curriculum design issues with student
focus on the subject, rather than the model focuses on the engagement and
student. subject rather than the learning. Students who
student as opposed to are not responsive to
the student It is the this model may fall
most common behind as a result.
standardized
curriculum model found
in K12 public schools.

Learner-centered curriculum design is

 This design takes  Labor Intensive
meant to empower learners and allow
Learner Centered them to shape their education through everyone's needs,
Design choices. Instructional plans in a learner- interests, and goals  Time Consuming
centered curriculum are differentiated, into consideration. In
giving students the opportunity to other words, it
choose assignments, learning acknowledges that
experiences or activities. students are not
uniform and adjust to
those student needs.
describes what needs
to be studied.

 Empowers learners
Curriculum Planning and Development

17. Describe the Following Curriculum Planning Model. Complete the Matrix.
Curriculum Planning Model Descriptions
1. Aim Model
 The goal of AIM is to create a more inclusive environment in pre-schools, so all children,
regardless of ability, can benefit from quality early learning and care. The model achieves
this by providing universal supports to pre-school settings, and targeted supports, which
focus on the needs of the individual child, without requiring a diagnosis of disability.

 The Access and Inclusion Model (AIM) is a model of supports designed to ensure that
children with disabilities can fully participate in the Early Childhood Care and Education
(ECCE) Programme, thereby reaping the benefits of quality early years care and education
and realizing the opportunity to reach their full.

2. Taba’s inverted Model

 The Taba Model was developed by Hilda Taba (1902 – 1967), an architect, a curriculum
theorist, a curriculum reformer, and a teacher educator. She was born in the small village of
Kooraste, Estonia. Taba believed that there has to be a definite order in creating a
curriculum. Hilda Taba is the developer of the Taba Model of learning. This model is used to
enhance the thinking skills of students. Hilda Taba believed that there must be a process for
evaluating student achievement of content after the content standards have been
established and implemented. The main concept of this approach to curriculum development
is that teachers must be involved in the development of the curriculum.

3. Tyler’s Ends-Means
Model  The Tyler Model, developed by Ralph Tyler in the 1940's, is the quintessential prototype of
curriculum development in the scientific approach. Originally, he wrote down his ideas in a
book Basic Principles of Curriculum and Instruction for his students to give them an idea
about principles for to making curriculum.

 The Tyler Model, developed by Ralph Tyler in the 1940’s, is the quintessential prototype of
curriculum development in the scientific approach. One could almost dare to say that every
certified teacher in America and maybe beyond has developed curriculum either directly or
indirectly using this model or one of the many variations.

4. The Oliva’s Model

 The Oliva Model is a deductive model that offers a faculty a process for the complete
development of a school’s curriculum.

 Oliva recognized the needs of students in particular communities are not always the same
as the general needs of students throughout our society.

5. The Saylor and

Alexander Model  According to them, curriculum is “a plan for providing sets of learning opportunities to
achieve broad educational goals and related specific objectives for an identifiable population
served by a single school center”.
VI. Curriculum Implementation
 18. Describe/Explain the following factors influencing the implementation of a curriculum in school.
Factors Description
Adequacy of Resources Curriculum Implementation is influenced by a variety of factors such as learners, resource
materials and facilities, the teacher, the school environment, culture and ideology, instructional
VII. supervision, and assessment.

Time Because time is so important to completion, students may graduate without properly
demonstrating mastery of required competencies. To address this limitation, a system that
monitors and provides ongoing feedback to learners for them to achieve competence within the
specified time frame is required.

School Ethos The school ethos' refers to the school's personality, atmosphere, or "climate." This could
include things like whether there is a focus on academic success and/or artistic or athletic
achievements, and whether parents are encouraged to participate actively in the school's life.

Professional Support Is the curriculum backed up by resources? Human resources (teachers) as well as physical
resources (such as textbooks, workbooks, audio visual aids, teacher guides, grounds,
buildings, library books, and laboratory equipment) are examples of such resources.

Professional Adequacy The state legislature has defined "adequate education" as a set of minimum state academic
standards, or what students should be able to know and do at each grade level.

Professional Knowledge They understand how the experiences students bring to their classroom affect their future
learning. Teachers understand what constitutes effective, developmentally appropriate
strategies in their learning and teaching programs, and they apply this knowledge to make
content meaningful to students.

Professional Attitude and Interest Professional values for teachers assess all aspects of the teaching profession, including
responsibilities, attitudes, honesty, fairness, integrity, diligence, loyalty, cooperation, justice,
faithfulness, respect for others and oneself, teaching procedures, student assessment, and
behavior.
 Curriculum Evaluation

19. Distinguish between formative and summative evaluation

Types of Evaluation Distinguishing Features When/Where to use Expected Outcome/Results

Formative assessment is a planned, Formative assessment may be given at Formative assessment involves teachers using
ongoing process used by all students any time during the teaching and evidence about what learners know and can do to
FORMATIVE and teachers during learning and learning process. It is also a way to inform and improve their teaching. Teachers observe
teaching to elicit and use evidence of check the effectiveness of instruction. and guide learners in their tasks through interaction
student learning to improve student Formative assessment is used when and dialogue, thus gaining deeper insights into the
understanding of intended disciplinary students are learning. Unlike learners' progress, strengths, weaknesses, and
learning outcomes and support summative assessment, it focuses on needs.
students to become self-directed the process. the main objective of
learners. formative assessment is to improve The results of formative assessments will help
students’ learning and development. teachers make good instructional decisions so that
Common formative assessments that's why grades and point are not their lessons are better suited to the learners' abilities.
include: Quizzes, Games, Projects, important in formative assessment. It is important for teachers to record formative
Presentations and Group activities. assessment by documenting and tracking learners'
Formative assessment may be seen progress using systematic ways that can easily
as assessment for learning so provide insight into a student's learning. Such
teachers can make adjustments in monitoring will allow teachers to understand their
their instruction. It is also assessment students and thus teach them better. Formative
as learning wherein students reflect on assessment results, however, are not included in the
their own progress. computation of summative assessment.

Summative evaluations are conducted Summative assessment, on the other Summative assessment measures whether learners
at the end of a course or school year, hand, may be seen as assessment of have met the content and performance standards.
SUMMATIVE or through standardized assessment
testing. Summative evaluations
assess curricular success by
comparing results to benchmark
standards.
Summative assessments are
classified into three components,
namely, Written Work (WW),
Performance Tasks (PT), and
Quarterly Assessment (QA). These
three will be the bases for grading.
The nature of the learning area
defines the way these three
components are assessed. Common
summative assessments include:
Tests, Final exams, Reports, Papers
and End-of-class projects.
learning, which occurs at the end of a
particular unit. This form of assessment
usually occurs toward the end of a
period of learning in order to describe
the standard reached by the learner.
Summative assessments are used to
evaluate student learning, skill
acquisition, and academic achievement
at the conclusion of a defined
instructional period—typically at the
end of a project, unit, course, semester,
program, or school year.
Teachers must use methods to measure student
learning that have been deliberately designed to
assess how well students have learned and are able
to apply their learning in different contexts.
The results of summative assessments are recorded
and used to report on the learners' achievement.
Primarily, the results of summative assessment are
reported to the learners and their parents/ guardians.
In addition, these are reported to principals/ school
heads, teachers who will receive the child in the next
grade level, and guidance teachers who should help
students cope with challenges they experience in
school.
This form of assessment measures the different ways
learners use and apply all relevant knowledge,
understanding, and skills. It must be spaced properly
over the quarter. It is usually conducted after a unit of
work and/or at the end of an entire quarter to
determine how well learners can demonstrate content
knowledge and competencies articulated in the
learning standards. Learners synthesize their
knowledge, understanding, and skills during
summative assessments. The results of these
assessments are used as bases for computing
grades.