Mindoro State University

GRADUATE SCHOOL

COURSE SYLLABUS

Course Title: Curriculum Planning and School Year 2021-2022

Development

Course ED 203 Semester: First

Code:
No. of Units 3
Prerequisite:

Teacher: Dr. Kathrine Grace Arago-Genil Schedule: Sunday 2:00 – 5:00

Office: Meeting Virtual

Place:

Contact No.: 09178716883 Consultation

Period:
kgdarago@yahoo.com
E-mail: Place/Time:

COURSE DESCRIPTION:

This course emphasizes the planning, implementation and evaluation of the curriculum. It
includes the study of a systems framework in the development of the curriculum with an
overview of the school purpose, curriculum content, learning experiences and resources,
and evaluation of learning.
COURSE GOALS AND OBJECTIVES:

Analyzes the different philosophies and practices in the technical

Major processes in developing, designing and evaluating curriculum as the
Competency bases for conceptualizing a workable reengineering actions to one’s
institutional, cultural and social context.

Course 1. Demonstrate a comprehensive knowledge of the nature of

Objectives curriculum, the varying conceptions about philosophies and
alternative models and design

2. Develop a structure of a total curriculum document presenting its

various components and criteria.

3. Define the tasks and actions in each of the curriculum

development processes; conceptualization and legitimization,
diagnosis, designing and organization, implementation,
evaluation, maintenance in both basic and higher education.

4. Analyze the general processes of curriculum reengineering that

facilities change and improvement as to effectiveness and
relevance.

5. Develop specific indicators for each of the criteria in evaluating a

curriculum.

6. Critique the philosophy and practice of curriculum development in

both basic and higher education in the context of Philippine
education.

7. Propose solutions to the persistent problems and dilemma in

curriculum practices as experienced at present.

8. Conceptualize a personal philosophy on curriculum planning

based on the analysis of fundamental issues, problems, concerns
and future dictations influencing curriculum planning.

COURSE GOALS AND OBJECTIVES:

Value Objectives 1. Demonstrate in depth and integrated knowledge of the nature of

curriculum and its development processes.

2. Develop research competence in analyzing and interpreting

curriculum data focused on curriculum philosophy and practices
3. Demonstrate competence in analyzing curriculum philosophy and
relate it to curriculum practices.

4. Engage in intensive individual study and work well with others in

interactive, cooperative collaborative activities.

5. Exercise ethical action in developing and improving the

curriculum based on the observed practices.

6. Demonstrate communication competence in oral, written and

visual forms as required in the course.

7. Realize that lifelong learning calls for continuous analysis and

application of curriculum philosophy leading to reengineering in
both development processes and content and implementation
practices.

8. Reflect social awareness in all rationale decisions regarding

curriculum reengineering.

9. Propose curriculum reengineering actions anchored on global

perspectives.

10. Demonstrate empowered leadership in curriculum reengineering

with futuristic vision and greater curriculum responsibility and
relevant decisions.
COURSE ORGANIZATION:

UNIT COURSE OUTLINE

UNIT I:
Curriculum
Perspectives: A. Conceptual Problems posed by the Definition
Conflicting
Changing Concepts of Curriculum and their Implication to program
Concepts,
Theories and planning
Approaches
• Curriculum as Commutative Tradition of Organized Knowledge
– Permanent Subject

• Curriculum as Modes of Thought

• Curriculum as Race Experience

• Curriculum as Experience

• Curriculum as Instructional Plan

• Curriculum as a Technological System of Production

B. Characteristic of Curriculum

Curriculum Sources and Influence

• Conflicting Educational Theories

• Conservative Vision

• Progressive Vision

• Romantic Vision

• Inner Vision

• Social and Culture

• Knowledge

• The Learners
Major Principles C. Approaches to Curriculum Development
Critical Analysis
• Technical – Scientific Approach
Advantages
• Tylerian Approach
Disadvantages
• Grassroot Approach

• Saylor-Alexander Planning Approach

 • Goodlad Learning Opportunity and Organizing Center approach

• Hunkins Development Model

D. Non Technical – Non Scientific Approach

• Open Classroom

• Weinstein Fantini Curriculum of Affect

• Roger’s Interpersonal Relations

E. Metaphors for Curriculum

• Integrity Activity: Determining One’s Career Profession

UNIT II:

Anatomy of the A. Aims, Goals and Objectives

Curriculum
Aims – Life Outcomes.

Goals – School outcomes.

• Functions of Aims, Goals, Objectives in Curriculum

• Approaches to Educational Objectives

§ Behavioural – Rational

§ Intellectual – Academe

§ System Managerial

§ Humanistic – Aesthetic

B. Content

1. Conception of the Content

2. Importance

3. Criteria for Selecting Content

4. Organization of Curriculum Content: Horizontal, Vertical

5. Organizational Dimension: Scope, Integration

C. Learning Activities

1. Conceptions of the nature of Learning

 2. Criteria for Selection of Learning Activities and Teaching Modes

3. Organization of Learning Activities and Teaching Modes

D. Evaluation

1. Reason for Assessment

2. Diagnostics-Formative Seminars

3. Commonly used Assessments

UNIT III: Phase 1. Curriculum Conceptualization and Legitimization

The Curriculum 1.1 Participants in Curriculum Development

Development
Process • Political Arena Participants: Policy Makers

• School Arena Participants: Teachers, Students,

Heads/Principals, Curriculum Specialist,
Superintendents, Boards, Lay Citizens

• Outside Participants: State Agencies, Educational

Publishers, Testing Organizations, Professional
Organizations

1.2 Justifying Decisions

1.3 Initiating Curriculum Action

Phase 2. Curriculum Diagnosis

2.1 Concept Diagnosis

2.2 Generating Aims, Goals, Objectives and Standards

2.3 Reflection and Issues

Phase 3. Curriculum Engineering, Designing and Organization:

Concept and Experience

3.1 Models as Curriculum Engineering

3.1.1 Value of Curriculum Models

• Administration Model

• Grass root Model

• Demonstration Model

• Beauchamp Systems

• Taba’s Inverted Model

 • Roger Interpersonal Relations Model

• Systematic Action Research Model

• Engineering Technical Model

3.1.2 Classification of Curriculum Models

1. Procedural Approach

• Tyler Rational Planning Model

• Taba Induction Model

• Goodlad and Richter Planning Level Models

• Posna Intended Learning Outcomes

• Cohen Interaction Model

• Skilbeck Situational Analysis

• Johnson P.I.E ( Planning Implementation

Evaluation)

• Wiggins and Mctighe Understanding by

Design Models

2. Descriptive Approach

• Taba’s Inductive Model

3. Conceptual Approach

• Elements of Curriculum Planning and How

do they retake

• Walker

• Stenhouse process

• Schwal Deliberation Model

• Gardner Multiple Intelligence

• Resnick and Klopfer Constructivist Model

3.2 Representative Curriculum Designs

• Subject Centered Discipline

• Correlation Broad Field Core

 3.3 Recent Alternative Curriculum Design

• Experience Centered

• Child Centered

• Romantic

• Humanistic or Confluent

• Problem Centered

• Life Situation

• Core or Social Functions

• Social Reconstructions

• Unencapsulated Model

• Deschool

• Vocational

Phase 4. Curriculum Implementation

4.1 Planning and Converting Curriculum Into Instruction

4.2 Piloting Curriculum

4.3 Final Implementation

Phase 5. Curriculum Evaluation

5.1 Nature and Purpose of Curriculum Evaluation

5.2 Methods of Curriculum Evaluation

5.3 Enacting Curriculum

5.4 Problem

Phase 6. Curriculum Maintenance

6.1 Managing Curriculum System

6.2 Mentoring the Curriculum System

Phase 7. Curriculum Reengineering

7.1 General Process of Curriculum change and Improvement

7.2 Actions That Facilitate Curriculum Improvement

Unit IV: Theory
And Practice of
Curriculum 1. Curriculum Development Process In Basic Education
Development In
The Philippine 2. Curriculum Development Process In Higher Education
Context • Institution Based Planning

3. Participants and their Roles in Curriculum Improvement

4. Persistent Dilemma in Curriculum Implementation

• Philosophy of the 2002 Curriculum

• Basic Features of the Restructured Curriculum

• Views, Feedback and Reflection from Field and academe

from the New Basic Education Curriculum

5. The Massive Problems of Curriculum Implementation

6. Crucial Issues in Curriculum Development

INSTRUCTIONAL LEARNING MODELS AND STRATEGY:

Professor’s • Mediated Lecture

Input
• Segmented Lecture – Demonstration

Enabling • Extensive Readings

activities
• Surfing the Internet for Current Literature

• Journal Search

Interactive, • Facilitating Discussion

Cooperative
and • Class Symposium
Collaborative
Learning • Sharing of Readings/Literature/Researches
Activities
• Problem Solving Tasks

Portfolio • Curriculum Notes

Activities
• Reflection papers

• Personal Theory Building

Integrating • Critique Paper

Activities
• Concept Paper

COURSE REFERENCES:

1. Blaśe, Jo and Joseph Blaśe. Handbook of instructional Leadership.

How Really good Principals Promote Teaching and Learning
Basic Readings
2. Doll, Ronald C. Curriculum Improvement. Decision Making Process.
Boston : Ally and Bacon

3. Middle wood, David (et. al). Managing the Curriculum. London

Extended 1. Brubarker, Dale. 1994 Creative Curricular Leadership. California
Readings Corwin Press.

2. Choate, Joyce. 1995 Curriculum Based Assessment and

Programming. Boston: Ally and Bacon

3. Gibbon, Carol T. 1996 Monitoring Education. London, Redwood

books.

4. Glickman, Carl D. Supervision of Instruction, A Developmental

Approach. Mass Allyn and Bacon

5. Green, Howard. 1995 The School Management Handbook London

Kogan Press

6. Haas, Glenn and Forest Parkay. 1993 Curriculum Planning, a New

Approach. Mass Simon And Schuster Inc.

7. Henderson, James G. (et. al) 1995 Transformative Curriculum

Leadership. New Jersey: Merill Englewood Cliffs

8. Hogan, Christine. 2000 Facilitating Empowerment. London: Kogan

9. Longstreet, Wilma S. (et. al) 1993. Curriculum for a New Millennium.

Boston: Allyn and Bacon

10. Nallery, Anne. 2000 Creating Catalyst for Thinking: The Integrated
Curriculum. Allyn and Bacon

11. Macckerman, James. 1996 Curriculum Action Researches, A

Handbook of Methods and Resources for the Reflective Practitioners.
(2nd ed.) London: Kogan Page Limited

12. Murgatroyd, Stephen and Colin Morgan. 1994 Total Quality

Management and the School, Philadelphia Open University Press

13. Ornstein, Allan C. (et. al) 1995 Contemporary Issues in Curriculum.

Boston: Allyn and Bacon

14. Reyes, Flordeliza C. 2000. Engineering the Curriculum. Manila: DLSU

Press

15. Robbins, Stephen P. 1994 Management (4th ed.), New Jersey. Simon
& Schuster Co.
 16. Sagor, Richard Bruce G. Barnett. 1994 The TQE Principal: A
Transformed Leader. Calif. Corwin Press Inc.

17. Spear, Eric C. 1994. Primary Management and Leadership Towards

2000. England. Longman Group Limited

18. White, Roger Crombie. 1997 Curriculum Innovation: A Celebration of

Classroom Practice. Buckingham Open University Press

19. Wiles, Jon and Joseph Bondi. 1993 Curriculum Development Guide
to Practice. Ontario: Macmillan Pub. Co.

Web - Based Collaboration Search

Instructional LCD, Powerpoint, Sample Curricula

Media