Module - Nature, Concepts, and Purposes of The Curriculum

LM01-PRED
1313
Learning Module I

The Teacher and the
School Curriculum
This is a property of
Bataan Peninsula State Univers
NOT FOR SALE
Knowledge Area Code : PROFED
Course Code : PRED1313
Learning Module Code : LM01-PRED1313
Course
Packet
LM01-PRED
01 1313
Learning Module I

The Teacher and the
School Curriculum

Course Packet 01

Nature of the Curriculum:
Types, Concepts,
Components and Purpose

This is a property of
Bataan Peninsula State Univers
Knowledge Area Code : PROFED NOT FOR SALE
Course Code : PRED1313
Learning Module Code : LM-PRED1313
Course Packet Code : LM-PRED1313-01
Learning Module: The Teacher and the School Curriculum 3

Course Packet 01
Nature of the Curriculum

Introduction

This learning packet will help the students understand the concepts of curriculum which is as
dynamic as the changes that occur in society. In its narrow sense, curriculum is viewed
merely as a listing of subjects to be taught in school. In a broader sense, it refers to the total
learning experiences of individuals not only in schools but in society as well.
Moreover, this learning packet will introduce you to the elements of curriculum and some
curricular approaches. These topics will strengthen your knowledge and understanding of
the nature, concepts and purposes of the curriculum.
The nature of the elements and the manner in which they are organized may comprise which
we call a curriculum design. However, this section will only introduce to you the elements or
components of a curriculum. It will not discuss in length how each component relates to one
another but will merely provide the structure or the skeleton of the curriculum.
Objectives
1. Define curriculum and its major conceptions

2. Analyze the nature of the curriculum
Learning Management System
The synchronous class sessions shall be conducted via Google Meet or any free online
platform as agreed upon by the professor and the students, while the asynchronous sessions
shall be administered via Google Classroom or any free learning management system (LMS)
collaboratively identified and decided as well by the professor and the students.

Duration:

Learning Packet I which is about Nature of the Curriculum: Types, Concepts, Components
and Purpose may be completed in 6 hours.

Delivery Mode
Four (4) hours is allotted for the synchronous online class and the remaining two (2) hours
will be spent on independent learning tasks.

Learning Module: The Teacher and the School Curriculum Page 26

Assessment with Rubrics:
Two types of assessment may be given: an objective test that provides limited set of options for
the student’s response or a projective test that requires the student to generate free responses.
For objective tests, one item is equivalent to one point unless indicated in the activity. For
course requirements, the rubrics below will be the basis of the student’s score:
Reflection Paper Rubric:
Reflection Paper Grading Rubric and Criteria

Poor - 4 Fair - 6 Good - 8 Excellent - 10
Content & - Content is - Content is not - Content is - Content is
Development incomplete. comprehensive accurate and comprehensive,
- Major points are and /or persuasive. accurate, and
not clear and /or persuasive. - Major persuasive.
persuasive. - Major points points are - Major points
Questions were not are addressed, stated. are stated
adequately but not well - Responses clearly and are
answered. supported. are adequate well supported.
- Responses are and address - Responses are
inadequate or assignment. excellent, timely
do not address - Content and address
assignment. and purpose assignment
- Content is of the including
inconsistent writing are course concepts.
with regard to clear. - Content and
purpose and purpose of the
clarity of writing are
thought. clear.
Format - Paper lacks many - Paper follows - Paper - Paper follows
elements of correct most follows all designated
formatting. guidelines. designated guidelines.
- Paper is - Paper is over/ guidelines. - Paper is the
inadequate/excessiv under word - Paper is the appropriate
e in length. length. appropriate length as
-Paper is not double length as described for
spaced described for the assignment.
the -Format
assignment. enhances
-Format is readability of
good. paper.
Grammar, - Paper contains - Paper - Rules of - Rules of
Punctuation & numerous contains few grammar, grammar,
Spelling grammatical, grammatical, usage, and usage, and
punctuation, and punctuation punctuation punctuation are
spelling errors. and spelling are followed followed;

- Language uses errors. with minor spelling is
jargon or - Language errors. correct.
conversational tone. lacks clarity or Spelling is - Language is
includes the correct. clear and
use of some precise;
jargon or sentences
conversational display
tone. consistently
strong, varied
structure.
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=PXXB9X5&

Requirement with Rubrics
A learning packet may contain additional requirements that usually require the student to
generate free responses. The rubrics above shall be used in grading the student’s output
unless a different set is provided.
Readings
While working on a learning packet, additional reading/reference materials may be provided

by the professor when necessary.
Discussion of the Nature of Curriculum with regards to its definition and major conceptions
could be best understood by reading various discussions about it through the link provided.

1. https://www.google.com/search?q= MODULE +Unit+I
2. http://elibrary.nti.edu.ng/bitstream/
3. https://www.academia.edu/33820685/Module_1._
4. https://www.slideshare.net/RandyDacuro/nature-concepts-and-purposes-of-
curriculum-66020135
5. https://pdfs.semanticscholar.org/

Introduction
A basic role of education theory is to educate the public about the priorities of education
from which they are modified. Such a philosophy should necessarily give the fundamental
principles to answer the philosophical question: "What topics, experience and valuable
activities are vital to understanding the school's raison d’etr (reason for living)?
The curriculum is an important part of education theory. It's the educational stuff. It is the
means by which a theory of life becomes a reality. It converts strength into motion. It reflects
the wisdom of the ages in the field of education and the findings of thinkers, teachers and
researchers. The curriculum is structured to represent social values and the process by which
these values are passed on from generation to generation.
The curriculum includes all of the learner’s experiences for which the school is responsible.
The curriculum is, in the widest sense, the hierarchical series of courses or subjects that form

the structured curriculum of the school.
The primary goal of education is the transition and protection of cultural heritage in the sense
of modern ideologies. A course consists of the skills and topics required in order to relate to
the inexperienced for the preservation of society in learning units. The subject is organized in
a hierarchy with priority given to topics which are considered to be more general. The later
philosophies discuss the learning process more. The following program refers to the tasks
and projects, new approaches and issues that are decided by the desires and needs of the
learner.

Key Points:
Lesson Proper
 the word curriculum
 Activity. derives from the Latin
“currere” meaning ‘to
run’. This implies
"Is Philippine education really deteriorating?" This is a big (involves) that one of
question raised by many sectors of our society. Let us reflect on the functions of a
curriculum is to provide
this issue. Choose a particular level (elementary secondary, an outline or design
tertiary) and a specific subject area (Science, Math, English) as a which enables learning
to take place.
point of reference.
 In education, where the
 Processing of the Activity. word curriculum has
been imported, like in a
race, indeed, for many
In your own experiences as a student:
students, the school
curriculum is a race to
a. In what component/s of your curriculum, do you find some be run, a series of
difficulties or weaknesses? Identify at least 3. obstacles or hurdles
(subjects) to be
b. Kindly describe the weaknesses or difficulties. passed.
c. Do you think there are solutions to these conditions?
 In broader sense
d. What do you propose? Curriculum can be
defined as sum total of
 Brief Lesson. all the experiences a
learner go through
I. Concepts, Nature and Purposes of Curriculum
under the guidance of
the school, institution.
In a sense, the task of defining the concept of curriculum is
perhaps the most difficult of all, for the term curriculum has Definition of Terms:

been used with quite different meanings ever since the field Curriculum – dynamic
took form. Curriculum, can be defined as perspective, process; listing of
subjects and total learning
descriptive or both. experiences.
What is curriculum? What is its purpose? What is its nature? Curriculum – defined as
These are the fundamental questions that will be addressed in perspective, descriptive or
both.
this lesson.
Hazard Alerts:
A. Prescriptive Definitions of Curriculum:
This may be in a form of
notice, caution, or
Prescriptive Definitions of the Curriculum warning.

Date Author Definition Include appropriate
Curriculum is a continuous reconstruction,
hazard alert where and
1902 John Dewey
moving from the child’s present experience out
when needed.
into that represented by the organized bodies of

truth that we call studies, the various studies are
This should appear before
themselves experience—they are that of the race.

(pp. 11–12)
Key Points:

 Curriculum is the entire
range of experiences,
Curriculum is the entire range of experiences, both directed and
Franklin
1918 both directed and undirected, concerned in undirected, concerned
Bobbitt
unfolding the abilities of the individual. (p. 43) in unfolding the abilities
of the individual.
[The curriculum is] a succession of experiences
and enterprises having a maximum lifelikeness  the curriculum is
Harold O.
1927 for the learner giving the learner that composed of all the
Rugg development most helpful in meeting and experiences children
controlling life situations. (p. 8) have under the
guidance of teachers.
The curriculum is composed of all the
experiences children have under the guidance of  Curriculum is a
Hollis teachers. . . . Thus, curriculum considered as a sequence of content
1935
Caswell field of study represents no strictly limited body units arranged in such
of content, but rather a process or procedure. a way that the learning
(pp. 66, 70) of each unit may be
accomplished as a
[The curriculum is] all the learning experiences single act, provided the
1957 Ralph Tyler planned and directed by the school to attain its capabilities described
educational goals. (p. 79) by specified prior units
(in the sequence) have
Curriculum is a sequence of content units already been mastered
arranged in such a way that the learning of each by the learner.
Robert unit may be accomplished as a single act,
1967
Gagne provided the capabilities described by specified Definition of Terms:
prior units (in the sequence) have already been
mastered by the learner. (p. 23) Curriculum: refers to a
written plan outlining what
James [Curriculum is] all planned learning outcomes students will be taught
Popham for which the school is responsible. . . .
1970 Curriculum: may refer to
Curriculum refers to the desired consequences of
Eva Baker instruction. (p. 48) all the courses offered at
a given school, or all the
[Curriculum] refers to a written plan outlining courses offered at a
J.L. McBrien what students will be taught (a course of study). school in a particular area
1997 Curriculum may refer to all the courses offered at of study
R. Brandt a given school, or all the courses offered at a
school in a particular area of study. Hazard Alerts:

Indiana Curriculum means the planned interaction of This may be in a form of
Department pupils with instructional content, materials, notice, caution, or
2010 warning.
of resources, and processes for evaluating the
Education attainment of educational objectives. (n.p.)
Include appropriate
The descriptive definitions of curriculum displayed in Exhibit when needed.

1.2 go beyond the prescriptive terms as they force thought This should appear before
about the curriculum “not merely in terms of how things ought the conduct of an activity.

to be . . . but how things are in real classrooms” (Ellis, 2004, p.


5). Another term that could be used to define the descriptive
curriculum is experience. The experienced curriculum provides
“glimpses” of the curriculum in action. Several examples, in
chronological order, of descriptive definitions of curriculum are
listed in Exhibit 1.2.
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.
Descriptive Definitions of the Curriculum
Date Author Definition
Hollis Caswell All the experiences children have under

1935
Doak Campbell the guidance of teachers.
Those learnings each child selects,

Thomas accepts, and incorporates into himself to
1941
Hopkins act with, on, and upon, in subsequent
experiences.
All experiences of the child for which the

1960 W. B. Ragan
school accepts responsibility.
The set of actual experiences and

perceptions of the experiences that each
1987 Glen Hass
individual learner has of his or her
program of education.
Daniel Tanner The reconstruction of knowledge and

& experience that enables the learner to
1995
grow in exercising intelligent control of
Laurel Tanner subsequent knowledge and experience.
All student school experiences relating to

the improvement of skills and strategies
in thinking critically and creatively,
solving problems, working
2006 D. F. Brown
collaboratively with others,
communicating well, writing more
effectively, reading more analytically, and
conducting research to solve problems.
2009 E. Silva An emphasis on what students can do

with knowledge, rather than what units

of knowledge they have, is the essence of
21st-century skills. Key Points:

https://www.sagepub.com/sites/default/files/upm-binaries /44334_1.pdf  Traditional Points of
View of Curriculum
- Body of subjects or
A. Curriculum from Different Points of View
subject matter;
Course of study and
There are many definitions of curriculum. Because of this, the syllabus
concept of curriculum is sometimes characterized as
 Robin M. Hutchins –
fragmentary, elusive and confusing. However, the numerous
permanent studies
definitions indicate dynamism that connotes diverse (basic education)
interpretations of what curriculum is all about. The definitions
 Arthur Bestor – an
are influenced by modes of thoughts, pedagogies, and political essentialist
as well as cultural experiences. Let us study some of these - mission of the school
should be intellectual
definitions. training
- should focus on the
1. Traditional Points of View of Curriculum fundamental intellectual
disciplines.

In the early years of the 20h century, the traditional concepts
•Joseph Schwab, a
held of the "curriculum is that it is a body of subjects or subject leading curriculum theorist
matter prepared by the teachers for the students to learn. It was coined the term discipline
as a ruling doctrine for
synonymous to the "course of study" and "syllabus". curriculum development.
Robert M. Hutchins views curriculum as "permanent studies Definition of Terms:

where the rules of grammar, reading, rhetoric and logic and
Curriculum – dynamic
mathematics for basic education are emphasized. Basic process; listing of subjects
and total learning
education should emphasize the 3 Rs and college education
experiences.
should be grounded on liberal education. On the other hand, Curriculum – defined as
Arthur Bestor as an essentialist believes that the mission of the perspective, descriptive or
both.
school should be intellectual training; hence curriculum should
focus on the fundamental intellectual disciplines of grammar, Hazard Alerts:

literature and writing. It should also include mathematics, This may be in a form of
science, history and foreign language. notice, caution, or
warning.
This definition leads us to the view of Joseph Schwab that
Include appropriate
discipline is the sole source of curriculum. Thus, in our education hazard alert where and
system, curriculum is divided into chunks of knowledge we call when needed.

subject areas in basic education such as English, Mathematics, This should appear before
Science, Social Studies and others. In college, discipline may the conduct of an activity.

include humanities, sciences, languages and many more. To
Phenix, curriculum should consist entirely of knowledge which comes

from various disciplines.


Academic discipline became the view of what curriculum is
after the cold war and the race to space. Joseph Schwab, a leading Key Points:

curriculum theorist coined the term discipline as a ruling doctrine for  Progressivist point of
curriculum development. Curriculum should consist only of view – listing of school
subjects, etc…do not
knowledge which comes from disciplines which is the sole make a curriculum
source. -can only be called
curriculum if the written
Thus, curriculum can be viewed as a field of study. It is made up materials are actualized
by the learner
of its foundations (philosophical, historical, psychological, and social  John Dewey’s definition
foundations); domains of knowledge as well as its research theories of experience and
education
and principles. Curriculum is taken as scholarly and theoretical. - Reflective thinking is a
It is concerned with broad historical, philosophical and social means that unifies
curricular elements.
issues and academics.
- Thought is not derived
from action but tested
Most of the traditional ideas view curriculum as written by application
documents or a plan of action in accomplishing goals.  Caswell and Campbell
– all experiences of
2. Progressive Points of View of Curriculum children have under the
guidance of teachers
- Shared by Smith,
On the other hand, to a progressivist, a listing of school
Stanley and Shores
subjects, syllabi, course of study, and list of courses or specific (sequence of potential
discipline do not make a curriculum. These can only be called experiences set up in
the schools for the
curriculum if the written materials are actualized by the learner. purpose of disciplining
Broadly speaking, curriculum is defined as the total learning children and youth in
group ways of thinking
experiences of the individual. This definition is anchored on John and acting).
Dewey's definition of experience and education. He believed
Definition of Terms:
that reflective thinking is a means that unifies curricular
elements. Thought is not derived from action but tested by Curriculum – dynamic
process; listing of subjects
application. and total learning
experiences.
Caswell and Campbell viewed curriculum as "all experiences children Curriculum – defined as
have under the guidance of teachers." This definition is shared by perspective, descriptive or
both.
Smith, Stanley and Shores when they defined "curriculum as a
sequence of potential experiences set up in the schools for the purpose Hazard Alerts:

of disciplining children and youth in group ways of thinking and This may be in a form of
acting." notice, caution, or
warning.
Marsh and Willis on the other hand view curriculum as all the Include appropriate
experiences in the classroom which are planned and enacted by the when needed.
teacher, and also learned by the students. This should appear
before the conduct of an
activity.
B. Points of View on Curriculum Development


From the various definitions and concepts presented, it is clear
that Curriculum is a dynamic process. Development connotes Key Points:

changes which are systematic. A change for the better means  Development –
any alteration, modification or improvement of existing connotes changes
which are systematic
condition. To produce positive changes, development should be - Should be purposeful,
purposeful, planned and progressive. This is how curriculum planned and
progressive
evolves.
 Ralph Tyler – Four
Let us look at the two models of curriculum development and Basic Principles /
concepts of Ralph Tyler and Hilda Taba. Questions:
Ralph Tyler Model: Four Basic Principles. a. What educational

purposes should the
school seek to attain?
This is also popularly known as Tyler's Rationale. He posited
four fundamental questions or principles in examining any b. What educational
experiences can be
curriculum in schools. These four fundamental principles are as
provided that are likely
follows: to attain these
purposes?
1. What educational purposes should the school seek to attain?
c. How can these
2. What educational experiences can be provided that are likely educational
to attain these purposes? experiences be
effectively organized?
3. How can these educational experiences be effectively
organized? d. How can we determine
whether these
4. How can we determine whether these purposes are being to purposes are being
attained or not? attained or not?
In summary, Tyler's Model shows that in curriculum development,

the following considerations should be made: Definition of Terms:

a. Purposes of the school,
b. Educational experiences related to the purposes, and total learning
c. Organization of the experiences, and experiences.
Curriculum – defined as
d. Evaluation of the experiences. perspective, descriptive or
both.
On the other hand, Hilda Taba improved on Tyler's Rationale
Hazard Alerts:
by making a linear model. She believed that teachers who teach

or implement the curriculum should participate in developing This may be in a form of
notice, caution, or
it. Her advocacy was commonly called the grassroots approach.
warning.
She presented seven major steps to her model where teachers could Include appropriate
have a major input. hazard alert where and
when needed.
This should appear
These steps are as follows: before the conduct of an
activity.
1. Diagnosis of learners’ needs and expectations of the larger


Society
2. Formulation of learning objectives Key Points:

3. Selection of learning content  Recommended
4. Organization of learning content Curriculum
- proposed by scholars
5. Selection of learning experiences and professional
6. Organization of learning activities organizations
-DepEd, CHED, DOST,
7. Determination of what to evaluate and the means of doing it
PAFTE, BIOTA
Thus, as you look into curriculum models, the three interacting  Written Curriculum –
processes in curriculum development are planning, implementing and appears in school,
district, division or
evaluating. country documents
- Course of study or
C. Types of Curriculums Operating in Schools syllabi
- made by curriculum
From the various concepts given, Allan Glatthorn (2000) experts with
participation of
describes seven types of curriculum operating in the schools.
teachers
These are: - Pilot-tested or tried out
- e.g. BEC, written lesson
1. Recommended curriculum-proposed by scholars and plan (with objectives
and planned activities)
professional organizations.
2. Written curriculum-appears in school, district, division or Definition of Terms:

country documents
3. Taught curriculum-what teachers implement or deliver in the process; listing of subjects
classrooms and schools. and total learning
experiences.
4. Supported curriculum-resources-textbooks, computers,
audio-visual materials which support and help in the Curriculum – defined as
perspective, descriptive or
implementation of the curriculum. both.
5. Assessed curriculum, that which is tested and evaluated
Hazard Alerts:
6. Learned curriculum-what the students actually learn and
what is measured and This may be in a form of
notice, caution, or
7. Hidden curriculum- the unintended curriculum warning.
1. Recommended curriculum - Most of the school curricula are Include appropriate

recommended. The curriculum may come from a national hazard alert where and
when needed.
agency like the Department of Education, Commission on
Higher Education (CHED), Department of Science and This should appear
before the conduct of an
Technology (DOST) or any professional organization who has activity.
stake in education. For example, the Philippine Association for

Teacher Education (PAFTE) or the Biology Teacher Association
(BIOTA) may recommend a curriculum to be implemented in

the elementary or secondary education.

2. Written curriculum - This includes documents, course of study
or syllabi handed down to the schools, districts, division, departments Key
KeyPoints:
Points:

or colleges for implementation. Most of the written curricula are
 Taught
 Elements/Components
Curriculum –
made by curriculum experts with participation of teachers. what
of theteachers
Curriculum
These were pilot-tested or tried out in sample schools or implement or deliver in
Forthemost
classrooms
curricula,and the
population. Example of this is the Basic Education Curriculum schools
major components or
(BEC). Another example is the written lesson plan of each - Activities
elementsareareput into
action in order to arrive
classroom teacher made up of objectives and planned activities 1.ataims,
the objectives
goals and or
of the teacher. purposes
objectives;of the written
2.curriculum
subject matter/content;
-3.varies
Learning
according
experiences
to the
3. Taught curriculum-The different planned activities which are
learning
and styles of
put into action in the classroom compose the taught curriculum. 4.students
Evaluation andapproaches.
the
These are varied activities that are implemented in order to arrive at teaching
teachersstyles of
teachers
the objectives or purposes of the written curriculum. These are used  Component 1 -
by the learners with the guidance of teachers. Taught curriculum  Supported
CurriculumCurriculum
Aims, Goals
- Resources
and Objectives – textbooks,
varies according to the learning styles of students and the teaching computers, audio-visual
styles of teachers. materials,
A formal curriculum
lab is
equipment,
embedded playground,
in a formal
4. Supported curriculum - In order to have a successful zoos,
institution
and other
called
facilities
schools. Schools are
teaching there than the teacher, there must be materials which established institutions
should Support or help in the implementation of a written Definition
which areof Terms:
either run by
the government or by
curriculum. These refer to the support curriculum that includes Assessed
the private
curriculum
sector. -The
material resources such as textbooks, computers, audio-visual ThisPhilippine
refers to educational
a tested or
evaluated
systemcurriculum.
is divided in
materials, laboratory equipment, playgrounds, zoos and other Learned
three curriculum
educational- This
facilities. Support curriculum should enable each learner to referslevels:
to the
primary,
learning
outcomes
secondaryachieved
and tertiary
by the
achieve real and lifelong learning. students.
levels.
Hidden curriculum - This
5. Assessed curriculum - This refers to a tested or evaluated isDefinition
the unintended
of Terms:
curriculum. At the duration and end of the teaching episodes, series of curriculum
which is not
deliberately
Assessed curriculum
planned but -
evaluations are being, done by the teachers to determine the extent of may
Thismodify
refers tobehavior
a testedoror
teaching or to tell if the students are progressing. This refers to the influence
evaluatedlearning
curriculum.
outcomes.
assessed curriculum. Assessment tools like pencil-and-paper Hazard
HazardAlerts:
Alerts:
tests, authentic instruments like portfolio are being utilized.
This
Thismaymaybe beininaaform
formofof
6. Learned curriculum - This refers to the learning outcomes notice,
notice,caution,
caution,or or
achieved by the students. Learning outcomes are indicated by the warning.
warning.
results of the tests and changes in behavior which can either be
Include
Includeappropriate
appropriate
cognitive, affective or psychomotor. hazard
hazardalert
alertwhere
whereand
and
when
whenneeded.
needed.
7. Hidden curriculum - This is the unintended curriculum which is This

Thisshould
shouldappear
appear
not deliberately planned but may modify behavior or influence before
beforethe
theconduct
conductofofan
an
activity.
activity.


learning outcomes. There are lots of hidden curricula that
transpire in the schools. Peer influence, school environment,
physical condition, teacher-learner interaction, mood of the
teachers and many other factors make up the hidden
curriculum.
D. Elements/Components of the Curriculum
For most curricula, the major components or elements are
1. aims, goals and objectives;

2. subject matter/content;
3. Learning experiences and
4. Evaluation approaches.
When translated into questions, each component can be

addressed by the following:
1. What is to be done?
2. What subject matter is to be included?
3. What instructional strategies, resources and activities will be
employed?
4. What methods and instruments will be used to assess the
results of the curriculum?
I. Component 1 - Curriculum Aims, Goals and Objectives
A formal curriculum is embedded in a formal institution called

schools. Schools are established institutions which are either
run by the government or by the private sector. The Philippine
educational system is divided in three educational levels:
primary, secondary and tertiary levels.
Based on the Philippine Constitution of 1987, all schools shall

aim to:
1. Inculcate patriotism and nationalism

2. Foster love of humanity
3. Promote respect for human rights
4. Appreciate the role of national heroes in the historical
development of the country

5. Teach the rights and duties of citizenship
6. Strengthen ethical and spiritual values KeyPoints:
Key Points:

7. Develop moral character and personal discipline  Aims ofeach
 -hence, Elementary
school is
8. Encourage critical and creative thinking Education
guided (Education
by VMGs
-VISION Act of–1982)
what include
the
9. Broaden scientific and technological knowledge and promote KSV, learning
institution would like to
vocational efficiency experiences,
become in the love for
future;
the nation,
guiding and promote
post/unifying
1. Aims of Elementary Education (Education Act of 1982) elements
 Aims
-e.g. of Secondary
A model performing
In the elementary level, schools through their curricula should Education
high schoolpromote
where the
aim to: objectives
students areofequipped
Elementary
with knowledge, Education
skills
 provide knowledge and develop skills, attitudes, values andstrength
and enhanceofdifferent
essential to personal development and necessary for attitudes and
character interest of
to realize
students
their in order
potential to
to the
living in and contributing to a developing and equip them with skills…
fullest
changing society; in preparation
• -MISSION- howfor intends
totertiary schooling
carry out its VISION
 provide learning experiences which increase the child's
-to produce the kind of
awareness of and responsiveness to the changes in the • persons
Aims of Tertiary
the students
Education
will becomecontain
after
Society
generalbeen
having education
educated
 promote and intensify knowledge, identification with programs,
over a certain period of
manpower/skills,
time.
and love for the nation and the people to which he
-e.g.leadership,
to produceand a globally
belongs; and application lifelong
competitive of
 Promote work experiences which develop orientation knowledge
learners
to the world of work and prepare the learner to, engage DefinitionofofTerms:
Definition Terms:
in honest and gainful work.
Curriculum––dynamic
Curriculum dynamic
process;listing
process; listingofofsubjects
subjects
2. Aims of Secondary Education
andtotal
and totallearning
learning
In high school or secondary level, educational curricula aim to: experiences.
experiences.
 continue to promote the objectives of elementary Curriculum––defined

Curriculum definedas
as
perspective,descriptive
perspective, descriptiveoror
education; and both.
both.
 Discover and enhance the different aptitudes and.
HazardAlerts:
Hazard Alerts:
interests of students in order to equip them with skills

for productive endeavor and or to prepare them for Thismay
This maybe beininaaform
formofof
notice,caution,
notice, caution,oror
tertiary schooling.
warning.
warning.
3. Aims of Tertiary Education Includeappropriate
Include appropriate
Tertiary education refers to college and university formal hazardalert
hazard alertwhere
whereand
and
whenneeded.
when needed.
education based on the curricula of the different courses. The
different courses should aim to: Thisshould
This shouldappear
appear
beforethe
before theconduct
conductofofan
an
 provide general education programs which will activity.
activity.

promote national identity, cultural consciousness,


moral integrity and spiritual vigor;
Key Points:
 train the nation's manpower in the skills required for
national development  GOALS- broad
statements to be
 develop the professions that will provide nation; and
accomplished
 Advance knowledge through research and apply new
-e.g. Build a strong
knowledge for improving the quality of human life and
foundation of skills and
respond effectively to changing society. concepts
Based on the mandate of the constitution, each school therefore •Educational objectives
- Simple and specific! And
should be guided by its vision, mission and goals and its as defined by Benjamin
curricula should also revolve around these. Bloom and Robert
Mager in two ways:
The school's vision is a clear concept of what the institution
1. Explicit formulation of
would like to become in the future. It provides the focal point the ways in which
or unifying element according to which the school staff, faculty, students are expected
to be changed by the
students perform individually or collectively. It is the guiding educative process
post around which all educational efforts including curricula
2. Intent communicated
should be directed. The school's vision can be very ambitious but
by statement describing
that is a characteristic of vision. a proposed change in
learners
Examples of a school's vision
1. A model performing high school where students are

equipped with knowledge, skills and strength of character
to realize their potential to the fullest
Knowledge. It is the
2. Commits to the Exemplary Christian Education for Life and lowest cognitive level
responsive to the needs of the total person and the world.
Comprehension. It is the
ability to grasp the
The school's mission statement, spells out how it intends to
meaning of material.
carry out its Vision. The mission targets to produce the kind of
persons the students will become after having been educated
Hazard Alerts:
over a certain period of time.
Examples of school's mission notice, caution, or
warning.
1. To produce globally competitive lifelong learners.
Include appropriate
2. Commits to the total development of individuals for life hazard alert where and
adjustment and to the upliftment of the economically deprived when needed.
but deserving students through quality instruction, updated This should appear
facilities and curricula responsive to the needs of the times. before the conduct of an
activity.
The school's vision and mission are further translated into goals

which are broad statements or intents to be accomplished. Data

for the sources of school goals may include the learners, the
society and the fund of knowledge. Key Points:

Examples of school goals:
 Affective (Krathwohl)
-domain of valuing,
1. Build a strong foundation of skills and concepts attitude and
2. Efficient and effective administration responsive of the needs appreciation (RRVOV)
a. Receiving-willingness
of the university and community. to pay attention
b. Responding- active
In a curriculum, these goals are made simple and specific for participation
the attainment of each learner. These are called educational c. Valuing- worth or value
d. Organization- building a
objectives. Benjamin Bloom and Robert Mager defined value system
educational objectives in two ways: e. Value complex OR
characterization by a
1. explicit formulations of the ways in which students are value – developing a
lifestyle from a value
expected to be changed by the educative process, and system
2. Intent communicated by statement describing a • Psychomotor (Simpson)
-domain of the use of
proposed change in learners. psychomotor attributes
(PSGMCAO)
In other words, objectives direct the change in behavior which is the a. Perception – use of
sense to guide motor
ultimate aim of learning. They provide the bases for the selection of
activities
learning content and learning experiences. They also set the criteria b. Set- readiness
against which learning outcomes will be evaluated. c. Guided response –
concerned with the
early stages in learning
Benjamin Bloom and his associates classified three big domains of complex skills. Imitation
objectives. These, are cognitive, affective and psychomotor and trial and error are
some of the ways of
domains. Each domain is composed of specific skills, attitudes
doing
and values which are presented in hierarchy or levels. Although d. Mechanism – habitual
there are some modifications in the concepts of behavioral objectives, responses;
performance skills
the original ideas are presented in this section. e. Complex overt
responses – complex
 Cognitive Domain (Bloom et al 1956) domain of thought movement patterns
f. Adaptation – ability to
process
modify is very easy
1. Knowledge - recall, remembering of prior learned g. Origination – creativity
materials in terms of facts, concepts, theories and
principles. It is the lowest cognitive level
2. Comprehension - ability to grasp the meaning of Definition of Terms:

material. It indicates the lowest form of understanding
3. Application - the ability to use learned material in new Hazard Alerts:

and concrete situation This may be in a form of
4. Analysis - ability to break down material into notice, caution, or
warning.
component parts so that its organizational structure
may be understood

5. Synthesis - ability to put parts together to form a new
whole Key Points:

6. Evaluation - ability to pass judgment on something
 -all curricula have
based on given criteria content regardless of
their design or models
Affective Domain - (Krathwohl, 1964) - domain of valuing,
-compendium of facts,
attitude and appreciation concepts
1. Receiving-students' willingness to pay attention to generalization,
principles and theories
particular event, stimuli or classroom activities
2. Responding - active participation on the part of the • -repository of
accumulated
students
knowledge discoveries
3. Valuing - concerned with the worth or value a and inventions of man
student attaches to a particular phenomenon, object
- Jerome Bruner –
or behavior knowledge is a model
4. Organization - concerned with bringing together we construct to give
meaning and structure
different values and building a value system to regularities in
5. Characterization - by a value or value complex experience
developing a lifestyle from a, value system -e.g. each subject area
has its own content
Psychomotor Domain - (Simpson, 1972)- domain of the use of
psychomotor attributes.

1. Perception - use of sense organs to guide motor
activities Curriculum – dynamic
2. Set -refers to the readiness to take a particular type
and total learning
of action experiences.
3. Guided response - concerned with the early stages in
learning complex skills. Imitation and trial and perspective, descriptive or
error are some of the ways of doing both.
4. Mechanism - responses have become habitual.

Performance skills are with ease and confidence Hazard Alerts:

5. Complex overt responses - skillful performance and This may be in a form of
with complex movement patterns. notice, caution, or
warning.
6. Adaptation - skill well developed that the ability to
modify is very easy. Include appropriate
7. Origination - refers to creating new movement’s when needed.
patterns to fit the situation. Creativity is evident.
This should appear
II. Component 2 - Curriculum Content or Subject Matter before the

All curricula have content, regardless of their design or models.


Content is more than simply information to be learned in school. To
some curriculum specialists, content or subject matter is another
term for knowledge. It is a compendium of facts, concepts
generalization, principles and theories. The fund of human
knowledge represents the repository of accumulated
discoveries and inventions of man down the centuries, due to
man's exploration of his world. This is the subject centered view
of the curriculum. On the other hand, those who view
knowledge as learner-centered, relates knowledge to the
individual's personal and social world and how he or she
defines reality. According to Gerome Bruner, "knowledge is a
model we construct to give meaning and structure to
regularities in experience."
Let us look into broad subject areas in basic or general

education. Each subject area has its own body of subject matter
or learning content. These are just examples:
a. Communication Arts - include skills in listening, speaking,

reading and writing as well as the effective use of language in
daily living.
b. Mathematics - includes numeric and computational skills,

geometry and measurement, algebra, logic and reasoning.
c. Science includes all branches of the natural sciences,

exploration and discovery dealing with natural phenomena and
the use of scientific method of investigation.
d. Social Studies include basic elements of Geography, History,

Sociology, Anthropology, Economics, Civics, Political Science
and Psychology.
e. Music-includes basic music theory, practice in listening,

singing playing musical instruments and music preparation.
f. Physical Education - includes health and physical fitness,

individual and team sports, spectatorship and wise use of
leisure.
g. Vocational Education- includes psychomotor and

manipulative skills in basic crafts and trades, design, work ethic
and appreciation of manual productive work.

What subject matter will be taught in the different clusters in Key Points:
order to achieve the objectives? What criteria should be used in
 Here are some criteria
selecting the content? Content selection is a very crucial stage in
which can be utilized in
curriculum development. the selection of subject
matter content or
Here are some criteria which can be utilized in the selection of subject knowledge for the
curriculum.
matter content or knowledge for the curriculum.
- Self-sufficiency – the
1. Self-sufficiency - According to Schefler (1970) the prime prime guiding principle
guiding principle for content selection is helping the (Scheffler); less
teaching and learning
learners to attain maximum self-sufficiency in learning but efforts (economical) but
in the most economical manner. Economy means less more results and
effective
teaching effort and educational resources, less learners'
effort but more results and effective learning outcomes. • Significance – a
contribution …to
2. Significance - When content or subject matter will contribute achieve the overall aim
of the curriculum
to basic ideas, concepts, principles, and generalization to - Significant if it will
achieve the overall aim of the curriculum, then it is develop learning
abilities…develop 3
significant. It is also significant if it will develop leaning domains of objectives,
abilities, skills, processes and attitude. Subject matter is culture is considered
significant if it will develop the cognitive, affective and validity- authentic,
psychomotor skills of the learners. It can also be significant verified/checked
if the cultural aspects will be considered.
interest- learner-
centered curriculum
3. Validity - The authenticity of the subject matter selected is its
validity. With information explosion, oftentimes, • Utility – usefulness
knowledge selected for school content may become
obsolete. Thus, subject matter should be checked or verified
at regular intervals, to determine if the content that was
originally valid continues to be. and total learning
experiences.
4. Interest - For a learner-centered curriculum, this is the key
criterion. A learner will value the content if it is meaningful perspective, descriptive or
to him or her. Students’ interests should be considered and both.
adjusted taking into consideration maturity, prior
Hazard Alerts:
experiences, educational and social value of their interest
among others.
notice, caution, or
warning.
5. Utility - Usefulness of the content or subject matter may be
relative to the learner who is going to use it. Usefulness Include appropriate
maybe either be for the present or the future. Questions like when needed.
This should appear

Will I use it in my future job?" "Will it add meaning to my

life or develop my human potential?" Or "Will the subject Key Points:

matter be useful in solving my current problems?
 Balance – curriculum
content is fairly
6. Learnability - Subject matter in the curriculum should be distributed in depth of
within the range of the experiences of the learners. This is the particular learning
area or discipline; to
clearly suggested by the psychological foundations of a
ensure that the level or
curriculum. There are ways of presenting subject matter or area will not be
overcrowded or less
content which can easily be learned. Optimal placement the
crowded
nd appropriate organization and sequencing of contents are articulation – smoothly
the two ways by which these can be done. connected to the next;
glaring gaps and
wasteful overlaps will
7. Feasibility - Can the subject matter or content be learned
be avoided
within the time allowed, resources available, expertise of -enhanced contents in the
curriculum due to
the teacher, and the nature of the learners? Content
teamwork among
selection should be considered within the context of the teachers
existing reality in schools, in society and government. sequence – logical
arrangement of the
subject matter;
There are other considerations that may be used in the selection of the
deepening and
learning content. It would be of great help if curriculum makers can broadening of content
as it is taken up in the
use them. As a guide, subject matter or content can be selected for use
higher levels
if these are:
integration – horizontal
a. frequently and commonly used in daily life; connections; related to
one another; helps
b. suited to the maturity levels and abilities of students;
learner get a unified
c. valuable in meeting the needs and the competencies of a view of reality and
outlook in life
future career;
d. related with other subject areas; and Definition of Terms:
e. important in the transfer of learning.
perspective, descriptive or
In organizing or putting together the different learning contents
both.
Palma, 1992 suggested the following principles: balance, articulation,
Hazard Alerts:
sequence, integration and continuity.

a. Curriculum content should be fairly distributed in depth and notice, caution, or
breadth of the particular learning area or discipline. This will warning.
ensure that the level or area will not be overcrowded or less Include appropriate
crowded. This refers to BALANCE. hazard alert where and
when needed.
b. When each level of subject matter is smoothly connected to
This should appear
the next, glaring gaps and wasteful overlaps in the subject before the
matter will be avoided. Teamwork among the teachers will


enhance ARTICULATION of contents in the curriculum.
Key Points:

c. SEQUENCE is the logical arrangement of the subject matter.
 SEQUENCE is the
It refers to the deepening and broadening of content as it is logical arrangement of
the subject matter. It
taken up in the higher levels.
refers to the deepening
and broadening of
d. The horizontal connections are needed in subject areas that content as it is taken up
in the higher levels.
are similar so that learning will be related to one another. This
is INTEGRATTON. This will help the learner get a holistic or  The horizontal
connections are
unified view of reality and outlook in life.
needed in subject
areas that are similar
e. Learning requires a continuing application of the new so that learning will be
knowledge, skills, and attitudes or values so that these will be related to one another.
This is Integration. This
used in daily living. The constant repetition, review and will help the learner get
reinforcement of learning is what referred to as a holistic or unified view
of reality and outlook in
CONTINUITY. life.
III. Component 3 - Curriculum Experiences  Learning requires a

continuing application
This section will not discuss in detail the different instructional of the new knowledge,
strategies that provide the experiences. Instead it will link skills, and attitudes or
values so that these will
instructional strategies and methods to curriculum experiences, the be used in daily living.
core or the heart of the curriculum. The instructional strategies and The constant repetition,
review and
methods will put into action the goals and use the contents in reinforcement of
order to produce an outcome. learning is what
referred to as
Teaching strategies convert the written curriculum to instruction. CONTINUITY.
Both the teacher and the learner take actions to facilitate repertoire of teaching
learning. The actions are based on planned objectives, the
subject matter to be taken and the support materials to be used. Definition of Terms:
These will include a multitude of teaching methods and

educational activities which will enhance learning. Among Hazard Alerts:
these are the time-tested methods, inquiry approaches,
constructivist and other emerging strategies that complement notice, caution, or
new theories in teaching and learning. Educational activities warning.
like field viewing, conducting experiments, interacting with
Include appropriate
computer programs, field trips and other experiential learning hazard alert where and
when needed.
will also form part of the repertoire of teaching.
This should appear
Whatever methods the teacher utilizes to implement the before the
curriculum, there will be some guide for the selection and use.

Here are some of them:
Key Points:
1. Teaching methods are means to achieve the end. They are
used to translate the objectives into action.  Worthen and Sanders
(1987) – all curricula to
2. There is no single best teaching method. Its effectiveness will be effective must have
depend on the learning objectives, the learners and skill of the element of
evaluation
the teacher.
3. Teaching methods should stimulate the learners desire to formal determination of
the quality,
develop the cognitive, affective, psychomotor, social and
effectiveness or value
spiritual domain of the individual. of the program,
process, product of the
4. In the choice of the teaching methods, learning styles of the
curriculum
students should be considered.
5. Every method should lead to the development of the learning Tuckman (1985) –
meeting the goals and
outcomes in the three domains: cognitive, affective and matching them with the
psychomotor. intended outcomes
6. Flexibility should be a consideration in the use of the teaching Stufflebeam’s CIPP
methods. (Context, Input,
Process, and Product)
IV. Component 4 - Curriculum Evaluation Model
a. context – environment
of the curriculum;
According to Worthen and Sanders, (1987) all curricula to be
situation analysis
effective must have the element of evaluation. Curriculum b. input – ingredients of
the curriculum which
evaluation here may refer to the formal determination of the
include the goals,
quality, effectiveness or value of the program, process, and instructional strategies,
product of the curriculum. Tuckman (1985) defines evaluation the learners, the
teachers, the contents
as meeting the goals and matching them with the intended and all the materials
outcomes. From the definitions, several models of evaluation needed.
c. process – how the
came up. The most widely used is Stufilebeam's CIPP (Content, curriculum has been
Input, Product, and Process) Model. In CIPP, the process is implemented; entire
operation of the
continuous and is very important to curriculum managers like curriculum
principals, supervisors, department head, deans and even d. product – if the
curriculum
teachers. accomplishes its goals;
to what extent; to what
The context refers to the environment of the curriculum. The extent the curriculum
real situation where the curriculum is operating is its context. objectives has been
achieved
Simply put, context evaluation refers to situation analysis. Input
refers to the ingredients of the curriculum which include the Definition of Terms
goals, instructional strategies, the' learners, the teachers, the
contents and all the materials needed. The process refers to the Hazard Alert

ways and means of how the curriculum has been implemented.
This component of the CIPP looks into the entire operation of


the curriculum. The product indicates if the curriculum
accomplishes its goals. It will determine to what extent the Key Points:

curriculum objectives have been achieved.
 These are the steps.
The CIPP model can be taken as a whole, or each component 1. Focus on one particular
taken separately. It is a long and continuous process. component of the
curriculum.
2. Collect or gather the
Within the evaluation process, smaller and more specific
information. Information
activities are needed to determine the effectiveness of the is made up of data
needed regarding the
curriculum. These activities include assessment and
object of evaluation.
measurement of learning outcomes, the ultimate product of a 3. Organize the
curriculum. Different methods can be utilized like diagnostic, information. This step
will require coding,
placement, formative or summative evaluation or the norm organizing, storing and
referenced or criterion-referenced measurement. With the retrieving data for
interpretation.
variety of evaluation methods are the different materials which 4. Analyze information. An
can be effectively utilized. appropriate way of
analyzing will be
utilized.
Regardless of the methods and materials evaluation will utilize,
5. Report the information.
a suggested plan of action for the process of curriculum The result of evaluation
evaluation is introduces. should be reported to
specific audiences.
Reporting can be done
These are the steps. formally in conferences
with stakeholders, or
1. Focus on one particular component of the curriculum. informally through
Will it be the subject area, the grade level, the course, or roundtable discussions
and conversations.
thee degree program? Specify the objectives of 6. Recycle the information
evaluation. for continuous
feedback, modification
2. Collect or gather the information. Information is made and adjustments to be
up of data needed regarding the object of evaluation. made.
3. Organize the information. This step will require coding, Definition of Terms:
organizing, storing and retrieving data for
Context refers to the
interpretation. environment of the
4. Analyze information. An appropriate way of analyzing curriculum
will be utilized. Hazard Alerts:
5. Report the information. The result of evaluation should
be reported to specific audiences. Reporting can be
notice, caution, or
done formally in conferences with stakeholders, or warning.
informally through roundtable discussions and
Include appropriate
conversations. hazard alert where and
6. Recycle the information for continuous feedback, when needed.
modification and adjustments to be made.

In summary, the components of a curriculum are distinct but
are interrelated to each other in a curricular design as shown in
Figure 2.

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Aims Key Points:

Course Packet 01Course Pa

Objectives
 Teaching as a Process
in Curriculum
Good teaching is
Content difficult to agree upon.
Evaluation Subject While it remains to be
Matter difficult to agree on
what good teaching is,
effective teaching can
be demonstrated.
Effective teaching is
Methods/
one that will bring about
Strategies the intended learning
outcomes.
Some view teaching as

Figure 2- Interrelationship of the Components of a Curriculum
an organization of
meaningful learning. It
C. Teaching-Learning Processes and Curriculum Development is creating a situation or
selecting life-like
I. Teaching as a Process in Curriculum situations to enhance
learning. To the
traditionalists, teaching
What do you know about teaching? What knowledge is needed
is a process of
to understand this process? This section clarifies the process of imparting knowledge
teaching as it relates to the experiences in the curriculum, an and skills required to
important ingredient. master a subject
matter.
Good teaching is difficult to agree upon. While it remains to be
It is a process of
difficult to agree on what good teaching is, effective teaching dispensing knowledge
can be demonstrated. Effective teaching is one that will bring to an empty vessel
about the intended learning outcomes. which is the mind of the
learner. Teaching is
Because of the changing paradigms of teaching, several showing, telling, giving
instruction, making
definitions have evolved based on the theories of teaching and
some one understands
learning that have come about. Some view teaching as an in order to learn. In this
organization of meaningful learning. It is creating a situation or instance, the person
selecting life-like situations to enhance learning. To the who teaches controls
traditionalists, teaching is a process of imparting knowledge learning.
and skills required to master a subject matter. It is a process of
dispensing knowledge to an empty vessel which is the mind of
the learner. Teaching is showing, telling, giving instruction,
making some one understands in order to learn. In this Context refers to the
instance, the person who teaches controls learning. This person environment of the
is a teacher, a dispenser of knowledge, an ultimate authority, curriculum
and a director of learning.
On the other hand, as progressive and humanist education Hazard Alerts:

advance, the meaning of teaching broadened to fit the

psychological meaning of the term. Teaching is now perceived


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as stimulating, directing, guiding the learner and evaluating the

learning outcomes of teaching. The teacher's role in teaching
becomes complex but has given the learner the responsibility to

learn. Teaching then is a process that enables the learner to
learn on his/her own.
The teacher now becomes a decision maker in the teaching

process. Let us look at the teaching process as a series of actions
from PLANNING, IMPLEMENTING and EVALUATING. It
looks similar to curriculum development. Definitely, it is
because the process of teaching replicates the process of
curriculum development. The implementation phase of
curriculum development is the actual teaching and
experiencing of a curriculum. The teaching process is shown in
Figure 3 below.
PLAN IMPLEMENT EVALUATE
Feedback and Reflections
Figure 2. – Teaching Process
In teaching, the planning phase includes decision about:
a. the needs of the learners;

b. the achievable-goals and objectives to meet the needs;
c. the selection of the content to be taught;
d. the motivation to carry out the goals;
e. the strategies most fit to carry out the goals; and
f. the evaluation process to measure learning outcomes.
Teaching plans maybe short term like the daily plan or long-
term plan like the unit plan or a yearly plan. In a plan,
considerations should include the learner, availability of
materials, time requirements of particular activities, the
strategies needed to achieve the objectives and the teacher. The
planning phase recognizes the intent that it will be the learners who
will learn; hence the next phase will engage more the learner.
The implementation phase requires the teacher to implement what has

been planned. Based on the objectives, implementation means to
put into action the different activities in order to achieve the
objectives through the subject matter. Here, two important
players are involved: the teacher and the learner. Their

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interaction is important in the accomplishment of the plan.

Most often the planning phase directs what will be done in the
activity but such can also be flexible. The use of the different

teaching styles and strategies should be included in the
implementation phase.
In the evaluation phase, a match of the objectives with the learning

outcomes will be made. The kind of information should be
determined so that the type of evaluation should be chosen to
fit the purpose. Simply, the evaluation phase will answer the
question if the plans and implementation have been
successfully achieved.
In all the three phases of teaching, a continuous process of feedback

and reflection is made. To give a feedback is to give information
as to whether the three phases were appropriately done and
gave good results. In short, feedback is the reflection on the feedback.
Is there a need to adjust something in planning, implementation
and evaluation? Reflection is a process embedded in teaching where
the teacher inquiries into his or her actions and provides deep and
critical thinking.
On the basis of the diagram, basic assumptions can be made.
These assumptions are:
1. That teaching is goal-oriented with the change of behavior as

the ultimate end;
2. That teachers are the ones who shape actively their own
actions;
3. That teaching is a rational and a reflective process; and
4. That teachers by their actions can influence learners to change

their own thinking or desired behavior, thus teaching is a way
of changing behavior through the intervention of the teacher.
To further clarify, what teaching is all about there are some indicators
which you can use to guide in the process of good teaching?
a. Good teaching is one that is well planned and where

activities are interrelated to each other.
b. Good teaching is one that provides learning experiences or

situations that will ensure understanding, application and
critical thinking
c. Good teaching is based on the theories of learning and

reason.
d. Good teaching is one where the learner is stimulated to think

situations.
e. Good teaching utilizes prior learning and its application to

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new situations.

f. Good teaching is governed by democratic principles. Key Points:

g. Good teaching embeds a sound evaluation process.
 Learning as a Process
in Curriculum
II. Learning as a Process in Curriculum -to teach is to make
someone to learn (the
"To teach, is to make someone to learn." This statement means that end product of teaching
the end product of teaching is learning. What is learning? What is learning)
are the ways of learning? When do say that we have learned?
 2 principal types of
Let us now look closer at the concept of learning as it relates to learning theories:
1. Behavioral learning
the concept of curriculum.
theories –observable
and measurable
Learning is usually defined as a change in an individual's behavior 2. Cognitive learning
caused by experiences or self-activity. It implies that learning can theories – concerned
only happen through the individual's activity or his/her own doing. with human learning in
Most leaning is intentional, like when a learner acquires which unobservable
mental processes are
knowledge in the classroom or when one observes a
used to learn and
demonstration activity. Intentional learning occurs when remember new
activities are purposefully arranged for the students to information or acquire
participate and experience. On the other hand, learning skills
sometimes is unintentional like when a child touches a lighted
candle and feels it is hot. All individuals are engaged in Behavioral learning
theories emphasize
learning every waking moment; however, learning occurs more
observable behavior
when the various stimuli are properly arranged for purposes of such as new skills,
learning. knowledge, or attitudes
which can, be
Broadly speaking, there are two principal types of learning theories demonstrated.
to explain how individuals learn according to educational
psychologists. These are behavioral learning theories and Definition of Terms:
cognitive learning theories. Behavioral learning theories emphasize
observable behavior such as new skills, knowledge, or attitudes which Learning by definition:
-Change in an individual’s
can, be demonstrated. These forms of behavior are observable and
behavior caused by
measurable. According to this group of theories, if the experiences or self-
individual has changed behavior, he has learned. activity
-most is/are intentional
Among the early behavioral learning theories were those of (purposefully arranged for
Ivan Pavlov's Classical Conditioning Theory, Edward Thorndike's the students to participate
Laws of Learning and B.F. Skinner's Operant Conditioning. The and experience
outgrowth of the behavioral learning theory is Albert Bandura's - Unintentional (e.g. when
modeling or observational learning. a child touches a lighted
candle and feels it is hot)
On the other hand, cognitive learning theories are concerned with
human learning in which unobservable mental processes are used to Hazard Alerts:
learn and remember new information or acquire skills. Related to
these theories is the concept of meaningful learning through notice, caution, or
cognitive models. Jerome Bruner (1966), David Ausubel (1968) and warning.
Robert Gagne (1970) described three models of teaching which are
anchored on the cognitive learning theory. Include appropriate
when needed.

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Discovery learning of Jerome Bruner states that the individual learns

from his own discovery of the environment. Learners are inherently Key Points:
curious; thus, they can be self-motivated until they find answers

to the problems. Learners, when actively involved in their own
learning, will continuously construct their own knowledge.
Each individual is capable of learning how to learn. Bruner's
 Discovery learning
-Jerome Bruner
-curious, self-motivated
until they find answers
idea gave rise to the emerging theory of constructivism and to the problems
self-learning. Learning is flexible, exploratory and independent. -construct their own
knowledge
Reception learning of David Ausubel poses a contrast to the discovery - self-learning that is
learning of Bruner. To Ausubel, though learners are inherently flexible, exploratory and
curious, they may not be able to know what is important or independent
relevant and they need external motivation in order to learn.  Reception learning
However, both theories believe that learners should be actively -David Ausubel
involved in their own learning. Both also emphasize that prior -differs with Bruner
- They may not be able to
learning is important in order to learn new things and because
know what is important
knowledge continuously changes once it is in the learner's or relevant
mind. -they need external
motivation in order to
Events of Learning of Robert Gagne proposed that an act of learning learn
involves a series of eight internal events: Similarities between
Bruner and Ausubel:
1. Motivation phase - The learner must be motivated to learn by
-learners should be
expectation that learning will be rewarding. actively involved in their
own learning
2. apprehending phase - The learner attends or pays attention if
- Prior learning is
learning has to take place. important in order to
3. Acquisition phase- While the learner is paying attention, the learn new things and
because knowledge
stage is set and the information presented. Learner transforms continuously changes
information into meaningful form. The mental images formed once it is the learner’s
associates the new information with old information. This is mind
where advance organizers are useful.
4. Retention phase - The newly acquired information must be 1. Motivation phase –
transferred from short-term to long-term memory. This may learning will be rewarding
take place by means of practice, elaboration or rehearsal. 2. Apprehending phase –
attends or pays attention
5. Recall phase - Recall previous learned information. To learn to 3. Acquisition phase –
gain access to that which has been learned is a critical phase in learning transforms
learning. information into
meaningful form
6. Generalization phase - Transfer of information to new 4. Retention phase – the
situations allows application of the learned information in the newly acquired
context in which it was learned. information must be
transferred from short-
7. Feedback phase - Students must receive feedback on their term to long-term memory
performance. This will serve as reinforce for successful
Hazard Alerts:
performance.

Some general statements which describe learning based on the theories This may be in a form of
notice, caution, or
of learning may include the following.
warning.
a. Learning does not take place in an empty vessel. Each learner

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is assumed to have prior learning and maybe able to connect

these to present learning. Key Points:
b. Learning is a social process where interactions with other

learners and the teacher are needed.
c. Learning is a result of individual experiences and self-
activity.
 Teaching and Learning
Go Together
-One process cannot

d. Learning 1s both observable and measurable. succeed without the
e. Learning takes place when all the senses are utilized. success or support of
f. Learning will be enhanced when the learner is stimulated, the other
directed, guided and feedback is immediately given. -a teacher cannot claim
she/he has taught if the
g. Each learner has his/her own learning styles.
learners have not
learned substantially
III. Teaching and Learning Go Together -the teaching styles of the
teachers should jibe
How does teaching and learning connect to each other? One with the learners’
process cannot succeed without the success or support of the learning styles
other. A teacher cannot claim she/he has taught if the learners - Knowledge of the
have not learned substantially. The teaching styles of the learner and his learning
teachers should jibe with the learners' learning styles. Unless styles be considered
-as learners become
the two are fit, teachers and learners will be existing in two
complex individuals
different worlds. capable of learning on
their own, the repertoire
Teaching as a process cannot be taken independently in its entirety.
of teaching should also
With so many ingredients needed, the most important is still increase
the learned. The learner being in the center of the teaching will
influence to a great extent teaching. It is therefore important Definition of Terms:
that the knowledge of the learner and his learning styles be
considered. With the advancement of information about the Learning by definition:
-Change in an individual’s
uniqueness of each learner, the multiple intelligences theory
behavior caused by
and many more, teaching has to consider more factors in order experiences or self-
to be effective. activity
-most is/are intentional
On the other hand, the concepts of learning have become so (purposefully arranged for
vast that the simple stimulus-response theory alone cannot the students to participate
explain it. Thus, as learners become complex individuals and experience
capable of learning on their own, the repertoire of teaching - Unintentional (e.g. when
should also increase. The different teaching styles with the a child touches a lighted
candle and feels it is hot)
support of simple to sophisticated teaching materials are now
necessary to effect good learning. Hazard Alerts:
In many cases, it has been observed that teaching is the cause
and learning the effect. Learning outcomes can indicate notice, caution, or
teaching performance. The quality of teaching is related to the warning.
quality of learning. If the students fail to learn, the greater
factor is the failure in teaching. We always attribute the kind of Include appropriate
learning to the kind of teaching It has now become a fallacy that hazard alert where and
when needed.
some learners are non-teachable. If our theories of learning and
development are strong, then all individuals are teachable, This should appear
therefore they are capable of learning. The question now is before the
raised. How can you a teacher, make someone, the learner,
learn something?

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As the direct relationships of teaching and learning become

clear, success of both brings out something like, "learning in Key Points:

teaching and teaching for learning.” This means that while the
 large group- e.g.
teacher, teaches, he or she also learns in the process. On the other
lecture, expository,
hand, as the students learn, they are also teaching themselves panel discussion,
how to learn. seminar, forum,
demonstration or a
IV. Some Ways of Doing Teaching and Learning
combination of lecture
Since both teaching and learning are interrelated processes and demonstration
are important components in the curriculum, let us review
 Small group – e.g. role
some ways of doing these. This section will simply give some playing, buzz session,
examples because the details of the methods of teaching and workshop, process
learning are included in another course. approach, discovery
learning, cooperative
The different methods of teaching can be clustered according to learning in various
the number of students being taught. Teaching methods or forms, laboratory
strategies can be clustered according to the number of students methods
in a class Large group is composed of thirty or more students,
small groups of two to thirty members or individualized Traditional time-tested
methods - e.g.
teaching. For large group teaching, methods like lecture,
inductive method,
expository, panel discussion, seminar, forum, demonstration or deductive method, type
a combination of lecture demonstration are appropriate. On the study method, project
other hand, for a small group, teaching methods like role method, laboratory
playing, buzz session, workshop, process approach, discovery method, Q and A
learning, cooperative learning in various forms, laboratory method or Socratic
method, and lecture
methods are few of the examples. For individualized teaching,
method
modular instruction, e-teaching, programmed instruction are
some of the examples. Improved teaching
practices- e.g.
Another grouping of teaching method will be traditional time- integrative technique,
tested methods which include among others the following: inductive discovery approaches,
method, deductive method, type study method, project method, process approach,
laboratory method, question and answer method or Socratic Method, conceptual approach,
and lecture method. Those that belong to the other group are the mastery learning,
programmed
improved teaching practices which include among others integrative
instruction, e-learning,
technique, discovery approach, process approach, conceptual simulation, case-based
approach, mastery learning, programmed instruction, e-learning, teaching, conceptual
simulation, case-based teaching, conceptual teaching, cooperative teaching, cooperative
learning and many more. learning, and others
If there are various ways of teaching, there must be various

ways of learning, too. Since the arrays of teaching should fit the Definition of Terms:
ways of learning or learning styles, let us look into ways of how
human beings learn. Each of the different' ways are based on
Hazard Alerts:
learning theories.
Here are some ways of learning: notice, caution, or
warning.
Ways of Learning


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1. Learning by trial and error. This type of learning is related to

the stimulus-response theory of learning. Reaction, action and Key Points:
reaction where the beginning reaction is due to a stimulus. When the

result is correct or satisfying then the response will be repeated.  Ways of Learning:
When the reaction is wrong or negative then it will not be
1. Learning by TRIAL and
repeated. Learning will take place in both instances. This type ERROR
of learning is oftentimes risky and time consuming because the -related to stimulus-
next step will only follow depending on the result. Making response theory of
several errors would be very expensive in time, effort and learning
money. However, trial and error are the easiest way of doing -oftentimes risky and time
consuming
things without necessarily anticipating a definite objective. -easiest way of doing
2. Learning by conditioning. The classical conditioning theory of things without
necessarily anticipating
Pavlov serves as the basis of this learning. Training is the simple
a definite objective
term to describe learning here, thus even animals can be trained to do 2. Learning by
something but such action does not refer to learning, Aside from CONDITIONING
Pavlov's classical conditioning, Skinner's operant conditioning plays (Pavlov, Skinner)
a great role in this kind of learning. Learning here is a product of -training, drill, and
what the individual does which will result to either pleasant or practice
3. Learning by INSIGHT
unpleasant behavior. Drill and practice are some learning activities -a higher level of
based on conditioning. intelligence is utilized;
requires higher thinking
3. Learning by insight. From a simple trial and error learning to
skills
learning by conditioning, educational psychologists believe that -looking into oneself with
human beings learn also by insights. In this type of leaning a deeper thinking
higher level of intelligence is being utilized. Insight is looking -a sudden flash of idea or
into oneself with deeper thinking. A sudden flash of idea or solution to a problem
solution to a problem sometimes called "aha" learning is an sometimes called “aha”
learning
example of insightful learning. Learning by insight requires
4. Learning by
higher thinking skills of the learner. Through insights the OBSERVATION and
learner will also be capable of reflection. IMITATION through
MODELING (Bandura)
4. Learning by observation and imitation through modeling. This -One learns from
process of learning assumes that one learns from someone. It is someone; be able to do
through observation and imitation from a model that a person will be similar thing
able to do a similar thing. Anchored on the social learning of -“no-trial learning”
Albert Bandura, learning by observation and imitation requires
a model, hence it is referred to as "no-trial" learning.

This process of learning involves four phases:
Hazard Alerts:
a. attentional phase where the learner observes a model;
b. retention phase, where the learner copies, practice or rehearse notice, caution, or
what has been observed; warning.
c. reproduction phase, where the learner matches their behavior to the Include appropriate
model; and hazard alert where and
when needed.
d. motivational phase where learners will imitate the behavior for
This should appear
getting a chance to be reinforced by becoming like the one from
before the
whom the behavior was copied.

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V. Teaching and Learning in the Curriculum

One of the crucial issues raised today in education is not what
the students should learn but rather how the student should
learn how to learn. The deluges of information in our midst and
the different ways of retrieving them have become a challenge to both
teaching and learning. The curriculum seems to be overloaded:
too many subjects to cover, too many topics to teach.
Sometimes the curriculum is fragmented or is simply boxed.
Unfortunately, the learners' life is not compartmentalized.
Subject matter overlaps and integrates naturally and
holistically. How then should teaching approach this
challenge? How should students learn? How can a curriculum
be designed to enhance the process of teaching? What kind of
learning will be achieved from such kind of teaching?
Teaching and learning give life and meaning to the curriculum. Each complements and
supplements each other. The value placed in teaching will reap the same value in learning,
thus a good curriculum can be judged by the kind of teaching and the quality of learning
derived from it.
 Enhancement Activity.
Give time to think deeply.
Consider this.
You have been going to school for several years now. You were taught by several teachers
while you were in the elementary, high school of college.
•Can you recall what you have learned from what they taught? List them in your
notebook.
•Are there other things you learned which were not taught by your teachers? Make
another list for these.
•Have your teachers in elementary, high school or college taught you how to learn
on your own? Explain your answer.
•When you become a teacher, would it be good if you teach your students to learn
how to learn'? Defend your answer.
 Generalization.
I have here a virtual roulette containing your names. I will tick the roulette, and as the
roulette stops, the name that appears will be the one who will generalize our discussion for
today. Is that clear?
 Application.

1. By reviewing the definitions of curriculum provided in this chapter and reflecting on your

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own use of the term, write your own definition of curriculum.
2. Some educators have suggested that the profession should use simpler definitions for

curriculum and instruction: Curriculum is what is taught; instruction is how it is taught.
Do these definitions seem to suffice, from your perspective? If so, explain.
3. Descriptive curriculum has numerous definitions, which can be slightly confusing.

Based on the general definitions provided by educators and their operational distinctions,
rank the seven examples provided in Exhibit 1.2 and explain why your selection meets the
criteria.
4. Some leaders have argued for a very close fit between the written and the taught
curriculum, suggesting that teachers should teach only what is in the prescribed curriculum.
Others have suggested that some slippage is desirable—that teachers should have some
autonomy and latitude, as long as they cover the essentials. What is your own position on
this issue?
Course Packet Discussion Forum
1. To what extent do you believe a written curriculum for the various disciplines plays a role
in this case?
2. To what extent do you believe the supported, tested, and learned curricula for the various
disciplines play a role in improving the intentional curriculum?
3. Do you feel that the intentional curriculum is prescriptive or descriptive, or a combination

of both? Why?
4. What roles do the recommended curriculum and hidden curriculum play in developing
the intentional curriculum?
Additional Activity
Let us pause for a while and reflect on what we have read, discussed, shared and observed in
the lesson. This portion will require you to have a deep thinking. Answer the questions by
yourself first, then get a partner and share your ideas. Listen to your partner's ideas also.
1. Can a school exist without a curriculum? Why or why not?

2. How does a strong belief or philosophy influence curriculum?
3. As future teachers, how important will a curriculum be to you?
4. What are the implications of an ever-changing curriculum to teachers?
Annexes
 Answer Key.
 References.
Almeda, Rosario and Bilbao, Purita. (2002) Curriculum Development. WVSU Printing Press.

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Bilbao, Purita P., et.al, (2008), Curriculum Development. Lorimar Publishing, Cubao, Quezon
City

Bruner, Jerome. (2001) The Culture of Education. Cambridge, Mass: Harvard University
Press.
Faunce and Bossing. (1959) Developing the Core Curriculum. 2 nd Ed. Englewood Cliffs. NJ.
Printice Hall.
Fitspatrick, Judy, Sanders, I. & Worthen, Blaire. (2004) Program Evaluation: Alternative
Approaches and Practical Guidelines. Pearson and Pearson, Inc. Boston.
Glathorn, Allan. (2000) The Principal as Curriculum Leader. 2 nd Edition. Corwin Press
(Goodland, John I. (1984) A Place Called School. McGrawHill.
Hawthorne, Rebecca. (1992) Curriculum in the Making. New York: Teacher's College Press.
Columbia University.
Howell, Kenneth and Nolet, Victor. (1985) Curriculum Based on Evaluation: Teaching and
Decision Making. 3rd Edition, Wadsworth, Belmont, California.
Mancall, J., Ladish, E and Judith Springer. (1992) Searching Across the Curriculum. Phi Delta
Kappan.
Maslow, Abraham. (1962) Toward a Psychology of Being. New York: D. Van Nostrand.
Ornstein, Allan and Hunkins, Francis. (2004) Curriculum Foundations, Principles and Issues.
4th Edition Pearson Foundation, Inc.
Ornstein, Allan and Levine, Daniel. (2003) Foundations of Education, 8th Edition. Boston,
Houghton Mifflin.
Scheffler, Israel. Justifying Curriculum Divisions in J. Martin. Ed. (1970) Readings in the
Philosophy of Education: A Study of Curriculum. Boston, Allyn and Bacon.
Smith, Othaniel, Stanley Williám and Shores, Harlan. (1957) Fundamentals of Curriculum.
New York, Harcourt Brace.
Taba, Hilda. (1962) Curriculum Development: Theory and Practice, New York: Harcourt
Brace.
Tyler, Ralph. (1949) Basic Principles of Curriculum and Instruction. University of Chicago
Press.
Tuckman, Bruce. (1985) Evaluating Instructional Programs. 200 Ea. Boston: Allyn and Bacon.
Stufflebeam, Daniel. (1971) Educational Evaluation and Decision Making. Itasca: Peacock.
Worthen, Blaine and Sanders, James, (1987) Educational Evaluation: Alternative Approaches
and Practical Guidelines. 2nd Edition.

Module - Nature, Concepts, and Purposes of The Curriculum

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LM01-PRED

Learning Module: The Teacher and the School Curriculum 3

Nature of the Curriculum

1. Define curriculum and its major conceptions

Learning Management System

Learning Module: The Teacher and the School Curriculum Page 26

Reflection Paper Rubric:

Reflection Paper Grading Rubric and Criteria

Learning Module: The Teacher and the School Curriculum Page 26

While working on a learning packet, additional reading/reference materials may be provided

Learning Module: The Teacher and the School Curriculum Page 26

Learning Module: The Teacher and the School Curriculum Page 26

Learning Module: The Teacher and the School Curriculum Page 26

Learning Module: The Teacher and the School Curriculum Page 26

The definitions provided for prescriptive and descriptive

Descriptive Definitions of the Curriculum

Date Author Definition

Hollis Caswell All the experiences children have under

Those learnings each child selects,

All experiences of the child for which the

The set of actual experiences and

Daniel Tanner The reconstruction of knowledge and

All student school experiences relating to

2009 E. Silva An emphasis on what students can do

Learning Module: The Teacher and the School Curriculum Page 26

Robert M. Hutchins views curriculum as "permanent studies Definition of Terms:

Learning Module: The Teacher and the School Curriculum Page 26

Learning Module: The Teacher and the School Curriculum Page 26

Ralph Tyler Model: Four Basic Principles. a. What educational

In summary, Tyler's Model shows that in curriculum development,

Learning Module: The Teacher and the School Curriculum Page 26

1. Recommended curriculum - Most of the school curricula are Include appropriate

Learning Module: The Teacher and the School Curriculum Page 26

7. Hidden curriculum - This is the unintended curriculum which is This

Learning Module: The Teacher and the School Curriculum Page 26

D. Elements/Components of the Curriculum

For most curricula, the major components or elements are

1. aims, goals and objectives;

When translated into questions, each component can be

I. Component 1 - Curriculum Aims, Goals and Objectives

A formal curriculum is embedded in a formal institution called

Based on the Philippine Constitution of 1987, all schools shall

1. Inculcate patriotism and nationalism

Learning Module: The Teacher and the School Curriculum Page 26

 continue to promote the objectives of elementary Curriculum––defined

Learning Module: The Teacher and the School Curriculum Page 26

1. A model performing high school where students are

Learning Module: The Teacher and the School Curriculum Page 26

Learning Module: The Teacher and the School Curriculum Page 26

4. Mechanism - responses have become habitual.

Learning Module: The Teacher and the School Curriculum Page 26

Let us look into broad subject areas in basic or general

a. Communication Arts - include skills in listening, speaking,

b. Mathematics - includes numeric and computational skills,

c. Science includes all branches of the natural sciences,

d. Social Studies include basic elements of Geography, History,

e. Music-includes basic music theory, practice in listening,

f. Physical Education - includes health and physical fitness,

g. Vocational Education- includes psychomotor and

Learning Module: The Teacher and the School Curriculum Page 26

This should appear

Learning Module: The Teacher and the School Curriculum Page 26