Module Foundations of Curriculum Revised

TARLAC STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION

CENTER OF DEVELOPMENT
ELEMENTARY EDUCATION
Villa Lucinda Campus, Tarlac City
VISION Tarlac State University is envisioned to be a premier University in Asia and Pacific.
Tarlac State University commits to promote and sustain the offering of quality and programs in
MISSION higher and advanced education ensuring equitable access to education for people
empowerment, professional development, and global competitiveness.
Towards this end, TSU shall:
1. Provide high quality instruction trough qualified, competent and adequately trained faculty
members and support staff.
2. Be a premier research institution by enhancing research undertakings in the fields of

technology and sciences and strengthening collaboration with local and international
institutions.
3. Be a champion in community development by strengthening partnership with public and

private organizations and individuals.
CORE VALUES E-xcellence

Q-uality
U-nity
I – ntegrity
T-rust in God, Transparency & True Commitment
Y- earning for Global Competitiveness
COURSE EDUC 205:

The Teacher and the School Curriculum
DEVELOPERS
Castillo, Claudine
David, Mae Ann
David, Ma. Rhonaliza
De Lara, Jude Marwin
Dela Pasion, Avelino
Espinosa, Crizel Mae
Feria, Mary Jane
BEED 3-A
College of Teacher Education
Tarlac State University
COURSE This course includes the fundamental concepts and principles in curriculum and curriculum
DESCRIPTION development as a foundation to engage prospective teachers as curricularist. The more active
role of the teacher in planning, implementing and evaluating school-curriculum as well as in
managing school curriculum change vis-a vis various context of teaching –learning and
curricular reforms shall be given emphasis.
COURSE OUTLINE
A. Curriculum Development
B. Foundations of the Curriculum
C. Crafting the Curriculum
D. Delivering/ Implementing the Curriculum
E. Curriculum Evaluation
F. Trends and Issues of Curriculum, and Curriculum Development
TITLE PSYCHOLOGICAL FOUNDATION OF CURRICULUM
UNIT # 02
INSTRUCTION TO This Module serves as a guide in understanding one unit or chapter under EDUC 205. It
THE USERS consists of the following sections:
(a) Introductory guide – To know the course title and description with the rationale.
(b) Pre-test – To answer the pre-test before proceeding to the content to define pre-
existing subject knowledge.
(c) Learning Objectives – To describes what student will be expected to learn by the end
of school year.
(d) Content Preparatory Activities – To read the text carefully and answer all of the
exercises and have an energizer/games before the start of the lesson proper.
(e) Evaluation – To outline the focal points that you need to remember in this chapter.
(f) Terms to Remember- To provide the important terms to remember in this course.
(g) LET-Inspired Questions – To provide questions to answer that will be a practice for
Licensure Examinations for Teachers.
(h) Assignment - To provide opportunity for students to continued/to achieve their

learning goals
(i) References - To provide the information necessary for reader to identify and retrieve
each work cited in this chapter.
PRE-TEST Let us do a SELF-CHECK!

MULTIPLE CHOICE. Identify the letter of the choice that best completes the statement or
answers the question.
1. This is how you use your existing schemas to interpret a new situation or object.
a. Schemas
b. Assimilation
c. Accommodation
d. Equilibrium
2. A movement in psychology supporting the belief that humans, as individuals, are

unique beings and should be recognized and treated as such by psychologists and
psychiatrists.
a. Humanism
b. Behaviorism
c. Cognitivism
d. Constructivism
3. He believed that language to be the foundation for social interaction and thought.
a. Jean Piaget
b. Lev Vygotsky
c. Abraham Maslow
d. Carl Rogers
4. He classified human needs and then organized them in a hierarchy.
a. Jean Piaget
b. Lev Vygotsky
c. Abraham Maslow
d. Carl Rogers
5. Ability to think conceptually and abstractly, and capacity to discern logical or

numerical patterns.
a. Logical
b. Rhythmic
c. Spatial
d. Kinesthetic
ANSWER KEY
1. B
2. A
3. B
4. C
5. A
LEARNING Upon completion of this unit, the student will be able to:
OBJECTIVES
 demonstrate knowledge in Curriculum planning, design and organization,
implementation, evaluation, and improvement,
 share insights on implementing K-12 Curriculum,
 show self-reliance while working independently to complete this chapter.
CONTENT I. Time for an ACTIVITY!

PREPARATORY .
ACTIVITIES What is the role of Psychology in the teaching learning process?
This activity will be in a document form and submitted in the files of EDUC 205 in MS Teams.
II. Ice Breaker Time!

Guess the word
Participants will guess the incomplete word with a given clue.
1. C _ R_ _ _ _ _ M
Clue: It refers to the lessons and academic content taught in a school or in a

specific course or program.
Answer: CURRICULUM
2. _ R _ G _ A _ _ S _
Clue: Rejects the idea if absolute, unchanging truth, instead asserting that
truth is "what works".
Answer: PRAGMATISM
3. _ _ I L _ _ S _ _ H Y
Clue: Philosophy is the systematized study of general and fundamental

questions.
Answer: PHILOSOPHY
4. _ _ I _ T _ N T _ A _ I _ _
Clue: Sensitivity and capacity to tackle deep questions about human

existence, such as the meaning of life, why do we die, and how did we get
here.
Answer: EXISTENTIALIST
5. _ _ _ E M A _
Clue: These are thought processes that are essentially building blocks of
knowledge.
Answer: SCHEMAS
DEVELOPMENTAL
ACTIVITIES FOUNDATIONS OF CURRICULUM
By: Claudine Castillo and Crizel Mae Espinosa
Foundations of Curriculum Development
Foundations are the forces that influence the minds of curriculum developers. In this way they
affect the content and structure of the curriculum.
Curriculum refers to the lessons and academic content taught in a school or in a specific
course or program. syllabus, modules, timetable, schedules, subjects, and program of studies.
Curriculum foundation refers to the factors that influence the minds of curriculum developers
to decide on what to be included in the curriculum and its structure. There are certain factors
which provide background information on which the curriculum developers depend to make
the decisions. They may be philosophical foundations which based on nature and value
systems. Psychological foundation which is based on the learners and learning theory that
influences the curriculum and we have the sociological and cultural foundation which
influences the curriculum from the social life, society and its culture.
The curriculum reflects the society and culture of a country, and this is the desire of a society
that their children should learn (like for example) the habits, ideas, attitudes and skills of the
adult society and culture and educational institutional are the proper way to impart these skill.
The duty of teacher and school is to discipline the students and provide them the set of
experiences in the form of curriculum.
 Philosophical
 Historical
 Psychological
 Legal
Philosophical Foundation of Curriculum
 Philosophical Foundations
What is Philosophy?
- Philosophy is the systematized study of general and fundamental questions, such as those
about existence, reason, knowledge, values, mind, and language.
 "philos" means love, "sophos" means wisdom = love of wisdom
What is Foundation?
- Foundation is the underlying basis or principle.
 base
 foot
 beginning
Philosophy means the love of wisdom, it searches for truth, not simple truth, It search for
eternal truth, reality and general principles of life.
Curriculum help in the practical use of knowledge in real life situations, understanding
realities, and ideas of life and this world, that's why curriculum is called the dynamic side of
philosophy. Curriculum is used for the modification of the behavior of the students and
philosophy help in the process of finding new ways and basis for teachers and curriculum
planner to modify their behavior.
Philosophy also helps in exploring new methods of teaching and how to apply in the
classroom situation for better achievement of the teaching learning process. Lastly, It also
provides new ways and methods for the evaluation of student’s achievement and evaluation of
curriculum.
Five Branches of Philosophy

1. Metaphysics - study of existence; metaphysics is a field of philosophy that is generally
focused on how reality and the universe began. An example of metaphysics is a study
of God versus the Big Bang theory.
2. Epistemology - study of knowledge; it is the branch of philosophy dealing with the
study of knowledge; theory of knowledge, asking such questions as "What is
knowledge?", "How is knowledge acquired?", "What do people know?", "How do we
know what we know?". An example of epistemology is a thesis paper on the source of
knowledge.
3. Ethics - study of action; Ethics is defined as a moral philosophy or code of morals
practiced by a person or group of people. An example of ethics is the code of conduct
set by a business. honesty, loyalty, integrity, respect, selflessness, and responsibility
4. Politics - study of force; Politics is the way that people living in groups make
decisions. Politics is about making agreements between people so that they can live
together in groups such as tribes, cities, or countries. An example of this one is about
voting for the new incoming president.
5. Aesthetics - study of art; the branch of philosophy that deals with the principles of
beauty and artistic taste. An example of an aesthetic is minimalism. Of or in relation to
aesthetics. Aesthetic means the pleasant, positive, or artful appearance of a person or
a thing. An example of the word is aesthetic is to say that a particular car is beautiful.
Traditional Schools of Philosophy

 IDEALISM - Asserts that because the physical world is always changing, ideas are
the only reliable form of reality.
 REALISM - The features of the universe exist whether or not a human being is there
to perceive them.
 PRAGMATISM - Rejects the idea if absolute, unchanging truth, instead asserting that
 Existentialism - Humanity isn't part of an orderly universe; rather individuals create
their own realities.
Basic Philosophies of Education

 Perennialism
 Essentialism
 Behaviorism
 Progressivism
 Existentialism
 Postmodernism (Critical Theory)
Perennialism
- Teaching ideas that are everlasting.
- The focus in the curriculum is classical subjects, literary analysis and considers curriculum
as constant.
Essentialism
-An educational philosophy suggesting that a critical core of knowledge and skills exists that
all people should possess
- The essential skills of the 3 R's and essential subjects of English, Science, History, Math and
Foreign Language is the focus of the curriculum.
Behaviorism
- A theory of animal and human learning that only focuses on objectively observable behaviors
and discounts mental activities.
- Behavior theorists define learning as nothing more than the acquisition of new behavior.
- Used by teachers when they reward (reinforce) or punish behaviors
Progressivism
-A theory of education that is concerned with "learning by doing ".
- An educational philosophy emphasizing curricula that focus on real-world problem solving
and individual development.
Existentialism
-Existentialists believe that every individual is unique and education must cater to the
individual differences.
- Focuses on the existence of the Individual responsibility.
- Education should focus on both cognitive and affective dimensions.
Postmodernism (Critical Theory)

- An educational philosophy contending that many of the institutions in our society, including
schools, are used by those in power to marginalize those who lack power.
- The aims of education are teaching critical thinking, production of knowledge, development
of individual and social identity, self-creation.
PSYCHOLOGICAL FOUNDATION OF CURRICULUM

By: Ma. Rhonaliza David
 Psychological Foundations
Psychological foundation is based on the individual differences, every student has its own
unique personality, and they have differences in their leering and skills. They are different in
nature so they can’t be treated alike in teaching learning process, some may be fast learner
while other slow.
Therefore, the curriculum should be designed to support the capacity and potentialities of
all the students.
Psychology is the study of mind and behavior. It plays a vital role in the teaching learning
process it is the foundation for all type of educational related programmed. The methods of
teaching, the selection of content of subjects, the methods and theories of learning, the overall
development of the students and to inculcate the norms of the society in the students.
Psychology helps in all the processes above in the development process of the curriculum.
 Learning Theories and Curriculum. We shall consider three learning theories:
1. Behaviorism
2. Cognitivism
3. Humanism
BEHAVIORAL THEORISTS
1. Ivan Pavlov
 Ivan Petrovitch Pavlov was a famous Russian Psychologist.
 He lived from 1849 to 1936.
 He made many discoveries in the psychology field.
 Pavlov won the Nobel Prize in psychology in 1904.
CONTRIBUTIONS TO EDUCATION:
Terms for deeper understanding:

Response is a reaction to an event or situation, and stimulus is anything that causes a
reaction.
a) Neutral Stimulus - no response
b) Unconditioned stimulus - Stimulus that leads to an automatic response
c) Unconditioned Response - Automatic response to stimulus
d) Conditioned Stimulus - Stimulus that eventually trigger a conditioned response
e) Conditioned Response - An automatic response established by training to an
ordinarily neutral stimulus.
2. Edward Thorndike
 Edward Lee Thorndike is an American psychologist whose work on animal behavior
and the learning process led to the theory of connectionism.
 He lived from 1874 to 1949
 He proposed the three laws of learning (Law of readiness, Law of exercise, Law of
effect)
Three Laws of Learning

1.) Law of Readiness- If one is not prepared to learn, then learning cannot be
automatically instilled.
2.) Law of Exercise- Suggests that drill and practice help in increasing efficiency and
durability of learning.
3.) Law of Effect- Rewards for appropriate behavior always substantially strengthen
associations.
3. Robert Gagne
 Robert Mills Gagne was an American educational psychologist best known for his
Conditions of Learning
 He proposed the Hierarchical Learning Theory
Gagne's Hierarchy of Learning
1) Signal Learning- Response to a signal
2) Stimulus-response- Response to given stimulus
3) Motor Chains- Linking two or more response connections to form a more complex skill
4) Verbal Associations- Linking two or more ideas
5) Multiple Discriminations- Responding in different ways to different items in a set.
6) Concept Learning - Reacting to a stimulus in an abstract way.
7) Rule Learning- Chaining two or more stimulus situations or concepts.
8) Problem Solving- Combining known rules/ principles into a new situation to solve a
problem.
COGNITIVE THEORISTS
Jean Piaget
 Swiss developmental psychologist known for being the first to make a systematic
study of the acquisition of understanding in children.
 Piaget is best known for his research on children's cognitive development.
Cognitive Development Theory with Four Stages

Keys to Learning:
Schemas are thought processes that are essentially building blocks of knowledge.
A baby, for example, knows that it must make a sucking motion to eat. That's a
schema
Assimilation— is how you use your existing schemas to interpret a new situation or
object. For example, a child seeing a skunk for the first time might call it a cat.
Accommodation— Interpreting a new experience by adapting or changing one’s

existing schemas is what happens when you change a schema, or create a new one,
to fit new information you learn. The child accommodates when they understand that
not all furry, four-legged creatures are cats.
Equilibration - happens when you're able to use assimilation to fit in most of the new
information you learn. So, you're not constantly adding new schemas.
Assimilation/Accommodation
As children assimilate new information and experiences, they eventually change their
way of thinking to accommodate new knowledge
2. Lev Vygotsky
 Seminal Russian psychologist
 best known for his sociocultural theory.
 Believed that cognitive development is strongly influenced by social and cultural
factors, such as the support and guidance that children receive from parents, other
adults, and older children
 He believed that social interaction plays a critical role in children's learning.
Socio-Cultural Theory
Emphasized the child’s interaction with the social world (other people) as a cause of
development. Moreover, the ways people interact with others and the culture they live in
shape their mental abilities.
3. Howard Gardner
 Howard Earl Gardner is an American developmental psychologist, well-known for his
Theory of multiple intelligences.
 Born: July 11, 1943
 He believed that teacher should better employ customized goals and values
appropriate to teaching, subject-matter, and student learning needs.
Gardner’s Multiple Intelligences
To capture the full range of abilities and talents that people possess, Gardner theorizes that
people do not have just an intellectual capacity but have many kinds of intelligence.
1. VERBAL AND LINGUISTICS- Well-developed verbal skills and sensitivity to the

sounds, meanings, and rhythms of words.
2. MATHEMATICAL / LOGICAL- Ability to think conceptually and abstractly, and

capacity to discern logical or numerical patterns.
3. MUSICAL / RHYTMIC- Ability to produce and appreciate rhythm, pitch and timber.
4. VISUAL / SPATIAL- Capacity to think in images and pictures, to visualize accurately

and abstractly.
5. BODILY KINESTHETIC- Ability to control one's body movements and to handle

objects skillfully.
6. INTERPERSONAL- Capacity to detect and respond appropriately to the moods,

motivations, and desires of others.
7. INTRAPERSONAL- Capacity to be self-aware and in tune with inner feeling, values,

beliefs and thinking.
8. NATURALIST- Ability to recognize and categorize plants, animals, and other objects
in nature
9. EXISTENTIALIST- Sensitivity and capacity to tackle deep questions about human

existence, such as the meaning of life, why do we die, and how did we get here.
3. DANIEL GOLEMAN
• Psychologist and Science Journalist

• Wrote the book “EMOTIONAL INTELLIGENCE” in 1935.
• He believed that emotion contains power to affect action *He called this Emotional
Learning.
• Born: March 7, 1946
CONTRIBUTION TO EDUCATION:
What is Emotional Intelligence (EI)?

- the ability to perceive, control, and evaluate emotions.
Five Components of Emotional Intelligence
HUMANISTIC THEORIST
By: Avelino Dela Pasion
This theory and approach in education takes root in humanistic psychology, with the key
concepts focusing on the idea that children are good at the core and that education should
focus on rational ways to teach the “whole” child. This theory states that the student is the
authority on how they learn, and that all of their needs should be met in order for them to learn
well.
Gestalt Psychology
 Based on perception and organization
 Our minds perceive things as part of a whole
 We have predisposed ways of organizing information
Principle of Gestalt Psychology

 Proximity- objects close together tend together
 Similarity- similar things tend to go together more than dissimilar things
 Continuity- we are more likely to perceive continuous , smooth flowing lines rather
than jagged broken lines
 Closure- we organize our perception into complete objects rather than as a series of
disconnected parts
 Figure ground- we make stantaneous decission to focus our attention on what we

believe to be the central figure and largely ignore what we believe to be the
background.
Abraham Maslow
American psychologist who was best known for creating Maslow's hierarchy of needs, a
theory of psychological health predicated on fulfilling innate human needs in priority,
culminating in self-actualization.
It argues that there are five stages of human needs that motivate our behaviour,
Abraham Maslow proposed his theory in 1943 after studying what he called exemplary people.
Carl Rogers
Roger believed that a person's behaviour is a factor motivated by self-actualisation
tendencies to work and achieve the highest level of their potential and achievement. During
this process, a person forms a structure of self or self-concept. A positive self-concept is
associated with feeling good and safe.
Social Foundations
Social foundation of curriculum. it Issues from society including groups and institutions
in the culture and their contribution to education.  It refers to issues from society that have an
influence on curriculum.  There are many aspects of the society that need consideration in
curriculum making. Social Foundations inquiry helps to sharpen students' capacities to
understand, analyze, and explain educational issues, policies, and practices in order to
improve education.
Schools and society, Society as a source of change, Schools as agents of change,

Knowledge as an agent of change. The word school is normally associated to buildings,
students, curriculum and instruction, teachers and administration. Schools is a special
institution created serve specific social need therefore not only gets aims and objectives from
society but its contents and methods are also determined in accordance with activities
carried on in society for which the school functions. Society refers to a group of people who
share culture , government, institutions land or set of social relationships , a person can
belong to a several societies at a time, religious, professional and social.
Schools shape children's perceptions of the world, the values, beliefs, and norms of
society are internalized within children so that they come to think and act like other members
of the society. Schools helps in building a nation. Schools serve the purpose of transmitting
knowledge to students to give them the information and skills they need to succeed in life.
These functions are constantly evolving in order to match the current needs of society. So
both school and society is very important.
John Dewey
American philosopher, psychologist, and educational reformer whose ideas have been
influential in education and social reform.
John Dewey is probably most famous for his role in what is called progressive education.
Progressive education is essentially a view of education that emphasizes the need to learn by
doing. Dewey believed that human beings learn through a 'hands-on' approach. This places
Dewey in the educational philosophy of pragmatism. Pragmatists believe that reality must be
experienced. From Dewey's educational point of view, this means that children must interact
with their environment in order to adapt and learn. Dewey felt the same idea was true for
Educators and that educators and children must learn together. His view of the learning
environment was deeply rooted in democratic ideals, which promoted equal voice among all
participants in the learning experience. Dewey's approach was truly child-centred. A child-
centred approach to education places the emphasis on learning about the needs and interests
of the child. In Dewey's view, children should be allowed to explore their environments.
Education should also reflect the child’s interests and backgrounds and that their social and
cultural worlds are important.
Theory of Education Dewey's philosophy of education highlights the importance of
imagination to drive thinking and learning forward, and for teachers to provide opportunities for
students to suspend judgement, engage in the playful consideration of possibilities, and
explore doubtful possibilities.
Alvin Toffler
An American writer, futurist, and businessman known for his works discussing modern
technologies, including the digital revolution and the communication revolution, with emphasis
on their effects on cultures worldwide. He is regarded as one of the world's outstanding
futurists. Alvin Toffler is famous for popularizing the field of futurism with his influential book
Future Shock (1970). In this book, Toffler talks about the ever-increasing speed of
technological and cultural change in our world. He says that many of us are addled, and in
some cases overwhelmed, by the rapid pace at which we are bombarded with new
information, new technological advances and new diversity. He likens this state of confusion to
the culture shock that a person often feels when they visit a foreign land, and have to figure
out the new norms and taboos of the culture they are visiting. Thus, the term future shock was
meant to describe the sense of disorientation that we may feel as a result of the rapid change
in our world today.
Toffler is a prominent futurist and the proponent of the theory of 'The Third Wave
society'. In his theory, Toffler has explicitly discussed the role of knowledge and technology in
effecting changes and thus shaping the coming of the new type of society in the future. That’s
all my report po thank you for listening
LEGAL FOUNDATIONS
By: Mae Ann David
• RA 7722: Higher Education Act Of 1994
• RA 7796: Act Creating the Technical Education and Skills Development Authority Of
1994
• RA 9155: Act Instituting a Framework of Governance for Basic Education.

Establishing Authority and accountability, renaming The Department Of Education,

Culture And Sports As The Department Of Education And For Other Purpose
• RA 4670 OF 1966 -The Coverage: are All Public School Teacher
ACT NO. 74
JANUARY 1, 1901
*Laid the Foundation of Philippine Public School System and made English as the Language
of Instruction.
*Established in the Philippine Normal School and Trade School in Manila, and an Agricultural
School in Negros
• RA 476 (JUNE 18, 1949)
*Converted the Philippine Normal School into a Teacher Collage and Offered Course Leading
to Bachelor of Science in Elementary Education and Master of Arts in Education
• RA 7168 (DECEMBER 26, 1991)
*Converted the Philippine Normal School into a University
• RA 6655
*Also known as the Free Public Secondary Education Act of 1988
*Public Secondary Schools were Nationalized, and they were Reclassified by Source of
Funding and Curriculum Type
• DECS ORDER NO. 38, s. 1994
*NSAT is required for all Senior High School Student
• RA 5250 (1966)
*Provided a Ten-Year Teacher Education Program in Special Education For The Teaching Of
The Gifted, Mentally- Retarded And Those With Behavior Problems
*Only two Schools Offered Undergraduate in SPEd: UP COEd AND CEU
• RA 7686
*Being paid in OJT’s in Private Industries
• RA 7687
*Scholarship Programs for Career in Science and Technology
• RA 7743
*Created the Center of Excellence in Teacher Education
• RA 7791
*Stretched the School Year From 185-200 days
• RA 1265
*Made the Observance of the Flag Ceremony Compulsory
• RA 7836
*An act professionalizing the teaching profession
*Established the Licensure Examinations for Teachers
• RA 10157
*Kindergarten Education Act
*Provides the Inclusion of the Kindergarten Level into the Basic Education Programs. It is a
must that children must undergo Kinder before entering Grade 1
*SENATE BILL 3286: Enchanced Basic Education Act of 2012 an addition of two years in
Basic Education
HISTORICAL AND SOCIOLOGICAL FOUNDATION OF CURRICULUM

By: Jude Marwin De Lara
WHAT IS CURRICULUM?
• According to its definition, it refers to “the lessons and academic content taught in a
school or a specific course or program”
• It encompasses all the strategies, methods, processes, knowledge, and skills. That
students are expected to learn and meet in short it consists of the outline of the
concept to be taught to students to help them meet the content standards. There are
also a lot of theories that gave their ideas about the curriculum but before we go
through theories let’s discuss first the Historical progress of education and the
curriculum In the Philippines.
History
• History (from Ancient Greek: ἱστορία, romanized: historíā, lit. 'inquiry; knowledge
acquired by the investigation is the study and the documentation of the past.
• History is the knowledge of and study of the past. It is the story of the past and a form
of collective memory. History is the story of who we are, where we come from, and
can potentially reveal where we are headed.
Why is it important to study History?

• We study history because history doesn’t stay behind us. Studying history helps us
understand how events in the past made things the way they are today. With lessons
from the past, we not only learn about ourselves and how we came to be but also
develop the ability to avoid mistakes and create better paths for our societies.
• History is important to study because it is essential for all of us in understanding

ourselves and the world around us. There is a history of every field and topic, from
medicine to music, to art.
Why is it called history and not herstory?

• History is called “history” rather than herstory because history was derived from the
Greek word “historia” which means to inquire in to or knowledge acquired by
investigation. Because of this reason, the word herstory was invented in the late 20th
century to mean history that is written by women.
1. Pre-Colonial Period
• Education is informal
• No schooling and curriculum have not started yet.
2. Spanish Period
• Four R’s
• Reading
• Writing
• Arithmetic
• Religion
3. American Period
The primary curriculum that the Americans prescribed to the Philippines are:
• Body training and Mental Training
• Body training: Singing, DrawingThe government established normal schools for future
teachers. At this time we had three levels of education in the American period.
(Elementary, High School, College)
4. Commonwealth Period
• All schools should develop moral character, personal discipline, civic conscience, and
vocational efficiency.
• Promote effective participation of the citizens in the processes of a democratic
society.
5. Japanese Period
• Endeavor to elevate the morals of people, giving up over-emphasis of materialism.
• Promotion of vocational courses.
• To inspire people with the spirit of love and labor.
6. 2010 PRESENT K-12 PROGRAM

• Franklin Bobbit
• He started the curriculum development movement.
• Curriculum is a science that emphasizes students’ needs.

• Curriculum prepares learners for adult life.
• Objectives and activities should group together when tasks are clarified.
Students must understand the benefits of collaborative learning.
What is the contribution of Franklin Bobbit?

• He became famous for developing the modern concept of "objective analysis," a
forerunner of job and task analysis. Bobbitt advocated the practice of analyzing the
activities involved in discreet academic subjects and using that analysis to establish
specific teaching objectives.
What is the theory of Franklin Bobbit?

• Bobbitt felt that the curriculum has to adapt to the needs of an individual and to the
needs of the new industrial society, people should not be taught what they would
never use. They should only learn those skills which were necessary to fulfill their
personal tasks.
Werret Charters
• Like Bobbit, he posited that the curriculum is science and emphasizes students’ needs.
• Objectives and activities should match.
• Subject matter or content relates to objectives.
• William Kilpatrick
• Curricula are purposeful activities that are child-centered.
• The purpose of the curriculum is child development and growth. He introduced this project
method where teacher and student plan the activities.
• Curriculum develops social relationships and small group instruction.

• It means recognizing the value of student voices and thinking and can contribute powerfully
to a classroom culture where attention to student thinking
Views on Education
Kilpatrick supported Dewey’s view of getting away from rote memorization and a rigid
curriculum and replacing it with a child-centered approach. He was a major critic of the
Committee of Ten with their emphasis on acquiring knowledge through traditional means.
Kilpatrick saw school not only fulfilling an intellectual purpose but also a social one.
For Kilpatrick, education was about the social development of the child rather than
their cognitive development through the mastery of content. This is not saying that the mind
did not matter. The emphasis was on learning to think and not focusing on what to think.
The curriculum should come from real-life and not compartmentalized subject matter.
This idea calls for a need for an integrated curriculum that stressed maximum student
participation. These beliefs led Kilpatrick to create a unique form of teaching.
The Project Method

Kilpatrick’s Project Method is a blend of behavioral psychology and progressivism. It was
behavioral in that student behavior was observed but it was also progressive in the focus on
child-centered learning. The four steps of the Project Method are as follows.
• Purpose
• Plan
• Execute
• Judge
Teachers first need to decide what are they trying to do. Next, the need to develop a plan
for achieving these objectives. The development of observable goals is clearly the behavioral
aspect of this method. Execution involves the implementation of the the plan. Last is judge,
the teacher assesses the success of the plan. Again, assessing the students and curriculum is
a behavioral aspect of the Project Method.
The progressivist aspect of this method was the constant revision of the curriculum based
on student needs and interests. The curriculum was developed jointly with the students. This
was a core belief of Kilpatrick that students should be leaders in the development of their
learning as nothing would motivate them more. This also led to the development of decision-
making skills.
Harrold Rugg
• The curriculum should develop the whole child. It is child-centered.
• Child-centered learning helps students to develop their skills and understandings. In this, the
starting point is not the teacher. Students have to initiate for their betterment. They become
more competitive. Students have many needs like social needs, physical needs, academic
needs, emotional needs, and many more.
• With the statement of objectives and related learning activities, the curriculum should
produce outcomes.
• Emphasized social studies and suggested that the teacher plans curriculum in advance.
MODELS OF CURRICULUM DEVELOPMENT

By: Mary Jane Feria
 Hollis Caswell (1901-1989)

I. Curriculum is organized around social functions of themes, organized knowledge and
learner’s interest.
II. Curriculum, instruction and learning are interrelated.
III. Curriculum is a set of experiences. Subject matter is developed around social

functions and learners’ interests. Or
 Ralph Tyler (1902-1994)

I. The curriculum is a science and an extension of school’s philosophy. It is based on
students’ needs and interests.
II. Curriculum is always related to instruction. Subject matter is organized in terms of
knowledge, skills and values.
III. The process emphasizes problem solving. The curriculum aims to educate generalists
and not specialists.
 Hilda Taba (1902-1967)

I. She contributed to the theoretical and pedagogical foundations of concepts
development and critical thinking in social studies curriculum
II. She helped lay the foundation for diverse student population.
 Peter Oliva (1992-2012)

I. He described how curriculum change is a cooperative endeavor
II. Teachers and curriculum specialists constitute the professional core planners.
III. Significant improvement is achieved through group activity.
MODELS OF CURRICULUM DEVELOPMENT

Ralph Tyler Model
- He wrote his ideas in a book BASIC PRINCIPLES of Curriculum and Instruction
for his students to give them an idea about principles for making curriculum.
- One of the 1st model and still a highly simple model consisting of 4 steps
- Deductive
- Administrators should design the curriculum, teachers are implementers (top-
bottom)
FOUR FUNDAMENTAL PRINCIPLES
1. Determine the school's purposes (objectives)
2. Identify educational experiences related to purpose
3. Organize the experiences
4. Evaluate the purpose
HILDA TABA'S MODEL

- Hilda Taba is the developer of the Taba Model of learning.
- This model is used to enhance the thinking skills of students.
- The main concept of this approach to curriculum development is that teachers
must be involved in the development of the curriculum.
- Inductive.
- The needs of the students are at the forefront.
- The grassroots approach or bottom-up model.
7 STEPS OF TABA MODEL

SOCIOLOGICAL FOUNDATION
"Schools exist within the social context"
SOCIOLOGY - "Socius" - Latin word, meaning- "social or being with others"
"Logos” - Greek word, meaning "study"
How does sociology or the study of social beings affect the curriculum?
 Society's culture affects and shape the schools and the curricula.
 Recognize that the school is just one of those many institutions that educates the
society.
 Schools are formal institutions that address more complex and interrelated society
and the world.
 Society as ever dynamic is source of a very fast changes which are difficult to cope
with and adjust to.
 Thus, schools are made to help understand these changes. In order for the school to
be relevant.
 Schools’ curricula should address diversity, explosion of knowledge, school reforms
and education for all.
What is the relationship between the society and the curriculum?
 Relationship of curriculum and society is mutual and encompassing

 CURRICULA : should reflect and preserve the culture of society and its
aspirations.
 SOCIETY : should also absorb the changes brought by formal institutions called
the schools.
 CURRICULUM is organized so that it may help in achievement of SOCIAL aims.
 Organize the curriculum carefully and properly.
SOCIOLOGICAL PRINCIPLES (for curriculum construction)
- The Curriculum should be dynamic, flexible and changing in nature.

- The Curriculum should be chosen based on the problem and the needs of the society.
- Should be so organized and its relationship with instructional methods should be such
that the curriculum becomes effective medium to keep a control over society.
- It should develop a sense of dignity of labor among students.
- The Curriculum should be able to develop a problem-solving attitude among the
students.
- There should be provision of social programs for participation on social life.
EVALUATION I. Multiple choice:

Direction: Read each question carefully, and then choose the answer that best fits the
question.
1. An educational philosophy that claims that many societal institutions, such as schools, are
used by the powerful to marginalize the weak.
a) behaviorism
b) essentialism
c) postmodernism
d) progressivism
Answer: c
2. Education needs to place equal emphasis on cognitive and affective dimensions.
a) behaviorism
b) essentialism
c) existentialism
d) progressivism
Answer: c
3. Learning cannot be automatically ingrained in someone who is not willing to learn.
a) Law of Effect
b) Law of Exercise
c) Law of Readiness
d.) Law of Energy
Answer: c
4. Suggests that repetition and practice might improve learning's effectiveness and durability.
a) Law of Effect
b) Law of Exercise
c) Law of Readiness
d.) Law of Energy
Answer: b
5. Connecting two or more concepts
a) Verbal Associations
b) Motor Chains
c) Multiple Discriminations
d) Signal Learning
Answer: a
6. Creating a more complex skill by connecting two or more answer connections.

a) Verbal Associations
b) Motor Chains
c) Multiple Discriminations
d) Signal Learning
Answer: b
7. He is well-known for his 1995 book, Emotional Learning.
a) Daniel Goleman
b) Howard Gardner
c) Lev Vygotsky
d) Alvin Toffler
Answer: a
8. Was a well-known American writer, futurist, and businessman who focused on the
implications of modern technologies on civilizations around the world in his writings on the
digital revolution and the communication revolution. He is recognized as one of the best
futurists in the entire planet.
a) Daniel Goleman
b) Howard Gardner
c) Lev Vygotsky
d) Alvin Toffler
Answer: d
9. He started the curriculum development movement
a) Harold Rugg
b) Franklin Bobbit
c) John Franklin Bobit
d) Franklin Bobit
Answer: b
10. Described how curriculumchange is a cooperative endeavor.
a) Peter Oliva
b) Hilda Taba
c) Ralph Tyler
d) Harold Rugg
Answer: a
II. ENUMERATION
11-16: SIX BASIC PHILOSOPHIES OF EDUCATION

17-19: THREE LEARNING THEORIES OF PSYCHOLOGICAL FOUNDATION
III. ESSAY (20-30)
Why and how psychological foundation of curriculum important in education?

TERMS TO  Curriculum- refers to the lessons and academic content taught in a school or in a
REMEMBER specific course or program. syllabus, modules, timetable, schedules, subjects, and
program of studies.
 Curriculum foundation- refers to the factors that influence the minds of curriculum
developers to decide on what to be included in the curriculum and its structure.
 Idealism - asserts that because the physical world is always changing, ideas are the
only reliable form of reality.
 Realism - the features of the universe exist whether a human being is there to
perceive them.
 Pragmatism - rejects the idea if absolute, unchanging truth, instead asserting that
 Existentialism - humanity isn't part of an orderly universe; rather individuals create

their own realities. It focuses on the existence of the Individual responsibility.
 Perennialism- The focus in the curriculum is classical subjects, literary analysis and
considers curriculum as constant.
 Essentialism- An educational philosophy suggesting that a critical core of knowledge

and skills exists that all people should possess
 Behaviorism- A theory of animal and human learning that only focuses on objectively
observable behaviors and discounts mental activities.
 Progressivism- An educational philosophy emphasizing curricula that focus on real-

world problem solving and individual development.
 Postmodernism (Critical Theory)- An educational philosophy contending that many of

the institutions in our society, including schools, are used by those in power to
marginalize those who lack power.
 Law of Readiness- If one is not prepared to learn, then learning cannot be

automatically instilled.
 Law of Exercise- Suggests that drill and practice help in increasing efficiency and
durability of learning.
 Law of Effect- Rewards for appropriate behavior always substantially strengthen

associations.
 Signal Learning- Response to a signal
 Stimulus-response- Response to given stimulus
 Motor Chains- Linking two or more response connections to form a more complex skill
 Verbal Associations- Linking two or more ideas
 Multiple Discriminations- Responding in different ways to different items in a set.
 Concept Learning - Reacting to a stimulus in an abstract way.

 Rule Learning- Chaining two or more stimulus situations or concepts.
 Problem Solving- Combining known rules/ principles into a new situation to solve a
problem.
 Schemas- are thought processes that are essentially building blocks of knowledge. A
baby, for example, knows that it must make a sucking motion to eat. That's a schema
 Assimilation- is how you use your existing schemas to interpret a new situation or
object. For example, a child seeing a skunk for the first time might call it a cat.
 Accommodation- Interpreting a new experience by adapting or changing one’s

existing schemas is what happens when you change a schema, or create a new one,
to fit new information you learn. The child accommodates when they understand that
not all furry, four-legged creatures are cats.
 Equilibration - happens when you're able to use assimilation to fit in most of the new
information you learn. So, you're not constantly adding new schemas.
 Maslow's hierarchy of needs- a theory of psychological health predicated on fulfilling

innate human needs in priority, culminating in self-actualization.
 Kilpatrick’s Project Method is a blend of behavioral psychology and progressivism. It

was behavioral in that student behavior was observed but it was also progressive in
the focus on child-centered learning with 4 steps: Purpose, Plan, Execute, Judge.
 Gestalt Psychology -our minds perceive things as part of a whole
 Hilda Taba's Model- The main concept of this approach to curriculum development is
that teachers must be involved in the development of the curriculum.
Inductive.
LET-INSPIRED 1. Teacher M views his students as unique, free-choosing, and responsible individuals. All
QUESTIONS classroom activities revolve around the said premise. What theory underlies this?
a. Existentialism
b. Essentialism
c. Realism
d. Progressivism
Answer: A
2. Teacher V demonstrated the technique on how to group students according to their needs
and interests and how to use self-paced instructional materials. Which philosophy is
manifested in this activity?
a. Essentialism
b. Progressivism
c. Realism
d. Social Reconstructivism
Answer: B
3. The Department of Education gives greater emphasis on the development of basic skills.
What is the Philosophical basis for this?
a. Essentialism
b. Existentialism
c. Perennialism
d. Pragmatism
Answer: A
4. Whose model of curriculum development is called "grassroots approach", which means that
teachers who teach or implements the curriculum should participate in developing it?
a. Hilda Taba
b. Benjamin Bloom
c.Ralph Tyler
d. Francis Hunkins
Answer: A
5. He described how curriculum change is a cooperative endeavor.

a. Hollis Caswell
b. Harold Rugg
c. Peter Oliva
d. Franklin Bobbit
Answer: C
6. One of the 1st model and still highly simple model consisting of 4 fundamental principles
a. Taba Model
b. Tyler Model
c. Oliva Model
d. Beaucham Model
Answer: B
7. Which philosophy approves a teacher who lectures most of the time and requires his
students to memorize the rules of grammar?
a. Existentialism
b. Perennialism
c. Idealism
d. Realism
Answer: C
8. What philosophy of Education advocates that the curriculum should only include universal
and unchanging truths?
a. Essentialism
b. Perennialism
c. Idealism
d. Pragmatism
Answer: B
9. He is an American Psychologist who created a hierarchy needs.
a. Alvin Toffler
b. Abraham Maslow
c. Carl Rogers
d. Ralph Tyler
Answer: B
10. Who among them is known as one of the most word outstanding futurist.
a. Alvin Toffler
b. Abraham Maslow
c. Carl Rogers
d. Ralph Tyler
Answer: A
11. He is known for his theory of personality which focuses on self-concept.
a. Ralph Tyler
b. Abraham Maslow
c. Alvin Toffler
d. Carl Rogers
Answer: D
12. All of that are components constitute of self-concept except:
a. Ideal self
b. Self-worth
c. Self-Actualization
d. Self-image
Answer: C
13. Jude teaches her child how to be a good example to other children. What historical
foundation has been used in the scenario?
a. American Period
b. Pre-Colonial
c. Present Period
d. Spanish Period
Answer: B
14. Body training has been applied to the curriculum, what foundation of curriculum is this?
a. American Period
b. Pre-Colonial
c. Present Period
d. Spanish Period
Answer: A
15. The curriculum has to adapt to the needs of an individual and to the needs of the new
industrial society, people should not be taught what they would never use.
a. Theory of Franklin Bobbit
b. Theory of Werret Charters
c. Theory of William Kilpartick
d. Theory of Harold Rugg
Answer: A
16. In this time, the 4Rs have been applied to the curriculum.
a. American Period
b. Pre-Colonial
c. Present Period
d. Spanish Period
Answer: D
17. He introduced this project method where teacher and student plan the activities.
a. Franklin Bobbit
b. Werret Charters
c. William Kilpartick
d. Harold Rugg
Answer: C
18. Two-year-old Rhona has learned the schema for “dog” from her picture books. What do
you call the term that represents the example?
a. Assimilation
b. Accommodation
c. Equilibration
d. Memorization
Answer: A
19. Teacher Rhona believes that drill and practice help in increasing efficiency and durability
of learning of the pupils. What law is supporting her belief?
a. Law of Effect
b. Law of Readiness
c. Law of Exercise
d. Law of Motion
Answer: C
20. David is self-aware and in tune with his inner feeling, values, beliefs and thinking. What
kind of Intelligence is this?
a. Interpersonal
b. Intrapersonal
c. Existential
d. Bodily-Kinesthetic
Answer: B
ASSIGNMENT Read about the next lesson which is the Crafting of the Curriculum.
REFERENCES http://www.fnbaldeo.com/EDCI%20547%20-%20January%202020/PRESENTATIONS/
PsychologicalBasesForCurriculumDecisions.pdf
https://www.studocu.com/row/document/moi-university/education/chapter-04-psychological-
foundations-of-curriculum/7782423

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TARLAC STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

Towards this end, TSU shall:

2. Be a premier research institution by enhancing research undertakings in the fields of

3. Be a champion in community development by strengthening partnership with public and

CORE VALUES E-xcellence

COURSE EDUC 205:

TITLE PSYCHOLOGICAL FOUNDATION OF CURRICULUM

(h) Assignment - To provide opportunity for students to continued/to achieve their

PRE-TEST Let us do a SELF-CHECK!

2. A movement in psychology supporting the belief that humans, as individuals, are

4. He classified human needs and then organized them in a hierarchy.

5. Ability to think conceptually and abstractly, and capacity to discern logical or

 share insights on implementing K-12 Curriculum,

 show self-reliance while working independently to complete this chapter.

CONTENT I. Time for an ACTIVITY!

II. Ice Breaker Time!

Clue: It refers to the lessons and academic content taught in a school or in a

Clue: Philosophy is the systematized study of general and fundamental

Clue: Sensitivity and capacity to tackle deep questions about human

Foundations of Curriculum Development

Philosophical Foundation of Curriculum

Five Branches of Philosophy

Traditional Schools of Philosophy

Basic Philosophies of Education

Postmodernism (Critical Theory)

PSYCHOLOGICAL FOUNDATION OF CURRICULUM

 Learning Theories and Curriculum. We shall consider three learning theories:

Terms for deeper understanding:

Three Laws of Learning

Cognitive Development Theory with Four Stages

Accommodation— Interpreting a new experience by adapting or changing one’s

Gardner’s Multiple Intelligences

1. VERBAL AND LINGUISTICS- Well-developed verbal skills and sensitivity to the

2. MATHEMATICAL / LOGICAL- Ability to think conceptually and abstractly, and

4. VISUAL / SPATIAL- Capacity to think in images and pictures, to visualize accurately

5. BODILY KINESTHETIC- Ability to control one's body movements and to handle

6. INTERPERSONAL- Capacity to detect and respond appropriately to the moods,

7. INTRAPERSONAL- Capacity to be self-aware and in tune with inner feeling, values,

9. EXISTENTIALIST- Sensitivity and capacity to tackle deep questions about human

• Psychologist and Science Journalist

What is Emotional Intelligence (EI)?

Five Components of Emotional Intelligence

Principle of Gestalt Psychology

 Figure ground- we make stantaneous decission to focus our attention on what we

Schools and society, Society as a source of change, Schools as agents of change,

belong to a several societies at a time, religious, professional and social.

• RA 7722: Higher Education Act Of 1994

• RA 9155: Act Instituting a Framework of Governance for Basic Education.

Establishing Authority and accountability, renaming The Department Of Education,

• RA 4670 OF 1966 -The Coverage: are All Public School Teacher

• RA 476 (JUNE 18, 1949)

• RA 7168 (DECEMBER 26, 1991)

*Converted the Philippine Normal School into a University

*Also known as the Free Public Secondary Education Act of 1988

• DECS ORDER NO. 38, s. 1994

*NSAT is required for all Senior High School Student

*Only two Schools Offered Undergraduate in SPEd: UP COEd AND CEU

*Being paid in OJT’s in Private Industries

*Scholarship Programs for Career in Science and Technology

*Created the Center of Excellence in Teacher Education

*Stretched the School Year From 185-200 days

*Made the Observance of the Flag Ceremony Compulsory