Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 COLLEGE OF TEACHER EDUCATION Bayombong Campus DEGREE PROGRAM | BEED COURSE NO. | PROF ED 9 SPECIALIZATION _ | General COURSE TITLE | The Teacher and the School Curriculum YEAR LEVEL 3 TIME FRAME | 6 hrs [WKNO. | 1-2 [IMNO. [1 | CHAPTER 1: UNDERSTANDING THE CURRICULUM I. LESSON TITLE Lesson 1: Definitions of Curriculum Lesson 2: Different Types of Curriculum, Lesson 3: Curriculum Foundations Lesson 4: Curriculum Conceptions Lesson 5: Elements of a Curriculum LESSON OVERVIEW This chapter explores significant pieces of literature and theories that will help curriculum workers, teachers, and students to understand basic concepts like curriculum, types of curriculum, curriculum foundations, and curriculum conceptions. DESIRED | FARNING OUTCOMFS, At the end of the lesson, the students are expected to: define curriculum, analyze the different types of curriculum; discuss different curriculum foundations; and discuss different curriculum conceptions. eee “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted werks inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FR:ICD.05.00 (081220) Page 1 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 V. LESSON CONTENT Lesson 1: Definitions of Curriculum A clear understanding of what curriculum is, helps scholars and students in understanding the curriculum as a dynamic field in education. Reid (2006) opined that people talk about, write about, legislate for, teach courses on, and take credits in curriculum; henee, itis important to have a concrete explanation of what curriculum is. Many books on curriculum present various images, characterizations, and definitions of the term curriculum. To analyze or discuss all of these definitions Would be a massive endeavor since there are more than eleven hundred books written about curriculum (Schubert, 1980). Presented in this book are just a few definitions provided by Saylor (1981), Beauchamp (1982), Schubert (1986), Eisner (1985), Pinar (1995),Posner (1995), Marsh (2004), Oliva (2005), Glatthom (2008), and Reid (2006), among others. + Curriculum as a list of subjects. This definition suggests that curriculum is the "permanent" or the traditional subjects offered in the school curriculum such as Mathematics, Language, Science, Music, Arts, and others, ‘+ Curriculum as learning experiences. This definition includes students curricular and co-curricular activities and the learning experiences they encounter inside or outside the school. This cefinition includes the hidden curriculum or those things leamed by the students as a result of their experiences in the school with their peers, schoolmates, teachers, school staff, or the values they leamed from a school pragram. In shart, ¢ includes the school culture ‘* Curriculum as intended learning outcomes. This definition includes a list of leaning competencies or standards that students should lear in school. ‘+ Curriculum as planned learning experiences. ( This includes documents specifying contents, objectives, or general ideas of what students should know in schools or in a specific discipline. + Curriculum as a discipline. Curriculum as a discipline has its own principles, theories, and practices. ‘+ Curriculum as content or subject matter. This definition views curriculum asa series of topics under each subject area. Itis important that curriculum workers have a common understanding of what curriculum is. Their personal definition of curriculum defines the curriculum product that they will produce. Many curriculum projects fail, and many curriculum researches appear vague because of an unclear understanding of the field of curriculum. Besides this, only few people are experts in curriculum studies, especially in the Philippines, who may be consulted regarding these projects and researches. “in accordance wih Secon 185, Fair Use of Copighied Work of Repu Act 8289, the coy works included inthis maria maybe reproduced for ‘ucsionm purpoars ony an ot reser Son NVSU-FR:ICD.05.00 (081220) Page 2 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 Lesson 2: Different Types of Curriculum Several curriculim scholars (sae Glattham, Rasches, and Whitehead, 2008;Print, 1993: Tanner and Tanner, 2007) cited nine types of curriculum in their books depending on how curriculum is used in various institutions. ‘+ Ideal or Recommended Curriculum. This refers to what scholars propose as the most appropriate curriculum for the learners, For example, different professional organizations of various. programs of study in different universities may propose curriculum innovations or altemative curriculum content as a result of their researches. Ideal or recommended curriculum may also develop as an altemative response to various curricular problems and issues. Glatthorn, Boschee, and ‘Whitehead (2006)noted several influences that seem to play the key roles in shaping the recommended curriculum. These influences are the professional associations, individuals, and societal trends. Curriculum standards recommended by professional organizations are examples of ideal or recommended curriculum. Many of these various curriculum standards are recommended by professional organizations as alternative to the current contents of the curriculum. Standards are products of their latest researches on the nature of the different disciplines and the developments in various academic fields. ‘+ Intended, Official, or Written Curriculum. This refers to the official curriculum embodied in approved state curriculum guides (Glatthom, Boschee, and Whitehead, 2006), Itis the curriculum prescribed by the government. In the Philippine context, these are the prescribed courses from different government agencies: the Department of Education(DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA). Examples of this type of curriculum are: ~ The Kinderganen Curriculum Standaras ~ The K-12 Curriculum ~ CHED Curriculum for General Education (Memorandum Order No. 20 Series of 2013) ~ TESDA Modules and Competencies3UNDERSTANDING CURRICULUM ‘+ Implemented Curriculum. This type of curriculum refers to the actual plementation of the curriculum or what teachers. in the school teach. In many cases, teachers modify and improve their curriculum based on the needs of the students or whenever there are new ideas in various disciplines that are important to teach to the students. Academic freedom among faculty members in college may also influence how profeszera plan and implement their courses. “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted werks inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FR:ICD.05.00 (081220) Page 3 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 ‘+ Achieved Curriculum or Learned Curriculum. This refers to the result of the curriculum or what students actually learned in school (Print, 1993). The achieved curriculum reveals whether the students learned and whether the schools are successful in attaining their curriculum goals and objectives. ‘+ Tested Curriculum. This is a set of learning that is assessed in teacher-made classroom tests, curriculum-referenced tests, and in standardized tests. (Glatthpm, Boschee, and Whitehead, 2006) ‘+ Entitlement Curriculum. It refers to what the people or the general society elleved ine learners should expect to learn In the educational system for mem to become good members of the society. ‘+ Supported Curriculum. This refers to the curriculum that is reflected on and shaped by the resources allocated to support or deliver the official curriculum. (Glatthom, Boschee, and Whitehead, 2006) ‘+ Null or Censored Curriculum. This refers to various curriculum contents or topics that must not be taught to the students. (Tanner & Tanner, 2007) © Hidden Curriculum. This refers to various skills, knowledge, and attitudes that students learn in school as a result of their interaction with other students, staff, and faculty members. Although the hidden curriculum is not actually taught in formal classroom learning, itis also true that the hidden curriculum can be a product of the students’ schooling. The hidden curriculum is very powerful in developing the school culture (Print, 1993). “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted werks inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FR:ICD.05.00 (081220) Page 4 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 Lesson 3: Curriculum Foundations Curriculum development scholars like Tyler (1949), Taha (1982), Eisner (1985),Saylar, Alexander, and Lewis (1981), Print (1993), Sowell (1996), and Tanner and Tanner(2007) generally identified three categories of sources for Curriculum foundations: (1)studies of learners and learning theory (psychology); (2) studies of life (sociology and anthropology); and (3) studies of the nature and value of knowledge (philosophy), These curriculum sources or foundations influenced curriculum developers in framing different curriculum conceptions and in developing curriculum Psychology as a discipline deals about understanding human behavior; hence, it is important in curriculum development. According to Print (1993), psychology can provide information in five important areas: Educational objectives Student characteristics Learning processes Teaching methods Evaluation procedures ohena Meanwhile, studies about the society and culture—sociology and anthropology, respectively—affect all curriculum processes. Sowell (1996) pointed out that knowledge about the society and its culture is important in selecting the content of the curriculum. It provides a clear understanding of the context in which the curriculum is developed. Studies about the society and culture help curriculum workers in understanding several social and educational issues that affect curriculum processes and education in general On the other hand, philosophy asa foundation helps curriculum workers in understanding the nature of knowledge and what subjects or topics are worthwhile. This is very important in making decisions about the contents of the curriculum. (Omstein and Hunkins (1993) mentioned that philosophy provides curriculum workers with @ framework or base for organizing schools and classrooms. It alse provides educators with a framework for broad issues and tasks, such as determining the goals of education, the content and its organization, and the teaching and learning processes. “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted werks inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FR:ICD.05.00 (081220) Page 5 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 Lesson 4: Curriculum Conceptions Curriculum workers hava different ideas about curriculum matters and curriculum development processes. They have different points of view about curriculum concerns, goals of what a curriculum should accomplish, and how a curriculum should be designed or constructed. These explain the presence of various curriculum orientations or conceptions. McNeil (2008), Eisner (1985), and Print (1993) identifiedsix curriculum conceptions: A Academic Rationalist Conception— considered as the oldest among the curriculum conceptions. It stresses the importance of different bodies of knowledge, known as disciplines or subject areas, as the focus of the curriculum. Cognitive Processes Conception — seeks to develop a repertoire of cognitive skills that are applicable to a wide range of intellectual problems. The subject matters are instruments or tools for developing these cognitive skills that are lasting in the lives of individuals. Humanistic Conception — stresses the idea that curriculum or education is an instrument for developing the full potential of individuals. It seeks to help individuals discover and develop their unique identities. It stresses that curriculum should focus on the needs and interests of individuals. Social Reconstructionist Conception — views the school or schooling as an agency for social change. Hence, it stresses that curriculum should respond to the different needs, issues, problems, and demands of the society. Technological Conception — is preoccupied with the development of means to achieve curriculum or educational goals. It views schooling as a complex system that can be analyzed into its constituent components. Eclectic Conception — is where curriculum workers find themselves aligning their ideas with two or more curriculum conceptions. Hence, this curriculum conception reiterates the realities in curriculum development that each of the curriculum conceptions is to be considered and is influential to a certain extent in Aasigning the curriculum “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted werks inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FR:ICD.05.00 (081220) Page 6 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 Lesson 5: Elements of a Curriculum In general, a curriculum has four important elaments. These alaments must he present in all curriculum documents or before a document can be called curriculum. These four elements are curriculum intent, content, learning experiences, and evaluation. Cove as Learning Experience 7] LoL) Figure 1. Curriculum Elements 1. Curriculum Intent — is the term used by Print (1993) to mean the direction that curriculum developers wish to take as result of participating in the curriculum. It includes the aims, goals, and objectives found in any curriculum documents. ~ Aims - are the broad statements of social or educational expectations. Aims include whatis hoped to be achieved by the entire curriculum, ~ Goals - are statements more specific than aims. Goals are general statements of whet concepts, skills, and values should be learned in the curriculum. ~ Objectives - are specific learning outcomes. Objectives include what specific concepts, skills, and values should be leamed by the students. Usually, objectives are used in making decisions or planning about instruction. These topics are based on the curriculum intents. Contents may include values, concepts, or skills that are important for the learners to learn. 2. Learning Experiences — include all instructional strategies that are useful for the implementation of the curriculum. These may appear in the form of activities, strategies, methods, or approaches that are useful in implementing the curriculum, or in teaching the content. 3. Evaluation — includes the different ways and tools used for evaluating whether or not the curriculum intents were realized. Evaluation tools are also used to “iy accordance wih Secon 185, Fair Uso of Coprghted Work of Repue Act 8283, the coprghid works included inthis material may be reproduced for ‘etal purposes ony and ot commercial Jatt NVSU-FRICO-05-00 (081220) Page 7 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 evaluate the performance of the leamers after they have undergone the curriculum. Hilda Taba (1962) observed that all curricula, no matter what design they have, are composed of certain elements. ‘+ Acurriculum usually contains a statement of aims and specific objectives. ‘+ Itindicates some selection and organization of content. ‘+ Iteither implies or manifests certain patterns of learning and teaching, whether because the objectives demand them or because the content organization requires them, ‘+ Itincludes a program of evaluation of the outcomes. Understanding the different elements of curriculum will help curriculum workers especially the teachers in designing curriculum and in analyzing the different curriculum materials that are offered to schools and students. “in accordance wih Secon 105, Fir Use of Copghted Work of Repuic Act 6283, the copytghed works included in this material may be rproioed for ‘etal purposes ony and ot commercial Jatt NVSU-FR:ICD.05.00 (081220) Page 8 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 IN A NUTSHELL: Reflections on Understanding Curriculum The first chapter introduced different concepts that every professional curriculum worker should know about curriculum. Understanding these concepts is useful in appreciating curriculum studies as an area in the field of education ‘+ Curriculum can be defined as’ ~ Set of contents Set of learning experiences ~ Planned content ~ Set of learning outcomes ‘+ There are different types of curriculum: Intended curriculum Implemented curriculum, Achieved curriculum Hidden curriculum Ideal or recommended curriculum ~ Tested curriculum Entitlement curriculum Null or censored curriculum ‘Supported curriculum v ’ ‘* Curriculum development is influenced by various academic fields that serve as foundations of curriculum such as: ~ Psychology (studies about the learners and learning theories) ~ Philosophy (studies on the nature and value of knowledge) ~ Sociology (studies on culture, society, and human activities) ‘+ There are different types of curriculum conception ~ Academic rationalist ~ Cognitive processes ~ Social reconstructionist ~ Humanistic ~ Lechnological ~ Eclectic + There are four elements of curriculum ~ Intent ~ Content ~ Learning experiences ~ Evaluation “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted werks inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FR:ICD.05.00 (081220) Page 9 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 VI. LEARNING ACTIVITIES M1: Activity A. Write a personal definition of curriculum. Explain the definition. B. Think about this: What are the benefits and possible pitfalls of having an official curriculum prescribed to all schools? C. Provide an example of a null or censored curriculum or a hidden curriculum. “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted werks inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FRCD-05-00 (081220) Page 10 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 vil. ASSIGNMENT A Salect a school, provide examples of the following curriculum intent, and analyze the relationship. 4. Curriculum Aims Curriculum Goals 3. Curriculum Objectives B. Provide examples of curriculum content and learning experiences. Content Learning Experiences “in accordance wih Secon 105, Fir Use of Copghted Work of Repuic Act 6283, the copytghed works included in this material may be rproioed for ‘etal purposes ony and ot commercial Jatt NVSU-FRCD-05-00 (081220) Page 11 of 12Republic of the Philippines NUEVA VIZCAYA STATE UNIVERSITY Bayombong, Nueva Vizcaya INSTRUCTIONAL MODULE IM NO.: IM-PROFED9-1STSEM-2021-2022 Vill. EVALUATION (Note: Not to be included in the student's copy of the IM) ou IX. REFERENCES Pawilen, Greg T. 2019. The teacher and the school curriculum a guide to curriculum, development and practice. Sampaloc, Manila: Rex Book Store, Inc. The contonte provided in thie module are from the references prevented abene. The subject tonchor door not claim the information in this module as his/her own, This is prepared for instructional purposes only. “in accordance with Section 185, Fair Use of Coprighind Work of Repu Act 8290, the copyrighted werks inched inthis material may be reproduced or ‘etal purposes ony and ot commercial Jatt NVSU-FRCD-05-00 (081220) Page 12 of 12