THE TEACHER AS A KNOWER OF

THE CURRICULUM:
1. The School Curriculum:
Definition, Nature and Scope
2. Approaches to the School curriculum
3. Curriculum Development:
Processes and Models
4. Foundations of Curriculum
 The School Curriculum:
Definition, Nature and Scope
 SOME DEFINITIONS OF SCHOOL
CURRICULUM
•“Curriculum is a planned and guided set of
learning experiences and intended outcomes,
formulated through the systematic reconstruction
of knowledge and experiences under the auspices
of the school, for the learners’ continuous and
willful growth in personal social competence.”
(Daniel Tanner, 1980)
SOME POINT OF VIEWS OF OTHER
CURRICULARISTS

1. Curriculum Traditional points of view

2. Curriculum Progressive points of view

 1. Curriculum traditional points of view
-Curriculum is mostly written documents such syllabus, course of study,
books, and references where knowledge
is found but it is used as a means to accomplish intended goals.

2. Curriculum Progressive points of view

-A listing of school subjects, syllabi, course of study, and

specific discipline does not make a curriculum. A progressive
view of curriculum is the total learning experiences of the
individual.
Approaches to the School
Curriculum
 Three ways of approaching
Curriculum:

1. Content

2. Process

3. Product
 1. Content
-a body of Knowledge to be transmitted using
appropriate teaching method.

2. Process
-what actually happens in the classroom
o
when the curriculum is practiced.
3. Product
-the learning outcomes desired of
learners.
 Four ways of presenting the content in the
curriculum
1. Topical approach
- much content is based on knowledge,
and experiences are included.
2. Concept Approach
- with fewer topics in clusters around mmajor and sub-concepts
and their interaction, with relatedness emphasized.
3. Thematic approach
- as a combination of concepts that develop conceptual structures
4. Modular approach
-leads to complete units of instruction.
 Criteria in the Selection of Content

Significance

Validity

Utility

Learnability

Feasibility
Interest
 Criteria in the Selection of Content
1.Significance
-content should contribute to ideas,concepts, principles, and
generalization that should attain the overall purpose of the
curriculum. It must become the means of developing cognitive,
affective, and psychomotor skills of the learner.
2.Validity
-The authenticity of the subject matter forms its validity.
3.Utility
-usefulness of the content in the curriculum is relative to the
learners who are going to use these.
4.Learnability
- complexity of the content should be within
the range of experiences of the learners.
5.Feasibility
-Can the subject content be learned within the time allowed,
resources available, expertise of the teachers and the nature of
the learners? Are these contents of learning which can be
learned beyond the formal teaching-learning engagement?
6.Interest
-will the learners take interest in the content? Are the contents
meaningful? Interest of one of the driving forces for students to
learn better.
 Guide in the Selection of the Content in the
Curriculum
1. Commonly used in the daily life.

2. Appropriate to the maturity levels and abilities of the learners.

3. Valuable in meeting the needs and competencies of the future

career.

4. Related to other subject fields or discipline for

complementation and integration.

5. Important in the transfer of learning to other disciplines.

 BASICS:

Fundamental Principles

for Curriculum Contents

●B alance. Content should be fairly
distributed in depth and breadth.
•A
•S
•I
•C
•S
●A
•B

rticulation. As the content complexity

progresses with the educational levels,
•S vertically or horizontally,
•I across the same discipline smooth
•C connections or bridging
•S should be provided.
•B

●S
•A
equence. The logical arrangement
•I
of the content refers to
•C sequence or order.
•S
•B
•A

●I
•S
ntegration. Contents should be infused
in other disciplines whenever possible.
•C This will provide a wholistic
•S or unified view of curriculum
instead of segmentation.
•B
•A
•S

●C
•I

ontinuity. Content when viewed

•S as a curriculum should
continuously flow as it was
before, to where it is now, and
where it will be in the future.
•B
•A
•S
•I

●S
•C

cope. It consists of all the

contents, topics,
learning experiences
comprising the curriculum
What are the “Fundamental Principles for Curriculum
Contents”?

1. __________________________________
2.___________________________________
3.___________________________________
4.___________________________________
5.___________________________________
6.___________________________________
What are the “Fundamental Principles for Curriculum
Contents”?
1. B-alance
2. A-rticulation
3. S-equence
4. I-ntegration
5. C- ontinuity
6. S- cope
 Three ways of Approaching a Curriculum

1 3
Curriculum
2 Curriculum
as a Content Curriculum as a Product
as a Process
Curriculum as a Process
•Curriculum is not seen as a physical thing or a
noun, but as a verb or an action.

•It is the interaction among the teachers,

students and content.

•It is an active process with emphasis on the

context in which the processes occur.
•Curriculum as a process is seen as a scheme about the
r
practice of teaching.

•The intersection of the content and process is

called the Pedagogical Content Knowledge or PCK.
It will address the question: If you have this
content, how will you teach it?
 Guiding Principles of Curriculum as a Process

1. Curriculum process in the form of teaching methods

or strategies are means to achieve the end.

2. There is no single best process method. Its effectiveness

will depend on the desired learning outcomes, the learners,
support materials and the teacher.
3. Curriculum process should stimulate the learners'
desire to develop the cognitive, affective,
psychomotor domains in each individual.

4. In the choice of methods, learning and teaching

styles should be considered.

5. Every method or process should result to learning

outcomes which can be described as cognitive,
affective and psychomotor.
6. Flexibility in the use of the process or methods
should be considered. An effective process will
always result to learning outcomes.

7. Both teaching and learning are the two important

processes in the implementation of the curriculum.
 Three ways of Approaching a Curriculum

1 2 3
Curriculum Curriculum Curriculum
as a Content as aProcess
as a Product
 Curriculum as a Product
•(Curriculum as a) product is what the students
desire to achieve as learning outcomes.

•The product from the curriculum is a student

equipped with the knowledge, skills and values
function effectively and efficiently.

•The real purpose of education is to bring about

significant changes in students' pattern of behavior.
Curriculum Development:
Processes and Models
-Curriculum development is a dynamic process involving
many different people and procedures.

Four phases of Curriculum Development Process:

1. Curriculum Planning
2. Curriculum Designing
3. Curriculum Implementing
4. Curriculum Evaluating
1. Curriculum Planning
-includes schools vision, mission and goals, and
philosophy.
2. Curriculum Designing
-is the way the curriculum is conceptualized to include
the selection and organization of content/learning
experience and the selection of the assessment
procedure and tools to measure achieved learning
outcomes.
 3. Curriculum Implementing
-is putting into action plan which is based on the
curriculum design in the classroom setting or
the learning environment.

4. Curriculum Evaluating
-determines the extent to which the desired
outcomes have been achieved.
CURRICULUM DEVELOPMENT PROCESS MODELS

1. Ralph Tyler Model : Four Basic Principle:

1. Purposes of the school

2. Educational experiences
related to the purposes
3. Organization of the experiences
4. Evaluation of the experiences
 2. Hilda Taba Model: Grassroots Approach
Linear Model 6 Steps:
1. Diagnosis of learner's needs and expectations of the
larger society.
2. Formulation of learning objectives.
3. Selection of learning contents.
4. Organization of learning contents.
5. Selection of learning experiences
6. Determination of what to evaluate and the means of
doing it.
3. Galen Saylor and William Alexander
Curriculum Model

Four steps in Curriculum Development:

1. Goals, objectives, and domains

2. Curriculum Designing
3. Curriculum Implementation
4. Evaluation
Foundations of Curriculum
1. Philosophical Foundations
• Presented by Ornstein and Hunkins (2004)

A. Perennialism

B. Essentialism

C. Progressivism

D. Reconstructionism
 2. Historical foundations
•Curriculum as science, that emphasizes student’s
needs.

•He started the curriculum development movement.

▪︎Franklin Bobbit
1876-1956 •Objectives and activities should group together when
tasks are clarified.

•Objectives and activities should match.

▪︎Werret Charters Subject matter or content relates to objectives.
1875-1956
 •Curricula are purposeful activities which are child-centered.

•Purpose; child development and growth.

Introduced where students and teacher plan the activities.

▪︎William Kilpatrick •Curriculum develops social relationships and small group instructions.
1875-1952

•Curriculum should develop the whole child. It is child-centered.

▪︎Harold Rugg
1886-1960 •He emphasized social studies
and suggested that the teacher plans curriculum in advance.
 •Curriculum, instructions, and learning are interrelated.

•Curriculum is a set of experiences.

Subject matter is developed around social functions and learners’ interests.
▪︎Hollis Caswell
1901-1989

•Curriculum is always related to instruction. Subject matter is

organized in terms of knowledge, skills, and values.

▪︎Ralph Tyler •The process emphasizes problem solving. Curriculum aims to

1902-1994 educate generalists and not specialists.
 •Contributed the concepts of theoretical and pedagogical foundations
development and critical thinking in social studies curriculum.

▪︎ Hilda Taba •She helped lay foundation for diverse student population.
1902-1967

•Described curriculum change as a cooperative endeavor.

•Teachers and curriculum specialist constitute the professional core

of planners.
▪︎Peter Oliva
1992-2012 •Significant improvement is achieved through group activity.
3. Psychological Foundations

•Psychology provides a basis to understand

the teaching and learning process. It unifies
elements of the learning process.
 Association and Behaviorism

•Father of the classical conditioning theory

▪︎ Ivan Pavlov
1849-1936

•Championed the connectionism theory

• Proposed three laws of learning

1. Law of Readiness
2. Law of Exercise
▪︎ Edward Thorndike 3. Law of Effect
1874-1949
 •He proposed the hierarchical learning theory Learning follows a
hierarchy

•Behavior is based on prerequisite conditions.

▪︎Robert Gagne •He introduced tasking in the formulation of objectives

1916-2002
 Cognitive Information Processing Theory
•Cognitive development stages from birth to maturity
•Sensorimotor stage (0-2), preoperational stage (2-7),
concrete operations stage (7-11), and formal operations (11-onwards)

•Keys to learning :
-Assimilation (incorporation of new experience)
▪︎Jean Piaget -Accommodation (learning modification and adaptation)
1896-1980 -Equilibration (balance between previous and later learning)

•Cultural transmission and development stage.

• Learning precedes development.
•Sociocultural development theory.

•Keys to learning
▪︎
Lev Vygotsky - Pedagogy creates learning processes that lead to development.
- The child is an active agent in his or educational process.
1896-1934
 •Gardners Multiple Intelligence

▪︎Howard Gardner

•Emotion contains the power to affect action.

•He called this Emotional Quotient.

▪︎Daniel Goleman
 Humanistic Psychology
•Learning is explained in terms of "wholeness" of the problem.
•Human beings do not respond to isolated stimuli
but to an organization or pattern of stimuli.

•Keys to learning:
-Learning is complex and abstract
▪︎Gestalt -Learners will perceive in relation to the whole.
What/how they perceive is related to their previous experiences.

•He advanced the Self-Actualization Theory

•Classic theory of human needs
•A child whose basic needs are not met will not be interested
in acquiring knowledge of the world
•He put importance to human emotions, based on love and trust.
▪︎Abraham Maslow
1908-1970
 •Nondirective and therapeutic learning

•He established counselling procedures and methods for facilitating learning

•Children's perceptions, which are highly individualistic,

influence their learning and behaviour in class
▪︎Carl Rogers
1902-1987
4. Social Foundations

•Society as a source of change

•Schools as agents of change

•Knowledge as an agent of change

▪︎Schools and Society

•Influence of society and social context in education.

•Things that surround individuals can change, develop their behavior.

▪︎Emil Durkheim •Considered two fundamental elements which are schools

1858-1917 and civil society
 •Wrote the book Future Shock

•Believed that knowledge should prepare students for the future

•Suggested that in the future, parents might have the resources

to teach prescribed curriculum from home as a result of technology,
▪︎Alvin Toffler not in spite of it. (Home Schooling)

Other theorists
•Education as a means of shaping the person and society through critical
reflections and "conscientization"
•Teachers use questioning and problem posing approach to raise students'
consciousness
•Emphasis on questioning problem posing and critical thinking
Major book: Pedagogy of the Oppressed. 1968
Paolo Freire
1921-1997
 •Curriculum organized around needs of society and the students
•Reduce student conformity in classroom
•Constant need for school improvement
•Emphasis on active learning and critical thinking
•Involvement of students in planning curriculum content and instructional

▪︎John Goodlad activities

•Need to align content with standards Major book: A Place Called Schools,
1920-2014
1984; What
Are Schools For? 1989

•Broaden the conception of curriculum to enrich the practice

•Understand the nature of the educational experience
•Curriculum involves multiple disciplines
•Curriculum should be studied from a historical, racial, gendered,
▪︎William Pinar phenomenological, postmodern, theological and international
1947 perspectives.
come
run
cow

fur
uri kul
Knower of Curriculum
Thank you!