Republic of the Philippines

Region VIII
Asian Development Foundation College
TACLOBAN CITY

CONSOLIDATED WRITTEN
REPORT
1st Sem/GROUP 2 (2023-2024)
Course: Master of Arts in Education with
Specialization in Educational Management

Instructor: EDWARD Y. CHUA PhD

Subject: 215 ADVANCED CURRICULUM

DEVELOPMENT

Group Leader: JOMARIE B. CALAMAYA

 PAGE
TOPICS REPORTER
NUMBER
Unit I – The Meaning of Curriculum, Curriculum Planning,
Curriculum Development and 4
201. BELGERA, VIRGINIA G.
Curriculum Change
1. Meaning of Curriculum and Curriculum Development.
2. Traditional and modern concepts of Curriculum,
Curriculum Planning, Curriculum 202. BICO, ROBELYN L. 5
Development, and Curriculum Change
3. The need for efficient and effective curriculum planning. 203. BILASON, JOY P. 6
4. Challenges and Modern Concept of Curriculum Planning. 204. BINALANGBANG,
7
ROSEMARIE A.
5. Innovations and Curriculum Change. 206. BRIZUELA, ANNA CHEL C. 44-54
Unit II – Theoretical and Conceptual Foundations
207. CABAGNAN, NANETTE J. 8-10
1. The school as a social system.
2. The Role of Leadership. 208. CABALE, PARIS MAE D. 11-12
3. Communication and Human Relationships. 209. CABALLERO, OLIVE B. 13
4. Philosophical, Psychological, and Operational Concepts. 210. CABANTAC, CARINE C. 14
Unit III – Curriculum Development and the Fundamental
Objectives of Education 211. CABILES, MALOU L. 15
1. The K-12 Program.
2. Implication for Development. 212. CABORNAY, ROXANNE
16
C.
Unit IV – Curriculum Planning: Theory and Practice
1. Theories of Curriculum Planning. 213. CABRILLAS, HAZEL D. 17-19
2. Curriculum Planning Process.
3. Components of the Curriculum.
Unit V – Approaches to Curriculum Design 215. CALIMBAS, MANILYN V. 20-23
1. Traditional and Systematic Approaches.
2. The Michaelis Model.
216. CASERES, RISALYN T. 24
3. The Community School Approach
4. Subject Centered, Child Centered, Problem Centered,
Human Centered, Work
Oriented, and Activity Centered Curricula. 218. CINCO, ARIANNE Q. 25-31
Unit VI – Curriculum Engineering in Changing Society
1. The Induction of Curriculum Change.
2. Strategies for Curriculum Improvement.
2.1 Role of the Teacher.
219. CINCO, CHERRY MAE E. 32-34
2.2 Role of the Supervisor
3. Forces Affecting Curriculum Change
4. Emerging and Future Trends Affecting Curriculum.
5. Leadership for Sound Decision Making, Sound 220. COLLERA, MARY JOY R. 35-36
Curriculum Change.
Unit VII – Important Considerations; Instruction, Research 221. CORONEL, ANGELINE V. 37-39
and Evaluation and Summary of
Principles
1. Organizing and Planning Units of Instruction
2. Organization of the Learning Environment.
3. Improving Curriculum through Research and Evaluation. 222. COSTIN, LERIO 40-43
4. Statement and Clarification of Principles.

Unit VIII – Curriculum Planning in the Philippine Setting 223. COSTO, ERICA JANE H. 44-45
1. Challenges to Curriculum Planning.

224. DACANAY, KRISTEL L. 46-47

2. Innovations in Philippine Education.
48-49
3. Newer Trends in Curriculum Development 225. DAGOHOY,
REYNONESSA C.
201
Advanced Curriculum Development
Curriculum refers to the set of planned learning activities and experiences that are designed to achieved
specific objectives. The concept of curriculum that evolved ever time, and traditional and modern
approaches to curriculum planning, development, and change can be identified.
Traditional concept of curriculum, the traditional concept of curriculum is based on the view that
knowledge is objective, and learning involves the transfer of this knowledge to learners. The traditional
curriculum is often subject centered, with the focus on teaching specific subjects such as mathematics,
science, and language arts. The curriculum is often organized into distinct subject areas with each
subject area is having its own set of objectives, content and assessment methods.
Curriculum planning- In traditional approach to curriculum planning, the curriculum is developed by
experts who determine the objectives content, and assessment method for each subject area. The
curriculum is hen implemented the teachers who follows the establish plans and deliver the contents to
students. Curriculum in the traditional approach is often top -down with little input from teachers on
students.

Curriculum Development – is the traditional approach to curriculum development, the curriculum is

developed by experts who determine the objectives content, and assess methods for each subject area.
The curriculum is then implemented by teachers who follow the established plans and deliver the
content to students. Curriculum development in the traditional approach is often top-down with little
input from teachers or students.
Curriculum Change- In the traditional approach to curriculum change, changes to curriculum are made
by experts who determine the objectives, content and assessment methods for each subject area. The
changes are then implemented by teachers who follow the established plans and deliver the content to
students. Curriculum change in the traditional approach is often top-down, with the input from teachers
to students.
Modern Concept of Curriculum- The modern concept of curriculum is based on the view that
knowledge is subjective and context dependent, and learning involve the construction of meaning by
learners. The modern curriculum is often learner- centered with the focus of developing the skills and
abilities of learners to think critically solve problems and communicate effectively. The curriculum is
often organized around themes or projects that integrate multiple subject areas.
Curriculum Planning- In the modern approach to curriculum planning the curriculum is developed
collaborating by teachers, students, and other stakeholders. The curriculum is designed to meet the
needs and interest by learners, and the objective content, and assessment methods are flexible and
adaptable. Curriculum planning in the modern approach is often bottom-up, with input from teachers,
students and other stakeholders.
Curriculum Development – In the modern approach to curriculum development, the curriculum is
developed collaboratively by teachers, students, and other stakeholders, the curriculum is designed to
be flexible and adaptable, with the focus on developing the skills and abilities of learners to think
critically, solve problems and communicate effectively. Curriculum development in the modern
approach is often bottom- up, with input from teachers, and other stake holders.
Curriculum Change – In the modern Approach to curriculum change changes to the curriculum are
made collaboratively by teachers, students, and stakeholders, The changes are designed to meet the
needs and interest by learners, and the objectives content, and assessment methods are flexible and
acceptable. Curriculum change in the modern approach is often bottom-up with input from teachers,
students, and other stakeholders.
Conclusion -The concept of curriculum planning development and changed have evolved over time,
with traditional and modern approach being identified. The traditional approach is often subject -
centered with little input from teachers.

202

Traditional Concept of Curriculum:

The traditional concept of curriculum is rooted in a teacher-centered approach to education. It focuses
on delivering a predetermined set of subject-specific content to students. The curriculum is often seen
as a fixed, standardized body of knowledge that students need to acquire. The emphasis is on the
transmission of information, with the teacher being the central authority in deciding what should be
taught and how it should be taught. The traditional curriculum typically follows a linear, sequential
structure where students progress from one grade level to the next, building on previously acquired
knowledge.
Modern Concept of Curriculum:
The modern concept of curriculum takes a more student-centered approach to education. It recognizes
the importance of individual student needs, interests, and abilities, and aims to develop well-rounded
individuals who can think critically, solve problems, and apply their learning in real-life situations. In
the modern concept, the curriculum is seen as a dynamic and flexible framework that evolves and
adapts to societal changes, technological advancements, and the needs of students and communities. It
places greater emphasis on skills development, interdisciplinary learning, and the integration of new
and emerging subjects.
Curriculum Planning:
Curriculum planning refers to the process of designing and organizing the curriculum to meet the
educational goals and objectives of a particular educational institution or system. It involves
identifying the desired learning outcomes, selecting appropriate content, designing instructional
methods and assessments, and determining the sequencing and pacing of the curriculum. Effective
curriculum planning takes into consideration the needs and characteristics of the learners, the societal
context, and the available resources and constraints.
Curriculum Development:
Curriculum development is the systematic process of creating a curriculum that aligns with the overall
educational philosophy, vision, and goals. It involves various stages such as needs assessment,
curriculum design, curriculum implementation, and curriculum evaluation. Curriculum developers
work collaboratively to define the desired learning outcomes, create learning experiences, develop
assessment strategies, and select relevant resources and materials. The curriculum development process
aims to create a coherent and meaningful curriculum that promotes effective teaching and learning.
Curriculum Change:
Curriculum change refers to the intentional modifications made to an existing curriculum in response
to various factors such as societal changes, educational research, technological advancements, and
evolving student needs and aspirations. Curriculum change can involve minor adjustments or major
overhauls of the curriculum. It may involve updating content, revising instructional strategies,
integrating new subjects or technologies, or reevaluating assessment methods. Curriculum change is an
ongoing process driven by the need to ensure relevance, effectiveness, and alignment with educational
goals and societal demands. It requires the collaboration and involvement of various stakeholders,
including educators, administrators, policymakers, and community members.

203

ADVANCED CURRICULUM

NEED FOR EFFECTIVE AND EFFICIENT CURRICULUM PLANNING

o the need for exactness and particularity in making decisions about ends and means demands
scientific curriculum planning.
o curriculum planning develops well-coordinated, quality teaching, learning and assessment
programs which build students’ knowledge, skills and behaviors in the disciplines, as well as
their interdisciplinary and/or physical, personal and social capacities.
o The full range of learning needs of students are addressed.
o Must consider the diverse needs and abilities of the learners, including their cultural
backgrounds learning styles, and individual interests.
o Ensures that learning is accessible, relevant, and engaging to all students

204

SUBJECT: 215 ADVANCED CURRICULUM DEVELOPMENT

4. Challenges and Modern Concept of Curriculum Planning.
The challenges and modern concepts of curriculum planning have evolved in response to changing
educational needs and goals. Here are some key challenges and concepts in curriculum planning:
Challenges:
1. Rapid Technological Advancements: With the rapid advancement of technology, curriculum
planners face the challenge of incorporating new tools and digital resources into the curriculum
 effectively. They need to ensure that students are equipped with the necessary digital literacy
skills and keep pace with emerging technologies.
2. Globalization and Cultural Diversity: As societies become increasingly interconnected,
curriculum planners must address the challenges of preparing students for a globalized world.
They need to develop curriculum frameworks that promote cultural understanding, global
citizenship, and the ability to navigate diverse perspectives.
3. Individualized Learning: Students have different learning styles, abilities, and interests.
Curriculum planners must consider how to personalize the curriculum to meet the diverse needs
of students effectively. This includes incorporating flexible learning pathways, differentiated
instruction, and individualized assessment strategies.
4. Addressing Social Issues: Curriculum planners face the challenge of addressing current social
issues and promoting social justice within the curriculum. They must consider how to integrate
topics such as sustainability, inclusivity, social inequality, and ethical considerations into
various subject areas.
Modern Concepts:
1. Competency-Based Education: Competency-based education focuses on the mastery of specific
skills and knowledge rather than solely relying on traditional grades and seat time. Curriculum
planners incorporate clear learning outcomes and design assessments to measure students’
competency development. This approach allows for personalized learning and provides a more
flexible and meaningful learning experience.
2. Interdisciplinary Approaches: Curriculum planners recognize the interconnectedness of
knowledge across disciplines and aim to design curriculum frameworks that integrate multiple
subjects. This approach promotes the application of knowledge in real-world contexts and
encourages critical thinking, problem-solving, and creativity.
3. Inquiry-Based Learning: Inquiry-based learning emphasizes student-centered exploration,
questioning, and investigation. Curriculum planners design inquiry-based units or projects that
encourage students to develop research skills, critical thinking, and a deep understanding of the
subject matter.
4. Authentic Assessment: Authentic assessment focuses on evaluating students’ abilities to apply
their knowledge and skills in real-world situations. Curriculum planners design assessments
that reflect authentic tasks, such as projects, presentations, portfolios, or simulations, which
provide a more comprehensive and meaningful evaluation of student learning.
5. Flexible Learning Pathways: Recognizing that students have different interests and learning
styles, curriculum planners strive to provide flexible learning pathways. This may involve
offering elective courses, specialized programs, or opportunities for students to pursue their
areas of interest within the curriculum.
Overall, modern curriculum planning aims to align educational goals with the needs of a changing
society, embrace innovation and technology, cater to individual student needs, and prepare students for
success in a diverse and interconnected world.
COURSE MAED – (EDUCATIONAL MANAGEMENT)

INSTRUCTOR: DR. EDWARD Y. CHUA

SUBJECT: ADVANCE CURRICULUM DEVELOPMENT

TOPIC: THE SCHOOL AS A SOCIAL SYSTEM

STUDENT CODE: 1ST2324-207

THE SCHOOL AS A SOCIAL SYSTEM

INTRODUCTION:

Schools are vital organizations that prepare our children for adulthood. Their functioning mechanism
has a significant impact on educational quality. There are many theories that attempt to explain the
nature of school organizations. Among them, social systems theory has been one of the most realistic
models for schools. This paper examines the assumptions underlying this assertion and attempts to
identify school characteristics that can be explained or interpreted using social systems theory.

Talcott Parsons was the first to develop social systems. They are founded on interpersonal interactions
of any size or complexity, and they consist of individual actors interacting in a culturally structured
system rich of shared symbols (Parsons, 1951). The interconnectedness of the pieces, their
organization into some type of whole, and the intrinsic presence of both individuals and institutions are
three key characteristics of social systems (Getzels, Lipham, & Campbell, 1968).

SCHOOL AS A SOCIAL SYSTEM

The social organization of the school is made up of many roles and statuses for the instructor and
students. There are several statuses and roles for teachers based on their qualifications. Seniority,
qualifications, specific capabilities, and position in the school hierarchy are all factors to consider.
Every school's headmaster holds a vital position, with greater responsibility and administrative
authority. The most significant role is one of power. Similarly, educational levels differ. Students at
schools have distinct statuses and duties based on their seniority and specialization, abilities and
responsibilities
The school, as a social structure, tries to prepare students to take on societal roles according to their
capacities after leaving the institution. In India, the majority of rural adolescents complete their
education after high school. Some of them do not complete high school. As a result, the functions of
middle and high schools in imparting knowledge, skills, and values socialization is really important.
The primary function of the school as a social structure is to transfer knowledge, information and
talents to the new generation. Technical schools pass on knowledge in terms of so many
characteristics. Agricultural institutes inform cultivators' sons about better opportunities means of
cultivation. All schools teach the 3r's: reading, writing, and arithmetic.

Future roles are taught to the younger generation through perception and identity. Formation takes
place in the home and at school. The school's extra-curricular activities Is crucial to foster students'
unique personalities and expertise. so some of them might acquire social leadership skills, other
political leadership skills, and so on.

The growth of a person's personality is a vital component of education. Individual skill development
and the assignment of jobs and statuses in accordance with it help to build this individuality. This
shouldn't be determined by personal preferences or biases. The finest location to teach young people
about equality, liberty, and fraternity is in social system schools.It is the best available training for
demonstrating democratic values in larger social contexts.

IMPORTANT FUNCTION OF THE SCHOOL

 Social life's preservation and continuation: Schools ensure that social life continues by
transferring from one generation to the next generations of traditions, experiences, values, and
practices of the society. Thus, the school provides all students with a minimal level of general
education that is essential for a successful life in the complex society of today.
 Individual Development: The school fosters the development of the student's entire personality.
So the child does not suffer physically, cognitively, ethically, socially, aesthetically, or
spiritually. Not only does one get knowledge, but one also learns the necessary habits, abilities,
and attitudes.
 Promotion of Social Efficiency: In order to live in a democratic society, children must be
educated in these areas. Democratic methods are taught in schools, and the curriculum is
designed accordingly. Democratic governance and the formation of a balanced mind provide
training for effective involvement. The school continues to study in order to instill a sense of
rights and duties, which is an important function of the school and analysis of social growth as
a result of fast changes in economic, political, social and physical conditions.
PROBLEM OF SCHOOL AS A SOCIAL SYSTEM

 Economy: Some social concerns develop because a student comes from a disadvantaged family
are more likely to attend public school. However, these schools are not as well equipped with
technology like in private school. It puts them at a disadvantage when compared to other
students who go to private school.
 motional Issues: Society has evolved dramatically during the previous few decades. Today's
delinquency rate is extremely high, and many school-age children are raised in single-parent
households. A student's emotional health may suffer as a result, and his academic performance
may decline.
 Gender Issues: Another social concern in education is the disparity in treatment based on
gender. In some parts of society, girls are given less opportunity to study than boys.

CONCLUSION

A school is regarded as a social system, with distinct institutional functions, roles, structures and
expectations. The school, as a social organization, is the finest location to educate equality, liberty, and
fraternity to the younger generation. It serves the purpose of socialization as an institution.

In general, the school, in its social aspect, represents a system of human interaction in which the
participants, in this case, students, teachers, administrators, service personnel, public representatives,
and potential parents, are guided by their expectations of individual rights and obligations.

References
Chandra s.s., S. R. (n.d.). “Sociology of Education”,ATLANTIC publishers and.

Getzels, J. W. (1968). Retrieved from Getzels, J. W., Lipham, J. M. & Campbell, R. F. (1968). Educational
administration as a social process. NewYork, Harper & Row.

parsons, t. (1951). Retrieved from Parsons, T. (1951). The social system. New York: Free Press.

NAME: PARIS MAE D. CABALE STUDENT CODE: 1ST2324-208

SUBJECT: ADVANCED CURRICULUM DEVELOPMENT

UNIT II: THEORITICAL AND CONCEPTUAL FOUNDATION

THE ROLE OF LEADERSHIP

2. Leadership has been studied and analyzed for centuries. Theories have been developed, tested, and
revised in order to understand the nature of leadership and the role it plays in organizations and
societies. Despite this long history of research, there is still much debate about what leadership is, how
it should be defined, and what the most effective leadership style is. One of the earliest and most
influential leadership theories was the trait theory, which posited that certain innate traits or
characteristics made someone a good leader. This theory was developed in the early 20th century and
was based on the assumption that leadership was an inherent, unchangeable quality of an individual.
However, subsequent research has shown that while certain traits may be associated with effective
leadership, there is no one-size-fits-all formula for what makes a good leader. Another important
leadership theory is transformational leadership, which emphasizes the importance of inspiring and
motivating followers to achieve their full potential. This theory has gained widespread acceptance in
recent years as the role of leaders has evolved to include not just directing and controlling others, but
also inspiring them to collaborate, innovate, and contribute to the success of the organization as a
whole. Transactional leadership, in contrast, is focused on mutually beneficial exchanges between
leaders and followers, with rewards for good performance and punishments for poor performance. This
type of leadership is often associated with a hierarchical, controlling management style, and is less
popular among contemporary leadership theorists. Situational leadership is another important concept
in the field of leadership studies, as it recognizes that different situations require different types of
leadership. This theory emphasizes the importance of flexibility and adaptability in leadership, as
leaders must be able to adjust their style and approach depending on the nature of the task, the abilities
and needs of their followers, and the broader organizational context. Finally, servant leadership is a
relatively new concept that emphasizes the importance of leaders putting the needs of their followers
ahead of their own. This approach is based on the idea that the best way to lead is to serve, and that
leaders should focus on building strong, supportive relationships with their followers in order to foster
a sense of shared purpose and commitment to the organization's mission. In conclusion, the study of
leadership is a complex and evolving field that has produced a wide range of theoretical and
conceptual frameworks for understanding what leadership is and how it works. While there is no one-
size-fits-all formula for what makes a good leader, contemporary theories emphasize the importance of
inspiring and motivating followers, being flexible and adaptable in leadership style, and putting the
needs of followers first. Understanding these theoretical and conceptual foundations is essential for
anyone interested in exploring the role of leadership in contemporary organizations and society.

Name: OLIVE B. CABALLERO

Student Code: 1st 2324-209
Subject: Advanced Curriculum Development
Unit II-Theoretical and Conceptual Foundations
3. Communication and Human Relationships.
Communication
- Five main goals of communication are to inform, express sentiments, fantasize, influence, and
fulfill societal expectations. A method of communication reflects each of these goals. You can
explain to someone else what you are going through and what you need through
communicating. Communicating not only enables you to get what you need, but it also
strengthens the bond between you and your partner.

Human Relationships
- The ability to relate to others is necessary for productive collaboration and the achievement of
shared objectives. This comprises the capacity for understanding and sympathy, as well as the
capacity for clear communication. The foundational ability of communication serves as the
foundation for all other interpersonal abilities. Strong interpersonal skills are crucial in any job,
but they will be much more crucial in the workplace of the future, where teams will be more
cross-functional, diverse, and collaborative. The concept of human relations holds that by
enhancing social ties and working circumstances for employees, you may boost productivity
and motivation. This entails empowering people, allowing them to participate in decision-
making at all levels of their professions, and treating them well so they feel valued.
Their relevance to each other is that they help you connect with others and share ideas. Effective
communication clarifies information, reducing wasted time and it helps you build relationships,
teamwork, and trust. Helps to develop your knowledge base, which helps you make better life choices.
References:
https://www.cipp.org.uk/resource-library-2/news/the-importance-of-communication.html#:~:text=In%20our%20daily
%20life%2C%20communication,We%20all%20need%20to%20communicate

https://www.google.com/search?
q=Communication+and+Human+Relationships.&oq=Communication+and+Human+Relationships.&aqs=chrome..69i57j0i
7i30l4j0i390i650.7501j0j9&client=ms-android-oppo-rev1&sourceid=chrome-mobile&ie=UTF-8
Name: CARINE C. CABANTAC
Student Code: 1ST 2324-210
Date: JUNE 30, 2023 (FRIDAY)

ADVANCED CURRICULUM DEVELOPMENT (215)

Philosophical, Psychological, and Operational Concepts

Philosophical, psychological, and operational concepts are essential components of any successful
organization. These concepts inform the way in which an organization operates and how it interacts
with its stakeholders. In this comprehensive written report, I will delve into each of these concepts and
explore their significance.

Firstly, philosophical concepts are the foundation upon which an organization is built. They inform the
core values and beliefs that guide the organization's decision-making. These concepts provide a sense
of purpose and direction for the organization, and they are often reflected in the organization's mission
and vision statements. For example, a company that values social responsibility may prioritize
sustainability initiatives and community engagement in its operations.

Secondly, psychological concepts are critical to understanding how individuals behave within an
organization. These concepts include motivation, communication, and leadership, among others.
Understanding these concepts can help organizations create a positive work environment that fosters
employee engagement and productivity. For instance, a company that prioritizes employee well-being
may offer wellness programs and provide opportunities for professional development.

Lastly, operational concepts are the practical strategies and processes that an organization employs to
achieve its goals. These concepts include project management, quality control, and supply chain
management, among others. Operational concepts are essential to ensuring that an organization's
resources are used efficiently and that its products or services meet the needs of its customers. For
example, a company that prioritizes quality control may employ rigorous testing procedures to ensure
that its products meet high standards.

In conclusion, philosophical, psychological, and operational concepts are all critical to the success of
an organization. By prioritizing these concepts and ensuring that they are aligned with the
organization's goals and values, companies can create a positive work environment and achieve
sustainable growth. It is essential for organizations to continuously evaluate and adapt their approach
to these concepts to ensure that they remain effective in a rapidly changing business landscape.

211
Unit III – Curriculum Development and the Fundamental Objectes of Education
1. The K-12 Program
K to 12 also known as K-12 is an education system under the Department of Education that
aims to enhance learners’ basic skills, produce more competent citizens, and prepare graduates
for lifelong learning and empoyment. K starnds for Kindergarten and 12 refers to the
succceding 12 years of basic education (6 years of Elemetary Education, 4 years of Junior High
School, and 2 years of Senior High School).
At present, the Philippines is the last country in Asia and one and only three countries in the
world with a 10-year pre-university program.

K-12 EDUCATION SYSTEM

 The k-12 offers a decongested 12 year program that gives students sufficient time to master and
absorb basic competencies.
 Students of the new system will graduate at the age of 18 and will be ready for employment,
enterpreneurship, middle level skills development, and higher education upon graduation.
 The k-12 program accelerates mutual recognition of Filipino graduates and professionals in
other countries.
 Kindergarten is mandatory for Five-year-old children, a pre-requisite for admission to Grade 1.
 The new curriculum gives students the chance to choose among the three tracks; Academic,
Technical-Vocational-Livelihood, and Sports and Arts. And undergo immersion, which
provides relevant exposure and actual experience in their chosen track.

NAME: ROXANNE C. CABORNAY

1st2324-212_Written Report (ADVANCED CURRICULUM DEVELOPMENT)

Unit III- Curriculum Development and the Fundamental Objectives of Education

2. Implication for Development
Growth and development are essential aspects of human life, and they have significant implications for
education. Educational implications of growth and development are the ways in which physical,
cognitive, social, and emotional development impacts the learning process. Understanding these
implications can help educators create effective learning environments that cater to the needs of
students.
Here are some key educational implications of growth and development:
Individual differences: Every child is unique, and their growth and development happen at their own
pace. Educators must recognize this and create an inclusive environment that accommodates these
differences. Teachers need to develop teaching strategies that cater to the individual learning styles of
students. They must be aware of the different developmental stages of their students to make sure their
lessons are appropriately designed.
Socialization: Socialization is an essential aspect of human growth and development, and it is critical
for educators to create a supportive and collaborative learning environment that encourages
socialization. Students should be given opportunities to work together, share ideas, and participate in
group activities. Such activities help in the development of social skills, which are crucial for success
in the future.
Physical development: Physical development, including motor skills and coordination, is important
for a child’s overall well-being. Educators should provide opportunities for children to engage in
physical activities that promote health and fitness. Teachers can integrate movement and physical
activity into their lessons, which can help students stay engaged and alert.
Cognitive development: Cognitive development involves the development of thinking, problem-
solving, and memory skills. Educators should use teaching strategies that encourage critical thinking,
reasoning, and problem-solving skills. Teachers can design activities that promote inquiry-based
learning, such as project-based learning and problem-based learning.
Emotional development: Emotional development is essential for the mental health and well-being of a
child. Educators must create a safe and nurturing environment that encourages emotional development.
Teachers should teach students emotional regulation skills, such as managing their emotions, coping
with stress, and building healthy relationships.
Language development: Language development is a crucial aspect of growth and development that
impacts a child’s ability to communicate and learn. Educators should provide opportunities for children
to develop their language skills through activities such as reading, writing, and speaking. Teachers
should also be aware of language barriers and make accommodations for students who are non-native
speakers or have language difficulties.
Developmental milestones: Developmental milestones are specific skills or behaviors that children
acquire as they grow and develop. Educators should be aware of these milestones and use them as a
guide to determine if students are meeting their developmental goals. If a student is not meeting a
particular milestone, the teacher should provide extra support or resources to help them achieve it.
Assessment: Assessment is an essential part of the learning process, and it is critical for educators to
use appropriate assessment methods that measure student growth and development accurately.
Teachers can use a variety of assessment techniques, such as formative assessments, summative
assessments, and self-assessments. These assessments help teachers evaluate the progress of their
students and make necessary adjustments to their teaching methods.
Cultural diversity: Cultural diversity is an essential aspect of growth and development, and it is
critical for educators to create an inclusive learning environment that celebrates cultural differences.
Teachers should be aware of the cultural backgrounds of their students and incorporate diverse
perspectives into their lessons. This can help students develop a better understanding and appreciation
of different cultures.
https://letslearneasily.in/educational-implications-of-growth-and development/#:~:text=Educational%20implications%20of
%20growth%20and%20development%20are%20the%20ways%20in,to%20the%20needs%20of%20students.

NAME: HAZEL D. CABRILLAS

1st2324-213_WRITTEN REPORT (ADVANCED CURRICULUM DEVELOPMENT)

UNIT IV: CURRICULUM PLANNING:

Theory and Practice
1. Theories of curriculum planning
Social meliorism
Social Meliorists believe that education is a tool to reform society and create change of the better. This
socialization goal was based on the power of the individual's intelligence, and the ability to improve on
intelligence through education. An individual's future was not predetermined by gender, race, socio-
economic status, heredity or any other factors. "The corruption and vice in the cities, the inequalities of
race and gender, and the abuse of privilege and power could all be addressed by a curriculum that
focused directly on those very issues, thereby raising a new generation equipped to deal effectively
with those abuses". Some critics view this group has goals that are difficult to measure and are a
product that has slow results.
John Dewey's curriculum theory
John Dewey felt that the curriculum should ultimately produce students who would be able to deal
effectively with the modern world. Therefore, curriculum should not be presented as finished
abstractions, but should include the child's preconceptions and should incorporate how the child views
his or her own world. Dewey uses four instincts, or impulses, to describe how to characterize children's
behavior. The four instincts according to Dewey are social, constructive, expressive, and artistic.
Curriculum should build an orderly sense of the world where the child lives. Dewey hoped to use
occupations to connect miniature versions of fundamental activities of life classroom activities. The
way Dewey hoped to accomplish this goal was to combine subject areas and materials. By doing this,
Dewey made connections between subjects and the child's life. Dewey is credited for the development
of the progressive schools some of which are still in existence today.

Social efficiency educators

"Social efficiency educators" such as theorists Ross, Bobbitt, Gilbreth, Taylor, and Thorndike were
aiming to design a curriculum that would optimize the "social utility" of each individual in a society.
By using education as an efficiency tool, these theorists believed that society could be controlled.
Students would be scientifically evaluated (such as IQ tests), and educated towards their predicted role
in society. This involved the introduction of vocational and junior high schools to address the
curriculum designed around specific life activities that correlate with each student's societal future. The
socially efficient curriculum would consist of minute parts or tasks that together formed a bigger
concept. This educational view was somewhat derived with the efficiency of factories which could
simultaneously produce able factory workers. Critics believe this model has too much emphasis on
testing and separating students based on the results of that testing.

Developmentalism
Developmentalists focus attention to the development of children's emotional and behavioral qualities.
One part of this view is using the characteristics of children and youth as the source of the curriculum.
Some critics claim this model is at the expense of other relevant factors. One example of an extreme
Hall advocated differentiated instruction based on native endowment and even urged separate schools
for "dullards" in the elementary grades.

2. Curriculum Planning Process

Determinants for Curriculum Planning
a) Learners-the consumer of education 
b) Society- any society to progress economically must progress educationally
c)Knowledge- set up an environment which will challenge all students to master knowledge
2. Needs Assessment
Needs assessment is completed to identify the strengths and weaknesses of the existing curriculum situations and to
provide directions for their improvement. It is systematic exploration of the way things are and the way they should be.
 Formulating Goals
Goals are statement of endpoints or outcomes of education- statement of purposes by analyzing school goals, we can
determine the scope its entire educational program.
a) The purpose, interest, developmental needs and characteristics of the learners should guide the choice of appropriate
goals.
 b) Society- The values and behaviors defined as desirable by a given society help shape goals of education in that
society.
 c) Fund of Knowledge- human knowledge that has been accumulated and organized for universal use and should
be taken into account in shaping goals.
Levels of Goals
a) Institutional Goals
b) School Level or Department Goals
c) Program or curricular Goals
d) Classroom or Institutional Level
References:
https://www.k12academics.com/education-theory/curriculum-theory
https://www.scribd.com/document/437151574/Curriculum-Planning-Process

215

MANILYN V. CALIMBAS

Components of the Curriculum

Curriculum refers to the set of educational goals, objectives, content, methodologies and assessments
that a school or educational institution uses to teach its students. A comprehensive curriculum should
be well-organized to help students achieve specific learning outcomes. Here are the main components
of a curriculum:

1. Educational Goals and Objectives:

These are the overarching aims of the curriculum and define what students should achieve by
the end of the learning process. Goals and objectives should be clearly stated, measurable, and
achievable.

2. Content: This refers to the subject matter that is taught within the curriculum. The content
should aligned with the educational goals and objectives. It should be organized in a logical
sequence and should be relevant, current, and engaging for students.

3. Pedagogy: this refers to the teaching methods and approaches used to deliver the curriculum.
The pedagogy should be aligned with the educational goals and objectives and should be
appropriate of the age and development level of students. The pedagogy should also be varied
and flexible, incorporating range of teaching strategies to accommodate different learning
styles.

4. Assessment: this refers to the method and tools used to evaluate student learning and progress.
Assessment should be aligned with the educational goals and objectives and should be both
formative (ongoing) and summative (end-of-unit or end-of-year) in nature. Assessment tools
can include tests, quizzes, projects, essays, presentation and observations.
 5. Standards: these are the benchmarks that define what students should know and be ale to do at
each grade level. Standards should be clearly defined, measurable, and objectives of the
curriculum. They should also be based on best practices and current research in the field of
education.

6. Resources: these are the materials and tools needed to deliver the curriculum effectively. They
can include textbooks, workbooks, technology resources, manipulative, and other material that
support student learning.

7. Timeframe: this refers to the amount of time allocated to teach the curriculum. The timeframe
should be appropriate to the content and objectives of the curriculum and should be flexible
enough to allow for adjustments based on student needs and progress.

In summary, a comprehensive curriculum should be well-organized, comprehensive, and designed to

help students achieve specific learning outcomes. It should include clear educational goals and
objectives, relevant and engaging content, appropriate pedagogy, effective assessment tools, clearly
defined standards, necessary resources and a suitable timeframe for learning.

APPROACHES TO CURRICULUM DESIGN IN TRADITIONAL AND SYSTEMATIC

APPROACHES

Curriculum design is the process of developing an educational plan that outlines the objectives, content
and methods of instruction for a specific course or program. There are two main approaches to
curriculum design; traditional and systematic. In this report, we will discuss these two approaches and
compare their strengths and weaknesses.

I. Traditional Approach to Curriculum Design

The traditional approach to curriculum design is based on the idea that education should be focused on
transmitting a core body of knowledge from teacher to student. This approach is teacher-centered, with
the teacher acting as the primary source of information and authority. The traditional approach is
characterized by the following features:
1. Subject-Centered Design: The traditional approach is subject-centered, meaning that the curriculum
is organized around specific disciplines or subjects, such as Mathematics, Science, Literature and
History.

2. Prescriptive Content: The traditional approach places a strong emphasis on a prescribed body of
content that students must learn. This content if often organized into a hierarchy, with certain topics
considered more important or foundational than others.

3. Teacher-Directed Instruction: The traditional approach relies heavily on teacher-directed instruction,

with the teacher serving as the primary source of information and authority.

4. Emphasis on Memorization: The traditional approach often places a strong emphasis on

memorization and retention of information, with little emphasis on critical thinking or problem-solving
skills.

Strength of Traditional Approach

1. Clarity and Consistency- the traditional approach provides clear and consistent guidelines for what
students are expected to learn, ensuring that all students receive the same basic knowledge.

2. Efficiency- the traditional approach is efficient in terms of time and resources, as it allows teachers
to cover a large amount of content in a relatively short period of time.

3. Mastery of Basics- the traditional approach ensures that students have a strong foundation in the
basics of a subject which can be built upon in later years.

Weaknesses of Traditional Approach

1. Lack of flexibility- the traditional approach can be inflexible, as it does not allow for individual
differences in learning styles or interests.
2. Emphasis on Memorization- the traditional approach places a strong emphasis on memorization and
retention of information, which may not lead to the development of higher level thinking skills.

3.Lack of Relevance- the traditional approach may not be always relevant to students’ lives and
experiences, which can lead to disengagement and lack of motivation.

II. Systematic Approach to Curriculum Design

The systematic approach to curriculum design is based on the idea that education should be focused on
the development of skills and competencies that are relevant to students’ lives and future careers. This
approach is student-centered, with the teacher acting as the facilitator of learning rather than the
primary source of information. The systematic approach is characterized by the following features:

1. Learner-centered Design- the systematic approach is learner-centered, meaning that the curriculum
is organized around the needs and interest of the students.

2. Integration of Content- the systematic approach emphazises the integration of content across
different subject areas, allowing students to see the connection between different topics and disciplines.

3.Active Learning- the systematic approach places a strong emphasis on active learning, with students
engaging in hands-on activities in problem solving exercises that promote critical thinking and problem
solving skills.

4. Assessment for Learning- the systematic approach uses assessments that are designed to promote
learning rather than simply measure it. These assessments are often formative, providing students with
feedback that they can use to improve their understanding.

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ADVANCED CURRICULUM DEVELOPMENT

2. The Michaelis Model

The Michaelis model for curriculum development has been named after the principal author of the
book New Designs for Elementary Curriculum and Instruction (2 nd ed., 1975), by John U. Michaelis. His co-
authors were Ruth H. Grossman and Lloyd F. Scott. Although their book is oriented to the elementary level,
this model for curriculum development may be adapted to the secondary and tertiary levels.

The Michaelis model includes the components generally recognized as essential to curriculum
development. It is designed for use in two ways. First, it may serve as a guide to the development or revision
of the curriculum. Second, the model may serve as a guide for the review and analysis of the curriculum.
There are seven components of the Michaelis model: (l) Foundations of curriculum development, (2) goals
and objectives, (3) organization of the curriculum, (4) organization and extension of the learning
environment, (5) instructional support services, (6) teaching strategies, and (7) evaluation and
accountability.

3. The Community School Approach

Community schools are public schools that provide services and support that fit each neighborhood's
needs, created and run by the people who know our children best-all working together. In community schools,
as in all schools, teachers teach and students learn-but with a focus on the whole child: an integrated
approach. Much like a smart phone, this integrated approach encompasses many new features: before and
after school programs beyond the traditional extracurricular and athletic programs; learning opportunities for
family and community members; and health and wellness support. Partnership with community organizations
and businesses broaden educational and experiential scope of learning making the school a hub of community
activity. These schools are often based on the Sustainable Community School (SCS) model, which considers:
the needs of students and their families; services that are currently provided at the school; the availability and
capabilities of local provider agencies; and the willingness of school personnel to change course and accept a
new way of operating. The community school concept has been embraced by single schools; entire school
districts, cities and countries; and, in one case, an entire state (Kentucky). 'Community schools have the
channels in place to accurately identify the needs and hopes of the school community, and then to triage those
needs." (Kyle Serrette)

Name: ARIANNE Q. CINCO

Student Code: 1ST2324-218 (ADVANCED CURRICULUM MANAGEMENT)

Unit V- Approaches to Curriculum Design

SUBJECT-CENTERED, LEARNER-CENTERED, PROBLEM CENTERED, HUMAN

CENTERED, WORK-ORIENTED, AND ACTIVITY-CENTERED CURRICULA
 . Subject-centered approach

Subject-centered curriculum design revolves around a particular subject matter or discipline, such
as mathematics, literature or biology. This model of curriculum design tends to focus on the subject,
rather than the student. It is the most common model of standardized curriculum that can be found in
K-12 public schools.

Instructors compile lists of subjects and specific examples of how they should be studied. In higher
education, this methodology is typically found in large university or college classes where teachers
focus on a particular subject or discipline.

Subject-centered curriculum design is not student-centered, and the model is less concerned with
individual learning styles compared to other forms of curriculum design. This can lead to issues with
student engagement and motivation and may cause students who are not responsive to this model to
fall behind.

Learner-centered approach

Learner-centered curriculum design, by contrast, revolves around student needs, interests and goals. It
acknowledges that students are not uniform but individuals, and therefore should not, in all cases, be
subject to a standardized curriculum. This approach aims to empower learners to shape their education
through choices.

Differentiated instructional plans provide an opportunity to select assignments, teaching and learning
experiences, or activities that are timely and relevant. This form of curriculum design has been shown
to engage and motivate students. The drawback to this form of curriculum design is that it can create
pressure to form content around the learning needs and preferences of students. These insights can be
challenging to glean in an online or hybrid learning environment. Balancing individual student
interests with the course’s required outcomes could prove to be a daunting task.

Problem-centered approach

Problem-centered curriculum design teaches students how to look at a problem and formulate a
solution. A problem-centered curriculum model helps students engage in authentic learning because
they’re exposed to real-life issues and skills, which are transferable to the real world. Problem-centered
curriculum design has been shown to increase the relevance of the curriculum and encourages
creativity, innovation and collaboration in the classroom. The drawback to this model is that the
individual needs and interests of students aren’t always accounted for.

Human-centered approach

Human-centered design improves an experience by employing empathetic activities to solve a

functional problem with a desired emotional result in a sustainable model. It is an approach to
problem-solving that acknowledges and addresses the users’ needs.
For this to be achieved, the human is kept at the center of the process from start to finish, from
generating the initial insights to iterative experimentation, to evaluating the proposed solutions. 

Work oriented and Activity-centered approach

In work oriented and activity-centered curriculum, the subject-matter is presented through

activities and knowledge is the result of the purposeful activities performed. Activity is the
medium of imparting knowledge, teaching skills and developing attitudes. Some of the views
about activity curriculum are expressed as under:

According to John Dewey “Activity curriculum is a continuous stream of child’s activities,

unbroken by systematic subjects and springing from the interests and personality felt needs of the
child.

According to framers of Ward ha Scheme of Education “We have attempted to draft an activity
curriculum which implies that our schools must be the places of work, experimentation and
discovery, and not of passive absorption, imparted as second hand.”

By considering all these models of curriculum design before they begin planning, instructors can
choose the model that is best suited to both their students and their course.
REFERENCES:
https://michiganvirtual.org/blog/what-is-human-centered-design/
https://tophat.com/blog/curriculum-development-models-design/#:~:text=There%20are
%20three%20models%20of,%2C%20and%20problem%2Dc

Unit VI-Curriculum Engineering in Changing Society

Curriculum engineering refers to the systematic process of designing, developing,

implementing, and evaluating a curriculum. In a changing society, curriculum engineering becomes
particularly important as it enables educational institutions to adapt their curricula to meet the evolving
needs of learners and the demands of a dynamic society. Here's how curriculum engineering can be
relevant in a changing society:
 Needs Assessment: Curriculum engineering begins with conducting a needs assessment to
identify the knowledge, skills, and attitudes that learners need to succeed in a changing society.
This assessment considers societal trends, technological advancements, economic shifts, and
other factors influencing the skills and competencies required in the workforce.

 Relevance and Responsiveness: Curriculum engineering ensures that the curriculum remains
relevant and responsive to the changing needs of society. It involves updating curriculum
content, methodologies, and learning resources to align with emerging trends, technological
 advancements, and societal developments. This helps learners acquire the necessary knowledge
and skills to thrive in a rapidly changing world.

 Flexibility and Adaptability: In a changing society, curriculum engineering aims to create

flexible and adaptable curricula. It focuses on incorporating interdisciplinary approaches,
promoting lifelong learning, and fostering transferable skills that enable learners to navigate
various domains and adapt to evolving career opportunities.

 Stakeholder Engagement: Curriculum engineering involves engaging various stakeholders,

such as educators, industry professionals, parents, and policymakers, to gather diverse
perspectives and insights. This collaboration ensures that the curriculum reflects the needs and
expectations of different stakeholders and aligns with the goals and values of society.

 Continuous Evaluation and Improvement: Curriculum engineering includes continuous

evaluation and improvement processes to monitor the effectiveness and relevance of the
curriculum. It involves gathering feedback from learners, educators, and other stakeholders to
identify areas for enhancement and innovation. This feedback informs curriculum revisions and
adjustments to better meet the changing societal needs.

THE INDUCTION OF CURRICULUM CHANGE

Change is a constant of nature. It always brings improvement. It always occurs continuously.
Technological advancement and explosion of knowledge is the basic reasons for wearing styles of
change. Change is an ongoing almost unconscious process that involve reworking familiar elements
into new relationship.
Curriculum change can be defined as an effort made by education authorities to change and adapt their
aims and objectives of teaching and learning according to the values, culture, philosophy as well the
resources at their disposal.
Curriculum change is inevitable in any society. These changes occur because there is not perfect
curriculum, and there is most often a need to adjust to the economic, technological, social, political,
and ideological needs in the society. Change can be perceived at three levels.

Minor changes involve re-arrangement of subject content, learning activities, re-organization of

personnel, addition of topics or methods in the curriculum project.

Medium changes involve not only organizing of content, materials or facilities, but it involves
integration of subjects or new approaches to the existing subjects. On the other hand;
 Major change involves an overhaul of the existing curriculum. It may entail a complete re-
organization of the conceptual design of the curriculum, changes in structure, content, methods
and approaches.

Need for Curriculum change:

 To restructure the curriculum according to the needs of the learners society
 To eliminate unnecessary units , teaching methods and contents
 To introduce latest and update method of teaching and content , new knowledge and practices.
 To add or delete number of clinical hours of instruction.
 There is too much emphasize on the subject matter.

Changes in resources and facilities can also lead to a totally new curriculum plan or program. For
curriculum change to occur, there are certain agencies involved in the process. Let us examine some of
them.

Agencies of Curriculum Change

Agencies of change include institutes of education, curriculum development centers, research

institutes, schools, colleges, universities, departments of education, publishing companies, school
districts, school boards, and communities.

Curriculum Innovations

Innovation involves the introduction of something new in curriculum that deviates from the
standard practice, often because society has changed and so must the curriculum. To meet these
changes, innovations are created.
An innovation must fit in with the goals and objectives of education which usually reflect the needs,
interests, values and problems of the society. An innovation must be appropriate, economical in terms
of time, space and resources and be aligned with the philosophy of the society and the school, and
rooted in sound educational theory

Models of Curriculum Innovation

Various scholars have proposed different models of innovation. For instance, Ronald Havelock (1969)
identified three main models of innovation:

 Research, Development, and Diffusion (RD&D) model

 Social Interaction (SI) model
  Problem-Solving (PS) model

The Research, Development and Diffusion (RD&D) Model

In this model, an idea or practice is conceived at the central planning unit and then fed into the
system. RD&D is effective where curriculum development is done on a large scale and ideas have to
reach wide geographical areas and isolated users. It is a highly organized, rational approach to
innovation. Following is a logical sequence of activities in using the RD&D model:

 basic research by a central project team which develops a new curriculum devises and
designs prototyped materials,
 field trials of the prototyped materials and redesign them where necessary,
 mass production of the modified prototyped materials,
 mass dissemination or diffusion of the innovation through courses, conferences, and
workshops,
 and implementation of the innovation by the users (school, teachers, and pupils).

The Social Interaction (SI) Model

The model grew out of the progressive education movement in the 1930s when it split into two
camps: one that focused on the individual student as a learner and the other on society as an education
laboratory (Ellis, 2004). This view sees students as capable of reforming society with support from
leadership to provide a curriculum that may become “a classroom without walls” and a community
where students and teachers can ultimately change the world (Ellis, 2004).

This model operates through social interaction and emphasizes communication. It stresses the
importance of interpersonal networks of information, opinion of leadership, personal contacts, and
social integration. The model also has its roots in the notion of democratic communities “helping
students to be as well as to become.” (Sergiovanni, 1994).

The SI model also stresses the relationship of the individual to other people and society, and the
instructional methods used by teachers in the classroom to facilitate group work. The model is student-
centered, and students are encouraged to interact with each other in a structured setting. When
implementing this strategy, students often serve as facilitators of content and help their peers construct
meaning. The students are to question, reflect, reconsider, seek help and support, and participate in
group discussions. The three most common strategies include:

 group projects,
 group discussions, and
 cooperative learning (Patel, 2013).

The Problem Solving (PS) Model

 The PS model is referred to as a “periphery-center” approach to innovation.  The innovations are
initiated, generated, and applied by the teachers and schools based on their needs. Such innovations
have strong user commitment and the best chance for long term survival.

In this model, the receiver is actively involved in finding an innovation to solve their own unique
problem. The model is flexible enough to encompass all types of innovations, including materials,
methods, and groupings of learners. Thus, the PS model is local in nature, usually limited in size, and
may not be of high quality compared with more centralized approaches to curriculum development.

 STEM and STEAM initiatives incorporate innovative strategies to promote problem-

solving as part of the science, technology, engineering, and mathematics curriculums.

REFERENCES:

https://www.studocu.com/ph/document/visayas-state-university/bsed-science/advanced-
curriculum-development/43838859entered%20design.
https://oer.pressbooks.pub/curriculumessentials/chapter/chapter-curriculum-innovations/

Strategies for Curriculum

219

Role of the Teacher

Teacher Education provides a platform to student-teachers to acquire the required knowledge,

skill and develop positive attitude, values and beliefs. This can be done with the help of the provided
curriculum. And the quality of teacher produced in any institution invariably depends on the
curriculum offered to them during their training period.
Teachers know the needs of all stakeholders of teacher education. Teachers can
understand the psychology of the learner. Teachers are aware about the teaching methods and teaching
strategies. Teachers also play the role as evaluator for the assessment of learning outcomes. So
teachers must possess some qualities such as planner, designer, manager, evaluator, researcher,
decision maker and administrator. Teachers play the respective role for the each step of curriculum
development process.
 Curriculum planning involves analysis of philosophy, social forces, needs, goals and
Objectives, treatment of knowledge, human development, learning process & instruction, and
decision.
Curriculum preparation involves systematic data, content, selection, collection, assessment,
organization. Design factors includes school (levels, types, Structures), educational technology,
systemic vocational, social reconstruction, Curriculum design, analysis of social needs,
translating the needs into Course/general/learning/terminal objectives, splitting the objectives into
specific objectives, grouping the specific objectives into subjects, deriving the subjects from the above
classification, specifying enabling objectives, unitizing each subject matter, specification of
required time, and syllabus formulation. Curriculum development phases consist of Instructional
development, Materials & media development, Methods of teaching & testing
Implementation of the Curriculum involves Instructional scheme of each subject to be
completed in the semester, Planning the lessons as per the timetable, Using the transactional
strategies, Using the appropriate media, Providing the learning resources, Promoting classroom
learning experiences, Progressive testing Curriculum evaluation involves, Intra-curricular
evaluation, Teacher evaluation of students, Student evaluation of teachers, Materials evaluation,
Verification of methods, Evaluation of tests and examinations, Checking the learning outcomes
while on the field, Curriculum review/ improvement/ change/ modification, System revision.
After evaluating the prepared curriculum it is observed that the curriculum is not
satisfactory then developer turns for revising and improving phase.

Role of the Supervisor

Leadership

Functions
Provides direction for the development of schools in keeping with the strategic plan of the Ministry of
Education.
Ensures quality standards by supervising, inspecting and evaluating the operation of schools.
Leads in professional development for principals and teachers through programme proposals, training
seminars and workshops.
Ensures the development of school-based management.
Provides a rich resource of exemplary coaching, training and apprenticeship for teachers and school
administrators.

Administrative Management

Supervises the observance of the provisions of the Education Act and the Regulations pertaining to the
conduct of schools.
Arranges for:

 the approval of leave for teachers

  the approval of school holidays that may be granted in accordance with the Regulations
 the relocation and de-shifting of schools
 the registration of private schools
 placement of non-nationals in public schools
 the considering and assessing of the confidential reports of teachers
 the furnishing of such returns as may be prescribed or required at any time by the Minister
 Deals with all other matters of organization, management and administration as may be referred
to him by the Minister.
 Approves the use of government schools and compounds for non-educational purposes.

Teaching/Learning

Visits schools on a regular basis to monitor the implementation of the curriculum.

Organizes team visits to schools to assess the delivery of the curriculum.
Examines the Principals’ records on clinical supervision and curricular checks.
Observes teachers’ classroom practices and provides feedback, when requested by principals.
Monitors the teaching/learning environment in schools.
Supervises school improvement programmers.
Shares/disseminates information with principals on current trends in teaching and learning.
Monitors the relevance of the curriculum with respect to the special needs and interests of students.

Internal/External Linkages

Represents the Minister as required.

Represents the Permanent Secretary at recruitment interviews including those at the Teaching Service
Commission.
Establishes and maintains alliances with external agencies consistent with Ministry policies.
Approves projects and programmes initiated by external agencies.
Represents the Division, Ministry or senior ministry officials.
Liaises with internal/external agencies, departments and Ministries.
Coordinates various events/activities initiated by internal/external departments, agencies and
ministries.
Interfaces with the general public and provides solutions to problems, issues and concerns, where
necessary.
Prepares and/or delivers speeches.
Ensures parent participation in the running of schools.

Physical/Financial

Supervises the effective management and use of physical and financial resources in schools.
Monitors school security systems to ensure effectiveness.
Supervises effective health and safety standards in schools.
Corrects and reports on anomalies, irregularities or environmental threats to safety at schools.
Approves non-routine activities at schools, including field trips or school outings.
Requisitions, stores and distributes materials/consumables to support curriculum delivery and janitorial
services in all primary schools.
Recommends and supervises repairs, renovations and refurbishments at schools.
Recommends/approves requisitions for furniture and equipment for schools.

Governance and Extra Curricular

Ensures the establishment and effective operation of student councils in all secondary schools.
Attends school functions and other special activities to supervise and support wholesome standards.
Coordinates district/nationwide competitions and other activities to support curricular/co-curricular
programmes.
Organises a system of recognition and appreciation of good practice and long service of principals.

220

215 – ADVANCED CURRICULUM DEVELOPMENT

4. EMERGING AND FUTURE TRENDS AFFECTING CURRICULUM
5. LEADERSHIP FOR SOUND DECISION MAKING SOUND CURRICULUM CHANGE

ADVANCED CURRICULUM DEVELOPMENT 215

4. “EMERGING AND FUTURE TRENDS AFFECTING CURRICULUM”
Emerging and future trends refer to new developments, patterns, or changes that are currently gaining
significance or are anticipated to have a significant impact on various fields and aspects of society.
These trends often arise from advancements in technology, shifts in Societal values, economic
changes, or scientific breakthroughs.
Parts:
a. Technology: Technological advancements such as artificial intelligence, blockchain, virtual
reality, or 5G networks that are poised to transform industries and daily life.
* The rise of autonomous vehicles and their potential to revolutionize transportation systems
and reduce road accidents.
b. Social and Cultural shifts:
Changes in societal attitudes, norms, and values that shape behaviors, preferences, and
expectations.
*The increasing awareness and acceptance of gender diversity and the demand for inclusive
practices and policies.
 c. Environmental Sustainability: Growing emphasis on sustainable practices and renewable
energy sources to address climate change and mitigate environmental impact.
*The adoption of solar power and wind energy as alternatives to fossil fuels in an effort to
reduce carbon emissions.
d. Economic Developments:
Changes in global markets, trade policies, or economic models that impact industries and job
markets.
*The rise of gig economy and remote work, transforming traditional employment structures and
creating new opportunities for freelances.

- Constructivism, modular curriculum, credit system, Information technology these all are the
emerging trends in curriculum development. These trends should be given proper justice while
developing curriculum.
Factor affecting Curriculum Development

- Philosophical factors
- Psychological factors
- Social or Societal factors
- Political factors
- Economical factors
- Educational factors
- Technological factors
- Gender Factors

5. LEADERSHIP FOR SOUND DECISION MAKING SOUND CURRICULUM CHANGE

- Leadership for sound decision making and sound curriculum change refers to the role of leaders in
making effective and informed decisions and implementing changes in educational curricula that
enhance learning outcomes and align with the needs of students, society and the future workforce.

a. Vision and Strategic Planning:

Leaders need to have a clear vision for educational goals and developed strategic plans to
achieve them.
*a school principal formulating a long-term plan to integrate technology into the curriculum to
enhance digital literacy skill among students.
b. Data analysis and Research:
Leaders should use data analysis and research to inform decision making and identify areas for
improvement in the curriculum.
c. Stakeholder Engagement:
Leaders should involve and collaborate with various stakeholders, including teachers, students,
parents, and community members, to gather diverse perspectives and ensure buy-in for
curriculum changes.
 d. Implementation and Evaluation:
Leaders need to effectively implement curriculum changes and continuously evaluate their
impact to ensure they are achieving the desired outcomes.
Overall, leadership for sound decision making and sound curriculum change involves a holistic
approach that considers various factors, engages stakeholders, and seeks to improve educational
practices for the benefits of students and society.

A teacher Leader has the following skills:

Empathy: Achieves educational goals while advancing a sense of belonging
Analytical: Assesses educational strategies and the quality of resources
Adaptable
Courageous
Committed and Motivated
Communication and Connection
A love of Learning
Engaging Classroom and Community Presence

221

Planning and Organizing Units of Instruction

Arrangement of Students
 All students should easily see and hear the teacher.
 Teacher has easy access to all students.
 Teacher sees all students.
 Decide to put desks in clusters or rows.
 Place difficult-to-teach or off-task students in the middle of the room near the front
Classroom Arrangement
 Teacher draw a rough sketch of the floor plan.
 Consider advantages for desk arrangements: vertical rows, group circles, and small clusters.
 Location of predominant activities.
 Number of students in the environment.
 Storage area for equipment.
 Need for special equipment for students with special needs
Managing the Physical Environment
 Environmental Design
  Classroom Arrangement
 Complements to the Instructional Environment
 Interest Centers
 Bulletin Boards Environmental design: from one-room school at the turn of the century, to
graded, self-contained classes. Later shift to open classroom were aesthetically pleasing with
carpeted floors, non-distracting illumination, brightly colored walls and furnishings, and ample
space to create. Today emphasis is on cooperative learning environments.
Environmental Design Considerations
 Sense of community Personal territory
 Authentic motivation Classroom flexibility
 Environmental acknowledgment
 Flexible Seating
 Work Aesthetic
 Barrier-free
Complements to the Instructional Environment
 Study Carrel.
 Provide a quiet place to study.
 Provide a comfortable place to read independently
Interest Centers Considerations
 Characteristics of the user.
 Objectives that the activities are designed to meet.
 Interest value to the students. Procedures and directions.
 Materials or equipment needed
Bulletin Boards Most popular is to display students’ work
 Can foster creativity by providing example topics or themes for student work
Large-Group Instruction
 Advantages: time efficient. Prepares students for the type of instruction primarily used in
secondary education. May help students with special needs make the transition to general
education classes
 Disadvantages: Difficult for teachers to deal with diverse abilities and skill levels. Questions
may go unanswered. Distracted students may stay off task. Students do not receive intensive
instruction
Guidelines for Large-Group Instruction
 Keep instruction short.
 Use questions to involve students.
 Use lecture-pause routine.
 Active participation among lower achieving students.
 Visual aids.
 Lively pace.
 Frequent change-ups.
 Determine rules during presentation and discussions.
 Use participation buddies to promote student involvement. Lecture-pause, teacher lectures for
6-12 minutes, pause for 3 minutes to get students into groups to follow RAP procedure. R –
 Read your notes or question. A-Ask other students about your notes. P-Put corrections or
answers to questions in your notes.
Small-Group Instruction
 Advantages: Students participate more often. Teachers provide more instruction, praise, and
feedback. Students can progress at their own pace. Less boring. Monitor student progress
better. ELL students are more comfortable. Important for students with LD and EBD because
they lack to skills to work independently.
 Disadvantages: Students are required to do more seatwork. More planning is involved.
Teachers must organize instructional variables. Teachers must provide more instruction.
Guidelines for Small-Group Instruction
 Establish rules. Make groups homogeneous. Maintain flexible grouping. Locate groups so
teacher can see all groups. Place students in semicircle. Use motivational activities
Cooperative Learning Strategies
 Peer tutoring. Class wide Peer tutoring. Group projects. Jigsaw Student-team achievement
divisions.
Guidelines for Peer Tutoring
 Determine goals for peer tutoring. Practice and learn targeted skills. Provide a review. Develop
appropriate social skills. Enhance self-concepts.
 Determine target skills or content.
 Select materials.
 Design procedures for tutee and tutor. How to present the task. How to provide feedback for
correct and incorrect responses. How to score responses.
Guidelines for Peer Tutoring
 Assign tutor-tutee pairs. Across-class. Pull-out. Intraclass.
 Train tutors and tutees.
 Teach social skills.
 Review skills.
 Schedule sessions
Class wide Peer Tutoring
 Three main features: (1) Peers are used to supervise responding and practice. (2) A game
format is used that includes points and competing teams to motivate students and maintain
interest. (3) Weekly evaluation plan ensures gains in student progress
Class wide Peer Tutoring Format
 Daily tutoring sessions of about 30 minutes.
 Tutor-tutee pairs work together for a week.
 After 10 minutes the pairs switch roles.
 Two points are given for each correct response, one point is given for a corrected response.
 Teacher moves around the room monitoring tutoring behavior – awards bonus points for good
behavior.
 End of the session, students add up the points and record on chart.
 Friday the teacher conducts a more intensive assessment of the skills learned
Student-team achievement divisions
 Heterogeneous group of 4 students are assigned to a team.
  After teacher presents the lesson, the team works together to ensure mastery of the skills taught.
Students take individual quizzes without peer help.
 Quiz scores are compared to previous scores and points are awarded based on improvement

Reference:
https://www.slideshare.net/brentdaigle/planning-and-organizing-instruction
https://www.slideserve.com/Lucy/planning-and-organizing-instruction

ASIAN DEVELOPMENT FOUNDATION COLLEGE

GRADUATE SCHOOL
TACLOBAN CITY
___________________________________________________________________________

COURSE: MASTER OF ARTS IN EDUCATION MAJOR IN EDUCATIONAL

MANAGEMENT
SUBJECT: ADVANCED CURRICULUM
TOPICS:
 IMPROVING CURRICULUM THROUGH RESEARCH AND EVALUATION
 STATEMENT AND CLARIFICATION OF PRINCIPLES
REPORTER: LERIO L. COSTIN
STUDENT CODE:
___________________________________________________________________________

IMPROVING CURRICULUM THROUGH RESEARCH AND EVALUATION

A good quality curriculum is one which is evaluated: in a systematic and planned way –i.e.,
based on a clear purpose and scope, oat different levels in the education system: classroom, school,
local area, nationally, using valid and reliable data, and within a clear quality framework; regularly;
and by suitably qualified and experienced people.
Evaluation is a stage of the curriculum cycle that is frequently overlooked or under-valued. It is
not possible to approach curriculum implementation in any professional and meaningful way
without considering how the success of the curriculum will be judged. While
implementation and evaluation are closely connected, they do consist of different processes.
However, in judging the quality of any curriculum, it is critical that criteria related to the
effectiveness of evaluation processes, as well as how the information gathered from the
evaluation is used, are developed. Curriculum implementation is, in sum, not a ‘once-off’ thing. It
needs rather to be understood in terms of a continuous cycle –not unlike action research –of
implementation, evaluation, revision,...Clearly defined purpose and scope.

1. Clearly defined purpose and scope

The first task of evaluators is to ensure that the purpose and scope of the evaluation are clear
and understood. For example, the purpose may be as narrow as to evaluate teaching practice within a
particular subject domain (such as the quality of teaching Mathematics), or even to evaluate
how the curriculum is reflected in the work of a particular teacher. However, the purpose may
be as broad as to evaluate the extent to which the school system is producing graduates with
the competencies required by the curriculum. When it comes to such evaluation, it is helpful to
think in terms of inputs, outputs and outcomes. Inputs would refer to the appropriateness of the
curriculum in terms of whether it is:fit for its intended purposes; inclusive; relevant; internally
aligned and coherent; well-articulated with other aspects of the education system; and consistent with
broader societal goals. Outputs would refer to the results of learning assessments and national
testing: whether the curriculum is supporting effective teaching, learning and assessment both in each
subject and across the curriculum. Evaluation of curricular outputs would help to answer
questions whether the curriculum is supporting teachers well enough. This would require further
careful analysis of whether any problems identified lie in the curriculum, in teaching practices,
in learning circumstances, or elsewhere. Outcomes would refer to whether the curriculum has actually
helped to develop young people with the competencies, values, citizenship responsibilities, and the
like that have been articulated in the curricular aims, and who are prepared for the workplace,
for lifelong learning, etc.

2. Based on valid data and criteria

Once the purpose and scope are clear, evaluators can determine the most appropriate sources of
data and strategies for collecting and analysing that data. Using the examples above, in a limited
evaluation (of, for example, the work of a particular teacher), a member of the inspectorate or
the school principal might use data collected from classroom observations, professional
discussions with the teacher and some appropriate assessment of student outcomes. If the
evaluation is of the effectiveness of the curriculum as a whole, a panel of evaluators might
rely on stakeholder surveys, consultations with schools, post-school destination surveys and
the results of national testing and other student assessments to collect data for analysis. Formal
assessment of students provides, of course, an important source of data in any evaluation of the
curriculum. Based on the purpose and objectives, evaluators should develop a clear and broadly
agreed quality frame work within which evaluation processes can occur. The previous sections of this
paper provide a range of criteria and other suggestions which might guide the development of this
framework. These may be used selectively to reflect the purpose and scope.

3. Regular

Curriculum evaluation should be regular, although how often an evaluation of the whole
curriculum should occur will depend on a range of factors, including feedback on the
curriculum and the resources available. However, authorities should be alert to the need for a large
scale evaluation, and to plan for how this evaluation should be administered and funded.Conducted by
qualified and experienced people

4. Conducted by qualified and experienced people

Within that planning process, authorities should ensure that evaluations are conducted by
people who are suitably qualified and experienced. They should have a deep understanding of all
facets of the curriculum and of evaluation strategies and processes. The education authorities
might also consider issues of objectivity, and ensure that those who conduct the evaluation are
‘at arm’s length’ from the curriculum, and can report their evaluation findings in a professional, valid
and transparent way.

STATEMENT AND CLARIFICATION OF PRINCIPLES

 Curriculum development projects are designed to create new content or present content to
students in a new format with new activities or approaches. The following are important things to
know about evaluating curriculum development projects.

1. Understand the underlying model, pedagogy, and process used to develop the curriculum. There
are several curriculum development models, including the DACUM model (Developing a Curriculum),
the Backward Design Method, and the ADDIE (Analysis, Design, Development, Implementation, and
Evaluation) model of instructional design. Whatever approach is used, make sure you understand its
methodology and underlying philosophy so that these can help guide the evaluation.

2. Establish a baseline. If possible, establish what student performance was before the curriculum
was available, to assess the level of change or increased learning created as a result of the new
curriculum. This could involve data on student grades or performance from the year before the new
curriculum is introduced or data on job performance or another indicator.

3. Clearly identify the outcomes expected of the curriculum. What should students know or be able
to do when they have completed the curriculum? Take the time to understand the desired outcomes and
how the curriculum content, activities, and approach support those outcomes. The outcomes should be
directly linked to the project goals and objectives. Look for possible disconnects or gaps.

4. Employ a pre/post test design. One method to establish that learning has occurred is to measure
student knowledge of a subject before and after the curriculum is introduced. If you are comparing two
curriculums, you may want to consider using one group as a control group that would not use the new
curriculum and comparing the performance of the two groups in a pre/post test design.

5. Employ content analysis techniques. Content analysis is the process of analyzing documents
(student guides, instructor guides, online content, videos, and other materials) to determine the type of
content, frequency of content, and internal coherence (consistency of different elements of the
curriculum) and external coherence (interpretation in the curriculum fits the theories accepted in and
outside the discipline).

6. Participate in the activities. One effective method for helping evaluators understand the impact of
activities and exercises is to participate in them. This helps determine the quality of the instructions,
the level of engagement, and the learning outcomes that result from the activities.

7. Ensure assessment items match instructional objectives. Assessment of student progress is

typically measured through written tests. To ensure written tests assess the student’s grasp of the
course objectives and curriculum, match the assessment items to the instructional objectives. Create a
chart to match objectives to assessment items to ensure all the objectives are assessed and that all
assessment items are pertinent to the curriculum.

8. Review guidance and instruction provided to teachers/facilitators in guides. Determine if the

materials are properly matched across the instructor guide, student manual, slides, and in-class
activities. Determine if the instructions are clear and complete and that the activities are feasible.

9. Interview students, faculty, and, possibly, workforce representatives. Faculty can provide insights
into the usefulness and effectiveness of the materials, and students can provide input on level of
engagement, learning effort, and overall impression of the curriculum. If the curriculum is tied to a
technician profession, involve industry representatives in reviewing and examining the curriculum.
This should be done as part of the development process, but if it is not, consider having a
representative review the curriculum for alignment with industry expectations.
10. Use Kirkpatrick’s four levels of evaluation. A highly effective model for evaluation of curriculum
is called the Kirkpatrick Model. The levels in the model measure initial learner reactions, knowledge
gained from the instruction, behavioral changes that might result from the instruction, and overall
impact on the organization, field, or students.

11. Pilot the instruction. Conduct pilot sessions as part of the formative evaluation to ensure that the
instruction functions as designed. After the pilot, collect end-of-day reaction sheets/tools and trainer
observations of learners. Having an end-of-program product—such as an action-planning tool to
implement changes around curriculum focus issue(s)—is also useful.

REFERENCE/S:

https://unesdoc.unesco.org/ark:/48223/pf0000243975

https://evalu-ate.org/blog/kapp-july19/

DACUM Job AnalysisProcess: https://s3.amazonaws.com/static.nicic.gov/Library/010699.pdf

Backward Design Method: https://educationaltechnology.net/wpcontent/uploads/2016/01/backward-

design.pdf

ADDIE Model: http://www.nwlink.com/~donclark/history_isd/addie.html

Kirkpatrick Model: http://www.nwlink.com/~donclark/hrd/isd/kirkpatrick.html

Asian Development Foundation College

Graduate School
Tacloban City
S.Y. 2023-2024

Name: ERICA JANE H. COSTO

Student Code: 1ST2324-223
Subject: ADVANCED CURRICULUM DEVELOPMENT (215)
Instructor: DR. EDWARD Y. CHUA

___________________________________________________________________________

UNIT VIII-CURRICULUM PLANNING IN THE PHILIPPINE SETTING

 Curriculum Planning is  the process whereby the advance arrangement of learning
opportunities for a particular population of learners is created. The national curriculum serves as a
guiding framework to ensure a standardized quality of education received by all Filipino learners.
Further, this national curriculum sets the basic minimum standards or basic level of competency
expected of every graduate in the Philippine school settings.

 CHALLENGES TO CURRICULUM PLANNING

1. Limited funding capacities

 The economy of a nation will determine the success of curriculum
implementation. In developing countries, the numbers of pupils and teachers
have kept on rising but government money available for education is less.

2. Unavailability of school facilities

 Equipment like classrooms, libraries, resource centers, offices, desks, school
halls and others.The fact that the education sector is under-funded by the
government means that the availability and quality or facilities in learning
instutions is affected negatively.

3. Teaching and learning resources

 There is limited procurement and supply of these resources in schools.
Instructional materials and equipment are all in short supply or may not be
available at all-no books or writing material, no chalk, no science apparatus,
inadequate or out of date library.

4. Quality and quantity of teaching staff

 Teachers are the most important human resource in curriculum implementation
since they are the ones who adopt and implement the ideas and inspirations of
the designers. This implies that success of the curriculum depends on the
teachers.

5. Poor time management by school administrators and teachers

 Curriculum implementation is also hindered by what goes on in learning
institutions. Pupil’s learning time is mismanaged by administrators and the class
teachers.
Name: KRISTEL L. DACANAY
Student Code: 1ST2324-224
Date: June 24, 2023

SUBJECT: ADVANCED CURRICULUM DEVELOPMENT

TOPIC: INNOVATIONS IN PHILIPPINE EDUCATION

Continuous improvement program in organizations is important in today’s competitive environment. It

has become a popular catchphrase in the field of education. Educational organizations focusing
continuous improvement at the system level to improve the process (or steps) that take inputs (e.g,
monetary investments in teacher training) and produce outcomes (e.g., educating children) through
tests of measurable change (Langley et al. 2009).

The Department of Education (DepEd) implements the education reforms outlined under the Basic
Education Sector Reform Agenda which aims to systematically improve critical regulatory,
institutional, structural, financial, cultural, physical and informational conditions affecting basic
education on the ground. With the partnership of Philippines Australia and Human Resource
Organizational Development Facility (PAHRODF), DepEd was able to adopt Total Quality
Management in Education. One best example of this innovation was the building of the CI models in
34 schools in 2012 where DepEd installed a Continuous Improvement (CI) process to help achieve the
Key Reform Thrusts (KRT). Continuous improvement projects were implemented in schools using the
CI methodology for six months to provide solutions to identified priority improvement area.

Considering CI as a learner-centered program, its innovations focused on the basic education in terms
of access, quality and governance. Examples of CI innovations that focus on teaching-learning is
improving students’ performance in terms of Reading, Mathematics, Science and other major subjects
and class attendance. Enhanced mechanisms to address the gaps on delayed release or liquidation of
MOOE is an example of innovation on governance. The result of these improvements has become
commonplace and well-documented that eventually manifested itself in education. In 2015, the
Department of Education-Region XII was involved in the CI program where six division offices were
piloted namely Cotabato City, Cotabato Province, South Cotabato, Sultan Kudarat, General Santos
City and Sarangani Province. Division CI teams immersed in the journey and successfully achieved the
CI project in seven months. In Sarangani division, there were seven sampled schools that were piloted
for CI methodology.

A tech services giant in the Philippines awarded a total of P80 million (US$ 1.6 million) in grants to
ten universities and academic institutions to drive tech innovation in the country. The innovation lead
for the technology company said that the funding is intended to accelerate the pace of innovation in
various fields and specifically education. The firm has prioritized emerging technologies that it
believes have the highest potential to be implemented and scaled in the coming years, such as cloud
computing, the Internet of Things, 5G, multi-party systems, data analytics and artificial intelligence
and sustainable technologies for these grants. “In the next few years, we will see a lot of disruptions in
terms of the new technologies as well as cross-industry disruptions and we felt there was a need for us
to bring along the whole ecosystem along with us in the journey,” he said. “Our main objective is
really a stronger innovation ecosystem.”

The project aims to improve the content of technology curriculums in schools, fund research, and
publication in technological developments and explore other activities that will support the adoption of
this technology in academic institutions and the start-ups they incubate. Because a majority of the
company’s academic partners have connected start-up incubators, the grants solidify the company’s
support of the country’s start-up ecosystem. The idea is to encourage their partners to invest and
accelerate a number of start-ups they are already helping and supporting or support new start-ups over
their next funding rounds.

Helping the country stay current with the latest technological trends is not the only goal of the grants.
The program also aims to increase diversity in the STEM field by assisting female high school students
and people with disabilities through Miriam College’s Technology Business Incubator and the College
of Saint Benilde’s Hub of Innovation for Inclusion. By supporting the De La Salle University Animo
Labs Foundation Inc., the company hopes to encourage the development of cross-industry platforms
that use advanced technologies to promote sustainability in the Philippines and other developing
countries.

The grant is intended to be a multi-year program, with regular updates on its results expected to be
routed through the company after a few months. While the company’s current list of partner
institutions only includes Metro Manila universities and institutions, it plans to expand this list to
include other institutions.

A report by OpenGov Asia shared that the technology during the pandemic has permanently altered the
educational landscape, demonstrating how it can provide not only connectivity and greater
accessibility, but also a richer learning experience. With learning likely to take place in virtual
classrooms in the coming school year, a school in the Philippines had enlisted the help of the country’s
leading network provider to integrate technology into the school system and accelerate the school’s
transition to a digitally based, globally competitive educational institution.
“Here, we have already started our progression towards a more globalized education to continue our
promise of shaping our students into the leaders of tomorrow,” said the school’s Assistant Vice-
president for Internal Affairs. “With our partnership with the network provider to seamlessly integrate
education with the new digital age, we are proud to say that we will continue to strive for the
excellence we have always promised and commit to our mission of promoting educational
competence.”

NAME: REYVONESSA C. DAGOHOY STUDENT CODE: 1ST2324-225

SUBJECT: ADVANCED CURRICULUM DEVELOPMENT

CURRICULUM PLANNING IN THE PHILIPPINE SETTING

Newer Trends in Curriculum Planning

Curriculum planning has always been an important aspect of education in the Philippines. Over the
years, the approach to curriculum planning has changed, with newer trends emerging that seek to
improve the quality of education and better address the needs of students. In this critical essay, we
examine the newer trends in curriculum planning in the Philippine setting and evaluate their
effectiveness.

One of the newer trends in curriculum planning in the Philippines is the focus on learner-centered
education. This approach emphasizes the importance of tailoring curriculum content and teaching
methods to the individual needs, learning styles, and interests of students. In a learner-centered
curriculum, the student is at the center of the learning process, and the teacher acts as a facilitator
rather than a lecturer.

Proponents of this approach argue that it allows students to be more engaged and motivated in their
learning, leading to better academic outcomes. However, critics argue that it places too much
responsibility on students, who may not have the necessary skills and support to direct their learning
effectively.
Another newer trend in curriculum planning in the Philippines is the use of technology to enhance
learning. The integration of technology into curriculum planning allows for new ways of imparting
knowledge and engaging students. Digital resources such as e-books, online quizzes, and interactive
simulations can bring new dimensions to teaching and learning.

While technology has the potential to enhance learning, there are concerns about equity of access and
the quality and appropriateness of digital resources. Students in rural or low-income areas may not
have access to the necessary technology, and there are concerns about the accuracy and reliability of
digital resources.

A third trend in curriculum planning is the focus on interdisciplinary learning. This approach breaks
down traditional barriers between subjects and seeks to create a more integrated and holistic approach
to education. By linking subjects together, students can better understand how knowledge and skills are
interconnected, and how they can be applied in real-world contexts.

While interdisciplinary learning can be effective in promoting critical thinking and problem-solving
skills, there are concerns about the loss of subject-specific knowledge and the need for qualified and
capable teachers to implement this approach.

In conclusion, while there are newer trends in curriculum planning in the Philippines, each trend has its
advantages and challenges that must be considered. Learner-centered education, the use of technology,
and interdisciplinary learning all have the potential to improve the quality of education and better meet
the needs of students, but their effectiveness depends on effective implementation and careful
consideration of their impact on student outcomes. Ultimately, curriculum planning must be dynamic
and adaptable, responsive to the changing needs and contexts of education in the Philippines.

ADVANCED CURRICULUM DEVELOPMENT

INNOVATIONS AND CURRICULUM CHANGE

Curriculum Change:

Hoyle (University of Zimbabwe, 1995: 58) defines change as embracing the concepts of
innovation, development, renewal, and improvement of a curriculum. Curriculum change is
dictated by the changes in the economic, social, and technological aspects of society. Change has
magnitude and direction and occurs within a definite time frame.
 Curriculum Innovation:

Harris et al. (University of Zimbabwe, 1995: 60) describe innovation as “an intentional and
deliberate process to bring out desired effects and change”. Curriculum innovation refers to ideas
or practices that are new and different from those that exist in the formally prescribed
curriculum. Westerly (1969) and Richard (1965) (cited in University of Zimbabwe, 1995: 61),
state that curriculum innovation is any improvement that is deliberate, measurable, durable and
unlikely to occur frequently. It is the creation, selection, organization and utilization of human
and material resources in ways that result in higher achievement of curriculum goals and
objectives. The difference between innovation and change lies in the fact that innovation is
always planned while change may occur in response to external events. For any curriculum
innovation to be meaningful and effective, it must be planned and organized. It is possible that
other types of changes may occur when they are not planned.
According to Adaorah (2012) curriculum innovation connote as a modification of what was
existing before the development of ideals, practices, belief that are fundamentally new.

Sources of Curriculum Change and Innovation:

At the national level, curriculum change and innovation arise from deliberate policy
decisions. In most Southern African countries, nothing happens within the education system
until the central authority decides to adopt a new idea. This change is usually initiated through a
circular or statutory instrument.

Another impetus for change and innovation is the desire of authorities at various levels to
deliberately change established practices in order to address existing problems or identify new
problems and ways of dealing with these problems. The introduction of new technology can also
lead to curriculum change and innovation.
For example, computers are being used in almost every endeavor of our society. The education
system and its curriculum must adapt to this new reality. It must not only use
computers for administrative purposes, but also make the computer and related technological
advancements part of the curriculum.

Types of Change:

Change can be categorized into two types.

Hardware Types:
 These changes are introduced by additions to facilities such as new classrooms, equipment,
books and play grounds.
Software Types:
These affect the content and range of the curriculum itself. They may be related to the
methods of delivery recommended by curriculum initiators, designers and developers.

Forms of Change:

Change can occur in the following forms (University of Zimbabwe, 1985: 69):

Substitution:

In this change, one element replaces another previously in use. Examples are new textbooks,
new equipment or the replacement of teachers and administrators.

Alteration:

This involves change in existing structures rather than a complete replacement of the whole
curriculum, syllabus or course of study.

Addition:

This is the introduction of a new component without changing old elements or patterns. New
elements are added to the existing program without seriously disturbing the main structure and
content of the prescribed curriculum. These could be support inputs such as audio-visual aids,
workshops and equipment.
Restructuring:
This involves the rearrangement of the curriculum in order to implement desired changes. It
may also involve the sharing of resources among a group of schools or institutions.

Strategies and Models for Curriculum Change and Innovation

In order for change and innovation to succeed, the strategies for implementing the curriculum
must be considered carefully. A strategy of innovation refers to the planned procedures and
techniques employed in the quest for change. Harris et al. (1978), as cited in “Curriculum
Implementation”, developed some models to explain how this takes place.

Strategies:
 Participative Problem-Solving:

This strategy focuses on the users, their needs, and how they satisfy these needs. The system
identifies and diagnoses its own needs, finds its own solution, tries out and evaluates the solution
and implements the solution if it is satisfactory. The emphasis is on local initiatives.

Planned Linkage:

In this model, the intermediate agencies, such as schools, bring together the users of the
innovation.

Coercive Strategies:

These strategies operate on the basis of power and coercion by those in authority, using laws,
directories, circulars and so forth. Ministries of Education usually use these strategies
Open Input Strategies:
These are open, flexible, pragmatic approaches that make use of external ideas and resources.

Models:

Tanner and Tanner (1980: 262), as cited in “Curriculum Implementation”, emphasize three
principal models which illustrate how change takes place. These are outlined below.

1. The Research, Development and Diffusion Process Approach/model:

The R, D and D model forms the basis for much of the research activity in Federal
government departments and research laboratories. According to this approach, research is
justified because it creates new knowledge. This view of technology transfer is based on the
idea that "if the knowledge is there, a use will be found for it.” This approach is unique because
of its reliance on a decentralized network of county agents to diffuse information on new
technology and facilitate adoption. The R D and D approach has not always produced effective
results in other agencies. Without a network for diffusion and feedback from users, it is difficult
to understand the needs of potential users or perform relevant R, D and D. Normally, little is
known about needs of users, since few systematic efforts are conducted to match user needs with
available technology.

In this model, an innovation is conceived at the head or center and then fed into the system.
 This view the processes of change as a rational sequence of phases in which an innovation is: i.
Invented or Discovered,

ii. Developed,

iii. Produced,

iv. Disseminated to The User.

The RD&D model looks at the whole process of change from the perspective of the
originator or developer who formulates a solution in response to an identified user need (Blenkin
et al, 1975 and Mkpa and Izuagba, 2004). The model according to Anaele (2008) is patterned in
line with empirical-rational strategy with sub stages as: basic research; applied research;
development and testing of prototypes; mass production and packaging; planned mass
dissemination and receipt by the user. This model has progressive development of activities and
represents the center-periphery model of change.

Ivowi (2008) explains that the idea or innovation is conceived at the center. This center
according to him may represent curriculum development centers like Educational Research and
Development Council (ERDC) where it is researched, developed and then diffused into the
education system. Substantiating this view of Ivowi, Mkpa and Izuagba (2004) hypothesize that
innovations follow this pattern. Those agencies like ERDC, CESAC, among others develop new
curricula based on the national educational needs, available theories and research findings. In the
whole process, the schools are located at the periphery and the teachers are more of passive
agents. In line with what other authors perceive about the model, Nduanya (1986; 1991)
observes that RD & D model is a sequential order of solving an educational problem thus:
Research; Development; Diffusion and Adoption. This he fully represents in a table. This model
was used in the Carnegie Project to develop a new Social Studies curriculum in USA.
 RD&D obvious advantages make it popular:

 It is solely based on established research findings.

 Materials are adequately tested before use
 It provides an easy opportunity to train and re-train curriculum implementers.
 It uses proven curriculum development processes.
 It has appropriate method of selecting specialists and experts in the trial testing of curriculum
materials before installation in schools.

2. Problem-Solving Model

This model was earlier originated by Lippit, later Havelock worked on it. The problem solving change
model also called Need Reduction Model is regarded as a user friendly model by Havelock (1971),
who further worked on it. The first two models of his earlier discussed assume that an innovation
exists that have been fully developed and disseminated to a passive user.

The P.S. model according to Mkpa and Izuagba (2004) rests on the assumption that an
innovation is part of a problem solving process, which begins with a need that is translated into a
problem. The problem they said, need to be diagnosed and solutions proffered. Havelock
associated this model with the normal problem solving process that encompasses all the main
stages in the need elimination process, unlike the social interaction model. This implies that once
a need is felt, it is instantly perceived as a problem that needs to be solved. In the process of
searching for the solution, alternative choices are provided and the best is selected to solve the
problem. This last stage according to Havelock is the adoption of solution. This model is built
around the user of the innovation, who follows the steps below.
 i. Determine the problem.
ii. Search for an
innovation.
iii. Evaluate the trials.

iv. Implement the innovation.

Blenkin et al (1975) echoed that the model is user friendly because, the user is the initiator
rather than the recipient of the change. They posit that an external person or group coming in the
process will serve in consultative or collaborative capacity. Havelock claims that the P.S. model
favors educational practitioners.
Mkpa and Since teachers who will implement the said changes or innovations are active participants,
they are likely to be more committed in their implementation;

a. The model is so flexible that it can apply to various aspects of the curriculum like
teaching methods and materials.

b. As the innovation is school based, it is designed in such a way that it will be able to meet
the need of the school in question
3. The Social Interaction Approach:

The second model of Havelock examined is the Social Interaction Model which lays
emphasis on the diffusion of an innovation through a social system. Rogers and Lion berger in
Nduanya (1991) originated this model that was further developed by Havelock. Anaele (2008)
states that this model involves the transmission of knowledge by individuals, along informal
networks of professional colleagues and friends. He reiterates that the S.I. model is subjected to
the influence, judgments and opinions of people around. He emphasizes that the model relates to
the processes of diffusion of new ideas, practices or products. Nduanya (1991) makes it clear
that the first stage of this model tries to create awareness of a need which will motivate the
interest of the social group involved. He now explains that the group involved will move to
study the proposed change closely (evaluation) and then try it out and if it works, the innovation
will be adopted.

From their own point of view, Mkpa and Izuagba (2004) posit that the S.I. model depicts a
process of planned or unplanned social interaction to spread new ideas or practices. They
described the unplanned process as the spread of new ideas or practices through contacts
between and among teachers within a school, among schools, between teachers and supervisors,
among others. As a planned social interaction, the authors state that the diffusion process can be
 kicked off through courses, conferences or workshops organized by agencies. These activities
according to them provide the initial supports and in-service training required. At the stage of
dissemination, the agencies will plan/implement their transmission strategies; and this can be
done through organizing courses, demonstration and consultancy services. It concentrates on
the diffusion of innovations throughout social systems in which personal communication plays
an important role. Concepts such as opinion leader, early adopters, etc. are associated with this
approach. This approach to diffusion and utilization has received considerable attention over the
past 45 years. As its name implies, this approach emphasizes analyzing the interaction between
people in order to better describe information flow. Resource and user organizations constitute
the formal structure, and groups of individuals make up the informal structure. The interplay
between formal and informal structure depends on the intensity of interpersonal exchange of
information. The greater the exchange, the more effective the network will be. This approach
describes how individuals exchange information rather than how organizations can increase the
adoption of innovations. The model stresses the importance of interpersonal networks of
information, opinion, leadership and personal contact. It is based on the following:

i. Awareness Of Innovation

ii. Interest In The Innovation

iii. Trial iv. Adoption for Permanent Use.

The Advantages of the Social Interaction Model as enlisted by Mkpa and Izuagba are:

 That teachers are directly involved in some social network, so they can
run with the innovation vision;
 The S.I. model is flexible because social interaction occurs in diverse
forms, formally or informally; so it gives room for more diverse ways of
disseminating and adopting an innovation.
 The process is natural as it deals with the formal communication pattern
of mankind.

4. The Linkage Model (L):

This is the fourth innovative model of Havelock in the change process which tends to
integrate the three models so far discussed. Anaele (2008) reiterates that the linkage model
attempts to unify and integrate the three preceding models by emphasizing the need to link
procedures and agencies in a harmonious way. This, he said, could be done by connecting
agencies that can offer resources to users, and link them up with more remote resource agents.
 He explains further that these resources could consist of curriculum materials from a central
agency, consultancy or information about other users with related experiences or interests.
Agreeing with Anaele, Mkpa and Izuagba (2004) add that the linkage model draws upon the
strengths of the first three models above, and tries to overcome their weakness. The authors
analyzing the work of Hoyle (1993) concerning this model, state that the linkage process is
based on the link between the school and the various specialized/centralized agencies. That the
agencies’ work is to help locate useful human and material resources that will be needed to solve
any problem in the school setting. According to Mkpa and Izuagba, the linkage centers just like
Anaele has suggested, may be in form of Professional Centers, Resource Centers, ICT centers,
Exam Centers, among others. The authors now see these agencies as linkage points between the
national agencies of curriculum development, change and innovating schools, to provide
consultancy services, and to offer in-service training for teachers as end users.
Planning and Executing Change:

For the change to be implemented in the curriculum, a process has to take place. This process
involves four major factors. According to Bishop (1986), cited in “Curriculum
Implementation”, these factors include:

The change agent:

The change agents include teachers, school heads, local authorities or the Ministry of
Education. The agent initiates the innovation or curriculum change in general.

The innovation

This involves executing the change itself; that is, putting it into use or operation.

The user system:

This relates to the person or group of people at which the innovation is directed, such as
students and teachers.

Time:

Innovation is a social process, which takes place over a period of time.

These factors interact with change and are changed by each other during the process of
innovation. It is also important to note that the curriculum change agent is involved with the
process, the planning and the strategies, and is frequently the user of the innovation.
The Innovation Process:

Innovation and change generally follow several logical steps:

 a. Identify a problem, dissatisfaction or need that requires attention.

b. Generate possible solutions to the identified problem or need

c. Select a particular solution or innovation that has been identified as the most appropriate. d.
Conduct a trial.
e. Evaluate the proposed solution.

f. Review the evaluation.

g. If the innovation has solved the identified problem, implement it on a wide scale.

h. Adopt and institutionalize the innovation or search for another solution.

Innovation Planning:

Effective planning for innovation cannot take place unless the following elements are
considered in the process (University of Zimbabwe, 1995: 83):

a. the personnel to be employed

b. the specification of the actual task

c. the strategy or procedure to be used to undertake the task

d. the equipment needed

e. time involved

f. sequencing of activities

g. rationale for undertaking the innovation

Conditions for Successful Implementation of Innovations:

What conditions are necessary for users to implement the curriculum change or innovation
successfully? Potential users of an innovation are more likely to accept it if the conditions below
are met (University of Zimbabwe, 1995: 104).

i. The innovation must be relevant to them.

ii. It must be feasible in their particular organizational context. iii. It must be

compatible with the practices, values and characteristics of their system. iv. It must be seen as
posing little or no threat to the user group’s identity, integrity and territory. The innovation
must be shown to be tolerable and non-threatening.
v. The innovation must yield material or non-material benefits. Gains in social status or recognition
could be some of the non-material benefits.
Need to Change the Curriculum:

 To restructure the curriculum according to the needs, interests or abilities of the learner.

 To eliminate unnecessary units, teaching methods and contents.

 To introduce latest and update methods of teaching and content, new knowledge and practices.
 To add or delete number of instructional hours.

 To correlate between the student’s theory courses and clinical learning practices.

 To select learning experiences base on the objectives rather than on the service needs of the
instructional.
 The students themselves receive little or no experience in assuming responsibilities or in
making choices; everything is decided for them by the teacher or the administrator.
Limitations of curriculum change

There are many constraints on revision of the curriculum. Some of these are:

 Limitations of resources such as time, finance and energy.

Lack of motivate to change the curriculum.

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