Criteria for Content Selection

1.Self-sufficiency – According to Scheffler (1970) the prime guiding principle for the
content selection is helping the learners to attain maximum self sufficiency in learning
but in the most economical manner.
ECONOMY means less teaching effort and educational resources, less learner’s effort
but more results and effective learning outcomes.
2.Significance: -When content or subject matter will contribute to basic ideas,
concepts, principles, and geberalization to achieve the over all aim of the curriculum.
3.Relevance to life: learning experience must be related to the learner’s real life
situations in and out of school;
4.Variety: learning experiences must cater to the needs of different types of learners by
providing different types of experiences;
5.Suitability: learning experiences must be suitable to the learners present state of
learning and characteristics:
6.Validity : It relates to the authenticity of the content selected. This refers to the
relevance of the stated learning experience to the stated goals of the curriculum;
-Means two things, is the content related to the objectives, and is the content true or
authentic;
7.Interest- the content should suit the personality and intellectual capabilities of the
students. Is the content interesting to the learner? Or can the content be made
interesting to learners?
8.Utility – it is concerned with the usefulness of the content. Here the question is
whether the content selected is useful i.e. will lead to the acquisition of skills and
knowledge that are considered useful by society?
-is the content selected such that learners can learn and understand given their present
level.
9.Learnability- this criteria emphasizes on the optimal placement and appropriate
organization and sequencing of the content.
10.Feasibility – it compels the planners to analyze and examine the content in the light
of the time and resources available to the students, costs involved, socio-political
climate etc.
ELEMENTS OF TEACHING AND LEARNING
A.) TEACHER:
The teacher is considered as the element that has the main role in the teaching-learning
process.
He/she is considered as the so-called prime mover of the educational processes, thus he
/she directs the flow of the whole process and serve as main control of the teaching
learning process.
The teacher is the one that facilitates the whole process of leaning.
B.) LEARNERS:
 The learners are considered as the key participant in the teaching and
learning process. They are considered as the primary subject or the main
reason why the process is implemented. The knowledge that acquired by
the learners will decide whether the teaching and learning objectives are
achieved.
C.) MILIEU:
The Learning Environment, Since learning is triggered off by stimuli in the environment, it
assumes primary importance in teaching and learning.
The classroom is the usual although not the exclusive environment of learning at school.
Teachers need to make the learning environment as "stimulating" as possible.
Every stimulus in the classroom should contribute to learning.
Very much part of this environment is the human stimuli, the most important of whom is
the teacher himself.
Material stimuli include objects in the room as well as common routine activities.
d) MATTER:
The Content of Learning, This refers to what is to be learned as specified in the
instructional objective.
The teacher should make sure that the minimum standard or level of proficiency is
attained by the class before moving onto the next lesson or unit.
Curriculum makers are advised to be realistic in projecting subject matter and avoid
giving the students "too much, too soon," and to teach only "little matter, but well
mastered".
E.) METHOD:
The teaching-learning Strategy, This consist of purposeful, planned activities and tasks
that are undertaken by the teacher and the students in the classroom to bring about the
intended instructional objectives.
The learners must also show efficiency in handling the activity, going through it without
hassle.
The strategy must also be effective to yield expected result and must be economical in
time, effort and expense.
F.) MATERIAL:
The Resources of Learning, Materials are resources available to the teacher and
learners which serve as stimuli in the teaching-learning situation.
This may be either a "human person" or a "physical object."
The whole purpose of materials is to initiate the students to the "real world" they live in.
Instructional materials represent elements found in that world are meant to help students
understand and explain reality. Portraying reality can be by direct experience,
reproduction, representation or abstraction.
G.) MEDIA:
Communication in Teaching and Learning, This pertains to the communication system in
the teaching-learning situation.
This serves dual purpose: to promote common understanding in instruction and to set
and maintain a healthy psychological climate in the classroom conducive to learning.
h) MOTIVATION:
Arousing and Sustaining Interest in Learning, Motivation is the cardinal principle in
learning.
A learner will learn only those things he wants to learn.
I.)MASTERY:
The Be-all and End-all of Learning.
 This means internalization of learning resulting in automatic or habitual change behavior
through meaningful repetition and application.
Mastery comes through a "fixation" of what is to be learned, shifting it from short-term to
long- term memory, allowing for ease in use and transfer to new situations in the future.
Some call it executive control".
Psychological Security: For learning to take place, participation of learner is essential.
The learner would not participate freely unless he feels secured. The teacher can't
teach the child by threats. The learner must be given the stimulating environment, only
in this environment, the pupils are encouraged to try and therefore more likely to learn.
J.) FEEDBACK:
A student learns more rapidly and more thoroughly because he is forced to concentrate
on material before him and because he gets immediate feedback on his progress.
It is not unco
mmon that after solving a problem, the child is interested to know whether his solution is
correct.
K.) PRACTICE:
• "Practice makes a man perfect"- the proverb implies the importance of repetition
in bringing certain habits up to the point where they come naturally to him. The
factor of practice is particularly true of skill learning.
l) BELONGING AND CONFIGURATION:
Repetition, practice or drill whatever we may call it, will not result in learning. Only after
restructuring, the learner can integrate and organize the experience in certain required
relation.
Thus, belonging and configuration makes the teaching learning process more effective.
8 M's of teaching
1. MILIEU: THE LEARNING ENVIRONMENT
Since learning is triggered off by stimuli in the environment, it assumes primary
importance in teaching and learning. The classroom is the usual although not the
exclusive environment of learning at school.
2.MATTER: THE CONTENT OF LEARNING. This refers to the what is to be learned
as specified in the instructional objective. Mastery of every lesson instead of its mere
coverage by the class is a very important "rule-of-thumb"
3.METHOD" THE TEACHING-LEARNING STRATEGY. This consist of purposeful,
planned activities and tasks that are undertaken by the teacher and the students in the
classroom to bring about the intended instructional objective.
4.MATERIAL: THE RESOURCES OF LEARNING. Materials are resources available to
the teacher and learners which serve as stimuli in the teaching-learning situation. This
may be either a "human person" or a "physical object." The whole purpose of materials
is to initiate the students to the "real world" they live in.
5.MEDIA: COMMUNICATION IN TEACHING AND LEARNING. This pertains to the
communication system in the teaching-learning situation. This serves dual purpose: to
promote common understanding in instruction and to set and maintain a healthy
psychological climate in the classroom conducive to learning.
6.MOTIVATION: AROUSING AND SUSTAINING INTEREST IN LEARNING.
Motivation is the cardinal principle in learning. A learner will learn only those things he
wants to learn.
7.MASTERY: THE BE-ALL AND END-ALL OF LEARNING. This means internalization
of learning resulting in automatic or habitual change behavior through meaningful
repetition and application. Mastery comes through a "fixation" of what is to be learned,
shifting it from short-term to long-term memory, allowing for ease in use and transfer to
new situations in the future. Some call it executive control"
8.MEASUREMENT: GETTING EVIDENCE OF LEARNING. This is the final stage in
the teaching-learning sequence, involving the systematic collection of the evidence of
learning. This is concerned with the "behavior" aspect of the objective.
ISSUES AND CONCERNS
Poor quality of materials/lessons
Instructional tasks of teacher versus instructional tasks of written materials
Curriculum materials do not meet the objectives/insufficient that compromises student
learning.
RECOMMENDATIONS
Teachers/developers must be guided and must work collaboratively with other teachers
to assess the effectiveness of materials
There should be balance between the two; Teacher should have “required teaching
actions” in every material to show the division of labor
Curriculum materials must be selected and developed carefully in relation to the
instructional objectives and of the lesson
Types of Evaluation
Evaluation – is classified according to the period in which it is conducted and whether
or not the score of one student will affect the grade of other students.
Three types of Evaluation
Formative Evaluation-Is a type of evaluation used to monitor the learning progress of
the students during or after instruction.
Summative Evaluation- Is a type of evaluation usually given at the end of a course or
unit.
Diagnostic Evaluation-Is a type of evaluation given before instruction. It aims to
identify the strengths and weaknesses of the students regarding the topics to be
discussed.
Criterion-Referenced Test- Is a type of evaluation that describes what an examinee
can do without reference to the performance of others.
Norm-Referenced Evaluation-Is a measure to find out how well a student performs on
a defined set of tasks in relation with the performance of other students who take the
same test.
Classification of Objective Instruments
The following are the description of the different tests classified as objective
instruments:
1.Achievement test. It measures how well a student has mastered specified
instructional objectives.
2.Intelligence test. It measures the students broad range of abilities.
3.Diagnostic test. It measures a student’s strengths and weaknesses in a specific area
of study.
4.Formative test. It measures a student’s progress that occurs over a short period of
time.
5.Summative test. This measures the extent to which the students have attained the
desired outcomes for a given chapter or unit.
6.Aptitude test. It measures the ability, or abilities in a given area.
7.Survey test. It measures general achievement in a given subject or area and is more
concerned with the scope of coverage.
8.Performance test. It measures a student’s proficiency level in a skill. It requires
manual or other motor responses.
9.Personality test. This is a test that measures the ways in which individual’s interest is
focused with other individuals or in terms of the roles that other individual has ascribed
to him and how he adopts in the society.
10.Prognostic test. It is a test which predicts the student’s future achievement in a
specific subject area.
11.Power test. It measures level of performance rather than speed of response. This is
made up of a series of test items in graded difficulty, from the easiest to the most
difficult ones.
12.Speed test. This test measures the speed and accuracy of the students in
answering the questions within the time limits imposed.
13.Placement test. It measures the grade or year level the student is enrolled after
ceasing from the school.
14.Standardized test. It is a test made after certain norms have been established.
15.Teacher-made test. It is constructed by the classroom teachers, but not as carefully
prepared as the standardized test. In this test, there is no full guarantee of validity and
reliability.
16.Mastery test. It determines the extent to which individuals in a group have learned
or mastered a given unit of instruction.
17.Omnibus test. It measures a variety of mental operations combined into a single
sequence from which only a single score is taken.
18.Readiness test. This test measures the extent to which an individual has achieved
certain skills needed for beginning some new learning activities.
Subjective Instruments
Non-test means of evaluation such as rating scale, conference, and others can also be
used in assessing student’s progress. These means of assessment are considered as
subjective instruments for assessing student’s performance.
Classification of Subjective Instruments
The following are the descriptions or definitions of each of the subjective instruments:
1.Observation. This refers to the reaction to various situations. It may be focused in the
changes taking place in the behavior of the learners.
2.Checklist. This is used to reveal the frequencies of occurrence of specific type of
student’s behavior.
3.Rating Scale. It is a device used in evaluating student’s attitudes, or other
characteristics of students.
4.Questionnaire. This is used to survey student’s interest and needs, progress, and
reaction for diagnostic purposes.
5.Opinionnaire.This is an information form that attempts to measure the attitude or
belief of an individual student.
6.Projective technique. This is a psychological technique, which involves the use of
black-and-white pictures or abstract images to elicit expression of unconscious material.
Rorschach Ink Blot Test is an example of this technique.
7.Sociogram. It is a sociometric technique to show in diagram form the interpersonal
relationship within a certain group.
8.Anecdotal Record. A short written account about the behaviors , motives, and
attitudes of a given student.
9.Work Sample. This is used as a source of information about individual students.
10.Conference. It is a one-to-one conversation between a teacher and a student. It is a
better source for diagnostic information about the students.
11.Interest Inventory. This is a cumulative record of student’s interests. It affords the
teachers to check the interests of his students.
Phases of Curriculum
PHASE I: PLANNING
(1) Identify Issue/Problem/Need
The need for curriculum development usually emerges from a concern about a major
issue or problem of one or more target audience. This section explores some of the
questions that need to be addressed to define the issue and to develop a statement
that will guide the selection of the members of a curriculum development team. The
issue statement also serves to broadly identify, the scope (what will be included) of the
curriculum content.

(2) Form Curriculum Development Team

Once the nature and scope of the issue has been broadly defined, the members of the
curriculum development team can be selected. Topics covered in this section include:
(1) the roles and functions of team members, (2) a process for selecting members of
the curriculum development team, and (3) principles of collaboration and teamwork.
The goal is to obtain expertise for the areas included in the scope of the curriculum
content among the team members and develop an effective team.
(3) Conduct Needs Assessment and Analysis
There are two phases in the needs assessment process. The first is procedures for
conducting a needs assessment. A number of techniques are aimed toward learning
what is needed and by whom relative to the identified issue. Techniques covered in this
section include: KAP - Knowledge, Attitude, and Practice Survey; focus groups; and
environmental scanning
PHASE II: CONTENT AND METHODS
(4) State Intended Outcomes

Once the issue is defined, the curriculum team is formed, the needs assessed,
analyzed and prioritized, the next step is to refine and restate the issue, if needed, and
develop the intended outcomes or educational objectives. An intended outcome
states what the learner will be able to do as a result of participating in the curriculum
activities.

This section includes: (1) a definition of intended outcomes, (2) the components of
intended outcomes (condition, performance, and standards), (3) examples of intended
outcomes, and (4) an overview of learning behaviors. A more complete explanation of
the types and levels of learning behaviours is included in the Addendum as well as
intended outcome examples from FAO population education materials.

(5) Select Content

The next challenge in the curriculum development process is selecting content that
will make a real difference in the lives of the learner and ultimately society as a whole.
At this point, the primary questions are: "If the intended outcome is to be attained, what
will the learner need to know? What knowledge, skills, attitudes, and behaviours will
need to be acquired and practiced?"

The scope (breadth of knowledge, skills, attitudes, and behaviours) and the sequence
(order) of the content are also discussed. Intended outcomes of population education
with content topics is provided in the Addendum section as an example and
application of how intended outcomes are linked with content.

(6) Design Experiential Methods

After the content is selected, the next step is to design activities (learning experiences)
to help the learner achieve appropriate intended outcomes. An experiential learning
model and it's components (i.e., experience, share, process, generalize, and apply)
are discussed in this section.

PHASE III:IMPLEMENTATION
(7) Produce Curriculum Product
Once the content and experiential methods have been agreed upon, the actual
production of curriculum materials begins. This section includes: 1) suggestions for
finding and evaluating existing materials; 2) evaluation criteria; and 3) suggestions for
producing curriculum materials.
(8) Test and Revise Curriculum
This step includes suggestions to select test sites and conduct a formative evaluation of
curriculum materials during the production phase. A sample evaluation form is provided.
(9) Recruit and Train Facilitators
It is a waste of resources to develop curriculum materials if adequate training is not
provided for facilitators to implement it. Suggestions for recruiting appropriate facilitators
are provided with a sample three-day training program.
(10)Implement Curriculum
Effective implementation of newly developed curriculum products is unlikely to occur
without planning. Strategies to promote and use the curriculum are discussed in this
step.
PHASE IV: EVALUATION AND REPORTING
(11) Design Evaluation Strategies
Evaluation is a phase in the curriculum development model as well as a specific step.
Two types of evaluation, formative and summative, are used during curriculum
development. Formative evaluations are used during the needs assessment, product
development, and testing steps. Summative evaluations are undertaken to measure
and report on the outcomes of the curriculum. This step reviews evaluation strategies
and suggests simple procedures to produce valid and reliable information. A series of
questions are posed to guide the summative evaluation process and a sample
evaluation format is suggested.

(12)Reporting and Securing Resources

The final element in an evaluation strategy is "delivering the pay off (i.e., getting the
results into the hands of people who can use them). In this step, suggestions for what
and how to report to key shareholders, especially funding and policy decision makers,
are provided and a brief discussion on how to secure resources for additional
programming.

THE RESULT OF LACK OF FRAMEWORK

•Sari-sari (Hodgepodge)
•Pira-piraso (piemal)
•Tagpi-tagpi (patchwork)
•Sabog(lack of focus)
•Malabo (vague)
•Lakas ng kutob (gutfeel)
•Hula-hula (hunches)
•Gaya-gaya (patterned from an existing model)
•Bahala na (by chance)
Patama-tama (non-deliberate)

HISTORICAL CONTEXT OF THE CURRICULUM

Pre-Spanish Curriculum
•The Filipino possessed a culture of their own.
•They had contacts with other foreign people --- from Arabia, India, China and Borneo
 •The inhabitants were civilized people, possessing their systems of writing, laws
and moral standards in a well organized government. Pre-Spanish Devised
Curriculum
•The Spanish Missionaries aim to control the Filipinos, both body and soul.
•The curriculum then consisted of 3 R’s (Reading, wRiting, and Religion) to attain
goals -- the acceptance of Catholicism and acceptance of Spanish rule. The Spanish
Devised Curriculum
•The schools were parochial or convent schools
•The main readings were mostly catecismo
•The method of instruction was mainly individual instruction
American Devised Curriculum
•The motive of the Americans was to conquer the Filipinos not only physically but also
mentally.
•The curriculum was based on the ideals and traditions of America and her hierarchy of
values.
•English was the medium of instruction
•The primary curriculum prescribed for the Filipinos consisted of 3 grades which
provides training in two aspects:
Body Training – PE
. Mental Training – English, Nature Study, and Arithmetic
Commonwealth Curriculum
•1935-1946 – considered as the period of expansion and reform in the Philippine
Curriculum
•The educational leaders expanded the curriculum by introducing courses in farming,
domestic science, etc. •Commonwealth Act 586, also known as educational Act of
1940, recognized the elementary school system.
Japanese Devised Curriculum
•They devised a curriculum for the Filipinos to suit their vested interest.
•They introduced many changes in the curriculum by including Nippongo and abolishing
English as the medium of instruction and as a subject.
•All textbooks were censored and devised
•Caused a ‘black out’ in Philippine Education and impeded the educational progress of
the Filipinos.
Liberation Period
•1945 – steps were taken to improve the curriculum existing before the war, some steps
were to restore grade VII, to abolish the double-single session, and most especially to
adopt the modern trends in education taken from U.S.
•The curriculum remained basically the same as before and was still subject-centered.
Philippine Republic Curriculum
•Great experiments in the community school and the use of vernacular in the first two
grades of the primary schools as the medium of instruction were some of them.
•An experiment worth mentioning that led to a change in the Philippine Educational
Philosophy was that of school and community collaboration pioneered by Jose V.
Aguilar
 Philippine Republic Curriculum •Schools are increasingly using instructional
materials that are Philippine-oriented.
•Memorandum No. 30 1966 sets the order of priority in the purchase of books for use in
the schools were as follows:
•Books which are contributions to Phil. Literature
•Books on character education and other library materials; and
•Library equipment and permanent features
Five Learning Areas:
▪ English ▪ Science ▪ Filipino ▪ Mathematics ▪ Makabayan
▪ Four Examples of Integrative Teaching

➢Thematic teaching
Teaching themes organize learning around ideas. o Provides a broad framework for
linking content and process from a variety of disciplines. o May involve the whole
school, a department, group of teachers.
Encourages collaboration and cooperation among all stakeholders.
➢Content-based Instruction
Integration of content learning with language teaching
➢Focusing Inquiry
An interdisciplinary approach that uses questions to organize learning
➢Generic Competency model
Learners are enrolled in three to four linked or related courses or subject areas.
The links between the courses rest essentially on “generic competencies”
3 stages of backward design
1.Identifying desired results- defining the objectives or learning goals of the
course/class.
-Desired results cannot be just limited to traditional parameters such as good
performance in National Achievement Test , but rather include specific goals that
contribute to a deeper understanding of a topic.
2.Determine acceptable evidence
-Decide if students are starting to master the knowledge and skills you want them to gain.
-Collect evidence and consider a wide range of assessment methods in order to and
attain the exact evidence that match the learning goals.
-Use GRASPS format to make assessment task more authentic and engaging.

3.Planning learning experiences and instruction

 The last stage, planning learning experiences and instruction, details students’
activities throughout the class, lists which resources to be used, and evaluates if
these activities and resources follow the WHERETO criteria.
WHERETO an indicators to if the course fits the idea of “teaching for
understandingfits the idea of “teaching for understanding.