MODULE 1: DEFINITION OF CURRICULUM

Curriculum is…
 A course of study that will enable the learner to acquire specific knowledge and skills.
 A curriculum consists of the “roadmap” or “guideline” of any given discipline. Both the philosophy of teaching of
the instructors as well as of the educational institution serve as two of the principles upon which a curriculum is
based.
 It is a combination of instructional practices, learning experiences, and students’ performance assessment that
are designed to bring out and evaluate the target learning outcomes of a particular course.
 It encompasses a variety of technical and non-technical courses that are required to complete a specific degree.
 A framework that sets expectations for student learning. It serves as a guide for teachers, a roadmap if you will,
that establishes standards for student performance and teacher accountability.
 Curriculum is a group of courses offered in a particular field of study.
 Curriculum represents the courses offered for any educational program. The curriculum’s design is based on
what past/ current educators believe is important for students to know. Importance may be based on content
that is covered in the course which is
- competitive with other institutions
- usable in the future career
- what the school/ faculty feel is an interesting topic to cover

LIMITED DEFINITIONS OF THE BROAD DEFINITIONS OF THE

CURRICULUM CURRICULUM

● A set of courses consulting an area of specifications.
● Is an identification of proper goals
● Can be considered as system of dealing with people
and the process
● Is a means of attaining the aims or philosophy of
education
● Planned learning experiences
● Sum total of all the learning experiences inside and
outside the school
● The set of learning and experiences for
students/learners planned by the school to attain the
aims of education.
● Is the entire range of experiences undirected and
directed, concerned with the unfolding the abilities
of the individual.
● Is a plan of action or written document which
includes strategies for achieving desired goals or
ends.
● Serves as the operations medium through which the
school displays and coordinates the patterns of
transmission, translation, and transpositions of the
educate experiences for which it assumes
 responsibility.

Reform
- Standards requirements. When new learning standards are adopted at the state, district, or school levels,
teachers typically modify what they teach and bring their curriculum into “alignment” with the learning
expectations outlined in the new standards. While the technical alignment of curriculum with standards does
not necessarily mean that teachers are teaching in accordance with the standards – or, that students are
actually achieving those learning expectations – learning standards remain a mechanism by which policy makers
and school leaders attempt to improve curriculum and teaching quality.

- Assessment requirements. Another reform strategy that indirectly influences curriculum is assessment,
since the methods used to measure student learning compel teachers to teach the content and skills that will
eventually be evaluated. The most commonly discussed examples are standardized testing and high-skates
testing, which can give rise to a phenomenon informally called “teaching to the test.” Because federal and state
policies require students to take standardized tests at certain grade levels, and because regulatory penalties or
negative publicity may result from poor student performance, teachers are consequently under pressure to
teach in ways that are likely to improve student performance on standardized tests.

- Curriculum alignment. Schools may try to improve curriculum quality by bringing teaching activities and
course expectations into “alignment” with learning standards and other school courses – a practice sometimes
called “curriculum mapping.” The basic idea is to create a more consistent and coherent academic program by
making sure that teachers teach the most important content and eliminate learning gaps that may exist
between sequential courses and grade levels.

- Curriculum philosophy. The design and goals of any curriculum reflect the educational philosophy –
whether intentionally or unintentionally – of the educators who developed it. Curriculum reform may occur
through the adoption of a different philosophy or model of teaching by a school or educator.

- Curriculum packages. In some cases, schools decide to purchase or adopt a curriculum package that has
been developed by an outside organization. One well-known and commonly used option for American public
schools is International Baccalaureate, which offers curriculum programs for elementary schools, middle schools,
and high schools. When schools adopt a curriculum package, teachers often receive specialized training to
ensure that the curriculum is effectively implemented and taught.

- Curriculum resources. The resources that schools provide to teachers can also have a significant effect on
curriculum. For example, if a district or school purchases a certain set of textbooks and requires teachers to use
them, those textbooks will inevitably influence what gets taught and how teachers teach. Technology purchases
are another example of resources that have the potential to influence curriculum. If all students are given
 laptops and all classrooms are outfitted with interactive whiteboards, for example, teachers can make significant
changes in what they teach and how they teach to take advantage of these new technologies.

- Curriculum standardization. States, districts, and schools may also try to improve teaching quality and
effectiveness by requiring, or simply encouraging, teachers to use either a standardized curriculum or common
processes for developing curriculum. While the strategies used to promote more standardized curricula can vary
widely from state to state or school to school, the general goal is to increase teaching quality through greater
curricular consistency.

- Curriculum scripting. Often called “scripted curriculum,” the scripting of curriculum is the most prescriptive
form of standardized, prepackaged curriculum, since it typically requires teachers to not only follow a particular
sequence of pre-prepared lessons, but to actually read aloud from a teaching script in class. While the
professional autonomy and creativity of individual teachers may be significantly limited when such a curriculum
system is used, the general rationale is that teaching quality can be assured or improved, or at least maintained,
across a school or educational system if teachers follow a precise instructional script.

Modules 2: THE TYPES OF CURRICULA IN SCHOOLS

Seven Types of Curriculum

1. RECOMMENDED CURRICULUM

For example, in the Philippines, the curriculum being implemented by the Department of Education (DepEd)
or the Commission on Higher Education (CHEd) is an example of a recommended curriculum. In some cases, a
law-making body like the congress and the senate, or a university or a school can recommend a subject, a course,
or any academic program deemed necessary for national identity and security, for environmental protection and
sustainable development, among others.

2. WRITTEN CURRICULUM

The written curriculum refers to a lesson plan or syllabus written by teachers. Another example is the one
written by curriculum experts with the help of subject teachers. This kind of written curriculum needs to be pilot
tested or tried out in sample schools to determine its effectiveness.

3. TAUGHT CURRICULUM
 This is about the implementation of the written curriculum. Whatever is being taught or an activity being
done in the classroom is a taught curriculum. So, when the teachers give a lecture, initiate group work, or ask
students to do a laboratory experiment with their guidance, the taught curriculum is demonstrated. This
curriculum contains different teaching styles and learning styles to address the students’ needs and interests.

4. SUPPORTED CURRICULUM

The supported curriculum is about the implementation of the written curriculum. Whatever is being taught
or activity being done in the classroom is a taught curriculum. So, when teachers give a lecture, initiate group
work, or ask students to do a laboratory experiment with their guidance, the taught curriculum is demonstrated.
This curriculum contains different teaching styles and learning styles to address the students’ needs and
interests.

5. ASSESSED CURRICULUM

When students take a quiz or the mid-term and final exams, these evaluations are the so-called assessed
curriculum. Teachers may use the pencil and paper tests and authentic assessments like portfolio and
performance-based assessments to know if the students are progressing or not.

6. LEARNED CURRICULUM

This type of curriculum indicates what the students have learned. The capability that students should
demonstrate at the end of the lesson can be measured through learning outcomes. A learning outcome can be
manifested by what students can perform or do either in their cognitive, affective, or psychomotor domains. The
test results can determine the learning outcome, and the students can achieve it through learning objectives.

7. HIDDEN CURRICULUM

The hidden curriculum refers to the unplanned or unintended curriculum but plays a vital role in learning.
It consists of norms, values, and procedures.

Classroom implications of the different types of curriculum

- Your course or degree programs is a recommended curriculum prescribed by CHED.

- The syllabi given to you by your teachers are the written curriculum.

- When your teachers start to teach, that is a taught curriculum.

 - And when they ask you to use the internet and search for information about a given topic, this is a supported

curriculum.

- Furthermore, teachers need to evaluate your performance. So, when you are given a test or exam, that is the

assessed curriculum.

- The assessed curriculum results will determine what you have learned – and that is the so-called learned

curriculum.

- The hidden curriculum can affect what will be taught and assessed by your teachers and eventually affect

what you will learn.

MODULE 3: TEN AXIOMS FOR CURRICULUM DESIGNERS

Curriculum design is...

- A term used to describe the purposeful, deliberate, and systematic organization of curriculum within a class or
course.
- When teachers design curriculum, they identify what will be done, who will do it, and what schedule to follow.
- Focuses on the creation of the overall course blueprint, mapping content to learning objectives, including how
to develop a course outline and build the course.
- Each learning objective is met with assessment strategies, exercises, content, subject matter analysis, and
interactive activities.

Important roles of teacher in curriculum design...

- With their knowledge, experiences and competencies, teachers are central to any curriculum development
effort.
- Better teachers support better learning because they are most knowledgeable about the practice of teaching
and are responsible for introducing the curriculum in the classroom.
- If another party has already developed the curriculum, the teachers have to make an effort to know and
understand it.
- For example, teacher’s opinions and ideas should be incorporated into the curriculum for development.
- The curriculum development team has to consider the teacher as part of the environment that affects
curriculum (Carl, 2009).
 - Teacher involvement is important for successful and meaningful curriculum development. o
- Teachers being the implementers are part of the last stage of the curriculum development process.
- For example, teacher’s opinions and ideas should be incorporated into the curriculum for development.
- The curriculum development team has to consider the teacher as part of the environment that affects
curriculum (Carl, 2009).
- Teacher involvement is important for successful and meaningful curriculum development. o
- Teachers being the implementers are part of the last stage of the curriculum development process.

How can teacher participate in curriculum development?

● Planning. They know their students’ needs better than others involved in curriculum process. They can
provide insights into the types of materials, activities and specific skills that need to be included in the
curriculum.

● Maker. He writes a curriculum daily through a lesson plan, a unit plan or a yearly plan. The teacher addresses
the goals, needs, interests of learners by creating experiences where students learn better. The teacher as a
curriculum designer, enriches and modifies the curriculum to suit the learner’s characteristics.

● Implementer. In this stage, the teacher gives life to the written materials. His role has shift from planning to
doing such as guiding, facilitating, and directing activities.

ELEMENTS OR COMPONENTS OF A CURRICULUM DESIGN

I. Behavioral Objectives or Intended Learning Outcomes
- These are the reasons for undertaking the learning lesson from the student’s point of view.
- This is what to be achieved after the discussion.
- These objectives should be SMART (Specific, Measurable, Attainable, Result-oriented and Time-bound).
- The outcomes must fit to the learning level of the students.
- Learning Outcomes include:

1. Cognitive Objectives – the learning facts

2. Performance Outcome – learning how to carry out procedure, calculation and process

3. Affective Outcome – developing attitudes and values

II. Content/ Subject Matter

- It is the topic or the subject matter that will be covered.
- In selecting the content, it is important to bear in mind the following:
1. It should be relevant to the outcomes of the curriculum.
2. Should be appropriate to the level of the lesson or unit.
3. Should be up to date and, if possible, should reflect current knowledge and concepts.
III. References
- It tells where the content or subject matter has been taken.
- It may be a book, a module, or any publication.

IV. Teaching and Learning Methods

- These are the activities where the learners derives experiences.
- It should allow cooperation, as well as individualism or independent learning among the students.

V. Assessment/Evaluation
- His is to know if learning occurs to the students.
- It has three domains:
1. Self – Assessment – through which students learn to monitor their own learning.
2. Peer – Assessment – students provide feedback on each other’s learning.
3. Teacher – Assessment – the teacher prepares and administers tests and gives feedback on the
students performance.

- ASSESSMENT may be...

1. FORMATIVE – providing feedback to help the student learn more.
2. SUMMATIVE – expressing a judgement on the student’s achievement by reference to stated criteria.
Usually involves the allocation of marks or grades.

Peter Oliva’s Ten Axioms for Curriculum Designers

1. Curriculum change is inevitable, necessary, and desirable. Societal development and knowledge
revolution come so fast that the need to address the changing condition requires new curriculum designs.

2. Curriculum is a product of its time. Curriculum should be “timeless” which means it responds to changes
that came from current social forces, educational reforms etc.

3. Curriculum changes made earlier can exist concurrently with newer curriculum changes. The change
that occurs in curriculum development can co-exist, oftentimes overlaps for long period of times.

4. Curriculum change depends on people who will implement the change. It is best that teachers design
and own the changes.
 5. Curriculum changes is a cooperative group activity. Any significant change in the curriculum should
involve a broad range of stakeholders to gain their understanding, support, and input.

6. Curriculum development is an ongoing process. As the needs of learners change, as society changes, and
as new knowledge and technology appear, the curriculum must change.

7. Curriculum development is a decision-making process made from choices of alternatives. A

curriculum developer or designer must decide what contents to teach/ what methods or strategies to use.

8. Curriculum development is more effective if it is a comprehensive process, rather than a

“piecemeal. A curriculum design should be based on a careful plan, intended outcomes clearly established, etc.

9. Curriculum development is more effective when it follows a systematic process. A curriculum design
should always be SMART.

10. Curriculum development starts from where the curriculum is. An existing design is a good
starting point for any teacher who plans to enhance and enrich a curriculum.

MODULE 4: THE TEACHER AS A CURRICULARIST

A Curricularist...
is a professional who is a curriculum specialist. A teacher’s role is broader and inclusive of other functions and so a
teacher is a curricularist. A person who is involved curriculum knowing, writing, planning, implementing, evaluating,
innovating, and initiating.

The complex roles of a teacher...

● Teachers do a series of interrelated actions about curriculum, instruction, assessment, evaluation, teaching and
learning.
● A teacher is involved with curriculum continuously all day. But very seldom has a teacher been described as
curriculum continuously all day.
Curricularists in the past…
● These are people who develop curriculum theories.
● According to Hayes (1991), these are the most influential curricularists…

● JOHN DEWEY
1. He felt that the curriculum should ultimately produce students who would be able to deal effectively
with the modern world.
2. Curriculum should build an orderly sense of the world where the child lives.

● HILDA TABA
1. She is the developer of the Taba Model of Learning.
2. This model is used to enhance the thinking skills of students.

● FRANKLIN BOBBIT
1. He felt that the curriculum was a way to prepare students for their future roles in the new industrial
society.
2. He created five steps for curriculum making:
- Analysis of human experience. This is about separating all human experience into major fields.
- Job analysis. This step is where the fields were broken down into more specific activities.
- Deriving objectives. The third step was to form the objective from the abilities needed to
perform the activities.
- Selecting objectives. This is where the objectives are selected from to find ones that would serve
as the basis for planning activities for the students.
- Planning in detail. This is where teachers lay out activities, experiences, and opportunities that
would be needed to obtain the objectives.

● RALPH TYLER
1. Tyler believed that learning should be meaningful to the student and his community.
2. It should be taught through appropriately designed and organized learning experiences.
3. Learning should be evaluated not only to see what students are really learning, but to see what changes
might need to be made to the curriculum.

RALPH TYLER (The Tyler Model)

1. Determine the school’s purposes (aka objectives)

2. Identify educational experiences related to purpose
3. Organize the experiences
4. Evaluate the purposes
FUNCTIONS OF A TEACHER AS A CURRICULARIST
KNOWER, knows the curriculum
● Learning begins with knowing.
● The teacher as a learners starts with knowing about the curriculum, the subject matter or the content. As a
teacher, one has to master what are included in the curriculum.
● It is the acquiring academic knowledge about formal (disciplines, logic) or informal (derived from experiences). It
is mastery of the subject matter.

WRITER, writes the curriculum

● A classroom teacher takes record of knowledge concepts, subject matter or content.
● The teacher writes books, modules, laboratory, manuals, instructional guides, and reference materials in paper
or electronic media.

PLANNER, plans the curriculum

● A good curriculum has to be planned. It is the role of the teacher to make a yearly, monthly or daily plan of the
curriculum.
● The teacher takes into consideration several factors in planning a curriculum.
● These are: learners, support material, time, subject matter or content, desired outcomes, context of the learners
among others.

INITIATOR, initiates the curriculum

● In cases where the curriculum is recommended to the schools from DepEd, CHED, TESDA, UNESCO, UNICEF or
other educational agencies for improvement of quality education, the teacher is obliged to implement.
● Implementation of a new curriculum requires the open mindedness of the teacher, and the full belief that the
curriculum will enhance learning.

INNOVATOR, innovates the curriculum

● Creativity and innovation are hallmarks of an excellent teacher. A curriculum is always dynamic, hence keeps on
changing.
● From the content strategies, ways of holding, blocks of time, ways of evaluating, kinds of students and skills of
teachers, one cannot find a single eternal curriculum that would perpetually fit.

IMPLEMENTOR, implements the curriculum

● The curriculum that remains recommended or written will never serve its purpose.
● Somebody has to implement it.
● Heart of schooling is the curriculum
● It is in this role where the teacher becomes the implementer of the curriculum.
 ● He is at the height of an engagement with the learners, with support materials in order to achieve the desired
outcome.
● It is where teaching, guiding and facilitating skills of the teacher is expected to be the highest level.

EVALUATOR, evaluates the curriculum

● How can one determine if the desired learning outcomes have been achieved?
● Is the curriculum working?

MODULE 5: FOUNDATION OF CURRICULUM DEVELOPMENT

CURRICULUM DEVELOPMENT is...

➔ The multi-step process of creating and improving a course taught at a school or university.
➔ In K-12 schools, curricula are often developed at a local or state level to result in standardized learning outcomes
across different schools.
➔ At the college level, instructors may get more individual flexibility to develop their own curricula.
➔ Ideally, the curriculum development process should be one of continuous improvement rather than a linear or
stagnant approach. Plans for instruction should be frequently reviewed, revised, and updated as new and
different needs arise. Change may be required due to subject area discoveries, innovations in instructional best
practices, or shifts in course delivery such as the pivot to remote teaching.

Basic foundations of curriculum development: philosophical

I. PHILOSOPHICAL FOUNDATIONS

- Educators, teachers, educational planner and policy makers must have a philosophy or strong belief
about education and schooling and the kind of curriculum in the teacher’s classrooms or learning
environment.
- The various activities in school are influenced in one or another by a philosophy.
- John Dewey influenced the use of “learning by doing”, he being a pragmatist.

Categorie TRADITIONAL CONTEMPORARY

s

Philosophical- Realism Idealism & Pragmatism Pragmatism

orientation Realism
Theoretical- Perennialism Essentialism Progressivism Reconstructionism
Orientation

Direction in time Persevering the past Growth, reconstruct present, change society, shape future

Educational Value Fixed, absolute, objective Changeable, subjective, relative

Educational process Focuses on teaching Focuses on active self-learning

Intellectual focus Train, discipline the mind Engage in problem-solving, social tasks

Subject-matter For its own self-importance All have similar value

Curriculum Composed of three Rs Three Rs, arts, sciences, vocational

Learning Cognitive learning, disciplines Exploratory, discovery

Grouping Homogeneous Heterogeneous, culturally diverse

Teacher Disseminates, lectures, dominates Facilitates, coaches, change agent

instruction

Student Receptacle, receives knowledge, Engages discoverer, constructs knowledge

passive

Social Direction, control, restraint individualism

Citizenship Cognitive, personal development Personal, social development

Freedom and Conformity, compliance with Creativeness, self-actualization, direct experiences

democracy authority, knowledge and discipline

Excellence vs Equality Excellence in education, academic, Equality of education, equal change to disadvantaged
rewards and jobs based on merit

Society Group values, acceptance of norms, Individual growth, individual ability, importance of
cooperative and conforming behavior individual
- To an essentialist, the faces on the fundamentals of reading, writing, and arithmetic are essential
subject in the curriculum.
Aim: To educate the rational person; cultivate
intellect.
A. Perennialism Role: Teachers assist students to think with
reason (critical thinking: HOTS).
 Focus: Classical subjects, literacy analysis, Aim: To promote democratic social living.
curriculum enduring. Role: Teachers lead for growth and
Trends: Use of great books (Bible, Qur’an, development of lifelong learners.
Classics, Liberal Arts). Focus: interdisciplinary subjects. Learner-
centered. Outcome-based.
B. Essentialism Trends: Equal opportunities for all.
Contextualize curriculum. Humanistic education.
Aim: To promote intellectual growth of learners
to become competent. D. Reconstructionism
Role: Teachers are sole authorities in the
subject area. Aim: To improve and reconstruct society.
Focus: Essential skills of the 3 R’s essential Education for change.
subjects. Role: Teacher acts as agent of change and
Trends: Back to basics. Excellence in Education reforms.
Culture Literacy. Focus: Present and future educational
landscape.
C. Progressivism Trends: School and curricular reform. Global
education. Collaboration and Convergence
Standards and Competencies.

BASIC FOUNDATIONS OF CURRICULUM

DEVELOPMENT: HISTORICAL
PERSONS CONTRIBUTION

Franklin Bobbit (1876-1956) 1. Started the curriculum development movement.

2. Curriculum as a science that emphasize on student’s needs.
3. Curriculum prepares learners for adult life.
4. Objectives and activities grouped together when task clarified.

Werret Charters (1875-1952) 1. Like Bobbit, curriculum is science and emphasizes students’ needs.
2. Objectives and activities should match. Subject matter or content
elates to objectives.

William Kilpatrick (1875-1952)
1. Curricula are purposeful activities which are child-centered.
2. The purpose of curriculum is child development and growth. He
introduced project method where teacher and student plan the
activities.
3. The curriculum develops social relationships and small group
instruction.

Harold Rugg (1886-1960) 1. Curriculum should develop the whole child. It is child-centered.
2. With the statement of objectives and related learning activities,
curriculum should produce outcomes.
3. He emphasized social studies and the teacher plans curriculum in
advance.
Hollis Caswell (1901-1989) 1. Sees curriculum as organized around social functions of themes,
organized knowledge and learner’s interest.
2. Believes that curriculum, instruction and learning are interrelated.
3. Curriculum is a set of experiences. Subject matter is developed
around social functions and learner’s interest.

Ralph Tyler (1902-1994) 1. As one of the hallmarks of curriculum, he believes that curriculum is
a science and an extension of school’s philosophy. It is based on
students’ needs and interest.
2. Curriculum is always related to instructions. Subject matter is
organized in terms of knowledge, skills and values.
3. The process emphasizes problem solving. The curriculum aims to
educated generalists and not specialists.

BASIC FOUNDATIONS OF CURRICULUM

DEVELOPMENT: PSYCHOLOGICAL

A. Association and Behaviorism

PERSONS CONTRIBUTION

Ivan Pavlov (1849-1936)  Father of Classical Conditioning Theory (S-R Theory)

 The key to learning is early years of life; is to train them what you
want them to become.
 S-R Theory is a foundation of learning practice called indoctrination

Edward Thorndike  Championed the Connectionism theory

(1874-1949)  Proposed the three laws of learning:
- Law of readiness
- Law of exercise
- Law of effect
 Specific stimulus has specific response

B. Cognitive Information Processing Theory

PERSONS CONTRIBUTION

Howard Gardner  Gardner’s multiple intelligence

- Humans have several different ways of processing
information and these ways are relatively independent of
one another.
- Eight intelligences: linguistic, logico-mathematical, musical,
spatial, bodily/kinesthetic, interpersonal and naturalistic

Daniel Goleman  Emotion contains the power to affect action

- Emotional Quotient
C. Humanistic Psychology

PERSONS CONTRIBUTION

Gestalt  Gestalt Theory

- Learning is explained in terms of “wholeness” of the
problem.
- Human beings do not respond to isolated stimuli but to an
organization or pattern of stimuli
 Key to learning
- Learning is complex and abstract.
- Learners analyze the problem, discriminate between essential and
non-essential data, and perceive relationships.

Abraham Maslow  Self-Actualization Theory

(1908-1970)  Classic theory of human needs
 A child whose basic needs are not met will not be interested in
acquiring knowledge of the world.
 Put importance in human emotions, based on love and trust.
 Key to learning. Produce a healthy and happy learner who can
accomplish, grow and actualize his or her human self.

Carl Rogers  Nondirective and Therapeutic learning

(1902-1987) - Established counselling procedures and methods for
facilitating learning
 Children’s perceptions, which are highly individualistic, influence
their learning and behavior in class.
 Key to learning is...
- Curriculum concerned with process, not product, personal
needs, not subject matter, psychological meaning, not
cognitive scores.

BASIC FOUNDATIONS OF CURRICULUM DEVELOPMENT:

SOCIAL

PERSONS/ SYMBOLS CONTRIBUTION

Schools and Society • Society as a source of change

• Schools as agents of change
 Knowledge as an agent of change

John Dewey • Considered two fundamental elements, schools and civil society – to
(1859-1952) be major topics needing attention and reconstruction to encourage
experimental intelligence and plurality.

Alvin Toffler • Believed that knowledge should prepare students for the future.
• Suggested that in the future, parents might have the resources to
teach prescribed curriculum from home as a result of technology,
 not in spite of it (Home Schooling).

MODULE 6: APPROACHES ABOUT SCHOOL CURRICULUM

A.
THREE APPROACHES TO
CURRICULUM

Curriculum as a content or
Curriculum as a process Curriculum as a product
body of knowledge

B. There are 4 ways of presenting the content in the curriculum.

1. Topical approach where much contents is based on knowledge experiences are included.
2. Concept approach with fewer topics in clusters around major sub concepts and their
interaction, with relatedness emphasized.
3. Thematic approach as a combination of concepts that develops conceptual structures.
4. Modular approach that leads to complete units of instructions.

C. Criteria in the selection of Content

1. Significance – Content should contribute to ideas, concepts, principles and generalization that
should attain the overall purpose of the curriculum. It is significant if content becomes the
means of developing cognitive, affective or psychomotor skills of learners.

2. Validity – The authenticity of the content or subject matter, forms its validity. Knowledge
becomes obsolete with the fast changing times thus, there is a need for validity check and
verification at a regular interval, because content which maybe valid in its original form may not
continue to be valid in the current times.
 3. Utility – Usefulness of the content in the curriculum is relative to the learners who are going to
use these. Utility can be relative to time. It may have been useful in the past, but may not be
useful now or in the future. Questions like:

● Will I use this in my future job?

● Will it add meaning to my life as a lifelong learner?
● Or will the subject matter be useful in solving current concerns?

4. Learn ability – The complexity of the content should be within the range of experience of the
learners. Appropriate organization of contents are two basic principles that would influence
learnability.
5. Feasibility – Can the subject/ content be learned within the time allowed, resources available,
expertise of the teachers and the nature of the learners? Are there contents of learning which
can be learned beyond the teaching-learning engagement? Are there opportunities provided to
learn these?

6. Interest – Will the learners take interest in the content? Why? Are the contents meaningful?
What value will the contents have in the present and future life of the learners? Interest is one
of the driving force for students to learn better.

D. Basic principle of curriculum content

B.A.S.I.C. refers to…

➔ Balance – content should be fairly distributed in depth and breadth. This will guarantee that
significant contents should be covered to avoid too much or too little of the contents needed
within the time allocation.

➔ Articulation – as the content complexity progresses, vertically or horizontally across the same
discipline, smooth connections or bridging should be provided. This will assure that there is no
gaps or overlaps in the content.

➔ Sequence – the logical arrangement of the content refers to the sequence or order. The pattern
usually is from easy to complex, what is known to the unknown, what is current to something in
the future.

➔ Integration – content in the curriculum does not stand alone or in isolation. It has some ways
of relatedness or connectedness to other contents or should be infused in other disciplines
whenever possible.
 ➔ Continuity – content when viewed as a curriculum should continuously flow as it was before to
where it is now and where it will be in the future. It should be perennial. It endures time.
Constant repetition, reinforcement and enhancement of content are all elements of continuity.

Second approach as a PROCESS, curriculum happens in the classroom as the questions asked by the
teacher and the learning activities engaged in by the students.
❖ It is seen as a scheme about the practice of teaching.
❖ As a process, curriculum links from the content. While the content provides the materials on
what to teach, the process provides curriculum on how to teach the content.
❖ The intersection of the content and process is called the Pedagogical Content Knowledge or PCK.
It will address the question: If you have this content, how will you teach it?

Curriculum as a product
Besides viewing curriculum as content that is to be transmitted or process that gives action using the
content, it has also been viewed as a product.
Product is what the students desire to achieve as a learning outcomes.

MODULE 7: CURRICULUM DEVELOPMENT: PROCESS AND MODELS

 Curriculum is a dynamic process.

 In curriculum development, there are always changes that occur that are intended for
improvement.
 Well-known curricularists:
- Ralph Tyler
- Hilda Taba
- Galen Saylor
- William Alexander

Curriculum development process

 Curriculum is a dynamic process involving many different people and procedures.
 Development connotes changes which is systematic.
 A change for the better means alteration, modification, or improvement of existing condition.
 Usually it is linear and follows a logical step-by-step fashion involving the following phases:
curriculum planning, design, implementation and evaluation.
4 PHASES OF CURRICULUM DEVELOPMENT MODELS
1. CURRICULUM PLANNING
considers the school’s vision, mission and goals. It also includes the philosophy of strong
education belief of the school. All of these will eventually be translated to classroom desired
learning outcomes for the learners.

2. CURRICULUM DESIGNING
is the way curriculum is conceptualized to include the selection and organization of the
content, the selection and organization of learning experiences or activities and the selection of
the assessment procedure and tools to measure achieved learning outcomes.

3. CURRICULUM IMPLEMENTING
is putting into action the plan which is based on the curriculum design in the classroom
setting or the learning environment. The teacher is the facilitator of learning and, together with
the learners, uses the curriculum as design guides to what will transpire in the classroom with the
end in view of achieving the intended learning outcomes.

4. CURRICULUM EVALUATING
determines the extent to which the desired outcomes have been achieved. This procedure is
on-going as in finding out the progress of learning (formative) or the mastery of learning
(summative). Along the way, evaluation will determine the factors that have hindered or
supported the implementation.

a) Ralph Tyler Model: Four Basic Principles

Also known as Tyler’s Rationale, the curriculum development model emphasizes the planning
phase. This is presented in his book Basic Principles of Curriculum and Instruction. He posited
four fundamental principles which are illustrated as answers to the following questions:

Ralph Tyler Model: Four Basic Principles

- What education purposes should schools seek to attain?
- What educational experiences can be provided that are likely to attain these purposes?
- How can these educational experiences be effectively organized?
- How can we determine whether these purposes are being attained or not?

Tyler’s model shows that in curriculum development, the following considerations

should be made:
 Purposes of the school
  Educational experiences related to the purposes
 Organization of the experiences
 Evaluation of the experience

b) Hilda Taba Model: Grassroots Approach

Hilda Taba improved on Tyler’s model. She believed that teachers should participate in
developing a curriculum. As a grassroot approach Taba begins from the bottom, rather than
from the top as what Tyler proposed.

 Diagnosis of learners’ needs and expectations of the larger society

 Formulation of learning objectives
 Selection of learning contents
 Organization of learning contents
 Selection of learning experiences
 Determination of what to evaluate and the means of doing it.

c) Galen Saylor and William Alexander Curriculum Model

Galen Saylor and William Alexander (1974) viewed curriculum development as consisting
of four steps. Curriculum is “a plan for providing sets of learning opportunities to achieve broad
educational goals and related specific objectives for an identifiable population served by a single
school center.

Goals, Objectives and Domains

Curriculum planners begin by specifying the major educational goals and specific objectives
they wish to accomplish.
Each major goal represents a curriculum domain: personal development, human
relations, continued learning skills and specialization.

Curriculum Designing
Designing a curriculum follows after appropriate learning opportunities are determined and
how each opportunity is provided.

Curriculum Implementation
A designed curriculum is now ready to be implemented. Teachers then prepare
instructional plans where instructional objectives are specified and appropriate teaching
methods and strategies are utilized to achieve the desired learning outcomes among students.

Curriculum Evaluation
 A comprehensive evaluation using a variety of evaluation techniques is recommended. It
should involve the total educational programme of the school and the curriculum plan, the
effectiveness of instruction and the achievement of students. Through the evaluation process,
curriculum planner and developers can determine whether or not the goals of the school and
the objectives of instruction have been met.
MODULE 8: APPROACHES TO CURRICULUM DESIGN

Curriculum design is a term used to describe the purposeful, deliberate, and systematic
organization of curriculum within a class or course.
When teachers design curriculum, they identify what will be done, who will do it, and what
schedule to follow.

Purpose of curriculum
 The ultimate goal is to improve student learning, but there are other reasons to employ
curriculum design as well.
 For example, designing a curriculum for middle school students with both elementary and
high school curricula in mind helps to make sure that learning goals are aligned and
complement each other from one stage to the next.
 If a middle school curriculum is designed without taking prior knowledge from elementary
school or future learning in high school into account it can create real problems for the
students.

TYPES OF CURRICULUM DESIGN

1) SUBJECT – CENTERED CURRICULUM DESIGN
 Subject-centered curriculum design revolves around a particular subject matter or
discipline.
 This type of curriculum design tends to focus on the subject rather than the individual.
 It is the most common type of curriculum used in K-12 public schools.
 Subject-centered curriculum design describes what needs to be studied and how it
should be studied.
 Core curriculum is an example of a subject-centered design that can be standardized
across schools, states, and the country as a whole.
 In standardized core curricula, teachers are provided a pre- determined list of things
that they need to teach their students, along with specific examples of how these things
should be taught.
 The primary drawback of subject-centered curriculum design is that it is not student-
centered.
  In particular, this form of curriculum design is constructed without taking into account
the specific learning styles of the students.
 This can cause problems with student engagement and motivation and may even cause
students to fall behind in class.
 The primary drawback of subject-centered curriculum design is that it is not student-
centered.
 In particular, this form of curriculum design is constructed without taking into account
the specific learning styles of the students.
 This can cause problems with student engagement and motivation and may even cause
students to fall behind in class.
 The primary drawback of subject-centered curriculum design is that it is not student-
centered.
 In particular, this form of curriculum design is constructed without taking into account
the specific learning styles of the students.
 This can cause problems with student engagement and motivation and may even cause
students to fall behind in class.

2) LEARNER – CENTERED CURRICULUM DESIGN

 It acknowledges that students are not uniform and adjust to those student needs.
 Learner-centered curriculum design is meant to empower learner and allow them to
shape their education through choices.
 Instructional plans in a learner-centered curriculum are differentiated, giving students
the opportunity to choose assignments, learning experiences or activities.
 The drawback to this form of curriculum design is that it is labor- intensive.
 Developing differentiated instruction puts pressure on the teacher to create instruction
and/ or find materials that are conducive to each student’s learning needs.
 It also requires that teachers balance students wants and interests with student needs
and required outcomes, which is not an easy balance to obtain.

3) PROBLEM – CENTERED CURRICULUM DESIGN

 Problem-centered curricula focus on teaching students how to look at a problem and
come up with a solution to the problem.
 Students are thus exposed to real-life issues, which helps them develop skills that are
transferable to the real world.
 Problem-centered curriculum design increases the relevance of the curriculum and
allows students to be creative and innovate as they are learning.
 The drawback to this form of curriculum design is that it does not always take learning
styles into consideration.
CURRICULUM DESIGN TIPS
 Identify the needs of stakeholders (i.e., students) early on in the curriculum design process.
This can be done through needs analysis, which involves the collection and analysis of data
related to the learner. This data might include what learners already know and what they need
to know to be proficient in a particular area or skill. It may also include information about
learner perceptions, strengths, and weaknesses.
 Create a clear list of learning goals and outcomes. This will help you to focus on the
intended purpose of the curriculum and allow you to plan instruction that can achieve the
desired results. Learning goals are the things teachers want students to achieve in the course.
Learning outcomes are the measurable knowledge, skills, and attitudes that students should
have achieved in the course.
 Identify constraints that will impact your curriculum design. For example, time is a
common constraint that must be considered. There are only so many hours, days, weeks or
months in the term. If there isn’t enough time to deliver all of the instruction that has been
planned, it will impact learning outcomes.
 Consider creating a curriculum map so that you can properly evaluate the sequence and
coherence of instruction. Curriculum mapping provides visual diagrams or indexes of a
curriculum. Analyzing a visual presentation of the curriculum is a good way to quickly and easily
identify potential gaps, redundancies or alignment issues in the sequencing of instruction.
 Identify the instructional methods that will be used throughout the course and consider
how they will work with student learning styles. If the instructional methods are not conducive
to the curriculum, the instructional design or the curriculum design will need to be altered
accordingly.
 Establish evaluation methods that will be used at the end and during the school year to
assess learners, instructors, and the curriculum. Evaluation will help you determine if the
curriculum design is working or if it is failing. Examples of things that should be evaluated
include the strengths and weaknesses of the curriculum and achievement rates related to
learning outcomes. The most effective evaluation is ongoing and summative.
 Remember that curriculum design is not a one-step process; continuous improvement
is a necessity. The design of the curriculum should be assessed periodically and refined based on
assessment data. This may involve making alterations to the design partway through the course
to ensure that learning outcomes or a certain level of proficiency will be achieved at the end of
the course.
 MODULE 9:
IMPLEMENTING A CURRICULUM DAILY IN THE CLASSROOMS

DepEd Order No. 70 s. 2012

Teachers of all public elementary and secondary schools will not be required to prepare detailed
lesson plans. They may adopt daily lesson logs which contain the needed information and guide from
the Teacher Guide (TG) and Teacher Manual reference material with page number, interventions given
to the students and remarks to indicate how many students have mastered the lesson or are needing
remediation.
However, teachers with less than 2 years teaching experience shall be required to prepare Daily Lesson
Plans which shall include the following:
II. Objectives
III. Subject Matter
IV. Procedure
V. Assessment
VI. Assignment

CONTENT FOCUS
The main parts of a lesson plan are:
1. Objectives or intended learning outcomes (ILO)
2. Subject Matter (SM)
3. Procedure or strategies of teaching
4. Assessment of Learning Outcomes (AOL)
5. Assignment or Agreement

 Intended Learning Outcomes (ILO)

- These are designed learning outcomes that will be the focus of the lesson. Learning
outcomes are based on Taxonomy of Objectives presented to use a cognitive, affective
and psychomotor.
- Bloom’s Taxonomy has revisited by his own student Lorin Anderson and David
Krathwohl.

BLOOM’S TAXONOMY Revised Bloom’s

(1956) Taxonomy by
ANDERSON (2001)

EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
 KNOWLEDGE REMEMBERING

CATEGORIES EXAMPLE KEY WORDS

Remembering – recall or retrieve previous Defines, describe, identifies, labels, lists, outlines,
learned information. selects, states
Understanding – comprehend meaning, Comprehends, explains, distinguishes, estimates,
translation, state problem in our words, making given examples, interprets, predicts, rewrites,
meaning. summarizes
Applying – use of concept in situation, applies Applies, changes, computes, operates,
what has been learned in the new situation constructs, modifies, uses, manipulates,
prepares, shows, solves
Analyzing – separates materials or concepts Breaks down, compares, contrasts, diagrams,
into component parts so that the organization is differentiates, discriminates, identifies, inter-
clear. Distinguished bet/facts and inferences. outlines, relates, selects, separates
Evaluating – makes judgments about the value Appraises, compares, criticizes, defends,
of ideas or materials. describes, discriminates, evaluates, interprets,
justifies, summarizes
Creating – builds a structure or pattern from Composes, complies, designs, generates,
various elements. Put parts together to create a modifies, organizes, rearranges, reorganizes,
whole, to make new meaning and structure. revises, rewrites, summarizes, creates

Higher Order Thinking Skills HOTS

Creating Doing
Evaluating Active
Analyzing Receiving and Participating
Understanding
Remembering

Visual Receiving
Passive
Verbal Receiving

Lower Level Thinking Skills LOTS

 Intended Learning Outcomes (ILO) – Levels of Knowledge

1. Factual Knowledge – ideas, specific data or information
2. Conceptual Knowledge – words or ideas known by common name, common features,
multiple specific examples which may either be concrete or abstract. Concepts are facts
that interrelate with each other to function together.
3. Procedural Knowledge – how things work, step-by-step actions, methods of inquiry.
 4. Metacognitive Knowledge – knowledge of cognition in general, awareness of knowledge of
one’s own cognition, thinking about thinking.

 Subject Matter or Content (SM)

- It comes from a body of knowledge (facts, concepts, procedure and metacognition) That
will be learned through the guidance of the teacher.
- It is the WHAT in teaching.
- In a plan, this is followed by the references.

 Procedure of Methods and Strategies

- This is the crux of curriculum implementation.
- HOW a teacher will put life to the intended outcomes and the subject matter to be used
depends to on this component.
- There are many ways of teaching for the different kinds of learners (Corpus and
Salandanan, 2015)
1. Direct Demonstration Methods: Guided Exploratory/ Discovery Approval,
Inquiry Method, Problem-based Learning (PBL), Project Method
2. Cooperative Learning Approaches: Peer, Tutoring, Learning Action Cells, Think-
Pair-Share
3. Deductive or Inductive Approaches: Project Method, Inquiry-based Learning
4. Other Approaches: Blended Learning, Reflective Teaching, Integrated Learning,
Outcome-based Approach

Common Characteristics Tips for Teachers about

Learners

VISUAL - uses graphics, charts, pictures. Tends Turn notes into pictures, diagrams, maps.
to remember things that are written in form. Learn the big picture first than details.
Make mind maps and concept maps.

AUDITORY – recalls information through Record lectures and listen to these.

hearing and speaking. Prefers to be told how to Repeat materials out loud.
do things orally. Learns aloud. Read aloud.

KINESTHETIC – prefers hand approach. Learning something while doing another thing
(eats while studying).
Demonstrates how to do rather than explain.
Likes group work with hands-on-minds-on. Work while standing Likes field work.
Does many things at one time.
  Teaching and Learning must be supported by instructional materials (IMs) – Cone of Learning
(Dale’s)
 Teaching and Learning must be supported by instructional materials (IMs)

Guidelines on Teacher’s Use of Instructional Support Materials

1. Use of direct purposeful experience through learning by doing retains almost all of the learning
outcomes. Ninety percent (90%) of learning is retained. Examples are field trips, field study,
community immersion, practice teaching.
2. Participation in class activities, discussion, reporting and similar activities where learners have
the opportunity to say and write. Seventy percent (70%) of learning is remembered. Examples
are small group discussion, buzz session, individual reporting, role play, and panel.
3. Passive participation as in watching a movie, viewing exhibit, watching demonstration will retain
around 50% of what has been communicated.
4. By just looking at still pictures, paintings, illustrations and drawings, will allow the retention of
around 30% of the material content.
5. By hearing as in lecture, sermon, monologues, only 20% is remembered.
6. Reading, will assure 10% remembering of the material.
- Visual: concrete (flat, 3-dimensional, realias, models or abstract, verbal symbols, words)
- Audio: recordings of sounds, natural or artificial
- Audio – Visual: combination of what can be seen and heard
- Kinesthetic: manipulative materials like modeling clay, rings, dumb bells, equipment,
and others
- Experiential: utilize all modalities

MODULE 10:
CURRICULUM EVALUATION THROUGH LEARNING ASSESSMENT

 INTRODUCTION
Assessment of learning is an evaluation process that tells whether the intended learning
outcomes, through the teaching-learning process have been converted into achieved learning
outcomes.

 CONTENT-FOCUSED
- Types of Test to Measure Knowledge, Process and Understanding
- Assessment Tools to Measure Authentic Learning Performance and Products (KPUP)