EDUC 90

Education:
● “Educare”, raise or rear
● “Educere”, draw out the best from learners
School:
● “Schola”

TYPES OF CURRICULA SIMULTANEOUSLY OPERATING IN THE SCHOOL:

Recommended Curriculum: construed by the stakeholders at the National level.
Written Curriculum: lesson plan, learning style, contextualized by teachers.
Taught Curriculum: putting life to the written curriculum.
Supported Curriculum: learning occurs outside and inside the classroom. (museum, gallery)
Assessed Curriculum: evaluation on succession of teaching.
Learned Curriculum: changed the student’s behavior. Positive outcome is an indicator of learning.
Hidden Curriculum: not planned, talent finding.

TEACHER AS CURRICULARIST
Curricularist: referred to those who developed curriculum theories. Professional who is a curriculum specialist.
Teacher as a Curricularist:
● Knows
● Writes
● Plans
● Initiates the Curriculum
● Innovates
● Implements
● Evaluate

THE SCHOOL CURRICULUM: DEFINITION, NATURE, AND SCOPE.

Curriculum:
● Originated from the Latin word, “Curere”.
● Is a planned and guided set of learning experiences and intended outcomes.

APPROACHES TO THE SCHOOL CURRICULUM

3 Ways of Approaching the Curriculum
● As Content or Body of Knowledge: Topic Outline, subject matter, or concepts to be included in the syllabus
or books.

4 Ways to Present the Content in the Curriculum

➔ Topical Approach: knowledge and Experience.
➔ Concept Approach: fewer topics in clusters around major.
➔ Thematic Approach: Combination of concepts that develop conceptual structures.
➔ Modular Approach: Leads to complete units of instruction.
Suggested criteria in the selection of knowledge.
1. Significance: kung nattarget ang objective sa curriculum guide.
2. Validity: authenticity of the content
3. Utility: kagamit-gamit pa ba ang laman ng curriculum
4. Learnability: content should be the range of experience of learners.
5. Feasibility: time given, resources available.
6. Interest: driving force.
Guide in the selection of the Content in the Curriculum.
1. Commonly used in daily life.
2. Appropriate to the maturity
3. Relatedness to other subject matter
4. Importance in the transfer of learning.

BASIC: (Palma, 1952)

● Balance: Fairly Distributed
● Articulation: Seamless flow of content vertically or horizontally
● Sequence: Arranging of contents from easy to difficult
● Integration: Transferring of content into other fields
● Continuity: Enduring and perennial content, from past to future.

BASIC (Hence)
● Scope: lawak

Approach as a Process:
● There is a change, as a way of doing
Approach as Product/Outcome:
● Evidence of successful teaching

CURRICULUM DEVELOPMENT (PROCESS AND MODELS)

Curriculum Development Models:
● It helps the educators to determine what type of curriculum design is appropriate for their students.

Curriculum Development Process:

● Is a process through which an institute or the instructor designs or creates a plan for a course or program.
Curriculum Planning:
● Consider the school mission, vision and goals.
Curriculum Designing:
● Curriculum is conceptualized to include the selection and organization of learning experiences.
Curriculum Implementing:
● Putting into action the plan which based on curriculum design
Curriculum Evaluating
● Determines the extent to which the desired outcomes have been achieved.

RALPH TYLER MODEL

● The purpose or objective of education to be achieved.
● The learning experience required to attain the defined objective
● Organizing education activities for effective learning experiences
● Evaluating the effectiveness Evaluation is Important
HILDA TABA MODEL
● Believes that teachers should participate in developing a curriculum. Believed that a curriculum should be
designed by its users.

WHEELER’S MODEL
● Cyclical model that involves feedback and revisions.
● Emphasizes content selection and the integration of content in providing quality learning experiences.
 PHILOSOPHICAL FOUNDATIONS OF CURRICULUM
Idealism: search for the truth, truth is not changing. (Plato, Father of Idealism)
Realism: concerned with just facts, favoring practicality and literal truth (Aristotle, father of Realism)
Pragmatism: Growth and efficiency, reality are constantly changing (John Dewey, Father of Pragmatism)
Existentialism: search for self and the meaning of life through free will, choice, and responsibility (Soren Kierkegaard,
Father of Existentialism)

EDUCATIONAL PHILOSOPHIES
Perennialism: relies on the past and stresses traditional values. The central aim should be developing the power of
the mind.
Essentialism: Traditional approach. Emphasizes the basic skills or the fundamental 4r’s.
Progressivism: Curriculum should be derived from students’ interest and experiences.
Reconstructionism: Reconstruct the knowledge of the student, rebuild.

HISTORICAL FOUNDATIONS
Franklin Bobbit: started curriculum development movement because it prepares for adult life and science that
emphasizes students’ needs.
Werret Charters: believe that curriculum is a science and emphasizes students’ needs. Objectives and activities should
match and subject matter relates to objectives.
William Kilpatrick: believe that curricula are a child-centered that develops social relationship and small group.
Harold Rugg: believe that curriculum is a child-centered. It produces outcomes which teachers should plan the
curriculum in advance.
Hollis Caswell: curriculum is a set of experiences that develop through social functions and learners’ interests.
Ralph Tyler: curriculum is based on students’ needs and interest and also educates generalists and not specialist.
Hilda Taba: helped lay the foundation for diverse student population also contributed to theoretical and pedagogical
foundations.
Peter Olivia: curriculum change as a cooperative endeavor. Also improvement achieved through group activity.

PSYCHOLOGICAL FOUNDATIONS
Behaviorist Psychology: all behaviors are learned through interaction with the environment.
● Connectionism (Thorndike)
● Classical Conditioning (Pavlov)
● Operant Conditioning (Thorndike)
● Modeling and Observation (Bandura)
● Hierarchical Learning (Gagne)
Cognitive Psychology: is the scientific study of mental processes.
● Cognitive Development Stage (Piaget)
● Classical Conditioning (Pavlov)
● Multiple Intelligence (Gardner)
● Emotional Intelligence (Goleman)
Humanistic Psychology: how learners can develop their human potential.
● Motivational Theory
 COGNITIVE PERSPECTIVE
Cognitive approach deals with mental processes like memory and problem solving.

The Montessori: (Maria Montessori)

● Method of education where the type of educational method involves children’s natural interests and
activities.
Cognitive Development:
 Jean Piaget believes that cognitive development is a progressive reorganization of mental processes as a result
of biological maturation.
Jerome Bruner:
● Learning consists of three related processes (Acquisition, Transformation, Evaluation)
Stages of Moral Development: (Lawrence Kohlberg)
● Thinking about moral issues reflects not only our society, but also our age.

PHENOMENOLOGY AND HUMANISTIC PSYCHOLOGY

Gestalt Theory: The learner analyzes the problem, discriminates between essential and nonessential data, and perceives
relationships.
Maslow’s Hierarchy of Needs:
Self-Fulfillment Needs
➢ Self-Actualization
Psychological Needs
➢ Belongingness and Love needs
➢ Esteem
Needs Basic Needs
➢ Safety Needs
➢ Physiological Needs

Rogers: Non Directive and Therapeutic Learning

● Teacher’s role is facilitator who has a close professional relationship with students
● There must be a freedom to learn
● Curriculum is concerned with process not product.

Phenomenology and Humanistic:

● The raw of personal experiences are vital to understanding the learner

SOCIAL FOUNDATIONS
Education and Society:
● Schools emerge within society. Social Education such as culture, religions, economics, politics etc.
● Methods of Teaching: Enable child to acquire skills
● Develop capacity for social adjustment
● Develop problem solving
● Social techniques projects and group methods.
Roles of Teachers:
● Destiny of the nation shaped in classroom by the teachers
● Expect to possess the right attitude of social behavior.
● Dignity of the individual rights and duties so as to transmit the same to the younger generation
The School:
● Reflect and epitomize the larger society outside the walls.
● Discipline
● Balance, purify and simplify the activities
 ● Should come through participation in group activities and social service activities.

LEGAL FOUNDATIONS
Article XIV, Sec. 3, par. 1 and 2, 1987 Constitution
● All educational institutions shall include the study of the Constitution as part of the curricula
● They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, and
appreciation of the role of national heroes in the historical development of the country.
EDUCATION ACT of 1982
● This was an act providing for the establishment and maintenance of an integrated system of education.
EDUCATION ACT No. 7722
● Known as the Higher Education Act of 1994, the Act created the Commission on Higher Education (CHED)
whose main task is to regulate and develop tertiary education in the Philippines
EDUCATION ACT No . 7796
● The Technical Education and Skills Development Authority (TESDA) was established through the enactment
of Republic Act No. 7796
REPUBLIC ACT. NO 10533
● "An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and Increasing the
Number of Years for Basic Education.

10 AXIOMS OF CURRICULUM DESIGN

An axiom, postulate or assumption is a statement taken to be true, to serve as premise or a starting point for further
reasoning or argument

1. Curriculum change is inevitable, necessary, and desirable.

● Curriculum should be dynamic
2. Curriculum is a product of its time.
● A curriculum to be relevant, should respond to changes brought about by current social forces
3. Curriculum changes made earlier can exist concurrently with newer curriculum changes.
● A revision in the curriculum starts and ends slowly.
4. Curriculum change depends on people who will implement the change.
● Teachers who will implement the curriculum should be involved in its development, hence should know how
to design the curriculum.
5. Curriculum changes is a cooperative group activity.
● Consultations with stakeholders when possible will add a sense of ownership.
6. Curriculum development is a decision making process made from choices of alternatives.
7. Curriculum development is an ongoing process.
● Continuous monitoring, examination, evaluation, and improvement of curricula are to be considered in the
design.
8. Curriculum development is more effective if it is a comprehensive process, rather than a "piecemeal".
● It must be carefully planned, should clearly establish intended outcomes
9. Curriculum development is more effective when it follows a systematic process.
● A curriculum design is composed of desired outcomes, subject matter content complemented with references
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 the curriculum

ELEMENT OF CURRICULUM DESIGN

Curriculum Design:
● Focuses on the creation of overall course blueprint, mapping content to learning objectives, including how to
develop a course
1. Curriculum Intent
● What is to be done?
 ● Aim, goals, and objectives
2. Curriculum Content or Subject Matter
● What subject matter is to be included?
● Should be relevant, appreciate to the level of lesson, up-to-date
3. Curriculum Experience
● What instructional strategies, resources and activities will be employed?
● May appear in the form of activities, strategies, methods, or approaches.
4. Curriculum Evaluation
● What method and instruments will be used to assess the results of the curriculum?
● Evaluation tools are used to evaluate the performance of the learners after they have undergone the
curriculum.
APPROACHES TO CURRICULUM DESIGN
Subject-Centered Design:
● This is a curriculum design that focuses on the content of the curriculum.
● Mostly corresponds to textbooks
● Most of the schools using this kind of structure and curriculum design aim for excellence in the specific subject
discipline content.
Examples of SCD:
● Subject Design: The oldest and so far the most familiar design for teachers, parents and other laymen.
● Discipline Design: Refers to specific knowledge learned through methods which scholars use to study a
specific content of their fields.
● Correlation Design: links separate subject designs in order to reduce fragmentation.

● Broad Field Design/Interdisciplinary: This design was made to cure the compartmentalization of the
separate subjects and integrate the contents that are related to one another.

Learnered-Centered Design
● Child-Centered Design: This curriculum design is anchored on the needs and interests of the child. Learners
interact with the teachers and the environment, thus there is a collaborative effort on both sides.
● Experience-Centered Design: Believes that the interests and needs of learners cannot be preplanned.
Experiences of the learners become the starting point of the curriculum.
● Humanistic Design: The development of self is the ultimate objective of learning. It stresses the whole person
and integration of thinking, feeling and doing it.
Problem-centered Design:
● Draws on social problems, needs, interests and abilities of the learners.
Life-Situations Design:
● It uses the past and present experiences of learners as a means to analyze the basic areas of living
Core Problem Design:
● It centers on general education and the problems are based on the common human activities

APPROACHES TO CURRICULUM DESIGN MODELS

Learnered-Centered Approach:
● Based on the underlying philosophy that the child is the center of the learning process.
Subject-centered Design:
● Which prescribes separate distinct subjects for every educational level.
Problem-Centered Approach
 ● Based on the design which assumes that in the process of living, children experience problems.

CURRICULUM MAPPING AND CURRICULUM QUALITY

Audit
● Process of understanding what has been taught in class, how it has been taught, and how learning outcomes
are assessed
● A framework that offers a goal for curriculum creation, development, upgrading, and review.
Benefits of Curriculum Mapping
● Ensures alignment of desired outcomes, activities, and assessment.
● Addresses gaps or repetitions.
● Verifies, clarifies, and establishes alignment in different courses or subjects.
● Shows the importance and contribution of elements of curriculum.
● Connects all initiative from instruction, pedagogies, assessment, and professional development.
Curriculum Mapping Process
● Make a matrix or a spreadsheet
● Place a timeline to cover. Dependent on time frame of a particular curriculum
● Enter the intended learning outcomes, skills needed to be taught.
● Enter the same matrix the content area/subject to be covered
● Align and name each resource available.
● Enter the teaching-learning methods.
● Align and enter the assessment procedure and tools.
● Circulate map among all involved personnel for feedback.
● Revise and refined map based on Feedback.

The Curriculum Map

Horizontal Alignment (Pacing Guide)
● All teachers teaching the same subject will follow the same timeline and accomplish the same learning
outcomes.
● All Filipino teachers in Grade 8 shared the same periodic test papers to assess their students.

Vertical Alignment
● Based on hierarchy builds on simple to complicated concepts and skills.
● Group of Filipino teachers creates a curriculum from grade 7 to 10 based on the curriculum guide.
Curriculum Quality Audit
● Process of mapping the program or syllabus against established standards.
● The curriculum quality audit requires a written curriculum and tested curriculum linked to both the taught
and written curricula. (ex. SATT)
Benefits of Curriculum Quality Audit
● Identify gaps, under, and over representation of the curriculum based on the standards.
● Ensures alignment of learning outcomes, activities, and assessment to the standards.
7 Domains of PPST
➢ Content, Knowledge, and Pedagogy
➢ Learning Environment
➢ Diversity of Learners
➢ Curriculum and Planning
➢ Assessment and reporting
➢ Community linkages and Professional Engagements
➢ Personal Growth and Professional Development

COMPONENTS OF CURRICULUM DESIGN

CONTENT/ SUBJECT MATTER
● the topic that will be covered
 ● should be relevant to the outcomes
● should be appropriate to the level of the lesson or unit

LEARNING EXPERIENCES
● these are the activities where the learners derive experiences includes different teaching- learning methods
such as;
● cooperative learning
● individual learning

ASSESSMENT/ EVALUATION
● Learning occurs most effectively when students receive feedback

Self-assessment
● students learn to monitor and evaluate their own learning
Peer assessment
● students provide feedback on each other’s learning
Teacher assessment
● teacher prepares and administers tests and gives feedback on the student’s performance