PCK 2
curriculum should be supported by the
Chapter 3
Curriculum Design-focuses on the
creation of the overall course blueprint,
mapping content to learning objectives
Different Curriculum Design
Subject-centered design- mainly focuses
on a particular subject.
Learner-centered design- focuses on the
learner. It tends to address the needs,
interests, and goals of each individual
learner
Problem-centered design- focus on
understanding and finding solution to
individual and social issues and
problems.
Things to Consider in Designing
Curriculum
The Learner > The curriculum should be
designed to meet the needs of the
learners, including their age, prior
knowledge, interests, and learning
styles.
The Content > The curriculum should be
aligned with the relevant standards and
should cover the essential knowledge
and skills that learners need to master.
The teaching methods > The curriculum
should be designed to be engaging and
effective, and should use a variety of
teaching methods to reach all learners.
The Assessment > The curriculum
should include a variety of assessments
to measure student learning and to
provide feedback to students and
teachers.
The resources > The resources: The
necessary resources, such as
textbooks, materials, and technology
The Context > The curriculum should be
designed to be relevant to the learners '
cultural context and to the needs of the
community.
The evaluation > The curriculum should
be evaluated on a regular basis to
ensure that it is meeting the needs of
the learners and is achieving the desired
outcomes.
Sequencing Curriculum Content
Sequencing in curriculum means the
sequence includes plans and materials
for learning experiences to support and
extend students learning at various
levels of development.
Print (1993). Sequencing curriculum
content is essential in curriculum design.
SEQUENCE is defined as the order in
which contents are presented to the
learners
Simple to Complex > it is a type of
sequencing method requiring
organization of the content from easy to
difficult
Prerequisite Learning > this principle is
followed in subject and course that
largely consist of laws and principles like
geometry, algebra and physics
Chronology > it is a type of sequencing
method requiring to teach simpler
component skills of the content before
moving more complex skills.
Whole to part > it is a type of
sequencing method requiring
organization of the content from general
to specific.
Increasing Abstraction > it is a type of
sequencing method requiring
organization of the content from
concrete and physical to abstract and
symbolic
Chapter 4
Curriculum Development- defined as the
process of selecting, organizing,
executing, and evaluating the learning
experiences on the basic of the needs,
abilities, and interest of learners, and on
the basis of the nature of the society or
community.
Different Curriculum Developmental
Models
Linear Models of Curriculum
Development- term used for models
whose steps proceed in a more or less
sequential, straight line from beginning
to end.
Cyclical Models of Curriculum
Development- it prescribes a cyclical or
continuous process of curriculum
development. Cyclical models usually
start with situational analysis that serves
as the basis for all the succeeding
process
Dynamic Models of Curriculum of
Development-The basic tenet of the
dynamic or interactional models of
curriculum development is that
curriculum development is a dynamic
and
interactive process which can begin with
any curriculum element (Print 1989,
Brady 1990).
Process for Developing Curriculum
Under Pawilen’s Model
Situational Analysis –the first phase;
starts with analyzing the context in
which the curriculum is developed
Selection of Goals and Objectives –
results from situational analysis, if the
government or the university prescribes
the curriculum goals and objectives,
such features shall be considered as
part of the internal or external influences
that will be studied in the situational
analysis
Development of Curriculum Standards –
takes place after the situational analysis
and selection of goals and objectives.
Chapter 5
Curriculum Implementation- the process
wherein the learners acquire the
knowledge, skills and attitudes.
According to Loucks & Lieberman
(1983), it is the new practice & what it
looks like what actually used in a school
system.
Curriculum Workers- a member of a
large cadre of person who deals with
educational planning, training and
supervision of educational personnel,
and the development of educational
materials.
Teachers- the most visible among the
curriculum workers. Their roles as
implementers of the curriculum are very
crucial
Levels of Curriculum Implementation
 Basic education level secretaries
 Secretary of education
 Undersecretaries
 Assistant secretaries
 Bureau Officers
Things to consider in Implementing the
Curriculum
 learning standards or learning
objectives they are expected to
meet
 the units and lessons that
teachers teach
 the assignments and projects
given to the pupils
 the books, materials, videos,
presentations and readings used
in the classroom
 and the tests, assessments and
other methods used to evaluate
pupils’ learning
Chapter 6
Curriculum Evaluation- one of the most
critical aspects of a successful
education. A curriculum includes the
content and lessons taught for each
subject, including the lesson framing,
implementation goals, and assessments
Purposes of Curriculum Evaluation
1. Assessment of Learning Outcomes:
Evaluating how well the curriculum helps
students acquire the knowledge, skills,
and competencies intended by
educational institutions.
2. Quality Improvement: Identifying
areas in the curriculum that need
improvement, updating, or modification
to enhance its effectiveness.
3. Alignment with Goals: Ensuring that
the curriculum aligns with the
educational institution's mission, goals,
and standards.
4. Relevance: Assessing the
curriculum's relevance to current
societal needs, technological
advancements, and changes in the field
of study.
5.Resource Allocation: Evaluating
whether the curriculum uses resources
efficiently and effectively.
6.Accountability: Demonstrating to
stakeholders (students, parents,
administrators, and accrediting bodies)
that the curriculum meets established
standards and objectives.
Doll (1997) asserted that the classroom
could be the first site of gathering
important data that will lead to
curriculum evaluation
Curriculum Evaluation in the
Classroom
Test results- used to evaluate the
achievement of children the skills they
need to learn and the effectiveness of
schools in teaching these skills.
Anecdotal records- used to record
specific observations of individual
student behaviors, skills and attitudes as
they relate to the outcomes in the
program of studies.
Checklists- tools that set out specific
criteria, which educators and students
may use to gauge skill development or
progress evaluation and offer ways to
systematically organize information
about a student or group of students
Interview guides- vary from highly
scripted to relatively loose, but they all
share certain features
Models of Curriculum Evaluation
Tyler Model created by Ralph Tyler, is
known as the objective model. He
explained a four-step process for
evaluating curriculums.
Taba Model developed by Hilda Taba,
believed that teachers are crucial to
curriculum development
Stakes Model (1969) explained curriculum
evaluation in terms of ‘antecedents’,
‘transactions’ and ‘outcomes’.
The CIPP Model Stufflebeam (1971)
proposed CIPP model stressing the need
for attention to context (c), Input (i), Process
(p), and Product (pr).
Cronbach Model looks mostly at
assessment as a method for evaluating
curriculum. He believed the teacher in the
classroom should be solely responsible for
all curriculum related assessment and that
assessment should be ongoing.