Curriculum - These are supported materials that the teacher needs like print materials

(books, charts, work, sheets, etc) and non-print materials (ppt, electronic
Limited Definition of Curriculum illustrations)
 A set of courses constituting an area of specification. 5. Assessed curriculum
 Is an identification of proper goals - This is the curriculum that is evaluated after it has been taught. It can either
be assessment for, assessment of, or assessment as.
 Can be considered as a system of dealing with people and the process.
6. Learned curriculum
 Is a means of attaining the aims or philosophy of education
- These are measured by tools in assessment, which can indicate the
 Planned learning experiences
cognitive, affective and psychomotor outcomes.
Broad definitions of Curriculum 7. Hidden/ implicit curriculum
- This is the unwritten curriculum- peer influence, school environment,
 Is a plan of action or written documents which includes strategies for achieving media, parental pressures, societal changes, etc.
desired goals or ends.
 Serves as the operational medium through which the school displays and Curricularist
coordinates the patterns of transmission, translation, and transposition of the
- Is a professional who is a curriculum specialist.
educative experiences for which it assumes responsibility.
What does it take to be a curricularist?
Types of Curricula in Schools 1. Initiator (initiates the curriculum)
- Implementation of a new curriculum requires the open minded of the
1. Recommended curriculum teacher and the full belief that the curriculum will enhance learning.
- These are recommendations in the form of memoranda or policy, 2. Innovator (innovates the curriculum)
standards and guidelines that came from government agencies such as - Creativity and innovations are hallmarks of an excellent teacher.
TESDA, CHED, UNISCO, Etc. 3. Implementer (implements the curriculum)
2. Written curriculum - An implementer gives life to the curriculum plan. It is where the teaching,
- Includes documents based on the recommended curriculum. guiding, facilitating skills of the teacher are expected at the highest level.
3. Taught curriculum 4. Evaluator( Evaluates the curriculum)
- The teacher and the learners will put life to the written curriculum. Skills of - Determines if the desired learning outcomes have been achieved.
the teacher instructional materials and facilities are necessary. 5. Knower (knows the curriculum)
4. Supported curriculum - As a teacher, one has to master what are included in the curriculum.
6. Writer (writes the curriculum)
 - A classroom teacher takes record of knowledge, concepts, subject matter - Curriculum should consist entirely of knowledge which comes from various
or content. disciplines.
7. Planner (Plans the curriculum)
- A teacher’s role is to make yearly, monthly or daily plan of the curriculum Progressive Views
which serves as a guide in the implementation of the curriculum. 1. John Dewey
Curriculum views - Believes that education is experiencing. Reflective thinking is a means to
unify curricular elements that are tested by application.
TRADITIONAL 2. Hollis Caswell and Kenn Campbell
- Viewed curriculum as all experiences children have under the guidance of
1. Robert Hutchins teachers.
2. Arthur Bestor 3. Colin Marsh and George Willis
3. Philip Phenix - Viewed curriculum as all the experiences in the classroom which are
PROGRESSIVE planned and enacted by the teacher and also learned by the students.

1. John Dewey Approaches to curriculum

2. Holis Caswell & Kenn Campbell 1. Curriculum as a content or body of knowledge
3. Collin Marsh & George Willis - Knowledge to be transmitted
Traditional views 2. Curriculum as a process
- What actually happens in the classroom when the curriculum is practiced.
1. Robert Hutchins 3. Curriculum as a product
- Views curriculum as “permanent studies”, where rules of grammar, - Learning outcomes desired of learners.
reading, rhetoric logic and math are emphasized.
- The 3Rs should be emphasized in basic education while Liberal education Six Criteria in the Selection of Knowledge
should be emphasized in college. 1. Significance – information explosion
2. Arthur Bestor 2. Validity – measures what it intends to measure
- Believes that the mission of the school should be intellectual training 3. Usefulness – practicality
which include math, science, history, and foreign language. 4. Learnability – within the range of your learner’s experiences
3. Philip Phenix 5. Feasibility – within the allotted time
6. Interest – interested in the content
PRINCIPLES OF CURRICULUM CONTENT Ralph Tyler Model: Four Basic Principles

BASIC - Also known as Tyler’s Rationale

- This model emphasizes the PLANNING PHASE
Basic 1. Purpose of the school
Articulation 2. Educational experiences related to the purposes
3. Organization of the experiences
Scope 4. Evaluation of the experiences

Integration Hilda Taba Model: Grassroots approach

Continuity - Hilda Taba improved on Tyler’s model

- She believed that teachers should participate in developing a curriculum
Balance- equitable assignment of content, time, experiences and other elements.
7 Major Steps in Curriculum
Articulation – curriculum is arranged vertically or horizontally
1. Diagnosis of learners’ needs
Scope – content topics, learning experiences and organizing the threads of an
2. Formulation of learning objectives
educational plan.
3. Selection of learning contents
Integration – curriculum is integrated and interconnected. 4. Organization of learning contents
5. Selection of learning experiences
Continuity – vertical repetition and recurring approaches of content 6. Determination of what to evaluate and the means of doing it

Galen Saylor and William Alexander: Curriculum Model

Curriculum Development: Process and Models Described curriculum as a “plan for providing sets of learning opportunities to achieve
board educational goals and related specific objectives for an identifiable population
Curriculum development – is a dynamic process involving many different people and
served by a single school center.
procedures.
1. Goal Objectives and Domains
1. Ralph Tyler Model: Four Basic Principles
2. Curriculum Designing
2. Hilda Taba Model: Grassroots Approach
3. Curriculum Implementation
3. Galen Saylor and William Alexander : Curriculum Model
4. Evaluation
Peter Oliva’s 10 Axioms for Curriculum Designers - An existing design is a good starting point for any teacher who plans to
enhance and enrich a curriculum.
1. Curriculum change is inevitable, necessary and desirable
- Societal development and knowledge revolution come so fast and requires Types of Curriculum Design Models
new curriculum designs.
2. Curriculum is the product of its time 1. Subject-centered
- Curriculum is timeless which means it responds to changes that came from 2. Learner-centered
current social forces, educational reforms, etc. 3. Problem-centered
3. Curriculum changes made earlier can exist concurrently with newer curriculum Subject-centered
changes
- Curriculum development changes can co-exist and overlap - Its curriculum design has variations which are focused on the individual
4. Curriculum change depends on people who will implement the change subject , specific discipline, and a combination of subjects or disciplines
- It is best that teachers design and own the changes thus interdisciplinary.
5. Curriculum development is cooperative group activity
Types of subject centered design
- Any significant change should involve a broad range of stakeholders to gain
their understanding and support and input. 1. Subject design
6. Curriculum development is a decision making process made from choices of 2. Discipline design
alternatives. 3. Correlation design
- a curriculum developer/designer must decide what contents to each and 4. Broadfield/interdisciplinary design
what methods or strategies to use.
7. Curriculum development is an on-going process Learner-centered
- As the needs of the learners change as society changes, and as new
- The learner is the center of the educative process.
knowledge and technology appear, the curriculum must change.
8. Curriculum development is more effective if it is a comprehensive process Types of learner centered design
rather than a piecemeal.
- A curriculum design must be based on careful plan, intended outcomes 1. Child-centered design
clearly established. 2. Experience- centered design
9. Curriculum development is more effective when it follows a systematic process 3. Humanistic design
- A curriculum design should always be SMART
Problem – centered
10. Curriculum development starts from where the curriculum is
 - This design draws on social problems, needs, interest, and abilities of the 6. Others stakeholders – LGUs, etc.
learners.
Two ways of looking at curriculum evaluation
Types of Problem centered design
1. Curriculum program evaluation
1. Life-situation design - Focus on the over-all aspects of a curriculum program.
2. Core problem design 2. Curriculum program component evaluation
- It includes separate evaluation of (a) achieved learning outcomes (b)
Curriculum implementation – means putting into practice the written curriculum that curriculum process and (c) instructional materials
has been design in syllabi, course studies, curricular guides and subjects.

Means putting the curriculum in operation.

Categories of curriculum change

1. Substitution
- Replace the present with a new one
2. Alternation
- Introduce minor changes or modification on the current one.
3. Restructing
- Introduce major modification of the current curriculum
4. Perturbation
- Changes happen within a fairly short time.
5. Value orientation
- Respond to shift in emphasis within the vision/mission of the school.

Stakeholders in curriculum development

1. Learners – core of the curriculum

2. Teachers – are the curricularist
3. School Leaders/Administrators – curriculum managers
4. Parents – significant school partners
5. Community – serves as curriculum resource and learning environment.
Educational technology 7. A link to other community resources- provides the teachers a list of
websites, apps and instructional materials relevant to the different
THE SCHOOL’S LEARNING RESOURCES subjects they teach.
- A school usually sets up a center which will provide valuable support to the Bulletin Board Displays
teaching-learning process. Some of its names are the ff.
1. Audio visual center 4 General purposes of Bulletin Board
2. Media and Technology Resources Center
3. Teaching-Learning Technology Department 1. Decorative- they offer visual stimulation and appeal to the aesthetics.
4. Learning Resources Center (LCR) They set the social and psychological atmosphere of the school.
2. Motivational – encourage students to perform better and have greater
PURPOSE OF THE LCR confidence.
3. Informational – used as a strategy to disseminate information
Provide print, audio-visuals and ICT resources to support the teaching 4. Instructional – invite students to respond and participate through
learning process. interactive displays.

GOALS OF THE CENTER Criteria for evaluating bulletin boards

1. Orienting and training teachers in the use of audio visual and ICT
resources 1. Effective communication – conveys the message quickly and clearly
2. Working with teachers and administrators in producing instructional 2. Attractiveness- colors and arrangement catch and hold interest
materials 3. Balance- objects are arrange so stability is perceived
3. Making available useful resources to the students, teachers and the 4. Unity – repeated shapes or color or use of borders holds display
school community. together
5. Interactivity- the style and approach entice(encourage) learners to be
FUNCTION OF THE LCR involved
6. Legibility – letters and illustrations can be seen from a good distance
1. Center of resources 7. Concreteness – it is free from grammar errors, misspelled words,
2. Laboratory of learning ambiguity
3. Agent of teaching- sponsoring a seminar-workshop 8. Durability – it is well constructed, items are securely attached.
4. Service agency
5. Coordinating agency Slideshow (slide presentation)
6. Recreational reading center
- Presentation software are useful in organizing your lesson with a series of
text and graphics, often with audio and video to capture the interest of
learners.
- Example: PowerPoint
- Examples of other software or apps: Prezi, Powtoon, Keynote, Prezentit and
Sliderocket
1. Technological knowledge – refers not only on whether you are computer
literate but also on knowing what technology is best to use and how they
should be utilized in teaching.
2. Pedagogical knowledge – refers to the principles and strategies of teaching
3. Content knowledge – refers to how well you know the subject area or topic
that you will teach.

Things to remember when creating audio- visual presentations: The SAMR Model is a neat model developed by Dr. Ruben Puentedura as a
1. Plan your presentation by drafting an outline (headings and subheadings) way for educators to evaluate the incorporation of tecjnology into their
2. Abide by the rule of six- each slide should have a maximum of six lines with teaching.
six words
3. Ensure that your font size is large enough to be seen by learners at the back By reflecting upon your teaching and the technology that you use, SAMR
– font size for titles should not be less than 36-40; and 32 for the rest. helps educators to design and implement better learning activities
4. Include more of key words or phrases and less of whole sentences. incorporating that technology.
5. Animation should have a clear purpose. It should only be used if it will help
highlight important points, not distract learners.  SUBSTITUTION
6. Picture speaks a thousand words.  AUGMENTATION
7. Follow the 3 C’s for information  MODIFICATION
Correct, current, complete  REDEFINITION
8. Proper citation should also be observed. Include a list of references at the
World wide web – is like an endless network of information, ever
end of the presentation.
expanding and almost limitless.
The TPACK Framework
Examples: websites, webquests, blogs, social network sites, on-line
Technological, Pedagogical, Content Knowledge (TPACK) – Shows the types of courses, a wide range of tools
knowledge involved in the teacher’s capacity to integrate technology.
Sets of Evaluation Criteria for Resources
THREE TYPES OF KNOWLEDGE
1. Accuracy- resources comes from a reliable source and is accurate,
free from error, and is up-to-date.
 2. Appropriateness- grade/level appropriate. Content matches what is
needed by the teacher.
3. Clarity – clearly addresses the instructional goals in mind.
4. Completeness – has all the information needed to be able to use
them.
5. Motivation – engaging and rewarding; encourage active
participation of the learners
6. Organization – logically sequenced. Clearly indicates what steps
should be taken. Procedures and process flow smoothly.
Online – Learning through MOOCs
MOOCs
 Massive Open Online Courses
 MOOCs are on-line courses designed for large number or
participants usually larger than the number of students
that can fit a regular classroom. There can be hundreds or
even thousands of them.
OPEN
1. There is mostly freedom of place, pace and time.
2. Courses can be accessed by anyone anywhere as long as they have internet
connection.
3. Courses are open to everyone without entry qualification
4. Some courses are for free.
 The MOOC course offers a full course experience including:
1. Educational content (video, audio, text, games, social media, animation,
and simulations)
2. Facilitation interaction among peers
3. Some interaction with the teacher or academic staff
4. Some kind of non-formal recognition option
5. A study guide or syllabus
TECHNOLOGY INTEGRATION IN THE CLASSROOM TECHNOLOGY
INTEGRATION MATRIX
Provides a comprehensive framework for you to define and evaluate
technology integration. It provides direction and guide you on the process
of achieving teaching with technology.
5 levels of technology integration
1. Entry
2. Adoption
3. Adaptation
4. Infusion
5. Transformation
Likewise, the teacher also works at creating a learning environment that
encourages and enables quality technology integration.
Characteristics of learning environment

ONLINE 1. Active
2. Collaborative
 All aspects of the course are delivered ONLINE 3. Constructive
COURSE 4. Authentic
 5. Goal-oriented
The technology integration matrix connects the Levels of Technology integration and
the Characteristics of the learning environment
5 levels of technology integration
1. Entry (students has no chance to use technology)
 The teacher uses technology to deliver curriculum content to students.
Example: technology is used to deliver information to students
 Entry level activities may include listening to or watching content delivered
through technology or working on activities designed to build fluency with basic
facts or skills, such as drill-and-practice experience
 Students may not have direct access to the technology. Decisions about how
and when to use technology tools as well as which tools to use are made by the
teacher.
2. Adoption
 The teacher directs students in the CONVENTIONAL USE of tool-based
software. If such software is available, this level is the recommended
entry point.
 At the adoption level, technology tools are used in conventional ways.
The teacher makes decisions about which technology tools to use and
when and how to use it.
 Students’ exposure to individual technology tools may be limited to
single types of tasks that involve a procedural understanding.
Examples:
Students begin to utilize technology tools to create products, for example
using a word processor to create a report.
Students have opportunities to utilize collaborative tools, such as email, in
a CONVENTIONAL WAY.
3. Adaptation
 The teacher encourages ADAPTATION of tool-based software by
allowing students to select a tool and modify its use to accomplish the
task at hard.
Examples:
 Students have opportunities to SELECT AND MODIFY TECHNOLOGY
TOOLS to accomplish specific purposes, like USING COLORED CELLS ON
A SPREADSHEET TO PLANT A GARDEN.
 INDEPENDENT USE OF TOOLS, SOME STUDENT CHOICE AND
EXPLORATION
 At the adaptation level, the teacher incorporates technology tools as an
integral part of the lesson.
 While the teacher makes most decisions about technology use, the
teacher guides the students in the independent use of the technology
tools.
 Students are able to work without direct procedural instruction from
the teacher and begin to explore different ways of using technology
tools.
4. Infusion
 The teacher creates a learning environment that infuses the power of
technology tools throughout the day and across subject areas.
Example:
 Throughout the school day, students are empowered to select
appropriate technology tools and actively apply them to the tasks at
hand.
 Technology integration that allows students to select appropriate
technology tools to complete authentic situation.
  At the infusion level, a range of different technology tools are
integrated flexibly and seamlessly into teaching and learning.
 Technology is available in sufficient quantities to meet the needs of all
students.
 Students are able to make informed decisions about when and how to
use different tools.
 The instructional focus is on student learning and not on the
technology tools themselves
 The teacher guides students to make decisions about when and how to
use technology.
5. Transformation
- The teachers create a rich learning environment in which students regularly
engage in activities that would have been impossible to achieve without
technology.
- Students use technology tools flexibly to achieve specific learning outcomes
- The students have a conceptual understanding of the tools coupled with
extensive practical knowledge about their use.
- They are encouraged to use technology tools in unconventional ways and
are self-directed in combining the use of various tools.
- The teacher serves as a guide, mentor, and model in the use of technology.
- At this level, technology tools are often used to facilitate higher order
learning activities that would not otherwise have been possible, or would
have been difficult to accomplish without the use of technology.
Example:
- Given ongoing access to online resources, students actively select and
pursue topics beyond the limitations of even the best school library.
- Students use technology to construct , share, and publish knowledge to a
worldwide audience.
Characteristics of learning environment
1. Active
- Students are actively engaged in using technology as a tool rather than
passively receiving information from the technology.
Examples:
- Students use technology for drill and practice and computer based training.
- Technology is used to deliver information to students.
- Students use technology to compete assigned activities that are generally
unrelated to real-world problems.
2. Collaborative
- Students use technology tools to collaborate with others rather than
working individually at all times
Example:
- Students have opportunities to utilize collaborative tools, such as email, in
conventional ways.
- Students have opportunities to select and modify technology tools to
facilitate collaborative work.
3. Constructive
- Students use technology tools to build understanding rather than simply
receive information.
Example:
- Students began to utilize constructive tools such as graphic organizers to
build upon prior knowledge and construct meaning.
- Students have the opportunities to select and modify technology tools to
assist them in the construct of understanding.
4. Authentic
- Students use technology tools to solve real-world problems meaningful to
them rather working on artificial assignments.
Example:
- Students select appropriate technology tools to complete authentic tasks
across disciplines.
5. Goal-Oriented
- Students use technology tools to set goals, plan activities, monitor
progress, and evaluate results rather than simply completing assignments
without reflection.
Example:
- From the time, students have the opportunity to use technology to either
plan, monitor, or evaluate an activity.