ED 9

1. Objectives- defines the purpose and what the

UNDERSTANDING THE CURRICULUM curriculum acted upon.
2. Content or Subject Matter- contains
NATURE OF CURRICULUM information/ element or medium
 Instructional program 3. Learning Experiences (Methods of
 Courses of study Delivering Knowledge)- strategies and methods of

 Experiences provided under the guidance of teaching/adopted by the teachers during instruction

the school 4. Curriculum Evaluation- process of placing

value / may focus on curriculum design, including

SCOPE OF CURRICULUM content and process…

 Goals- benchmarks/expectations for t and l

 Methods- specific instructional methods CURRICULUM PLANNING
 Process of preparing for the duties of teaching
 Materials- media and tools
 Assessment- reasons for/measuring
IMPORTANCE OF CURRICULUM PLANNING
 Well-coordinated quality teaching/ which build
DIFFERENT TYPES OF CURRICULUM
students’ knowledge, skills…
1. Written Curriculum- formally put down in
writing/documented for teaching  Students give opportunities to develop deep

2. Taught Curriculum- how teachers actually understanding

teach/ less predictable and less standardized  Cohesiveness in teaching, learning and

3. Supported Curriculum- additional tools assessment practices

4. Assessed Curriculum- tested curriculum/  Elimination of repetition of learning activities

methods to measure students’ progress  Improve students learning outcomes

5. Recommended Curriculum- education
suggest/ researcher, policy makers, legislators, etc. CURRICULUM RESOURCES
6. Hidden Curriculum- not planned/has Ralph Tyler
significant impact/not always formally written down  Father of evaluation
7. Excluded Curriculum- null curriculum/  Published more than 700 articles and 16
content not taught in a course books
8. Learned Curriculum- what students walked  Problem with education- educational programs
away/ knowledge they learned from a course lack unmistakably defined purpose

CURRICULUM FOUNDATIONS THREE MAIN SOURCES OF CURRICULUM

1. Philosophical Foundations of Curriculum- Curriculum Sources and Influence
various philosophical thoughts that influence  Tyle identified three key curriculum sources:
curriculum subject matter, society and learners
2. Psychological Foundations of Curriculum-  Curriculum elements include: goals, content,
influence teacher-student behavior learning experiences, and evaluation
3. Social Foundations of Curriculum- mold  Understanding subject matter is essential
society and society in return can impact the curriculum for providing relevant knowledge and skills
4. Historical Foundations of Curriculum- history is  Society’s nature guides curriculum
the creation resulting from human activities/ one has to development
trace back of what transpired in the past.  Learners understanding involves knowing
their needs, /interests, and learning styles
ELEMENTS OF CURRICULUM
 ED 9
 Learners as curriculum sources helps in  Develop life-long learners
selecting appropriate learning experiences  Prepare graduates for
 Tertiary education
LEARNERS AS SOURCE OF CURRICULUM  Mid-level skills
 Main sources of curriculum information is  Employment and
knowledge about learners.  Entrepreneurship

DISCIPLINES OR SUBJECT MATTER AS SOURCE

ORGANIZATIONAL INFLUENCE
OF CURRICULUM
 Policies set the standards of what kind of
 One of the primary sources of curriculum
students are admitted
is the discipline or subject matter.
 Admissions
 DepEd
 School administrators
 CHED
 Church-related agencies
 TESDA

UNDERSTAND CURRICULUM INFLUENCE

SOCIETY AS CURRICULUM SOURCE
 Useful in knowing the different factors that are
 Understanding societal context is crucial for
needed to be considered in developing a
developing relevant and responsive curriculum
curriculum
 Adapting to societal changes CURRICULUM INFLUENCE
 Multilingual and multicultural society 1 Students- most influential
 Educational change 2 School’s V, M and CV- very influential factors
3 Admission and Retention Policies- set the
CURRICULUM INFLUENCE standard of what kind of student/ standard
THREE MAJOR INFLUENCE THAT AFFECT 4 Faculty Members- bring with them the
CURRICULUM (STARK AND LATTUCA, 1997) educational background … professional views on the
 Internal- family, student, discipline, program, institution
mission 5 School Administrators and Board of
 External- society, government discipline, Trustees- influence of school officials/ recognized by
association, market place, aluminum several curriculum scholars
 Organizational- Program Relationship: 6 Accrediting Agencies- equally influential in
Resources, Governance basic education and in higher education
7 Government Policies and Agencies- most
INTERNAL INFLUENCE influential in curriculum planning and development
 Learners have different beliefs and 8 Market Demands (General)- needs of society
backgrounds 9 Alumni- external influences on curriculum
 Students learn more if their interest and development
learning styles are considered 10 Media and Information and
 Learning experiences means more to Communications Technologies (ICT)- external
students/pointers on real-life or practical curriculum influences/access almost all the information
situations 11 The Church and Church-Related Agencies-
for religious schools/ church plays an important role in
EXTERNAL INFLUENCE school

 K-12 design 12 School Facilities and Other Resources- are

 Sufficient time for mastery very important in the implementation

 ED 9
13 Student Services- student support
system/Campus Ministry/ Guidance and Counselling 7 Evaluate the Curriculum (EVALUATOR)- if
Services/ Health Services/ Students Affairs Office the ILOs have been achieved…, outcomes,
terminated, continued…
CURRICULUM
EDUCATIONAL LEVEL IN THE PHILIPPINES THE SCHOOL CURRICULUM
1. Basic Education- k-12
2. TECHVOC- trainings taken care of TESDA CURRICULUM
3. Higher Education- Bachelor Degrees and Graduate  Listing of subjects to be taught
Degrees  All learning experiences
 Latin word “currere- oval track which upon
TEACHER AS CURRICULARIST which roman chariots raced
CURRICULARIST IN THE PAST  New International Dictionary- whole body of a
 Referred only to those who developed course in an educational institution
curriculum theories  Oxford English Dictionary- courses taught in
CURRICULARIST schools or universities
 Professional- curriculum specialist

SOME DEFINITIONS OF CURRICULUM

THE TEACHER AS A CURRICULARIST Daniel Tanner, 1980- planned and guided
1. Knows the Curriculum (KNOWER)- knows Pratt, 1980- written document/evaluation procedures
about the curriculum/ content/ subject matter Schubert, 1987- contents of a subject/product of
Formal Knowledge- disciplines and academic fields culture
 Pursuing graduate degrees Hass, 1987- all of the experiences/framework of theory
 Attending seminars or workshop Grundy, 1987- programme of activities
Informal Knowledge- derived from experiences Goodland and Su, 1992- a plan, a tool
 Firsthand- studying on your own (reading a Cronbeth, 1992- worthwhile
book)
 Vicarious- shared learnings from your friend SOME POINT OF VIEWS OF OTHER
(na umattend ng seminar) CURRICULARISTS
 Unintended- unintentional (e.g. scrolling  Can either be traditional or progressive
through tiktok then biglang may quiz)  Traditional- teacher-centered
 Progressive- Learner-centered
2. Writes the Curriculum (WRITER)- Takes
record of the knowledge, content…/preserved CURRICULUM FROM TRADITIONAL POINT OF
3 Plans the Curriculum (PLANNER)- makes VIEW
daily plan of curriculum which serve as guide to the Robert M. Hutchins- permanent studies/ grammar
implementation of the curriculum rules/3r’s
4 Initiates the Curriculum (INITIATOR)- Arthur Bestor- fundamental intellectual disciplines
obliged to implement the recommended curriculum (math, science, history and foreign language)
5 Innovates the Curriculum (INNOVATOR)- Joseph Schwab- (English, math, social studies,
strategies, ways relevant in teaching that perpetually fit English, humanities, science, languages)
the curriculum and learning styles of the students Phillip Phenix- knowledge comes from various
6 Implements the Curriculum disciplines
(IMPLEMENTOR)- gives life to the curriculum plan/
teaching as a science and art will be observed
 ED 9
 Traditional views of theories- field of 2. VALIDITY- the authenticity of the subject matter
study/highly academic 3. UTILITY- usefulness of the content
 Mostly written documents such syllabus, 4. LEARNABILITY- the complexity of the content
course of study, books and references 5. FEASIBILITY- can the subject content be learned
within time allowed?
CURRICULUM FROM PROGRESSIVE POINT OF 6. INTEREST- driving forces for students to learn
VIEW better
John Dewey- education is experiencing
Hollin Caswell and Kenn Campbell- have under the GUIDE IN THE SELECTION OF THE CONTENT IN
guidance of teacher THE CURRICULUM
Othaniel Smith, William Stanley and Harlan Shore- 1. Commonly used in daily life.
sequence of potential experiences/ in group ways of 2. Appropriate to the maturity levels and abilities of the
thinking and acting learners.
3. valuable in meeting the needs and competencies of
Colin Marsh and George Willis- planned and enacted the future career.
by the teachers
BALANCE- fairly distributed
ARTICULATION- complexity progresses/bridging
Curriculum is the total learning experiences of the should be provided
learner under the guidance of the teacher SEQUENCE- logical arrangement/easy to complex
INTEGRATION- relatedness/infused in other
disciplines
THREE WAYS OF APPROACHING A CURRICULUM CONTINUITY- continuously flow/perennial
SCOPE- breadth and depth/laymans- coverage
1. CURRICULUM AS A CONTENT OR BODY OF
KNOWLEDGE
 Common for traditionalists to equate
curriculum
2. CURRICULUM AS A PROCESS
FOUR WAYS OF PRESENTING THE CONTENT IN  Interaction between the instructors, the
THE CURRICULUM students and the content
1. TROPICAL APPROACH- much content based on  Curriculum is created in the classroom by the
knowledge and experiences questions the instructor asks and the activities
2. CONCEPT APPROACH- fewer topics in clusters the students participate in
3. THEMATIC APPROACH- combination of concepts  Curriculum is a process that connects to the
that develop conceptual structures content
4. MODULAR APPROACH- complete units of
instruction  The intersection of the content and process is
called the pedagogical Content Knowledge or
CRITERA IN THE SELECTION OF CONTENT PCK
There are some suggested criteria in the  Used curriculum: problem-based, hands-on,
selection of knowledge or subject matter (Scheffer, cooperative learning, …
1970 in Bilbao, et. Al 2015)  Activities and actions that teacher and learner
do together or learners are guided by the
1. SIGNIFICANCE- should contribute to ideas teachers
 ED 9
FOCUS- classical subjects, literary analysis,
 When curriculum approached as a process, curriculum is enduring
guiding principles are presented TRENDS- usage of great books (Bible, Koran,
 Curriculum process in the form of teaching Classics) and liberal arts
means to achieve in the end
 Theres no single best process, effectiveness B. ESSENTIALISM (WILLIAM BAGLEY)
depends on the desired intended learning AIM- to promote intellectual growth of learners to
outcomes become competent

 Curriculum process should stimulate the ROLE- teachers are sole authorities

development of the learners cognitive, FOCUS- essential skills of the 3Rs

affective and psychomotor domains TRENDS- back to basics, excellence in education,

 In the choice of methods, learning and cultural literacy

teaching styles should be considered

 Every method or process should result to C. PROGRESSIVISM (JOHN DEWEY)

learning outcomes which can be described as AIM- promote democratic social living

(domains) ROLE- teachers leads for growth and development of

lifelong learners
 Flexibility in the use of the process should be
FOCUS- interdisciplinary subjects, learner-centered,
considered. An effective process will always
outcomes-based
result to learning outcomes
TRENDS- equal opportunities for all, contextualized
 Both learning and teaching are both important
curriculum, humanistic education
processes in the implementation of the
curriculum
D. RECONSTRUCTIONISM (THEODORE BRAMELD)
AIM- to improve and reconstruct society, education for
3. CURRICULUM AS A PRODUCT
change
 The product from the curriculum is the student
ROLE- teachers act as agent of change and reforms
equipped with knowledge
FOCUS- present and future educational landscape
 Central to the approach is the formulation of
TRENDS- school and curricular reform, global,
behavioral objectives
collaboration, convergence, standards and
competencies
FOUNDATIONS OF CURRICULUM
 Curriculum development is anchored on a very
2. HISTORICAL FOUNDATION
solid foundation
 Chronological development along a timeline
1. PHILOSOPHICAL FOUNDATIONS
 Reading materials would tell us that curriculum
 Philosophy or strong belief in education
development started when Franklin Bobbit
 The various activities in school are influenced
wrote the book “The Curriculum”
in one way or another by a philosophy
 Pragmatist- learning by doing (John Dewey)
FRANKLIN BOBBIT
 Essentialist- focus on the essential subjects in
 As a science that emphasized students’ needs
curriculum (3Rs)
 Prepare learners lor adult life
 Objectives and activities should group together
A. PERENNIALISM (PLATO, ARISTOTLE, THOMAS
when tasks are classified
AQUINAS)
AIM- educate rational person/ cultivate intellect
WERRET CHARTERS
ROLE- teacher assists students (critical thinking)
 Agreed with Bobbit
 ED 9
 Objectives and activities should match.  Association and Behaviorism, Cognitive
Contents relate to objectives Information Processing Theory, Humanistic
Psychology
WILLIAM KILPARTICK
 Purposeful activities which are child-centered ASSOCIATION AND BEHAVIORISM
 “Child development and growth” IVAN PAVLOV

 Teacher and student plans the activities  Father of classical conditioning theory S-R

 Develops social relationships and small group  S-R theory foundation of learning practice
instruction called “Indoctrination”

HAROLD RUGG EDWARD THORNDIKE

 Should develop the whole child  Connectionism Theory

 Curriculum should produce outcomes  Proposed the 3 laws of learning: Law of

 Emphasized social studies Readiness, Law of Exercise, Law of Effect

 Suggested that teacher plans curriculum in  Specific stimulus has specific response

advance

HOLLIS CASWELL ROBERT GAGNE

 Organized around social functions of themes  Proposed the Hierarchical learning theory

 Curriculum, instruction, learning= interrelated  Learning follows a hierarchy

 Set of experiences  Behavior is based on prerequisites condition

 “social functions” “learners interest”  He introduced tasking the formulation of

objectives

RALPH TYLER
 Extension of school philosophy COGNITIVE INFORMATION PROCESSING THEORY
JEAN PIAGET
 Curriculum aims to educate generalists and
not specialists  Cognitive development has stages from birth
to maturity

HILDA TABA  Sensorimotor stage (0-2), preoperational stage

 Contributed to the theoretical and pedagogical (2-7), concrete operational stage (7-11), and

in social studies curriculum formal operations (11-onwards)

 For diverse student curriculum  Assimilation- incorporation of new experience

 Accommodation- adaptation

PETER OLIVA  Equilibration- balance between previous and

 Change as cooperative endeavor later learning)

 Constitute the professional core of planners

LEV VYGOTSKY
 Significant improvement through group activity
 Cultural transmission and development stage

3. PSYCHOLOGICAL FOUNDATIONS  Learning precedes development

 Provide basis to understand the teaching and  Pedagogy creates learning processes that

learning process leads to development

 3 groups of learning theories: behaviorism or  The child is an active agent in educational

association theories, cognitive information processes

processing theories and humanistic theories

 ED 9
HOWARD GARDNER SCHOOL AND SOCIETY
 Several different ways of processing  Society as a source of change
information (multiple intelligence)  Schools as agents of change
 linguistic, logico-mathematical, musical,  Knowledge as an agent of change
spatial, bodily/kinesthetic, interpersonal,
intrapersonal and naturalistics. EMILE DURKHEIN
 Influence of society and social context
DANIEL GOLEMAN  Things that surround individuals can develop
 emotions contain the power to affect affection behavior
 he called this Emotional Quotient  Fundamental elements: Schools and Civil
Society
HUMANISTIC PSYCHOLOGY
GESTALT ALVIN TOFFLER
 learning is explained in terms of wholeness of  “Future Shock”
the problem  Knowledge should prepare students for the
 Human beings do not respond to isolated future
stimuli but to an organization or pattern of  Parents/Home Schooling
stimuli.  School and students worked creatively
 Learning is complex and abstract
 Analyze, discriminate, perceive OTHER THEORIST
PAOLO FREIRE
ABRAHAM MASLOW  Conscientization
 Self-Actualization Theory  Teachers used questioning to raise students’
 Classic Theory of Human Needs consciousness
 Human emotions based on love and trust  Questioning problem posing and critical
 “Human Self” thinking
 Pedagogy of the Oppressed

CARL ROGERS JOHN GOODLAD

 Nondirective and therapeutic learning  Organized around needs of society
 Counselling/Facilitating  Reduce students’a conformity
 Highly Individualistic  Active learning
 Process not product…  Involvement of students in planning curriculum
content…
Psychology provides information about teaching. Also  Aligned content with standards
seeks answers to how a curriculum be organized …  A Place called Schools

4. SOCIAL FOUNDATIONS WILLIAM PINAR

 Schools through their teaching of the  Broaden the conception of curriculum
curriculum, can shape and mold society and  Understand the nature of educational
society in return can impact the curriculum. experience
 The transmission of culture is the primary task  Involves multiple disciplines
of society’s educational system
 Should be studied from historical, racial,
gendered…
ED 9