Good Morning

LEADERS!
Instructor: Aireshane S. Parcon
Objectives
OBJECTIVES:
Topic
Describe the different approaches to
Chapter 1
school curriculum
Chapter 2
Explain by examples how the approaches
Chapter 3 clarify the definition of curriculum
Chapter 4 Reflect in how the 3 approaches interrelate
Closing with each other
Objectives

Topic
LESSON 2.2
Chapter 1
APPROACHES TO THE
SCHOOL
Chapter 2

Chapter 3

Chapter 4 CURRICULUM
Closing
Objectives 3 WAYS OF APPROACHING A
Topic CURRICULUM
Chapter 1
1. Curriculum as a Content or Body of Knowledge
Chapter 2
2. Curriculum as a Process
Chapter 3
3. Curriculum as a Product
Chapter 4
Next
Closing
Objectives 1. Curriculum as a Content
Topic or Body of Knowledge
Chapter 1
If curriculum is equated as content,
Chapter 2 then the focus will be the body of
Chapter 3 knowledge to be transmitted to
Chapter 4 students using approapriate
Closing teaching method.
Objectives 1. Curriculum as a Content
Topic or Body of Knowledge
Chapter 1 4 WAYS OF PRESENTING THE CONTENT IN THE CURRICULUM:
Chapter 2
Topical Approach Thematic Approach
Chapter 3

Chapter 4 Concept Approach Modular Approach

Closing
Objectives 1. Curriculum as a Content
Topic or Body of Knowledge
Chapter 1 4 WAYS OF PRESENTING THE CONTENT IN THE CURRICULUM:
Chapter 2
Topical Approach
Chapter 3

Chapter 4 - content is based on knowledge and experience

Closing
Objectives 1. Curriculum as a Content
Topic or Body of Knowledge
Chapter 1 4 WAYS OF PRESENTING THE CONTENT IN THE CURRICULUM:
Chapter 2
Concept Approach
Chapter 3

Chapter 4 -fewer topics in cluster around major and sub-concepts

Closing
and their interaction, with relatedness emphasize
Objectives 1. Curriculum as a Content
Topic or Body of Knowledge
Chapter 1 4 WAYS OF PRESENTING THE CONTENT IN THE CURRICULUM:
Chapter 2
Thematic Approach
Chapter 3

Chapter 4 -a combination of concepts that develop conceptual

Closing
structures.
Objectives 1. Curriculum as a Content
Topic or Body of Knowledge
Chapter 1 4 WAYS OF PRESENTING THE CONTENT IN THE CURRICULUM:
Chapter 2
Modular Approach
Chapter 3

Chapter 4 -leads to complete units of instruction

Closing
Objectives CRITERIA IN THE SELECTION
Topic OF CONTENT
According to Scheffer, 1970 in Bilbao, et al 2015
Chapter 1

F L U I V S
Chapter 2

Chapter 3

Chapter 4

Closing
Objectives CRITERIA IN THE SELECTION
Topic OF CONTENT
According to Scheffer, 1970 in Bilbao, et al 2015
Chapter 1

F L U I V S
Chapter 2

Chapter 3

Chapter 4 Feasibility Learnability Utility Interest Validity Significance

Closing
Objectives CRITERIA IN THE SELECTION
Topic OF CONTENT

F
According to Scheffer, 1970 in Bilbao, et al 2015
Chapter 1

Chapter 2
EASIBILITY
Chapter 3 Can the subject content be learned within the time alloted,
resource available, expertise of the teachers and the nature
Chapter 4 of the learners? Are the contents of learning which can be
learned beyond the formal teaching0learning engagement?
Closing
Are the opportunities provide to learn better?
Objectives CRITERIA IN THE SELECTION
Topic OF CONTENT

L
According to Scheffer, 1970 in Bilbao, et al 2015
Chapter 1

Chapter 2
EARNABILITY
Chapter 3 The complexity of the content should be within the range of
experiences of the learners. This is based on the psychological
Chapter 4 principles of learning. Appropriate organization of content
standards and sequencing of contents are 2 basic principles
Closing that would influence learnability.
Objectives CRITERIA IN THE SELECTION
Topic OF CONTENT

U
According to Scheffer, 1970 in Bilbao, et al 2015
Chapter 1

Chapter 2
TILITY
Chapter 3 Usefulness of the content in the curriculum is relative
to the learners whoa re going to use these. Utility can
Chapter 4 be relative to time. It may have been useful in the bpast,
Closing but may not be useful now or in the present.
Objectives CRITERIA IN THE SELECTION
Topic OF CONTENT

I
According to Scheffer, 1970 in Bilbao, et al 2015
Chapter 1

Chapter 2
NTEREST
Chapter 3 Will the learners take interest in the content? Why? Are the
contents meaningful? What value will the contents have in
Chapter 4 the present and future life of the learners? Interest os one
of the driving forces for students to learn better.
Closing
Objectives CRITERIA IN THE SELECTION
Topic OF CONTENT

V
According to Scheffer, 1970 in Bilbao, et al 2015
Chapter 1

Chapter 2 ALIDITY
Chapter 3 The authenticity of the subject matter forms its validity.
Knowledge becomes obsolete with the fast changing times.
Chapter 4 Thus there is a need for validity check and cerification at a
regular interval, because content which may be valid in its
Closing original form may not continue to become valid in the
current times.
Objectives CRITERIA IN THE SELECTION
Topic OF CONTENT

S
According to Scheffer, 1970 in Bilbao, et al 2015
Chapter 1

Chapter 2 IGNIFICANCE
Chapter 3 It is significant if content becomes the means of developing
cognitivem affective and psychomotor skills of the learner.
Chapter 4 As education is a way of preserving culture, content will be
significant when this will address the cultural context of the
Closing learners.
Objectives
GUIDE IN THE SLECTION OF THE
Topic
CONTENT IN THE CURRICULUM
Chapter 1 1.Commonly used in the daily life.
GUI
2.Appropriate to the maturity levels and abilities of the learners.
Chapter 2
3.Vauable in meeting the needs and competencies of the future career
Chapter 3 4.Related to other subject fields or discipline for complementation and
integration.
Chapter 4
5.Important in the transfer of learning to other disciplines.
Closing
Objectives FUNDAMENTAL PRINCIPLES
Topic FOR CURRICULUM CONTENTS
Chapter 1

BASICS
Chapter 2

Chapter 3

Chapter 4 Balance Articulation Sequence Integration Continuity Scope

Closing
Objectives FUNDAMENTAL PRINCIPLES
Topic FOR CURRICULUM CONTENTS

Balance
Chapter 1

Chapter 2

Chapter 3
Content should be fairly distributed in depth and breadth. This will
Chapter 4
guarantee that significant contents should be covered to avoid too
Closing much or too little of the contents needed with in the time allocation.
Objectives FUNDAMENTAL PRINCIPLES
Topic FOR CURRICULUM CONTENTS

Articulation
Chapter 1

Chapter 2

Chapter 3
As the content complexity progresses with the educational levels,
Chapter 4 vertically or horizontally, across the same disicpline smooth connections
or bridging should be provided. This will assure the gaps or overlaps in
Closing the content. Thus, there is a need off team among writers and
implementers of curriculum.
Objectives FUNDAMENTAL PRINCIPLES
Topic FOR CURRICULUM CONTENTS

Sequence
Chapter 1

Chapter 2

Chapter 3
The logical arrangement of the content refers to sequence or order.
Chapter 4
The patter usually is from easy to complex, what is known to
Closing unknown. what is current to something in the future.
Objectives FUNDAMENTAL PRINCIPLES
Topic FOR CURRICULUM CONTENTS

Integration
Chapter 1

Chapter 2

Chapter 3
Content in the curriculum does not stand alone or in isolation. It has some
Chapter 4 ways of relatedness or connectedness to other contents.Contents should
be infused in other disciplines whenever possible, This will provide a
Closing wholistic or unified view of curriculum instead of segmentation.
Objectives FUNDAMENTAL PRINCIPLES
Topic FOR CURRICULUM CONTENTS

Continuity
Chapter 1

Chapter 2

Chapter 3
Content when vied as a curriculum should continously flow as it was
Chapter 4 before, to where it is now, and where it will be in the future. It should
be perennial. It endures time. Constant repition, reinforcement and
Closing
enhancement of content are all elements of continuity.
Objectives FUNDAMENTAL PRINCIPLES
Topic FOR CURRICULUM CONTENTS

Scope
Chapter 1

Chapter 2

Chapter 3
The breadth and depth of the curriculum content are vital in a curriculum.
Chapter 4 Scope consists of all the contents, topics, learnings experiences comprising
the curriculum. In layman's term scope reders coverage. The scope shall
Closing consider the cognitive, affective and psychomotor skill level in identifying the
contents.
Objectives FUNDAMENTAL PRINCIPLES
Topic FOR CURRICULUM CONTENTS

Scope
Chapter 1

Chapter 2

Chapter 3

Chapter 4 "MORE CONTENT IS NOT ALWAYS BETTER."

Closing
 Project

Introduction

Contents
2.Curriculum as a Process
Chapter 1
Curriculum is not seen as a physical thing or a noun, but
as a verb or an action . It is the iteraction among the
Chapter 2 teachers, students and content.
Chapter 3
As a process, curriculum happens in the
Chapter 4 classroom as the questions asked by the
teacher and the learninga ctivities engaged
Closing
in by the students.
 Project

Introduction

Contents
2.Curriculum as a Process
Chapter 1 Pedagogical Content Knowledge (PCK)
Chapter 2 As a process, curriculum links to the content,.
While content provides materials on what to
Chapter 3
teachm the process provides curriculum on
how to teach the content. When accomplished,
Chapter 4
the process will result to various curriculum
Closing experiences for the learners.
 Project

Introduction
GUIDING PRINCIPLES WHEN CURRICULUM
IS APPROACHED AS A PROCESS:
Contents

Chapter 1 1 2
Chapter 2 Curriculum process in the There is no single best process
form of teaching methods or method. Its effectiveness
Chapter 3
will depend on the cognitive,
or strategies are means to
Chapter 4 affective, psychomotor
achieve the end.
domains in each individual.
Closing
 Project

Introduction
GUIDING PRINCIPLES WHEN CURRICULUM
IS APPROACHED AS A PROCESS:
Contents

Chapter 1 3 4
Chapter 2 Curriculum process should In the choice of
stimulate the learners' desire
Chapter 3 methods, learning and
to develop the cognitivem,
affective, psychomotor teaching styles should
Chapter 4
domains in each individual. be considered.
Closing
 Project

Introduction
GUIDING PRINCIPLES WHEN CURRICULUM
IS APPROACHED AS A PROCESS:
Contents

Chapter 1 5 6
Chapter 2 Every method or process Flexibility in the use of the
should result to learning process or methods should
Chapter 3
outcomes which can be be considered. An effective
Chapter 4 dscribed as cognitive, process will always result to
affective and psychomotor. learning outcomes.
Closing
 Project

Introduction
GUIDING PRINCIPLES WHEN CURRICULUM
IS APPROACHED AS A PROCESS:
Contents

Chapter 1 7
Chapter 2
Both teaching and learning are the 2
Chapter 3 important processes in the implementation
Chapter 4 of the curriculum.
Closing
 Project

Introduction
3. Curriculum as a Product
Contents

Chapter 1 Product is what the students desire to achieve as

Chapter 2 learning outcomes. The product from the curriculum is
Chapter 3
a student equipped with the knowledge, skills and
values to function effectively and efficiently.
Chapter 4

Closing
 Project

Introduction
3. Curriculum as a Product
Contents

Chapter 1 It is important that any statement of objectives or

Chapter 2 intended outcomes of the school should be a statment
Chapter 3
of changes to take place in the students. Products of
learning are operationalized as knowledge, skills and
Chapter 4
values.
Closing
 Project

Introduction
3. Curriculum as a Product
Contents

Chapter 1
Expressed in the form of outcomes which is referred to
as the achived learning outcomes. There may be
Chapter 2
several desired learning outcomes, but if the process is
Chapter 3
not successful, then no learning outcomes will be
Chapter 4 achieved. All of these are result of planning, content
Closing and processes in the curriculum.
 Project

Introduction

Contents
LESSON 2.3
Chapter 1 CURRICULUM
Chapter 2
DEVELOPMENT:
Chapter 3
PROCESSES AND MODELS
Chapter 4

Closing
 Project

Introduction CURRICULUM
Contents DEVELOPMENT PROCESS
Chapter 1 Curriculum development is a dynamic process involving
Chapter 2 many different people and procedures. Development
connotes changes which is systematic. A change for the
Chapter 3
better means alteration, modification or improvment of
Chapter 4 existing condition. To produce positive changes,
Closing development should be purposeful, planned and progressive.
 Project

LOGICAL STEP-BY-STEP PHASES OF

Introduction
CURRICULUM DEVELOPMENT PROCESS:
Contents

Chapter 1
CURRICULUM
CURRICULUM EVALUATING
Chapter 2 DESIGNING

Chapter 3
CURRICULUM CURRICULUM
Chapter 4 PLANNING IMPLEMENTING
Closing
 Project

LOGICAL STEP-BY-STEP PHASES OF

Introduction
CURRICULUM DEVELOPMENT PROCESS:
Contents

Chapter 1
Considers the school vision, mission
Chapter 2 and goals. It also includes the
philosophy or string education belief
Chapter 3 of the school. All tof these will
eventually be translated to
Chapter 4
classroom desired learning outcomes
Closing CURRICULUM for the learners.
PLANNING
 Project

LOGICAL STEP-BY-STEP PHASES OF

Introduction
CURRICULUM DEVELOPMENT PROCESS:
Contents
Conceptualized includes selection and
Chapter 1
organization of content, the selectiona
Chapter 2 and organization of learning experiences
or activities and selection of the
Chapter 3 assessment procedure and tools t
measure achieve learning outcomes. It
Chapter 4 also include the resources o be utilized
and the stament of the intended learning CURRICULUM
Chapter 5 outcomes. DESIGNING
 Project

LOGICAL STEP-BY-STEP PHASES OF

Introduction
CURRICULUM DEVELOPMENT PROCESS:
Contents
Putting into action the plan which is based on
Chapter 1 the curriculum design in the classroom setting
or the elarning environment. The teacher is
Chapter 2 the facilitator of learning and together with the
learners, uses the curriculum as design guides
Chapter 3 to what will transpire in the classroom with
the end in view of achieving the intended
Chapter 4 learning outcomes. Involves activities that
transpire in every teacher's classroom where
Chapter 5 CURRICULUM leanring becomes an active process.
IMPLEMENTING
 Project

LOGICAL STEP-BY-STEP PHASES OF

Introduction
CURRICULUM DEVELOPMENT PROCESS:
Contents
Determines the extent to which the desire
Chapter 1 otcomes have been achieved. This
Chapter 2
procedure is on-going as in finding out
the progress of learning (formative) or
Chapter 3 the mastery of elarning (summative).
Along the way, evaluation will determine
Chapter 4 the factors that have hindered or
supported the implmentation. CURRICULUM
Chapter 5 EVALUATING
 Project

LOGICAL STEP-BY-STEP PHASES OF

Introduction
CURRICULUM DEVELOPMENT PROCESS:
Contents
It will also pinpoint where
Chapter 1
improvement can be made and
Chapter 2 corrective measures, introduced.
The result of evaluation is very
Chapter 3
important for decision-making of
Chapter 4 curriculum planners and
implementors. CURRICULUM
Chapter 5 EVALUATING
 Project

Introduction Curriculum Development

Contents Process Models
Chapter 1 1. RALPH TYLER MODEL
Chapter 2 -also known as Tyler's rationale
Chapter 3
Curriculum development emphasizes the
Chapter 4 Planning phase
Chapter 5
 Project

Introduction Curriculum Development

Contents Process Models
Chapter 1 1. RALPH TYLER MODEL
Chapter 2 4 FUNDAMENTAL PRINCIPLES:
1.What education purposes should schools seek to attain?
Chapter 3
2.What educational experiences can be provided that are likely to attain
these purposes?
Chapter 4 3.How can these educational experiences be effectively organized?
4.How can we determine whether these purposes are being attained or not?
Chapter 5
 Project

Introduction Curriculum Development

Contents Process Models
Chapter 1 1. RALPH TYLER MODEL
Chapter 2 THINGS TO CONSIDER:

Chapter 3 1.Purpose of the school

2.Educational experiences related to the purpose
Chapter 4 3.Organization of the experiences
4.Evaluation of the experiences
Chapter 5
 Project

Introduction Curriculum Development

Contents Process Models
Chapter 1 2. HILDA TABA MODEL (GRASSROOTS APPROACH)
Chapter 2 She improved on Tyler's model. She believesd that
Chapter 3
teachers should participate in developing a
curriculum. As a grassroot approach, Taba begins
Chapter 4 from the bottom, rather than from the top as what
Tyler's proposed.
Chapter 5
 Project

Introduction Curriculum Development

Contents Process Models
Chapter 1 2. HILDA TABA MODEL (GRASSROOTS APPROACH)
Chapter 2 6 Major Steps to Linear Model:
1. Diagnosis of learner's' needs and expectations of the larger society.
Chapter 3 2. Formulation of learning objectives
3. Selection of learning contents
Chapter 4
4. Organization of learning contents
5. Slection of learning experiences
Chapter 5
6. Determination of what to evaluate and the means of doing it
 Project

Introduction Curriculum Development

Contents Process Models
Chapter 1 3. GALEN SAYLOR AND WILLIAM ALEXANDER
CURRICULUM MODEL
Chapter 2
FOUR STEPS OF CURRICULUM DEVELOPMENT:
Chapter 3

Chapter 4

Chapter 5
 Project

Introduction Curriculum Development

Contents Process Models
Chapter 1 3. GALEN SAYLOR AND WILLIAM ALEXANDER
CURRICULUM MODEL
Chapter 2
FOUR STEPS OF CURRICULUM DEVELOPMENT:
Chapter 3

Chapter 4
1. Goals, Objectives and Domains
Chapter 5
 Project

Introduction Curriculum Development

Contents Process Models
Chapter 1 3. GALEN SAYLOR AND WILLIAM ALEXANDER
CURRICULUM MODEL
Chapter 2
FOUR STEPS OF CURRICULUM DEVELOPMENT:
Chapter 3

Chapter 4
2. Curriculum Designing
Chapter 5
 Project

Introduction Curriculum Development

Contents Process Models
Chapter 1 3. GALEN SAYLOR AND WILLIAM ALEXANDER
CURRICULUM MODEL
Chapter 2
FOUR STEPS OF CURRICULUM DEVELOPMENT:
Chapter 3

Chapter 4
3.Curriculum Implementation
Chapter 5
 Project

Introduction Curriculum Development

Contents Process Models
Chapter 1 3. GALEN SAYLOR AND WILLIAM ALEXANDER
CURRICULUM MODEL
Chapter 2
FOUR STEPS OF CURRICULUM DEVELOPMENT:
Chapter 3

Chapter 4
4.Curriculum Evaluation
Chapter 5
Thank You
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