CURRICULUM

DEVELOPMENT

THE SCHOOL CURRICULUM AND

THE TEACHER
The Saber Tooth Curriculum
- Curriculum as tradition or organized
knowledge taught in school
- no formal, non formal and informal
education exist without a curriculum

The Educational Level in the

Philippines
1. Basic Education
- Include kindergarten, Grade 1 to 6
for Elementary,
- Grade 7 to 10 Junior HighSchool
- Grade 11 to 12 Senior High School

2. Technical Vocational Education

- Post Secondary Technical vocational
Education and training
- TechVoc track for SHS of DepEd
3. Higher Education
- Bachelor and Graduate degree
- under the Regulation of CHED

Goodlad and associates (1979)

Five different forms of curriculum
planning
1. Ideological curriculum is the ideal
curriculum as construed by scholars and
teachers, curriculum of ideas intended to
reflect funded knowledge.
2. formal curriculum is that officially
approved by state and local school
boards the sanctioned curriculum that
represents societys interests.

3. Perceived curriculum is the curriculum

of the mind what teachers, parents, and
others think the curriculum to be.
4. Operational curriculum is the observed
curriculum of what actually goes on hour
after hour in the classroom
5. Experiential curriculum is what the
learners actually experience.

- Administrators, curriculum specialists,

and teachers should know that clear
goals for learning are required to ensure
quality education for all students. And
there is a difference between content
standards
- what students should know and be able
to do and performance standards
identifying the acceptable level of
performance

Present context to use the following

concepts with some slightly different
denotations:
1.) Recommended curriculum
- is the one recommended by the
individual
scholars, professional associations,
and reform commissions;
- it also encompasses the curriculum
requirements of policymaking groups,
such as federal and state governments.

- Recommended curricula are typically

formulated at a rather high level of
generality;
- they are most often presented as policy
recommendations, lists of goals,
suggested graduation requirements,
and general recommendations about the
content and sequence of a field of study,
such as mathematics.
- From DEPED,CHED, DOST and PAFTE

First, we must define what we mean by

standards. Second, we must create a set
of standards that are doable in the
classroom. Finally, teachers must view
standards as an important part of their
work.
The 3Dsdefinition, doability, and
desirability.

2.) Written curriculum

- is intended primarily to ensure that the
educational goals of the system are
being accomplished
- it is a curriculum of control
- the written curriculum is much more
specific and comprehensive than the
recommended curriculum, indicating a
rationale that supports the curriculum,

- the general goals to be accomplished,

the specific objectives to be mastered,
- the sequence in which those objectives
should be studied, and the kinds of
learning activities that should be used.
- an important component of authentic
literacythe ability to read, write, and
think effectively.

- if acquired across the disciplines,

will change lives by the millions and will
redefine the possibilities of public
education
- course of study handed down for
implementation

3. Supported curriculum
is the curriculum as reflected in and
shaped by the resources allocated to
support and deliver it.
Four kinds of resources seem to be most
critical here
a. time allocated to a given subject at a
particular level of schooling

b. the time allocated by the classroom

teacher within that overall subject
allocation to particular aspects of the
curriculum
c. personnel allocations as reflected in
and resulting from class-size decisions
CO2 is related to the number of persons in a
space, is cumulative, and causes drowsiness
and lethargy that may influence teaching and
learning. Class size and time of day seemed to
be key variables

d. textbooks and other learning materials

provided for use in the classroom
To create lifelong readers, we need to
give them reading materials that leave
them wanting to know more. . . . Instead
of focusing on how to get students to
remember what they read, our best bet is
simply to provide texts that are more
memorable

4. Taught Curriculum
- what teachers implement or deliver in
classroom and schools
- Planned activities dependent on the
teaching and learning style
- is the delivered curriculum, a curriculum
that an observer sees in action as the
teacher teaches.

- synthesizing several studies of teachers

thinking, planning, and decision making.
major effect on the instructional
exchanges in the classroom noting
teaching is like good writing
- the principles of good writing can help
teachers improve their style.

5. Tested or Assessed curriculum

- is that set of learnings that is assessed
in
- teacher made classroom tests
- in district developed,
- curriculum-referenced tests; and in
standardized tests.
Ex. paper pencil test, portfolio

Components of the curriculum determine

the fit between what is taught and what
is learned
5. Intentional curriculum
The written, supported, taught, and
tested , which comprises that set of
learning experiences the school system
consciously intends for its students.

6.) Learned Curriculum

is used to denote all the changes in
values, perceptions, and behavior that
occur as a result of school experiences.
it includes what the student understands,
learns, and retains from both the
intentional curriculum and the hidden
curriculum.

7. Hidden Curriculum
the concept of hidden curriculum
expresses the idea that schools do more
than simply transmit knowledge. In fact,
the challenges one faces inside the
school can easily be connected to and
compounded by things that are
happening outside school (Hatch, 2009).

- unstudied curriculum or the implicit

curriculum,
- Those aspects of schooling, other than
the intentional curriculum, that seem to
produce changes in student values,
perceptions, and behaviors.
- aspects of the learned curriculum that
lie outside the boundaries of the schools
intentional efforts.

8. Phantom curriculum the message

prevalent in and through exposure to any
type of media plays major part in
enculturating the student.
9. Electronic Curriculum those lessoned
learned through searching the internet for
information or through e- learning or
e-form of communication

10. Concomintant Curriculum type of

curriculum maybe receive at church, in
the context of religious expression,
lesson on values, ethics or moral molded
behavior

Teacher as a Curricularist
1. Knows the Curriculum subject matter
or the content
2. Writes the curriculum or records the
knowledge and concept (books,
manuals
guides, reference materials etc.
3. Plan the curriculum for implementation

4. Initiates the curriculum from educational

agency
5. Innovates the curriculum
6. Implement the Curriculum by giving life to
Curricular plan
7. Evaluates the curriculum or determine
the
learning outcome

Curriculum Development in the Philippines

Touched on the religion, economic,
political,
and social influences and events that took
place in the country.
Colonial rules in the Philippines tailored the
curriculum to serve colonial goals and
objectives.

The Need for Curriculum Framework

What learning objectives should be
included?
What will be the bases for the choice of
objectives?
Will the choice be based on the learners
needs and interests, or rather on the
needs of the society?
Will the selection depend on tradition, the
nature of knowledge, or the learners
characteristics?

What philosophical and psychological

theories regarding the nature of learners
as well as the learning process will
underpin the organization of the
content?
Will the choice of methodology be in line
with
accepted teaching-learning
principles?
Will the evaluation procedure be able to

The Result of Lack of Framework

Sari-sari (hodgepodge)
Pira-piraso (piemeal)
Tagpi-tagpi (patchwork)
Malabo (vague)
Gaya-gaya (patterned from an existing
model) Bahala na (by chance)?
Hula-hula (hunches)
Sabog (Lack of Focus)
Lakas ng Kutob (gutfeel)

Three Way of Approaching a Curriculum

1. Curriculum as a Content or Body
of Knowledge
4 Ways of Presenting the Content of
Curriculum
1. Topical Approach contents are based on
Knowledge and experience
2. Concept Approach fewer topic in
cluster
around major and sub concept
and
their interaction and

Criteria in the Selection of Content

4. Learnability
- within the range of experience of the
learners
- based on the psychological foundation
of learning
- appropriate organization of content
standard and sequencing are two
factors that affects learnability

Guide in the Selection of Content in the

Curriculum
1. Content is commonly used in daily life.
2. Content is appropriate to the maturity
levels and abilities of the learners
3. Content is valuable in meeting the needs
and competencies in future career.

4. Content is related to the other subject

fields or discipline for complementation and
integration.
5. Content is important in the transfer of
learning in other discipline.

Principle of BASIC as a guide in

addressing Content in the curriculum
1. Balance - Content should be fairly
distributed in depth and breadth.
- avoid too much or too little of the content
needed

2. Articulation Content complexity

progress with the educational level,
vertically and horizontally across same
discipline where bridging is provided.
Seamlessness of the content
3. Sequence logical arrangement of the
content. Vertically for deepening of content
and broadening of content.
- easy to complex, known to unknown and
current to that of the future

4. Integration relatedness and connectedness of content.

- infusion of content to other discipline to
provide unified view of the curriculum.
- acquiring higher premium than isolated
5. Continuity it should be perennial.
- endures time, constant repetition,
reinforcement and enhancement of content

2. Curriculum Approach as a Process.

- interaction among teachers, students and
content
- the question ask and the learning activities
- scheme about the practice of teaching
- provide curriculum on how to teach the
content
- instruction, implementation and teaching

Guiding Principle of Curriculum

Approach as a Process.
- interaction among teachers, students and
content
- the question ask and the learning activities
- scheme about the practice of teaching
- provide curriculum on how to teach the
content
- instruction, implementation and teaching

Guiding Principle of Curriculum

Approach as a Process.
- curriculum approach in the form of
teaching methods or strategies are means
to achieve an end
- there is no single best process or method
its effectiveness will depend on the learning
outcomes, the learners the support
materials and the teacher

- should stimulate the learners desire to

develop the cognitive, affective and
psychomotor domain
- in the choice of methods learning and
teaching style should be considered
- flexibility on the process and method
should be considered
- both the teaching and learning are two
important processes in the implementation
of the curriculum

3. Curriculum as a Product
- is what the student desire to achieve
- student are equipped with the knowledge,
skills and values/attitude to function
effectively and efficiently
- to bring about changes in the pattern of
behavior based on the statement of
objectives
- expressed in a form of outcomes or a
meaningful experience

Curriculum Development Processes

and Models
- curriculum is dynamic
- changes that occurs are intended for
improvement

Curriculum Development Process

1. Curriculum Planning
- consider the, VMGO (Vision, Mission,
Goals, Objectives)
- Philosophy or strong education belief
of the school
- desired learning outcomes

2. Curriculum Designing
- conceptualization of the curriculum
including selection and organization of
content
- selection of learning experience and
activities, assessment procedures and
tools to measure the achieved learning
outcomes
- resources to be utilized and statement
of intended learning outcomes

3. Curriculum Implementing
- putting plan into action based on the
curriculum design that guide what will
transpire in the classroom with end
view of achieving the intended learning
outcome
- where action takes place
- an active process of learning

4. Curriculum Evaluating
- determine the extent of the learning
outcomes
- (Formative) Finding ongoing process
of
learning or (Summative) the
mastery of
learning
- determine the factors that hinder or
support the implementation

- to pinpoint improvement and

corrective measure
4. Curriculum Evaluating
- the result is very important for
decision making of curriculum planner
and implementors

Curriculum Development Process

Models
1. Ralph Tyler Models : 4 Basic
Principles
1.1 What education purposes the
school seek to attain?
1.2 What educational experiences can
be provided that are likely to attain
these purposes?

Curriculum Development Process

Models
Ralph Tyler Models : 4 Basic Principles
1.3 How can these educational
experiences can be effectively
organized
1.4 How can we determine whether
these purposes are being attained or
not

Tyler's Model considerations

1. Purposes of the School
2. Educational Experience Related
to the Purpose
3. Organization of Experience
4. Evaluation of Experiences

Tyler suggest that all curriculum

development phases must consider
three important elements:

1. learners (analyzing their needs and

wants);
2. society (so that learners will
understand, be able to interact
with,
and help find ways of solving
problems in the environment they are
in), and

3. subject matter (has to be organized

following a structure of knowledge and
congruent with learners and societys
demands)

Hilda Taba Models Grassroot Approach

1. Diagnosis of the learners need and
expectations of the larger society
- information on the community and its
schools combined with existing data to
form a comprehensive view of local
needs

Hilda Taba Models Grassroot

Approach
2. Formulation of the learning
objectives
objectives should include concepts,
attitude, habits or skills to be learned
and ways of thinking to be reinforced

Hilda Taba Models Grassroot

Approach
3. Selection of the learning content
- include choosing of specific,
necessary topics carefully, which
should parallel students
development levels

Hilda Taba Models Grassroot Approach

4. Organization of the learning contents
- begins with simple topics and
concepts that move to more complex
ones such as generalizations and
principles

Hilda Taba Models Grassroot Approach

5. Selection of the learning experiences
- must be based on the developmental
levels of learners and in which variety,
sequence, and links among activities
must be considered

6. Determination of what to evaluate

and the means of doing it. - evaluate
and reevaluate continuously to
determine actual progress of learners
using the curriculum as basis and to
determine whether the content
matches the logic or core ideas and
curriculum objectives; includes what
otherwise is the
7th step, which is to check for balance
and sequence

Galen Saylor and William Alexander

Curriculum Model
- curriculum as a plan for providing sets
of learning opportunities
1. Goals, Objectives and Domains
- major educational goals and specific
objectives, personal development,
human relation, continued learning
skills based on research findings and
standards

2. Curriculum designing
- determine the learning
opportunities and how it is provided
- designed along the line of academic
discipline, students interest or themes

3. Curriculum implementation

- preparation of instructional plans

where instructional objectives are
specified and methods of teaching and
strategies are used to achieve learning
outcome

4. Evaluation
- Comprehensive evaluation using
variety of technique
- total educational program of the
School and curriculum plan, effectiveness of instruction and achievement of
students

Take home quiz (group of 4)

1. Determine the similarities and differences
of the three models of curriculum
development process (In Table form)
2. What phase of the curriculum process do
you find very important as a teacher? Why?