The Teacher and the School Curriculum

I. OVERVIEW OF THE COURSE

II. EXPECTATIONS
A. Attendance/Punctuality
B. Writing material
C. Participation in Discussions
D. Turning in of all output
E. Cut off time for submission
F. Presence/Focused attention in all discussions and
activities
The Curricula in School
• Curriculum in the olden times – Saber tooth
curriculum
• Curriculum today- Educational Levels
• Types of curricula simultaneously operating in schools
1. Recommended Curriculum
- DepEd
- CHED
-TESDA
-Professional organizations
-International bodies (UNESCO)
Types of Curriculum (cont.)

2. Written Curriculum
- syllabi
- modules
- books
- instructional guides
- lesson plans
-k to 12 for Philippine Basic Education
Types of Curriculum (cont.)

3. Taught Curriculum –From what has been written

or planned, the curriculum has to be implemented or
taught.
4. Supported Curriculum – This is described as
support materials that the teacher needs to make
teaching and learning meaningful.
5. Assessed Curriculum – Taught and supported
curricula have to be evaluated to find out if the teacher
has succeeded or not in facilitating learning.
Types of Curriculum (cont.)
6. Learned Curriculum – the positive outcome of
teaching is an indicator of learning. These are measured
by tools in assessment.
7. Hidden/Implicit Curriculum – The curriculum is
not deliberately planned, but has a great impact on the
behavior of the learner.
Phantom, Concomitant, Received, Electronic,
Rhetorical, Societal
The Teacher as a Curricularist
The teacher as a curricularist….
1. knows the curriculum – mastery of the subject
matter (KNOWER)
2. writes the curriculum – teacher records content,
writes books, modules, laboratory manuals, etc.
(WRITER)
3. plans the curriculum – a good curriculum has to be
planned (PLANNER)
4. initiates the curriculum – recommended curriculum
is to be implemented by the teacher (INITIATOR)
The Teacher as a Curricularist
5. innovates the curriculum – creativity and innovation
are the hallmarks of an excellent teacher (INNOVATOR)

6. implements the curriculum – the teacher gives life to a

curriculum plan (IMPLEMENTOR)

7. evaluates the curriculum – a teacher evaluates if

learning outcomes have been achieved (EVALUATOR)
 THE SCHOOL CURRICULUM: DEFINITION,
NATURE AND SCOPE

• Various concepts about the curriculum

• Some definitions of the curriculum

• Curriculum from Traditional Points of View

• Curriculum from Progressive Points of View

 TRADITIONAL POINTS OF VIEW
Robert M. Hutchins – “permanent studies” where
rules of grammar, reading, rhetoric, logic and
mathematics for basic education are emphasized.
(3Rs-Basic Education; Liberal Education-College)
• Arthur Bestor – should focus on the fundamental
intellectual disciplines of grammar, literature and writing.
It should include mathematics, science, history and
foreign language.
• Joseph Schwab – sole source of curriculum is a
discipline.
• Philip Phenix – curriculum should consist entirely of
knowledge which comes from various disciplines.
 PROGRESSIVE POINTS OF VIEW
John Dewey – education is experiencing. Reflective
thinking is needed to apply concepts.
Holin Caswell and Kenn Campbell – all experiences
children have under the guidance of teachers
Othaniel Smith, William Stanley and Harlan Shore –
sequence of potential experiences set up in schools for
the purpose of disciplining children and youth.
Colin Marsh and George Willis – all the experiences in
the classroom which are planned and enacted by the
teacher and learned by the students.
APPROACHES TO SCHOOL CURRICULUM

1. Curriculum as a Content or a Body of

Knowledge

2. Curriculum as a Process

3. Curriculum as a Product
 CRITERIA IN THE SELECTION OF CONTENT

1. Significance
2. Validity
3. Utility
4. Learnability
5. Feasibility
6. Interest
 Fundamental Principles for
Curriculum Content
1. Balance – fairly distributed in depth and breadth
2. Articulation – smooth connections or bridging
should be provided
3. Sequence – logical arrangement of the content
4. Integration – Content in the curriculum does not
stand alone or in isolation
5. Continuity – it should continuously flow as it was
before, to where it is now, and where it will be in the
future
6. Scope – breadth and depth of the curriculum
Curriculum as a Process-Guiding Principles
1. Curriculum process in the form of teaching methods
or strategies are means to achieve the end.
2. There is no single best process or method. Its
effectiveness will depend on the desired learning
outcomes, the learners, support materials and the
teacher.
3. Curriculum process should stimulate the learners’
desire to develop the cognitive, affective,
psychomotor domains in each individual.
4. In the choice of methods, learning and teaching
styles should be considered.
Curriculum as a Process-Guiding Principles
5. Every method or process should result to learning
outcomes which can be described as cognitive , affective
and psychomotor.
6. Flexibility in the use of the process or methods should
be considered. An effective process will always result to
learning outcomes.
7. Both teaching and learning are the two important
processes in the implementation of the curriculum.
Curriculum Development Process
1. Curriculum Planning – consider philosophy, vision,
mission, goals
2. Curriculum Designing – how curriculum is
conceptualized – selection and organization of
content, learning experiences, assessment
procedure
3. Curriculum Implementing – putting into action the
plan
4. Curriculum Evaluating – determining the extent to
which the desired outcomes have been achieved
 Curriculum Development
Process Models
1. Ralph Tyler Model: Four Basic Principles
a. What education purposes should schools seek to
attain?
b. What educational experiences can be provided
that are likely to attain these purposes?
c. How can these educational experiences be
effectively organized?
d. How can we determine whether these purposes
are being attained or not? (evaluation)
 Curriculum Development
Process Models (Cont.)

2. Hilda Taba Model: Grassroots Approach

Taba recognized the role of teachers. Begin from
the bottom rather than from the top six major
steps:
1. Diagnosis of learners’ needs and expectations of
the larger society
2. Formulation of learning objectives
3. Selection of learning outcomes
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the
means of doing it
3. Gaylen Saylor and William Alexander
Curriculum Model
Curriculum Development consists of four steps:
a. Goals, objectives and domains (personal
development, human relations, continued learning
skills, specialization)
b. Curriculum designing – based on students’ needs
and interests
c. Curriculum implementation – preparation of
instructional plans
d. Evaluation – use of a variety of evaluation
techniques
 Peter Oliva’s 10 axioms for
curriculum designers
1. Curriculum change is inevitable, necessary and
desirable.
2. Curriculum is a product of it’s time.
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes
4. Curriculum change depends on people who will
implement the change
5. Curriculum development is a cooperative group
activity
6. Curriculum development is a decision-making process
made from choices or alternatives
10 AXIOMS (CONT.)

7. Curriculum development is an ongoing

process
8. Curriculum development is more effective
if it is a comprehensive process, rather than a
“piecemeal”.
9. Curriculum development is more effective
when it follows a systematic process
10. Curriculum development starts from
where the curriculum is.
 ELEMENTS OR COMPONENTS OF
CURRICULUM DESIGN (LESSON PLAN)
1. Intended learning outcomes (ILO) or the
Desired Learning Outcomes (DLO)
2. Subject Matter or Content
3. Teaching and Learning Methods
4. Assessment/Evaluation
I. Intended Learning Outcomes
Begin with the end in view
Expressed in action words (Bloom, Andersen, Krathwol,
Simpson)
SMART

II. Content/Subject Matter

 Relevant to outcomes
 Appropriate to development levels of learners
 Up-to-date
 Follow BASICS
 References
III. Teaching and Learning Methods
Research on the following:
a. Direct Instruction: Barak Rosenshine Model
b. Guided Instruction: Madeline Hunter Model
c. Mastery Learning: JH Block and Lorin Anderson
Model
d. Systematic Instruction: Thomas Good and Jere
Brophy Model
Teaching-Learning Environment
Criteria :

a. Adequacy – actual learning space or classrooms

b. Suitability – refers to planned activities
c. Efficiency – refers to operational and instructional
effectiveness
d. Economy – refers to cost effectiveness
IV. Assessment/Evaluation
Forms of Assessment:
a. Self-assessment – students learn to monitor and
evaluate their own learning.
b. Peer assessment – students provide feedback on
each other’s learning
c. Teacher assessment – teacher prepares and
administers tests and gives feedback

Assessment may be formative or summative

Formative – providing feedback to help the student
learn more
Summative – expressing a judgment by reference to
stated criteria
 TYPES OF CURRICULUM DESIGN MODELS

1. Subject-Centered Design
Focuses on the content of the curriculum
The content that is found in the different subjects
2. Learner-Centered Design
Focuses on the learner. The learner is the center of the
educative process.
3. Problem-Centered Design
Focuses on social problems, needs, interest and abilities
of the learner like those that center on life situations,
contemporary life problems, etc.
 APPROACHES TO CURRICULUM
DESIGN MODELS

1. Child or Learner-Centered Approach

This is based on the underlying philosophy that the
child is the center of the educational process.
Curriculum is constructed based on the needs, interest,
purposes and abilities of the learners.
Principles of child-centered curriculum approach:
1. Acknowledge and respect the fundamental rights of
the child.
2. Make all activities revolve around the overall
development of the learner.
Approaches…(cont.)
3. Consider the uniqueness of every learner in a
multicultural classroom
4. Consider using differentiated instruction or teaching
5. Provide a motivating supporting learning
environment for all the learners.
2. Subject-Centered Approach
This is anchored on a curriculum design which
prescribes separate distinct subjects for every
educational level: basic ed, higher ed, tech-voc ed
Principles of subject-centered approach:
1. The primary focus is the subject matter.
APPROACHES….(CONT.)

2. The emphasis is on bits and pieces of information

which may be detached from life.
3. The subject matter serves as a means of identifying
problems of living.
4. Learning means the accumulation of content or
knowledge
5. Teacher’s role is to dispense the content.
Approaches…(cont.)
3. Problem-Centered Approach
This approach is based on a design which assumes that in
the process of living, children experience problems. Thus,
problem solving enables the learners to become increasingly
able to achieve complete or total development as individuals.
The approach is characterized by the following views and
beliefs:
1. The learners are capable of directing and guiding
Themselves in resolving problems, thus developing every
learner to be independent.
Approaches…(cont.)
2. The learners are prepared to assume their civic
responsibilities through direct participation in different
activities.
3. The curriculum leads the learners in the recognition
of concerns and problems in seeking solutions. Learners
are problem solvers themselves.