Curriculum

Development
Mary Jane D. Castillo
Faculty, DWCC
 LET Competencies

 Align curriculum components to instruction and

assessment (Linking curriculum, instruction and
assessment)
 Apply appropriate approaches to lesson
planning and curriculum development (Lesson
planning)
 Distinguishing the roles of stakeholders
(students, teachers, employers, parents and
community) in the delivery of instruction
(Delivering the curriculum)
Nature of Curriculum
- Derived from the Latin word “currere” which
means ‘to run’
- Defined as all the experiences provided by the
institution or agency which are designed to
foster student learning
- is a comprehensive plan for an educational/
training programme/ course to offer new/
improved manpower to fulfil the rising needs
of a dynamic society.
- Provides a template or design which
enables learning to take place during a
course or programs of study in terms of
knowledge, skills and attitudes, they should
specify the main teaching, learning and
assessment methods and
provide an indication of the learning
resources required to support the effective
delivery of the course.
Syllabus

- describes the content of a program and can be

seen as one part of a curriculum
Fundamental Concepts in Curriculum

• Curriculum as a cumulative tradition of

organized knowledge

• Curriculum as an experience

• Curriculum as an instructional plan

• Curriculum as an instructional outcome

Levels of Curriculum

Societal level of curriculum – the farthest

from the learners since this is where the
public stakeholders (politicians, special
interest groups, administrators, professional
specialists) participate in identifying goals,
the topics to be studied, time to be spent in
teaching/ learning, and materials to aid
instruction.
Institutional level of curriculum – refers to
the curriculum derived from the societal
level, with modification by local educators
or lay people; often organized according to
subjects and includes topics and themes to
be studied; may also include standards,
philosophies, lesson plans and teaching
guides.
Instructional level of curriculum – refers
to how teachers use the curriculum
developed in the societal level and modified
in the institutional level, or what authorities
have determined; involves the teachers’
instructional strategies, styles and materials
used.
Experiential level of curriculum –the
curriculum perceived and experienced by each
student and may, therefore

Includes both curriculum processes

(procedures in creating, using and evaluating
the curricula) and curriculum product or
projects, resulting from curriculum
development processes; includes curriculum
guides, courses of study, syllabi, resource units
and other document that deal with content of
schooling.
Points of View of Curriculum

TRADITIONAL
 A body of subjects or subject matter
prepared by teachers for the students
to learn
 “Permanent studies” where the rules
of grammar, reading, rhetoric and
logic and mathematics for basic
education was emphasized
(Hutchins)
 Focus on the fundamental
intellectual disciplines of grammar,
literature and writing (Bestor)
 Curriculum is divided into chunks of
knowledge called subject areas in
basic education and disciplines in
college (Schwab)
 Curriculum should consist only of
knowledge which comes from
disciplines which is the sole source
(Schwab).

 Curriculum is a written document or

a plan of action in accomplishing
goals.
Points of View of Curriculum

PROGRESSIVE
 Written materials actualized by the
learners.
 The total learning experiences of the
individual.
 Reflective thinking is a means that
unifies curricular elements. Thought
is not derived from action but tested
by application (Dewey)
 Curriculum as “all experiences
children have under the guidance of
teachers (Caswell & Campbell)
 Curriculum is a sequence of
potential experiences set up in the
schools for the purpose of
disciplining children and youth in
group ways of thinking and acting
(Smith, Stanley & Shores)
 All the experiences in the classroom
which are planned and enacted by
the teacher, and also learned by the
students (Marsh & Willis)
Identify the views of curriculum in
each statement. Write
T for Traditional and
P for Progressive
 Curriculum is made up of different
separate subjects.
 The emphasis of the curriculum is
the cultivation of rational men.
 Individual interests and needs of the
learners should be considered in the
curriculum
 It is designed by professionals and
experts in a field.
 The experiences to be gained by the
learner are the primary consideration
in framing a curriculum.
 Curriculum is pre-planned and the
list of competencies are the most
important.
 There should be democracy and
collaboration in the making of a
curriculum.
 It consists entirely of knowledge
which comes from various
disciplines
 Curriculum is the total learning
experience of the individual.
 Curriculum is made up of different
separate subjects.
T
 The emphasis of the curriculum is
the cultivation of rational men. T
 Individual interests and needs of the
learners should be considered in the
curriculum P
 It is designed by professionals and T
experts in a field.
 The experiences to be gained by the
P
learner are the primary consideration
in framing a curriculum.
 Curriculum is pre-planned and the
list of competencies are the most T
important.
 There should be democracy and
collaboration in the making of a P
curriculum.
 It consists entirely of knowledge
T
which comes from various
disciplines
 Curriculum is the total learning
experience of the individual. P
Types of Curriculum
Operating in Schools
Recommended Curriculum
 Proposed by scholars and
professional organization
 May come from a national agency
like DepEd, DOST or CHED or any
professional organization who has
stake in education like Philippine
Association for Teacher Education
(PAFTE)
Written Curriculum
 Appears in school, district or
country documents
 Includes documents, syllabi handed
down to the schools, districts,
divisions, departments or colleges
for implementation.
 Made by curriculum experts with
participation of teachers
 BEC, K-12, teacher-made LPs
Taught Curriculum
 What teachers implement or deliver
in the classrooms and schools
 Different planned activities put into
action in the classroom.
 Varied activities that are implemented
in order to arrive at the objectives or
purposes of the written curriculum.
 Used by learners with guidance of
teachers
Supported Curriculum
 Resources – textbooks, computers,
AV materials which support and help
in the implementation of the
curriculum.
 This should enable each learner to
achieve real and lifelong learning.
Assessed Curriculum
 That which is tested and evaluated
 Used to determine the extent of
progress/ monitoring
 Includes pencil-and-paper tests,
authentic instruments like portfolio
Learned Curriculum
 What the students actually learn and
what is measured
 The learning outcomes indicated by
the results of the tests and changes in
behavior which can either be
cognitive, affective and psychomotor
Hidden Curriculum
 Unintended curriculum
 Not deliberately planned but may
modify behavior or influence of
learning outcomes.
 Involves peer influence, school
environment, physical condition,
teacher-learner interaction, mood of
the teachers and many other factors
What Type of Curriculum
Operates in the following
situations?
 Proposal of Biology Teacher
Association of topics to include in
the teaching of Science for
Secondary Schools.
Recommended Curriculum
 Development of exemplary lesson
plans that focus on ESD
Written Curriculum
 Purchase of tablets for learning
Supported Curriculum
 The use of KPUP in the K-12
Assessed Curriculum
 Practice of falling in line when
entering the classroom
Hidden Curriculum
 Outreach or Service programs done by
the faculty and students
Hidden Curriculum
 Practice of Waste Management by the
students as a result of their project in AP
Learned Curriculum
 Going on an educational trip to the zoo
as part of the requirements in a Biology
subject
Taught Curriculum
Major Foundations of
Curriculum
Foundations of Curriculum

A. Psychological Foundations – the

unifying element of the learning
process. It forms the basis for the
methods, materials and activities for
learning and subsequently serves as
basis for many curriculum decisions.
Behaviorism

- Emphasis on mastery of the structured

subject matter
- Highly prescriptive and diagnostic in
approach
- Structured method of learning (preset
procedures)
- Reinforcement of desired behavior.
- Simplistic and mechanical learning
Behaviorism

- Thorndike’s Connectionism
- Pavlov’s Classical Conditioning
- Skinner’s Operant Conditioning
- Bandura’s Social Learning Theory
- Gagne’s Hierarchical Learning and 5
Learning outcomes
Behaviorism

5 Learning Outcomes (Gagne,1987)

1. Intellectual skills or knowing “how”
2. Information or knowing “what”
3. Cognitive strategies or learning skills
4. Motor skills
5. Attitudes, feeling and emotions through
experience
Cognitive Psychology

- Logical method for organizing and

interpreting learning
- Approach is rooted in the tradition of subject
matter
- Training in cognitive approaches and have
better understanding of them.
- Focus on how individuals process
information and how they monitor and
manage thinking.
Cognitive Psychology

- Piaget’s Cognitive Development Stages

- Vygotsky’s Social Constructivism
- Gardner’s Multiple Intelligences
- Felder & Silverman’s Learning Styles
- Goleman’s Emotional Intelligences
- Practices reflective thinking, creative
thinking, intuitive thinking, discovery
learning and many others
Phenomenology/ Humanistic

- View the individual in relation to the field of

which he/she operates
- Means differently to different people
- Rescues learning theory from the narrow
and rigid behaviorists and from overstress
on cognitive processes
- Raw data of personal experiences are vital to
understanding learning
Phenomenology/ Humanistic

- Gestalt psychology – learning can be

explained in wholeness of the problem
- Maslow’s Theory of Human needs for self-
actualizing persons
- Roger’s non-directive lives
Phenomenology/ Humanistic

- Concerned with the process not the product;

personal needs not subject matter,
psychological meaning and environmental
situations
B. Philosophical Foundations – an
important foundation of curriculum
because philosophy advocated or
reflected by a particular school and its
officials influences its goals or aims and
content as well as the organization of its
curriculum.
Importance:

 Provides guidelines in the formulation of

educational policies and programs and in
the construction of curricula
 Provides direction toward which all
educational efforts should be exerted
 Provides theories and hypotheses in
education that may be tested for their
effectiveness and efficiency
 Provides norms or standards for evaluation
purposes
Idealism

 Upholds goodness and truths

 Religious and values-oriented
 Education should be directed towards
the search for true ideas. It is subject
matter or content-focused, believing
that this is essential to mental and oral
development
Realism

 Concerned with world of ideas and

things fixed within established subject
matter
 Theory and principles before
application
 Includes only the essentials
 Emphasized reality of things
Pragmatism
 Emphasis on how to think rather than what to
think
 Emphasis on development of insights,
understanding and skills acquired in creative,
reflective, critical thinking
 Child-centered
 Utilitarian, subject matter taught naturally
 Subject matter for stimulating exploration and
practical action
Existentialism

 Main concern is to free the child to do

his own thing
 Frees learners to choose what to learn
and believe
 No course guides and content outlines
 Learners set own identities and
standards
Perennialism
 Fixed, because the “ends” of education
are absolute and universal
 Liberal arts and science drawn from
human wisdom and classical sources
 Taught subject in customary, separate
form rather than combined
 Eliminate “extras” and “frills” (music)
Essentialism

 Essential skills (3Rs)

 Educate the competent person
 Curriculum focused on assimilation of
prescribed basic subject matter: 3Rs,
history, science, math, language
Progressivism

 Based on students’ interest

 Involves the application of human
problems and affairs
 Interdisciplinary subject matter, activities
and projects
 Based on activities and projects that are in
line with the pupils’ needs and abilities.
Child-centered and experience-based
learning.
 Reconstructionism
 Put curriculum as a means in remaking society
and rebuilding culture
 Curriculum should be a catalyst of change
 Aims to lead pupils to rational discussions and
contract analysis of issues
 Includes subjects that deals with social and
cultural crises to prepare students to make
become analyzer and ensure that democratic
principles are followed.
C. Socio-Cultural – The curriculum
should consider the social setting
especially the relationship between the
society and school and its influence on
curriculum decisions. Curriculum decision
takes place in a complex social setting
through demands that are imposed by
society and that filter down to schools
Influence of Society and Culture

1. Inhibit change through traditions

2. Rate and direction of change

3. Correspond to societal changes

4. Apply pressure through societal demands

Social Changes

1. Science and technology

2. Improved communication
3. Change family roles
4. Population explosions
5. Social mobility
6. Value crisis
7. Subject matter related to events
8. Facilities/ materials product of technology
9. Active participation of stakeholders
10. Accountability
D. Historical Foundations
PERIOD PRE- SPANISH AMERICAN JAPANESE
HISPANIC
Conformity to Spread of Spread of Spread of the
GOAL
the tribe Christianity democracy new Asian order

Academic
Customs and English Principles of the
FOCUS Religion
traditions language and new order
literature

Catechetical
instruction; use Democratic; Rote
Oral immersion,
of corporal English as memorization,
METHOD demonstration
punishment; medium of use of threat and
and observation
rote instruction punishment
memorization
 PERIOD PRE- SPANISH AMERICAN JAPANESE
HISPANIC
Not prescribed; Prescribed; Prescribed;
COURSE OF Broad and
flexible; not uniform; uniform;
STUDY indefinite
centralized centralized centralized

Propaganda
tool;
repressively
Informal; Formal; anti-American
No grade level;
GENERAL community- structured; and anti-
church-based;
CHARACTERI bases; no existence of an British;
no educational
STICS educational educational military-
system
system system backed
existence of an
educational
system
Types and Patterns of Curriculum

A. Subject-Centered Curriculum – most

popular and widely used curriculum design.
Knowledge and content are integral parts of
the curriculum. Teacher has full control of the
curriculum.
Separate Subjects Design

 Oldest and best known design

 Based on the concept of knowledge
 Organized by the disciplines on scholarly fields
of specialized inquiry
 Emphasis on verbal activity, the teacher having
the active role
 Easy to deliver because complementary
materials are readily available
 Corresponds to textbook treatment and how
teachers are trained as subject specialists
Separate Subjects Design

 Isolates and compartmentalizes knowledge

 Overemphasis on subject matter resulted in a
curriculum that is too technical and too
specialized
 Inappropriate for a large number of students
 Stresses content and neglect students’ needs,
interests and experiences
 Teachers tend to foster passivity for learning
among the students
Correlated Design

 An attempt to eliminate isolation and

compartmentalization of subjects without
radically overhauling the subject design
curriculum
 Disciplines linked while keeping identities of
each
 Will require the teachers to plan their lessons
cooperatively
 Most class schedules do not allow sufficient
block of time for students to meaningfully study
correlated subjects
Broad Fields Design

 Serves a response to society’s demand for

integration of knowledge and more
comprehensive models of knowledge
 Dissolves the boundaries in ways that make the
information meaningful for the students
 Knowledge will no longer be fragmented or
linear but multidisciplinary and
multidimensional
 Limitation on the issue of breadth versus depth
Process Design

 The numerous curricula for teaching critical

thinking exemplify this procedural design
 Learning how to learn design
Types and Patterns of Curriculum

B. Learner-centered Design – the students

are the center or focus of the program. It
stresses the development of the whole child.
Child-Centered Design

 Students are actively involved in their

environment
 Tailor-fit on students’ lives, needs and interests
 Children would attain self-realization through
social participation
 Emphasis on the child
 Displaced the emphasis on subject matter
Experience-Centered Design

 Curriculum cannot be pre-planned, that

everything had to be done “on the spot”
 Heavy emphasis on learners’ interest and felt
needs
 Curriculum would be ever changing in
addressing the needs of students
C. Problem-Centered Designs – organized
to reinforce cultural traditions and also
address those community and societal
needs that are currently unmet. The major
concern is with genuine life problems and
need to adjust or cater to the concerns and
situation of learners.
Core Design

 Sometimes called “social function”

 Aims at creating a universal sense of inquiry, discussion
and understanding among learners of different background
 Centers on general education and is based on problems
arising out of common human activities
 Variations of core design: a) subject matter core would be
classified as subject centered design; and b) areas of living
core rooted in the progressive education tradition
 It unifies content, present subject matter relevant to the
learners and encourages active processing of information
Life-Situation Design
 Focus on the problem solving procedures for learning
 Content is organized in ways to allow students to clearly view
problem areas
 Utilizes past and current experiences of learners as a means of
making them analyze the basic areas of living
 Linking of subject matter to real situations increased the
relevance of the curriculum.
 Ability to determine the scope and sequence of the essential areas
of living
 Tends to indoctrinate youth into the existing condition
 Many teachers are not comfortable with it because it departs from
curricular tradition maintained by colleges and universities.
What Curriculum Design is described
in the following statements. Choose
from:

A. Subject-Centered
B. Humanistic Design
C. Broad Fields
D. Problem-Centered
E. Experience-Centered
1. The development of the self is the
ultimate objective of learning.
2. Draws around themes and is
interdisciplinary. It reduces
compartmentalization of separate
subjects.
3. Content-centered, mostly patterned
after textbooks. School hours are
allotted into different separate
subject areas.
4. Usually learning centers are
provided in the classrooms.
Learners are made to choose
from various activities that the
teacher provides.
5. Contents cut across subject
boundaries thus problems are
not subject specific. They
center on the life situations.
1. The development of the self is the B
ultimate objective of learning.
2. Draws around themes and is
C
interdisciplinary. It reduces
compartmentalization of separate
subjects.
3. Content-centered, mostly patterned A
after textbooks. School hours are
allotted into different separate
subject areas.
4. Usually learning centers are E
provided in the classrooms.
Learners are made to choose
from various activities that the
teacher provides.
5. Contents cut across subject D
boundaries thus problems are
not subject specific. They
center on the life situations.
Curriculum Approaches
Technical-Scientific Approach
Behavioral-Rational Approach

- Oldest and the most preferred approach

- Means-End approach which is logical and prescriptive
- Ralph Tyler Model: 4 Basic Principles
a. What educational purpose should the school seek to attain?
b. What educational experiences can be provided that are
likely to attain these purposes?
c. How can these education experiences be effectively
organized?
d. How can we determine whether these purposes are being
attained or not?
Technical-Scientific Approach
Systems Managerial Approach

• Considers the interconnected elements of inputs,

throughputs (process) and output that comprise the
educational system
• Emphasizes the managerial/ leadership and
supervisory aspects of curriculum especially in the
implementation and organization process
• A cyclic process
Technical-Scientific Approach
Intellectual-Academic Approach

• emphasizes the importance of theories and

principles in curriculum planning
• because of the cognitive demands of the
approach, it overwhelms many beginning
students who usually lack sufficient
philosophical and theoretical insights on the
subject.
Non-Technical-Non-Scientific Approach
Humanistic-Aesthetic Approach

- Promotes liberation of learners from authoritarian

teachers
- Encourages group learning activities which promote
cooperation rather than individual competition
- Emphasis on how to learn, not on what to learn
Non-Technical-Non-Scientific Approach
Reconceptualist Approach

• reflects the existentialist orientation

• purpose of education is to emancipate society
from traditional, outmoded orders through
individual free choice
• emphasize learning experiences that develop
self-expression
Non-Technical-Non-Scientific Approach
Reconstructionism Approach

• considers the school as an agent of change, an

institution of social reform
• emphasizes cultural pluralism,
internationalism and pluralism which are
beyond individual concerns
 Curriculum Process

A. Curriculum Planning

1. Determinants for Curriculum Planning

a. Learners – the consumer of education

b. Society – any society to progress economically
must progress educationally
c. Knowledge – set up an environment which will
challenge all students to master knowledge
2. Needs Assessment – completed to
identify the strengths and weaknesses of
the existing curriculum situations and to
provide directions for their improvement
3. Formulating Goals – statements of endpoints or
outcomes of education – statement of purposes. Sources of
goals are the following:
a. Learners – The purposes, interests, developmental
needs and characteristics of the learner should guide
the choice of appropriate goals
b. Society – The values and behaviors defined as
desirable by a given society help shape the goals of
education in that society
c. Fund of Knowledge – human knowledge that has
been accumulated and organized for universal use
and should be taken into account in shaping the
goals
 B. Curriculum Designing (Organization)

1. Sources of Design

a. Science – the scientific method provides

meaning for the curriculum design

b. Society – School should draw its ideas for the

curriculum from the analysis of the social
situation
c. Eternal and Divine Sources – Designers
should simply draw on the past for
guidance as to what is appropriate content

d. Knowledge – “What knowledge is of most

worth?”

e. Learner – Curriculum should be derived

from what we know about the learners,
how he or she learns, forms attitudes,
generates interests and develops values
2. Dimensions of Curriculum Designs
(BASICS)

Basics – equitable distribution of content, time,

experiences and other elements of design
Articulation – interrelatedness of various aspects of the
curriculum (vertical or horizontal)
Scope – the breadth and depth of the curriculum
Integrations – refer to the linking of all types of
knowledge and experiences contained within the
curriculum plan
Continuity – vertical repetition and recurring of the
content
Sequence – provide continuous and cumulative learning
Principles of sequence
(Smith, Stanley & Shore, 1957)

1. Simple to complex – in consonance with

developmental theories of learning and
cognition.

2. Prerequisite learning – there are

fundamental things to be learned ahead.
Principles of Sequence
(Smith, Stanley & Shore, 1957)

3. Whole to Part – in relation to gestalt, the

overview before the specific content or
topics

4. Chronological learning – the order of events

is made as a basis of sequencing the content
and the experiences.
-Vertical Articulation – planning
curriculum across the grade levels from
kindergarten through high school,
building upon the instruction based upon
standards

-Horizontal Articulation – alignment

of the curriculum being taught by
teachers in common grade level
3. Selection of the Curricular Elements

a. Selection of Objectives – should describe

the behavior, stated analytically and
specifically; developmental rather than
terminal; SMART; considers the 3 objective
domains
b. Selection of Content
1) Validity – if it is authentic
2) Significance/ relevance – consistent with
social realities, pursues needs of the time
3) Balance of breadths and depths –coverage
4) Learnability – adjustable to learner’s ability
5) Appropriateness – parallel with learner
needs and interest
6) Utility – useful on the performance of life
activities
c. Selection of Learning Experiences

1) Appropriateness – should be appropriate and

suitable to the content, activities and level of
development of the learners
2) Variety – should include minds on, hands on and
authentic learning experiences
3) Optimal value – should encourage the learners to
continue learning on their own
4) Feasibility – in terms of human, physical and
financial resources
d. Grade Placement – involves allocation of
content to definite grade capable of learning. It
considers such factors as child’s ability, difficulty of
item, importance of the content, maturation, mental
age, experiential background

e. Time Allotment – refers to specification of

definite time for subject/ course; amount of time for
subject/ course; amount of time given to a subject. It
considers factors such as child’s ability, grade level
average number of days/ hours
D. Curriculum Evaluation

The process of delineating, obtaining and

providing useful information for judging
decision alternatives;
Involves value judgment about the curriculum
and “Did we do what we wanted to do?”
Why Evaluate?

1. Meet demands that current educational

reforms have made
2. Provide directions, security and feedbacks to
all concerned
3. Determine appropriate and available
resources, activities, content, method or
whether curriculum has coherence, balance,
articulation, scope, integration, continuity and
sequence in order to meet curriculum goals/
objectives
Stufflebeam’s CIPP Model

Context – refers to the environment of the

curriculum or situation analysis

Input – refers to the ingredients of the

curriculum which include the goals,
instructional strategies, the learners, the
teachers and contents and all the materials
needed.
Stufflebeam’s CIPP Model

Process – refers to the ways and means of

how the curriculum has been implemented
or the operation.

Product – indicates if the curriculum

accomplishes its goals. It determines the
extent the curriculum objectives have been
achieved.
Curriculum Assessment

 Intended Curriculum – refers to set of

objectives at the beginning of any
curricular plan. It establishes the goal, the
specific purposes and the immediate
objectives to be accomplished. IT answers
what the curriculum maker wants to do.
Curriculum Assessment

 Achieved Curriculum – refers to the

curriculum outcomes based on the first
two types of curriculum, the intended and
the implemented. It is considered the
product. Any achieved curriculum must be
aligned with the objectives and activities
conducted
D. Curriculum Improvement

The process of enriching, modifying certain

aspects without changing fundamental
conceptions/ elements/ structure
Levels of Operations for Improvement
1. Substitution – substituting a new book for the
current series
2. Alternation – adding to instructional time
3. Variations – transferring a successful program
4. Restructuring – organizing teams for teacher and
specialists
5. Value-orientation change – shifting from routine
instruction to computer-assisted instruction
Actions that Facilitate Curriculum Improvement

1. Change climate and working condition to

encourage improvement

2. Maintain appropriate tempo

3. Arrange for variety of activities

4. Build evaluation procedure

F. Curriculum Change – refers to the basic
alterations in the structure and design of
learning experiences based on conceptions
which may be at the school, district or
national level
Curriculum Alignment – alignment
between curriculum and one or more of the
following elements, state standards,
standardized test/ state test, curriculum
embedded tests, student’s assignments, lesson
plans, textbooks and instructions