Curriculum:

Changes Concept,
Nature,Purpose and Types
of Curriculum
Learning Objectives

After completion of the lesson, students will be able to:

1. Come up with a concrete concept of curriculum

2. Differentiate the types of curriculum
3. Distinguish between the term “curriculum” and other associated
terminologies such as “syllabus”, “scheme of work “, “course of study”
and lesson note
4. Explain the nature and importance of curriculum in schools.
Ornstein and Henkins define curriculum as:

1. a plan for achieving goals (Tyler and Taba)

2. a dealing with learners’ experiences
3. a system for dealing with people
4. a field of study with its own foundations, knowledge domain, research
theories, principles and specialists
5. in terms of subject.
Characteristics of curriculum:

1. It includes all the experiences of children for which the school is

responsible.
2. It has content.
3. It is a system for dealing with people.
4. It is planned.
5. It is a series of courses to be taken by students.
Changing Concepts of Curriculum:

Prescriptive curriculum- provides what “ought” to happen, and

they more often than not take the form of a plan.

Descriptive curriculum- forces thought about the curriculum not

merely in terms of how things ought to be but how things are in
real classrooms. It refers to experiences
Types of Curricula:
1. Recommended curriculum- recommended by scholars and professional
organizations
2. Written curriculum- intended primarily to ensure that educational goals of the
system are being accomplished, it is a curriculum of control
3. Taught curriculum- delivered curriculum, a curriculum that an observer sees
in action as the teacher teaches.
4. Support curriculum- those resources that support the curriculum- textbooks,
software, and other needs
5. Assessed curriculum- appears in tests and performance measures
6. Learned curriculum- the bottom line curriculum, the curriculum that students
actually learn.
7. Hidden curriculum- the unintended curriculum; defines what students learn
from the physical environment, the policies, and the procedures of the
school.
Characteristics of Good Curriculum:

1. The curriculum is continuously evolving.

2. The curriculum is based on the needs of the people.
3. The curriculum is democratically conceived.
4. The curriculum is the result of a long term effort.
5. The curriculum is a complex of details.
6. The curriculum provides for the logical sequence of the subject matter.
7. The curriculum complements and cooperates with other programs of the
community.
8. The curriculum has educational quality.
9. The curriculum has administrative flexibility
Definition of Terms:
Syllabus- part of the curriculum; the content of the school subjects offered in
the school.
Scheme of work- a breakdown of the contents of what students are expected to
learn in a given period.
Course of study- educational program leading to the aware of a certificate at
the end of the program for a particular set of learners.
Lesson note/note of lesson/lesson plan- a guide for teachers to assist them in
the orderly presentation of a lesson to the learners to facilitate learning.
Curriculum processes- procedures involved in creating, using and evaluating
the curricula representing in various documents or products such as guides,
syllabi and others.
Curriculum products or projects- curriculum guides, courses of study syllabi,
resource units, list of goals and objectives and other documents.
Days of Observations
the Week Morning Afternoon Made on
Attendance
1 2 3 4 5 6 7 8 9 10
Monday Eng Math Fil SS Sci Music Physical Education Poor afternoon
attendance
Tuesday Eng Math Sci Art SS Fil Physical Education Poor afternoon
attendance
Wednesday TLE TLE TLE PE PE PE Gardening Sports High
absenteeism
rate
Thursday Eng Math Sci SS Fil Comp Art CLE Math Good
attendance both
in morning and
afternoon
Friday Eng Math Sci Fil TLE Comp Mu SS Sport Good morning
sic attendance, fair
afternoon
attendance
In Math, Teacher G presents various examples of plane figures to her
class. Afterwards, she asks the students to give the definition of each.
What method did she use?

Inductive
Laboratory
Deductive
Brainstorming
Which of the classroom activities below is effective?

The concept learned is applicable to daily life.

The techniques and approaches used are varied.
The variety of instructional materials used is evident.
The laughter and enjoyment of students are contagious.
Which of the following should Teacher O practice more if he wants to
give his students the opportunity to think critically?

Provide questions with clues.

Give questions that require analysis.
Give questions that deviate from the main topic.
The laughter and enjoyment of students are contagious.
.
Teacher C executed all the methods in his lesson plan. He puts into
action all the different planned activities in the classroom. What is the
type of curriculum being shown?

Recommended curriculum
Written curriculum
Taught curriculum
Supported curriculum
.
Teacher S aims to measure a product of learning. Which of these
objectives will she most likely set for her instruction?

Show positive attitude towards learning common nouns

Identify common nouns in a reading selection
Construct a paragraph using common nouns
Use a common noun in a sentence
.
Teaching means along and arduous years of preparation, a striving for
excellence and dedication and commitment. Which among the
following explained what teaching is?

Teaching as a Mission
Teaching as a Profession
Teaching as Vocation
Teaching as Recognition
.
Teacher Q always look at both sides of the issue before making
judgment. What qualities of good teacher she possessed?

Intelligence
Compassion
Fairness
Bouyancy
.
Teacher Y is considered as global teacher. Which among the following
is NOT a quality of a Teacher Y?

She is creative and innovative.

She thinks and acts both locally and globally.
She possess the competencies of a professional teacher as embodied in
the International Competency-Based Standards for Teachers.
She continuously grow professionally.
.
DepEd invites stakeholders, administrators and professional specialist
in a conference to identify the goals, the topic to be studied and the time
to spent in teaching. In what level of curriculum?

Institutional Level
Instructional Level
Experiential Level
Societal Level
.
Teacher A is in teaching profession for 13 years. What career  path of
professional teachers is she considered?

Beginning Professional Teacher 

Young Professional Teacher
Master Professional Teacher
Expert Professional Teacher
.
Teacher A is in teaching profession for 13 years. What career  path of
professional teachers is she considered?

Beginning Professional Teacher 

Young Professional Teacher
Master Professional Teacher
Expert Professional Teacher
.
Teacher X has the ability to survive even in difficult situation. He also
know how to balance his family and work. What qualities of good
teachers he possessed?
 
Emotional Stability
Bouyancy
Self-Confidence
Fairness
.
Teacher O look for the available resources she has in their community
to deliver her lesson. What qualities of good teachers he possessed?

Reliability 
Intelligence
Compassion
Innovativeness
.
Mary plans to take her licensure examination for teachers next month.
Which among the following is not part of the requirements to take the
LET?

Earned a Bachelor's degree of Education

Earned any Bachelor's degree with 18 units
A Filipino citizen
Refresher course if she failed LET for three consecutive takes
.
Which is an application of cognitive approach to motivation?

Explain the reasons for studying the topic

Create a supportive classroom climate for students
Provide clear and prompt feedback on assignments
Begin lessons with challenging questions and conflicting events
.
.
What should the teacher do to help students learn psychomotor skills?

Teacher uses verbal explanations and description of the movements in

addition to live demonstration of the movements.
Teacher provides feedback to the learner about his/her progress
Teacher encourages the learner to practice, in order to maintain his/her
sharpness of the movements
All of the above
Lara excels in dancing and in certain sports. According to Gardner what
intelligence is dominant to Lara?

Bodily kinesthetic
Intrapersonal
Musical
Spatial
The class of Grade 6-Einstein is scheduled to perform an experiment on
that day. However, the chemicals are insufficient. What strategy may
then used?

Project
Laboratory
Lecture
Demonstration
To ensure that the lesson will go on smoothly, Teacher A listed down the
steps she will undertake together with those of her students. To which
you can relate her practice?

Teaching Style
Teaching Method
Teaching Strategy
Teaching Technique
Devices can make a lecture more understandable and meaningful. What
is the most important thing a teacher should consider in the selection
and utilization of instructional materials?

Objectives of the lesson

Availability of the instructional materials
Attractiveness of instructional materials
Degree of interest on the parts of the students.
Teaching Tinikling to I-Maliksi becomes possible through the use of
which method?

Inductive method
Deductive Method
Demonstration method
Laboratory method
Which part of the lesson does the learner gives a synthesis of the things
learned?

Motivation
Application
Evaluation
Generalization
Student A wants to write a lesson plan. Which question should she asks
herself first?

What materials will I need?

What will be my motivation?
What exercises will I give to my students?
What are my lessons' learning objectives?
When should Teacher M undertake the task of setting up routine
activities?

Every homeroom period

On the very first day of school
Every day at the start of the session
As soon as the students have adjusted to their schedule
Which among the following routines is the best way to start a class?

Ringing the bell

Greeting each other
Making the children line up
Asking the children to clean the room
Which of the following shows cooperation?

Doing all the work alone

Letting others copy from you
Collaborating with others in the group
Allowing others to dominate in the decision making
Which among the following statements about concept of curriculum is
NOT quite acceptable?

It refers to all the experiences that both school and the teacher provide
the students with.
It is the set of acquired knowledge, habits and skills.
It consists of everything that goes within the school.
It is planned action for instruction.
What do you call the curriculum when the teacher makes exams and
other performance measures?

Taught curriculum
Assessed curriculum
Learned Curriculum
Hidden Curriculum
Mrs. Angcaya is doing an assessment of learning. At what stage of
instruction should she do it?

Before instruction
After instruction
Prior to instruction
During the instructional process
If Mr. A will have to make a scoring rubric for the student's output,
what format is better to construct considering that the teacher has
limited time to evaluate their work?

Analytic rubric
Holistic rubric
Either A or B
Neither A or B
In what type of curriculum do resources like textbooks and other
learning activity sheets are included?

Support Curriculum
Written curriculum
Learned Curriculum
Hidden Curriculum
Curriculum:

Major Foundations of
Curriculum
Learning Objectives

At the end of the lesson, you will be able to:

1. Compare and contrast the philosophical beliefs of perennialism, essentialism,

progressivism and reconstructionism
2. Explain the influences of the four educational philosophies on curriculum
3. Identify the application of behaviorist, cognitivist and humanist principles in
the classroom
4. State your values and beliefs about the nature of learning
5. Examine how history and society influenced curriculum
Major Foundations of the Curriculum:

A. Philosophical
B. Psychological
C. Historical
D. Sociological
A. Philosophical Foundations of the Curriculum

1. Perennialism
2. Essentialism
3. Progressivism
4. Reconstructionism
A. Educational Philosophy- Perennialism

Aim of Education- To educate the rational person; to

cultivate the intellect
Role of Education- Teachers help students think with
reason. Based on the Socratic methods of oral exposition
or recitation. Explicit or deliberate teaching of traditional
values.
Focus in the Curriculum- Classical subjects, literary
analysis and the curriculum is constant
Curriculum Trends- Use of great books and return to liberal
arts
B. Educational Philosophy- Essentialism

Aim of Education- To promote the intellectual growth of the

individual and educate a competent person.
Role of Education- The teacher is the sole authority in his or
her subject area or field of specialization
Focus in the Curriculum- Essential skills of the 3 R’s and
essential subjects of English, Science, History, Math and
Foreign Language
Curriculum trends- Excellence in education, back to basics
and cultural literacy
C. Educational Philosophy- Progressivism

Aim of Education- To promote democratic and social living

Role of Education- Knowledge leads to growth and
development of lifelong learners who actively learn by
doing.
Focus in the Curriculum- Subjects are interdisciplinary,
integrative and interactive. Curriculum is focused on
students’ interest, human problems and affairs
Curriculum Trends- School reforms, relevant and
contextualized curriculum, humanistic education
C. Educational Philosophy- Progressivism

Aim of Education- To promote democratic and social living

Role of Education- Knowledge leads to growth and
development of lifelong learners who actively learn by
doing.
Focus in the Curriculum- Subjects are interdisciplinary,
integrative and interactive. Curriculum is focused on
students’ interest, human problems and affairs
Curriculum Trends- School reforms, relevant and
contextualized curriculum, humanistic education
D. Educational Philosophy- Reconstructionism

Aim of Education- To improve and reconstruct society. Education for

change
Role of Education- Teachers act as agents of change and reform in
various educational projects including research
Focus in the Curriculum- Focus on present and future trends and issues
of national and international interests
Curriculum Trends- Equality of educational opportunities in education,
access to global education
B. Psychological Foundations

Psychology provides a basis for teaching and learning. This

serves as the basis for understanding how students learn and
understand a body of knowledge.

1. Behaviorism
2. Cognitivism
3. Constructivism
4. Humanism
LEARNING THEORIES

BEHAVIORISM

A. Ivan Pavlov’s Classical Conditioning

- Classical means “in the established manner”
B. Edward Lee Thorndike’s Connectionism
- Connectionism means learning by selecting and connecting
• Law of Readiness – this law states that an individual will learn when
she is ready to do so
• Law of Exercise – this law states that a connection is strengthened or
weakened depending on the number of times it occurs
• Law of Effect – this law states that a connection is strengthened if it
produces a satisfying effect.
LEARNING THEORIES

BEHAVIORISM

C. BF Skinner’s Operant Conditioning and Reinforcement

Verbal
Physical
Non-verbal
Activity
Token
Consumable
LEARNING THEORIES

BEHAVIORISM

D. Albert Bandura’s Social/Observational Learning Theory

- People learn through observation, simulation, modeling which means
watching, another called a model and later imitating the model’s
behavior

E. Robert Gagne’s hierarchical learning and learning outcomes

1) Intellectual skills or “knowing how”
2) Information for “knowing what”
3) Cognitive strategies
4) Motor skills
5) Attitudes, feelings and emotions
Behaviorism in the Classroom
1. Use a system of rewards to encourage certain behaviors and learning.
2. When learning factual material provide immediate and frequent feedback
for complex and difficult concepts.
3. Provide practice, drill and review activities to enhance mastery of facts.
4. Break down complex task into smaller and manageable sub skills.
5. Sequence materials to enhance understanding.
6. Model the behavior students.
7. Reinforce when students demonstrate the modified behavior.
8. State the learning outcomes desired.
9. Establish a contract with students on the work to be done and what
rewards will be given
Cognitivism

1. Jean Piaget- cognitive developmental stages

2. Lev Vygotsky- social cognitivism
3. Howard Gardner- multiple intelligences
4. Felder and Silverman - learning styles
5. Daniel Goleman- emotional intelligence
Cognitivism in the Classroom
1. Gain the students’ attention.
2. Bring to mind relevant prior learning.
3. Point out important information.
4. Present information in an organized manner.
5. Show students how to categorize related information.
6. Provide opportunities for students to elaborate on new
information
7. Show students how to use coding when memorizing lists
8. Provide for repetition of learning
 PSYCHOLOGICAL FOUNDATION OF EDUCATION

 Behaviorism
 Cognitivism
 Constructivism
 Humanism
Constructivism

Proponents:
1) Bruner
2) Piaget
3) Vygotsky
Constructivism

Proponents:
1) Bruner
2) Piaget
3) Vygotsky
Constructivism in the Classroom

1. Student autonomy and initiative.

2. Higher-level thinking is encouraged.
3. Students are engaged in dialogue with the teacher and
with each other.
4. Students are engaged in experience that challenge
hypotheses and encourage discussion.
5. Curiculum
Humanism

Proponents
a. Abraham Maslow- humans control the behavior and seek
to gratify themselves:

Maslow’s heirarchy of needs:

1) survival
2) safety
3) belongingness
4) esteem
5) knowing and understanding
6) self-actualization
b. Carl Rogers - client - centered therapy

c. Arthur Combs- teaching is to develop self-concept

Characteristics of good teachers:

1) Well- informed about their subjects
2) Sensitive to others’ feelings
3) Believe that students can learn
4) Have positive self - concept
5) Believe in helping all students do their best
6) Use different methodologies
PRINCIPLES OF CURRICULUM

Four major components of the curriculum:

1. aims goals and objectives

2. content or subject matter
3. learning experiences
4. evaluation
A. Generating Aims:
Aims
Kinds of educational aims (Ronald Dell):

1. Intellectual aim
2. Social personal aims
3. Productive aims
Generating Objectives:
Types of objectives:

1. Educational
2. Behavioral
3. Non- behavioral general objectives
Taxonomy of Educational Objectives:
1. Cognitive Domain- (intellect-knowledge- “think”)

Lower Order Thinking Skills

A. Remembering
B. Understanding
C. Applying

Higher Order Thinking Skills

D. Analyzing
E. Evaluating
F. Creating
Taxonomy of Educational Objectives:

2. Affective Domain - (feelings, emotions, attitudes- “feel”)

A. Receiving
B. Responding
C. Valuing
D. Organization
E. Internalize
Taxonomy of Educational Objectives:

3. Psychomotor Domain

A. Perception
B. Set
C. Guided Response
D. Mechanism
E. Complex Overt Response
F. Adaptation
G. Origination
B. Content or Subject Matter

Criteria for selecting Content

1. Self- sufficiency
2. Validity
3. Interest
4. Utility
5. Learnability
6. Feasibility
C. Learning Experiences

Criteria for selecting learning experiences:

1. Make sure there is an alignment between objectives, content

and learning experiences.
2. Learning experiences should enhance students’ learning as
well as motivate them to continue learning.
3. They should encourage group interaction and collaborative
learning.
D. Selecting Educational Environment

Criteria for designing educational environments (Brian Castaldi):

1. Adequacy
2. Suitability
3. Efficiency
4. Economy
CURRICULUM PROCESS

1. Curriculum Planning
2. Curriculum Designing
3. Curriculum Implementation
4. Curriculum Evaluation
5. Curriculum Improvement
CURRICULUM PROCESS

A. Curriculum Planning
• Determinants for Curriculum Planning
1. Learners
2. Society
3. Knowledge
• Needs Assessment
• Formulating Goals
Sources of Goals (Learners, Society,Fund of Knowledge)
CURRICULUM PROCESS

B. Curriculum Design

I. Sources of Curriculum Design:

1. science
2. society
3. eternal and divine sources
4. knowledge
5. learner
CURRICULUM PROCESS

B. Curriculum Design
II. Dimensions of Curriculum Designs

a. Balance- providing necessary weight to each part of the design

b. Articulation- smooth flow of the curriculum on both vertical and
horizontal dimensions
c. Scope- breadth and depth of curriculum content
d. Integration- linking all types of knowledge and experiences within
the curriculum plan
e. Continuity- smoothness or absence of disruption in the curriculum
over time
f. Sequence- order of topics overtime
TYPES OF CURRICULUM DESIGNS

A. Subject- Centered Designs:

1. Subject design - oldest design- content- based

2. Discipline design- by the subject area
3. Broad- fields design- interdisciplinary design
4. Correlational design- requires connection of different subject areas
5. Process design- teaching learners “how” to think
TYPES OF CURRICULUM DESIGNS

B. Learner- Centered Designs:

1. Child-centered- centered around student’s lives, needs and

interests
2. Experience-centered- utilization of precious experiences
TYPES OF CURRICULUM DESIGNS

C. Problem- Centered Design:

1. Life situation design-

a. deals with persistent life situations
b. see the relevance of content to life
c. learning social or life situation
d. focuses on problem solving

2. Reconstructionist design- promotes social actions to restructure

society
CURRICULUM PLANNING AND DEVELOPMENT

Some Models of Curriculum Development:

A. The AIM Model

1. Taba’s Inverted Model

Steps a. Diagnosing needs
b. Formulating specific objectives
c. Selecting content
d. Organizing content
e. Selecting experiences
f. Organizing experiences
g. Evaluating the unit/lesson continuously
h. Checking for balance and sequence
CURRICULUM PLANNING AND DEVELOPMENT

Some Models of Curriculum Development:

A. The AIM Model

2. Tyler’s Ends- Means Model

CURRICULUM PLANNING AND DEVELOPMENT

Some Models of Curriculum Development:

A. The AIM Model

3. The Oliva Model

CURRICULUM PLANNING AND DEVELOPMENT

Some Models of Curriculum Development:

A. The AIM Model

4. The Saylor and Alexander Model

Participants in Curriculum Development and Planning

1. Teachers 5.Curriculum specialist

2. Students 6. Superintendents
3. Principals 7. School boards
4. Parents 8.National government and its agencies
CURRICULUM IMPLEMENTATION

Elements in implementation:
1. Clarification of lines of authority
2. Involvement of affected parties
3. Specification of roles and responsibilities
4. Training of personnel
5. Support to affected parties
CURRICULUM IMPLEMENTATION
CURRICULUM IMPLEMENTATION

Factors Influencing the Implementation of a Curriculum in Schools

1. Adequacy of Resources
2. Time
3. School Ethos
4. Professional Support
5. Professional Adequacy
6. Professional Knowledge
7. Professional Attitude and Interest
CURRICULUM IMPLEMENTATION

Implementation of Curriculum in the Schools

Questions to be answered:
1. What objectives do I hope to accomplish as a result of instruction?
2. What topics or content will I have to cover?
3. What teaching methods or strategies should I use to direct learning
and achieve the objectives?
4. How do I evaluate instruction to determine whether I have
successfully achieved the objective?
CURRICULUM EVALUATION, INNOVATION AND CHANGE

Process evaluation- evaluating the processes in curriculum

implementation

Purposes of curriculum evaluation:

1. to determine the effectiveness of the curriculum
2. to determine the kind of needed intervention
CURRICULUM EVALUATION, INNOVATION AND CHANGE

Why evaluate:
1. course improvement
2. decisions about individuals
3. administrative regulations

What to evaluate?
1. Goals and objectives
2. Content and methodology
3. Outcomes/ results
CURRICULUM EVALUATION, INNOVATION AND CHANGE

Tools Methods and Techniques for Evaluation:

1. Questionnaire and checklists

2. Interviews
3. Observations
4. Documentary review and analysis