Beruflich Dokumente
Kultur Dokumente
CURRICULUM DEVELOPMENT
(PHILIPPINE CONTEXT)
Galileo C. Alesna
Suarez Review Center
Region IX, Philippines
Curriculum: Concepts,
Nature and Purposes
FUNDAMENTAL CONCEPTS IN
CURRICULUM
FOUNDATIONS OF CURRICULUM
TYPES AND PATTERNS OF
CURRICULUM
ROLE OF STAKEHOLDERS IN
CURRICULUM DEVELOPMENT
CURRICULUM PROCESS
CURRICULUM ALIGNMENT
CURRICULUM INNOVATION
FUNDAMENTAL CONCEPTS
IN CURRICULUM
FOUNDATIONS OF
CURRICULUM
MAJOR FOUNDATIONS
OF CURRICULUM
The curriculum in order to be effective should be
based on the following foundation:
Sociological and cultural
Philosophical
Historical
Psychological
The curriculum needs to be securely established in
sociological and cultural, philosophical, historical and
psychological bases for all-around development of the
leaner.
Cultural tradition
Textbooks
Laws
Moral values
Philosophical Foundations
Philosophy gives direction to curriculum in terms of its
goals and objectives;
The schools underlying beliefs and values have impact
on curriculum content and choice of appropriate
instructional strategies and learning activities in
implementing the curriculum.
Basic Philosophical
System
Idealism (Plato)
Realism (Aristotle)
Pragmatism ( Dewey,
Rousseau, W. James)
Perennialism
Existentialism
Essentialism
Reconstructionism
Fundamental
idea(s)
Curricular implications
Focus on conscious
awareness of choice
There are certain ideas that Curriculum focused on assimilation of prescribed basic matter
men should know for social 3Rs, History, science math
stability
School are the chief means Curriculum should include subject that deal with social and cultural
crises
for building new social
order
Historical Foundations of
Curriculum Development
It refers the educational focus
prevalent during a particular period
or event in Philippine history.
The focus could be made basis or
model curriculum development of
recent years.
Period
1. Pre-Spanish
Characteristics
Curricular Focus
Broad/not written
Reading and writing-study of
Koran
2. Spanish
3. American
3Rs
GMRC
Hygiene and sanitation
English instruction
4. Commonwealth
5. Japanese
Filipino as medium
Elementary (6 years) age 7
Double single sessions
Filipino subject introduced
Diffusion of elementary education
Promotion of vocational education
Termination of the use of English
as medium of instruction
Third Republic
1935.situation
1. New society
2. Fourth Republic
Psychological Foundations
Essentials of psychology to education
How do we learn (and think)?
Why do students respond to teaching?
And why do they respond differently?
Psychology Curriculum
basis of understanding John Dewey
a screen Ralp Tyler
modes of thinking Jerome Bruner
Unifying elements of the learning process.
It forms the basis for the methods,
materials, and activity of learning serves
. . . for many curriculum decision
1.Planning
2.Implementing
3.Evaluating
ROLE OF STAKEHOLDERS IN
CURRICULUM DEVELOPMENT
Characteristics of an effective
curriculum
Curriculum objective should be concise
and understandable
Curriculum objective should integrate
and apply certain knowledge, skills and
attitude.
o Durable- useful to student to
considerable period of his lifetime
o Significant- has a major effect upon how
the student will function
o Transferable- used in meeting needs
Paper-pencil test
Observation
Analysis of projects
Unobtrusive measure
Self-Evaluation
Presented in a report
Use of date- to determine if students have mastered the
preceding instruction
To reveal whether or not pre-specified learning outcomes
have been achieved
To revise program and methods of subsequent groups.
CURRICULUM PROCESS
A curriculum includes
Values
The
The
The
The
curriculum designers
teachers
learners
society in which it is delivered
Planned
Delivered
Experienced
is
is
is
is
Curriculum Approaches
Subject Centered
Child is the center of the education process and the curriculum should be built
upon interests, abilities, purposes, and needs.
A framework in which the child is guided toward maturity within the context of
the social group. It assumes that in the process of living, children experienced
problem.
Behavioral Approach
Goals and objectives are specified, contents and activities are also arranged to
match the learning objectives.
Learning outcomes are evaluated in terms of goals and objectives set at the
beginning Started with Frederick Taylor aimed to achieve efficiency.
Begins with educational plans that start with the setting of goals or objective.
Managerial Approach
Systems Approach
Administration
Counseling
Curriculum
Instruction
Evaluation
Humanistic Approach
Child-centered movement
Formal or planned curriculum and informal or hidden curriculum
Whole child believes that in curriculum the total development of
individual is the prime consideration.
The learner is the center of the curriculum.
CURRICULUM MODELS
1. Subject-Centered Curriculum
Subject Design
Discipline Design
Correlation Design
Board filed design/interdisciplinary
2. Learner-Centered Curriculum
3. Problem-Centered Curriculum
Life situation design
Core design
CURRICULUM ALIGNMENT
connectionism (Thorndike)
influences
2. Cognitivism
Theories of Jean Piaget
Influence
Tylers method:
1. Continuity Vertical curriculum
2. Sequence Spiral curriculum of which past
experience builds upon the preceding one
3. Integration Horizontal curriculum
Constructivism (Vygotsky)
3. Phenomenology/Humanistic Psychology
Gestalt Theory
In search Curriculum
Psychomotor
Cognitive
Affective
Components of the Curriculum
Curriculum has an important role in an
educational system. It is somehow a blueprint
which leads the teacher and the learner to reach
the desired objectives. As a result, authorities
have to design in such a way that it could lead
the teacher and the learner meet the desired
learning outcomes.
Curriculum
Curriculum
Curriculum
Curriculum
Learner
Teachers
Situation
Needs
Lacks
Wants
Necessities
3.
Curriculum Experiences
4. Curriculum Evaluation
1.
2.
3.
4.
SUMMARY
The components of a curriculum are
distinct but interrelated to each other
These four components should be
always present in a curriculum
These are the essential items to have
an effective curriculum
In a Curriculum, evaluation is
important so one could assess
whether the objectives and aims have
been meet or if not, he could employ
another strategy which will easily
work out.
Curriculum experience could not be
effective if the content is not clearly
defined.
CURRICULUM INNOVATION
CURRICULUM INNOVATION
Local and National Curricular Innovations:
Phases of Implementation
Universal Kindergarten offered starting SY 2011-2012
DepEd began unclogging the basic education
curriculum in SY 2012-2013
The enhanced 12 year curriculum was implemented
starting with incoming Grade 1 students of SY 20122013
Incoming freshmen last SY 2012-2013 was the first
beneficiary of a free Senior High School education
that was made available by DepEd in public schools
beginning SY 2016-2017
Electives to be offered in Senior HS (arts, music,
tech-vocational, etc.)
CORE CURRICULUM
There are seven Learning Areas under the Core Curriculum.
These are Languages, Literature, Communication,
Mathematics, Philosophy, Natural Sciences, and Social
Sciences. Current content from some General Education
subjects are embedded in the SHS curriculum.
TRACKS
Each student in Senior High School can choose among three
tracks: Academic; Sports; Arts and Design; and
Technical-Vocational-Livelihood. The Academic track
includes three strands: ACCOUNTANCY, BUSINESS AND
MANAGEMENT (ABM) STRAND; HUMANITIES AND SOCIAL
SCIENCES STRAND (HUMSS); SCIENCE, TECHNOLOGY,
ENGINEERING AND MATHEMATICS (STEM) STRAND; and
GENERAL ACADEMIC STRAND.
Students undergo immersion, which may include earn-whileyou-learn opportunities, to provide them relevant exposure
and actual experience in their chosen track.
Industry-Academe Linkages
Benefits from Industry-University
Collaboration contd
Industry-Academe Linkages
Benefits from Industry-University
Collaboration contd
Program accreditation
Institutional accreditation
In other words these are the children who drop out before
they finish their elementary/ secondary schooling, and
question
Choose who among these children are
educationally challenged.
A. Pedro, Grade III, can read in Filipino but not in English
B. Nancy, drop-out at Grade IV
C. Jose and Greg, street children
D. Jane, finished high school, lacks numeracy skills
LET'S REVIEW
The
The
The
The
learners
school heads
teachers
parents
Q: Everytime Mr. Robles passed by the school on his way to the farm he
observed a number of students loitering around the school premises. He
was wondering why the students were out of the classrooms when
classes were going on. During a PTA meeting, Mr. Robles reported his
observations which the principal did not like. Does Mr. Robles have the
right to report his observations?
galileo@teachers.org
References
Conception, B. et al (2015). Reviewer: Licensure
Examination for Teachers, NCBTS Oriented 2015
Edition. Manila, Philippines.
Gines, A. et al (2013). A Reviewer for the Licensure
Examination for Teachers: Professional Education.
PNU Press, Manila, Philippines.
Santos, L. (2010). Module 2: The Philippine Basic
Education Curriculum. Teacher Induction Program.
Teacher Induction Council, Department of Education,
Philippines.
Experiential Learning Courses Handbook. (2006)
Philippines: Department of Education and Teacher
Education Council.