ANABELLE BROSOTO BSED II-F
Evaluates the curriculum
CURRICULUM DEVELOPMENT
Curriculum is at the heart of of the teaching profession
EDUCATIONAL LEVELS
1. BASIC EDUCATION - Kindergarten up to grade 12.
Each levels has its specific recommended curriculum.
2. TECHNICAL VOCATIONAL EDUCATION
-post-secondary technical vocational educational and
training
3. HIGHER EDUCATION - includes the Baccaularette or
Bachelor Degrees and Graduate Degrees (Masterate
and Doctorate) which are under CHED
TYPES OF CURRICULA IN SCHOOL
1. RECOMMENDED CURRICULUM - almost all of the
curricula found in school are recommended. For Basic
Education by DEPED for higher education by CHED,
Vocational Technical Education by Technical Education
Skills and Development Authority(TESDA)
2. WRITTEN CURRICULUM - documents based on the
recommended. Form of course of study , syllabi,
modules, books, instructional guide. A packet of this
written curriculum is the teacher’s lesson plan.
3. TAUGHT CURRICULUM - from what has been
written or planned the curriculum has to be
implemented or taught. Teachers and learners put life
in the curriculum. Depend on the teacher’s learning
style and the learner’s learning style
4. SUPPORTED CURRICULUM - supported materials
that teachers needs to make learning and teaching
meaningful. Includes print materials like books, charts,
posters, worksheets or non print materials like
powerpoint presentation movies, slides, models,
realias, mock-ups.also the facilities like playground and
laboratory
5. ASSESSED CURRICULUM - taught and supported
curricula have to be evaluated to find out if the
teacher has succeeded or not in facilitating learning.
6. LEARNED CURRICULUM - if a student change
behavior, he/she has learned. It will also demonstrate
higher and critical thinking and lifelong skills.
7. HIIDDEN/IMPLICIT CURRICULUM - it is not
deliberately planned, but has great impact on the
behavior of the learner.
CURRICULARIST - a person who involved in curriculum
knowing, writing, planning, implementing, evaluating,
innovating and initiating.
THE TEACHER AS A CURRICULARIST
1. Knows the curriculum
2. Writes the curriculum
3. Plans the curriculum
4. Initiates the curriculum
5. Innovates the curriculum
6. Implements the curriculum
7.
Curriculum from the Latin word currere that refers to
the oval track upon which Romans chariots raced.
THE NEW INTERNATIONAL DICTIONARY- defines the
curriculum as the whole body of a course in an
educational institution or by a department.
OXFORD ENGLISH DICTIONARY - defines as courses
taught in schools or universities.
SOME DEFINITIONS OF A CURRICULUM
1. DANIEL TANNER 1980 - a planned and guided set of
learning experiences and intended outcomes,
formulated through the systematic reconstruction…
2. SCHUBERT 1987 - contents of a subject, concepts
and tasks to be acquired, planned activities, the
desired learning outcomes and experiences…
3. HASS 1987 - a curriculum includes all of the
experiences that individual learners have in a program
of education…
4. PRATT 1980 - a written document that
systematically describes goals, objectives, content,
learning activities…
5. GRUNDY 1987 - as a programme of activities
designed so that the pupils will attain so as far as
possible certain educational and other schooling ends
or objectives.
6. GOODLAND AND SU 1992 - a plan that consists of
learning opportunities from a specific time frame and
place..
7. CRONBETH 1992 - as answers to 3 questions 1.
What knowledge, skills and values are most
worthwhile
POINT OF VIEW about the curriculum can either be
traditional or progressive according to their
philosophical psychological, and even psychological
orientations,
CURRICULUM FROM TRADITIONAL POINTS OF VIEW
ROBERT M. HUTCHINS - permanent studies where
rules of grammar, reading, rhetoric,logic and
mathematics for basic education are emphasized.
ARTHUR BESTOR - mission of the school should be
intellectual training, hence should focus on the
fundamental intellectual disciplines of grammar,
literature and writing.
JOSEPH SCHWAB - thinks that the sole source of
curriculum is discipline. He coined the word discipline
as ruling which comes from various disciplines.
PHILLIP PHENIX - asserts that curriculum should
consists entirely of knowledge which comes from
various disciplines…
CURRICULUM FROM PROGRESSIVE POINTS OF VIEW -
education is experiencing. Reflective thinking is a
means that unifies curricular elements that is tested by
application
HOLLIN CASWELL & KENN CAMPBELL- viewed
curriculum as all experiences children have under the
guidance of teacher,
OTHANIEL SMITH, WILLIAM, STANLEY & HARLAN
SHORE - curriculum as a sequence of potential
experiences..
COLIN MARSH&GEORGE WILLIS - all the experiences
in the classroom which are planned and enacted by
the teacher and also by the learner.
3 WAYS OF APPROACHING A CURRICULUM
Content- body of knowledge to be transmitted
Process- what are actually happens in the classroom
Product- the learning outcomes desired of learners
4 WAYS OF PRESENTING THE CONTENT IN THE
CURRICULUM
1. TOPICAL APPROACH- contents is based on
knowledge and experiences are included
2. CONCEPT APPROACH- with fewer topics in clusters
around major and sub concepts and their interaction
with relatedness emphasized
3. THEMATIC APPROACH- combination of concepts
that develops conceptual structures
4. MODULAR APPROACH- leads to complete units of
instruction
CRITERIA IN THE SELECTION OF CONTENT
1. SIGNIFICANCE- should contribute to ideas, concepts,
principles, generalizations that should attain the
overall purpose of the curriculum.
2. VALIDITY- the authenticity of the subject matter ,
forms its validity
3. LEARNABLITY- complexity of the content should be
within the range of experiences of the learners
4. UTILITY- usefulness of the content in the curriculum,
can be relative to time
5. FEASIBILITY- can the subject content be learned
within the time allowed resources available expertise
of the teachers and the nature of the learners?
6. INTEREST- one of the driving force of the learners to
learn better.
GUIDE IN THE SELECTION OF THE CONTENT IN THE
CURRICULUM
1. Content is commonly used in the 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 of the future career
4. Content is related to other subject field or discipline
for complementation or integration
5. Content is important in the transfer of learning in
other disciplines.
BASIC PRINCIPLES OF CURRICULUM CONTENT
PALMA-proposed the the principle of basic as a guide
in addressing content in the curriculum
BASIC means Balance, Articulation, Sequence,
Integration and Continuity
BALANCE-fairly distributed In depth and breadth.
ARTICULATION-assure that there are no gaps or
overlaps in the content, seamlessness in the content is
desired
SEQUENCE- the logical arrangement of the content
INTEGRATION- does not stand alone or isolated, it has
some ways of relatedness and connectedness to other
contents
CONTINUITY-when viewed as a curriculum should
continuously flow as it was before, should be perennial
CURRICULUM AS A PROCESS
Interaction of students and the teachers
PEDADOGICAL CONTENT KNOWLEDGE - intersection
of the content and process
3 WORDS CONNOTE THE PROCESS IN THE
CURRICULUM: instruction, implementation and
teaching
CURRICULUM AS A PRODUCT
The main purpose of education is to bring about
significance changes in students pattern of behavior
CURRICULUM DEVELOPMENT PROCESS
CURRRICULUM DEVELOPMENT- dynamic process
involving many different people and procedures
4 PHASES OF MOST MODELS INVOLVES
1. CURRICULUM PLANNING- the school vision, mission
and goals
2. CURRICULUM DESIGNING- the way the curriculum
is conceptualized to include the selection and
organization of the content, the resources to be
utilized and the statement of the intended learning
outcomes
3. CURRICULUM IMPLEMENTING- is where the action
takes place, activities that transpires in every teacher’
s classroom where the learning becomes an active
process
4. CURRICULUM EVALUATING- the extent to which
the desired outcomes have been achieved.
CURRICULUM DEVELOPMENT PROCESS MODELS
1. RALPH TYLER MODEL: FOUR BASIC PRINCIPLES
Also known as Tyler’s Rationale, emphasizes the
planning planning phase.
Presented in his book Basic Principles Of Curriculum
And Instruction
4 fundamental principles which are illustrated as
answers to the Ff. Questions:
1. What education purposes should school seek to
attain?
2. What educational experiences can be provided that
are likely to attain these purposes?
3. How can these educational experiences be
effectively organized?
4. How can we determine whether these purposes are
being attained or not?
HE SHOWS THE FF. CONSIDERATIONS
1. Purposes of the school
2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experiences
HILDA TABA MODEL:GRASSROOTS APPROACH
Improves the Tyler’s Model,she believed that teachers
should participate In the developing of the curriculum,
she begins from the bottom rather than fro, the top
7 major steps to her linear model:
1. Diagnosis of learners needs and expectations of the
larger society
2. Formulation of the learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the means of
doing it.
GALEN SAYLOR AND WILLIAM ALEXANDER
CURRICULUM MODEL
They viewed curriculum development as consisting
four steps
1. GOALS, OBJECTIVES AND DOMAINS
2. CURRICULUM DESIGNING
3. CURRICULUM IMPLEMENTATION
4. EVALUATION