Part 1

UNESCO'S 5 PILLARS of EDUCATION..�

Learning to Know

– the development of skills and knowledge needed to function in this world e.g. formal acquisition of
literacy, numeracy, critical thinking and general knowledge.

Learning to DO

– the acquisition of applied skills linked to professional success.

Learning to Live Together

– the development of social skills and values such as respect and concern for others, and the
appreciation of cultural diversity.

Learning to BE

– the learning that contributes to a person’s mind, body, and spirit. Skills include creativity and personal
discovery, acquired through reading, the Internet, and activities such as sports and arts.

Learning to Transform Oneself and Society

– when individuals and groups gain knowledge, develop skills, and acquire new values as a result of
learning, they are equipped with tools and mindsets for creating lasting change in organizations,
communities, and societies.

Prof Ed

CURRICULUM DEVELOPMENT

MET REVIEW

1. ESSENTIALISM

�The teacher is the sole athourity in her subject area or field of specialization

�Excellence in education ,back to basics and cultural literacy

2. PERENNIALISM

�Teachers help students think with reason based on socratic methods of oral exposition or recitation
,explicit or deliberate teaching of traditional values
�Use of great books and return to liberal arts

3. PROGRESSIVSM

�Subjects are interdisciplinary,integrative and interactive

�Curriculum is focused on students interest,human problems and affairs

�School reforms ,relevant and contextualized curriculum,humanistic education

4. RECONSTRUCTIONISM

�Teacher act as agents of change and reform in various educational projects including research

�Equality of educational opportunities in education,access to global education

5. CURRICULUM

a. It is based on students needs and interest

b. It is always related to instruction

c. Subject matter is organized in terms of

knowledge ,skills and values

d.the process emphazise problem solving

e. Curriculum aims to educate generalist and

not specialist

6. BEHAVIORIST PSYCHOLOGY

�Learning should be organized so that students can experience success in the process of mastering the
subject matter

7. COGNITIVE PSYCOLOGY

�Learning constitutes a logical method for organizing and interpreting learning

8. HUMANISTIC PSYCHOLOGY

�Curriculum is concerned with the process not the products

�personal needs not subject matter

�psychological meanings and environmental situations

9. SOCIAL FOUNDATION OF CURRICULUM

�Society as ever dynamic,is a source of very fast changes which are difficult to cope with

10. PHILOSOPHICAL AND PSYCHOLOGICAL

FOUNDATION OF CURRICULUM

�Helps in answering what school are for ,what subject are important, how students should learn,and
what materials and methods should be used

11. HISTORICAL FOUNDATIONS OF CURRICULUM

�Shows different changes in the purposes ,principles and content of the curriculum

12. GOOD CURRICULUM

�Complements and cooperates with other programs of the community

�Provides for the logical sequence of subject matter

�Continuosly involving

�Complex of detail

13. WRITTEN CURRICULUM

�Teacher Charisse implements or delivers her lessons in the classroom based on a curriculum that
appear in school,district or division documents

14. RECOMMENDED CURRICULUM

�Proposed by schoolars and professional organization

15. HIDDEN CURRICULUM

�Unintended curriculum which is not deliberately planned but may modify behavior or influence
learning outcomes

16. TAUGHT CURRICULUM

�Teachers implement or deliver in the classrooms or schools

17. OBJECTIVES

�Implement or component of the curriculum provides the bases for the selection of content and learning
experience which also set the criteria against which learning outcomes will be evaluated

18. LEARNING EXPERIENCE

�What instructional strategies resources and activities will be employed

19. CONTENT

�What subject matter is to be included

20. EVALUATION APPROACHES

�What methods and instruments will be used to asses the results of curriculum

21. INTEREST

�A learner will value the content or subject matter if it is meaningful to him/her

22. SIGNIFICANCE

�When content or subject matter will contribute the basic ideas,concepts,principles and generalization
to achieve the overall aim of the curriculum then it is significant

23. LEARNABILITY

�Subject matter is the curriculum should be within the range of the experience of the learners

24. UTILITY

�Usefulness of the content or subject matter may be relative to the learner who is going to use it.

25. LEARNING CONTENT OF A CURRICULUM

�Frequently and commonly used in daily life

�Suited to the maturity levels and abilities of students

�Valuable in meeting the needs and the competences of a future career

26. LEARNING EXPERIENCES

�Elements or components of the curriculum includes instructional strategies and methods that put in
action the goals and use the contents in order to produce the outcome

Part 2

27. AIMS,GOAL and OBJECTIVES

�They provide the bases for the selection of learning content and learning experiences

�They also set the criteria against which learning outcomes will be evaluated

28. SUBJECT MATTER/CONTENT

�It is the compendium of facts ,concepts,generalization,principles and theories.

�It is individuals personal and social world and how he or she defines reality

29. EVALUATION APPROACHES

�Refer to the formal determination of the quality,effectiveness or value of the program,process and
product of the curriculum

30. INPUT

�In the CIPP Model by Stufflebeam the goals,instructional strategies ,the learners ,the teachers the
content and all materials needed in the curriculum

31. CONTEXT

�Referes to the environment of the curriculum or the real situation where the curriculum is operating

32. PROCESS

�Refers to the ways and means of how the curriculum has been implemented

33. PRODUCT

�Indicates if the curriculum accomplishes its goal

34. HILDA TABA

�Grassroots approach-teachers who teach or implement the curriculum should participate in developing
it

35. RALPH TYLERS MODEL of CURRICULUM

�Purpose of the school

�Educational experience related to the purpose

�Organization of the experience

�Evaluatiom of the experience

36. PLANNING PHASE in curriculum development

�The needs of the learners

�The achievable goals and objectives to meet the needs

�The selection of the content to be taught

�The motivation to carry out the goals

�The strategies most fit to carry out the goals

�The evaluation process to measure learning outcomes

37. IMPLEMENTATION PHASE in curriculum develoment

�Requires the teacher to implement what has been planned

38. EVALUATION PHASE in curriculum development

�A match of the objectives with the learning outcomes will be made

39. CHILD CENTERED DESIGN

�Design model in developing curriculuk is attributed to Dewey,Rouseau,Pestallozi and Froebel

�Curriculum is ancored on the needs and interest of child

40. HUMANISTIC DESIGN

�Abraham Mashlow and Carl Rogers

�who said the development of the self is the ultimate objective of learning

41. EXPERIENCE CENTERED DESIGN

�Experiemces of the learners become the starting point of the curriculum

42. PROBLEM CENTERED DESIGN

�Draws on social problems ,needs,interest and abilities of the learners

43. MANAGERIAL APPROACH

�School principal is the curriculum leader and at the same time instructional leader

44. SYSTEM APPROACH

�Influenced by system theory,where the parts of total school district or school are determined in terms
of how they related to each other

45. BEHAVIORAL APPROACH

�Chagce of behavior indicates the measure of the accomplishment

46. HUMANISTIC APPROACH

�Consider the whole child

�believes that in a curriculum the total developmemt of the individual is the prime consideration
�The learner is the center of the curriculum

47. SYSTEMS APPROACH

�The organizational chart of the school shows the line staff relationships of personnel and how decision
are made

48. PROCESS OF FEEDBACK AND REFLECTION

�To give information as to whether the three phases were appropriately done and gave good results

49. EDUCATIONAL TECHNOLOGY'S ROLE

�Upgrading the quality of teaching and learning in school

�Increasing the capability of the teacher to effectively inculcate learning and for students to gain mastery
of lessons and courses

�Broadening the delivery of education outside school through non traditional approaches to normal and
informal learning such as open universities and lifelong learning to adult learners

50. CURRICULUM ASSESSMENT

�Teacher gathers information about his students know and can do.

Part 3

51. PILOT TESTING

�A process of gathering empirical data to support wheter tje material or the curriculum is
useful,relevant,reliable and valid

52. MONITORING

�A periodic assessment and adjusment during the try out period

53. CURRICULUM EVALUATION

�Systematic process of judging the value effectiveness and adequacy of a curriculum

�process of obtaining informationfor judging the worth of educational program,product ,procedure

,educational objectives or the potential utility orlf alternative approaches design to attain specified
objects

54. CURRICULUM DEVELOPMENT

�The process of selecting organizing executing and evaluating the learning experience on the basis of the
needs abilities and interest of the learners and on the basis of the nature of the society or community for
the possibilities of improving the teaching learning situation

55. CURRICULUM DESIGN

�Focuses on the content and porpuses of the curicculum

56. BACKWARD DESIGN (UbD-Based curriculum)

�Stage 1:IDENTIFYING RESULTS/DESIRED OUTCOMES

�Content/Performance standard

�Essential understanding

�Objevtives-KSA

�Essential Question

�Stage 2:DEFINING ACCEPTABLE EVIDENCE/ASSESSMENT

�Assessment-Product

�Performance

�Assessment criteria/tools

�Six facets of understanding

Explain

Interpret

Apply

Perspective

Empathy