1.

ESSENTIALISM
The teacher is the sole authority 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 emphasize 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, continuously 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 scholars 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 assess 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
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 individual’s
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
Refers 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, Evaluation 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 development
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 curriculum is attributed to Dewey, Rouseau, Pestallozi and Froebel
Curriculum is anchored on the needs and interest of child
40. HUMANISTIC DESIGN
Abraham Maslow and Carl Rogers - who said the development of the self is the ultimate
objective of learning
41. EXPERIENCE CENTERED DESIGN
Experiences 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
Change 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 nontraditional 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.
51. PILOT TESTING
a process of gathering empirical data to support whether the material or the curriculum is useful,
relevant, reliable and valid
52. MONITORING
a periodic assessment and adjustment during the try out period
53. CURRICULUM EVALUATION
Systematic process of judging the value effectiveness and adequacy of a curriculum, process of
obtaining information for judging the worth of educational program, product ,procedure
,educational objectives or the potential utility or 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 purposes of the curriculum
56. BACKWARD DESIGN (UbD-Based curriculum)
Stage 1:IDENTIFYING RESULTS/DESIRED OUTCOMES
Content/Performance standard, Essential understanding, Objectives-KSA, Essential Question,
Stage 2:DEFINING ACCEPTABLE EVIDENCE/ ASSESSMENT
Assessment-Product, Performance, Assessment criteria/tools, Six facets of understanding,
Explain, Interpret, Apply, Perspective, Empathy, Self-knowledge
Stage 3: LEARNING PLAN/INSTRUCTION
Explore, Firm up, Deepen, Transfer
57. K-12 CURRICULUM
1. Universal Kindergarten
2. Contextualization and Enhancement
3. Spiral Progression
4. Mother Tongue-Based Multilingual Education
5. Senior High School
6. College and Livelihood readiness,21st Century Skills
58. MEDIUM OF INSTRUCTION RATIONALIZED
President Aquinos 10 ways to fix Phil education refers to the use of mother tongue as a medium
of instruction from pre-school to grade 3
59. EVERY CHILD A READER BY GRADE 1
by the end of the SY every child passing preschool must be a reader by grade 1.