Beruflich Dokumente
Kultur Dokumente
THE PHILIPPINES
Curriculum evolution dates back to pre spanish epoch to the present. If you are to
comment/critique, which of the periods would give merits or favorable comments? Which of
these would you like to erase in your memory? Support your answer.
the religious, political, economic and social influences and events that took place in the
country affected and sometimes dictated the kind of curriculum developed in that particular
epoch of Philippine history. Colonial rule in the country tailored the curriculum to serve colonial
goals and objectives.
Before the coming of the Spaniards the Filipino possessed a culture of their own. They had
contacts with other foreign peoples from Arabia, India, China, Indo-china and Borneo. The
diaries of Fr. Chirino attest to the historical fact that “the inhabitants were a civilized people,
possessing their system of writing, laws and moral standards in a well-organized system of
government. They did not have an organized system of education as we have now. They,
however, possessed the knowledge as expressed in their ways of life and as shown in the rule of
the barangay, their code of laws – the code of Kalantiao and Maragtas, their belief in the bathala,
the solidarity of the family, the modesty of the women, the children’s obedience and respect for
their elders, and in the valor of the men.
The term curriculum refers to the lessons and academic content taught in a school or in a
specific course or program. In dictionaries, curriculum is often defined as the courses offered by a
school, but it is rarely used in such a general sense in schools. Depending on how broadly educators
define or employ the term, curriculum typically refers to the knowledge and skills students are
expected to learn, which includes the learning standards or learning objectives they are
expected to meet; the units and lessons that teachers teach; the assignments and projects given to
students; the books, materials, videos, presentations, and readings used in a course; and the
tests, assessments, and other methods used to evaluate student learning. An individual teacher’s
curriculum, for example, would be the specific learning standards, lessons, assignments, and
materials used to organize and teach a particular course.
Teachers design each curriculum with a specific educational purpose in mind. The ultimate
goal is to improve student learning, but there are other reasons to employ curriculum design as
well. For example, designing a curriculum for middle school students with both elementary and
high school curricula in mind helps to make sure that learning goals are aligned and complement
each other from one stage to the next. If a middle school curriculum is designed without taking
prior knowledge from elementary school or future learning in high school into account it can create
real problems for the students.
PHILOSOPHICAL FOUNDATIONS:
Based upon fundamental beliefs that arise from one's philosophy of Education, curricular
decisions involve consideration of several topics and issues. Precisely for this reason, we
consider philosophy one of the major foundation areas in curriculum. In this section, we shall
explore several different philosophies of education that influence curricular decisions.
Philosophy and Curriculum
Studying philosophy helps us deal with our own personal systems of beliefs and values, i.e., the
way we perceive the world around us and how we define what is important to us. As
philosophical issues have always influenced society and institutions of learning, a study of the
philosophy of education in terms of Curriculum development is essential.
In essence, a philosophy of education influences, and to a large extent determines, our
educational decisions and alternatives. Those who are responsible for curricular decisions,
therefore, should be clear about what they believe. If we are unclear or confused about our own
beliefs, then our curricular plans are bound to be unclear and confusing. One important step in
developing a personal philosophy of education is to understand the various alternatives that
others have developed over the years. Here we shall look into the following four major
philosophical positions that have, hitherto, influenced curriculum development.
i ) Idealism
ii) Realism
iii) Pragmatism
iv) Existentialism
i ) Idealism
The doctrine of idealism suggests that matter is an illusion and that reality is that which exists
mentally. It emphasizes moral and spiritual reality as the chief explanation of the world and
considers moral values absolute, timeless and universal.
If we apply this view to education what would be the implications for the role of teachers and
curriculum in education?
Obviously, teachers would act as role models of enduring values. And the school must be highly
structured and ought to advocate only those ideas that demonstrate enduring values. The
materials used for instructions, therefore, would centre on broad ideas particularly those
contained in great works of literature and/or scriptures. Since it is based on broad ideas and
concepts, idealism is not in line with the beliefs of those who equate learning with acquisition of
specific facts from various Proponents of realism view the world in terms of objects and matter.
They believe that human behavior is rational when it conforms to the laws of nature and is
governed by social laws. Applied to education, those ideas begin to reveal a second possible
philosophy of education.
ii) Realism
What kind of philosophy will that be? 'Realists' consider Education a matter of reality rather than
speculation. Application, The paramount responsibility of the teacher, then, is to impart to
learners the knowledge about the world they live in. What scholars of various disciplines have
discovered about the world constitutes this knowledge. However, like the idealists, the realists
too stress that education should reflect permanent and enduring values that have been handed
down through generations, but only to the extent that they do not interfere with the study of
particular disciplines. Clearly, unlike the idealists who consider classics ideal subject matter for
studies, the realists view the subject expert as the source and authority for determining the
curriculum.
iii) Pragmatism
In contrast to the traditional philosophies, i.e., idealism and realism, Pragmatism gives
importance to change, processes and relativity, as it suggests that the value of an idea lies in its
actual consequences. The actual consequences are related to those aims that focus on practical
aspects in teaching and learning (Nash, 1995).
According to pragmatists, learning occurs as the person engages in transacting with the
environment. Basic to this interaction is the nature of change. In this sense, whatever values and
ideas are upheld currently would be considered tentative since further social development must
refine or change them. For instance, at a particular period of time it was generally believed that
the earth was flat which was subsequently disproved through scientific research.
To consider, therefore, what is changeless (idealism) and inherited the perceived universe
(rea1ism) and to discard social and/or perceptual change is detrimental to the overall
development and growth of children. You can now visualize how pragmatism would have
influenced the framing of curriculum.
Curriculum, according to the pragmatists, should be so planned that it teaches the learner how to
think critically rather than what to think. Teaching should, therefore, be more exploratory in
nature than explanatory. And, learning takes place in an active way as learners solve problems
which help them widen the horizons of their knowledge and reconstruct their experiences in
consonance with the changing world. What then might be the role of the teacher? The role is not
simply to disseminate information but to construct situations that involve both direct experience
with the world of the learner and opportunities to understand these experiences.
Having seen three basic philosophical positions that have influenced curriculum development, let
us now look at the fourth one.
iv) Existentialism
This doctrine emphasizes that there are no values outside human beings, and thus, suggests that
human beings should have the freedom to make choices and then be responsible for the
consequences of those choices.
According to this philosophy, learners should be put into a number of choice-making situations,
i.e., learners should be given freedom to choose what to study. It emphasizes that education must
centre on the perceptions and feelings of the individual in order to facilitate understanding of
personal reactions or responses to life situations. Of primary concern in this process is the
individual. Since life is based upon personal meanings, the nature of education, the existentialists
would argue, should be largely determined by the learner. Individual learners should not be
forced into pre-determined programmes of study. Whatever the learner feels he/she must learn
should be respected and facilitated by the system. An existentialist curriculum, therefore, would
consist of experiences and subjects that lend themselves to philosophical dialogue and acts of
making choices, stressing self-expressive activities and media that illustrate emotions and
insights. The teacher, then, takes on a non-directive role. The tender is viewed as a partner in the
process of learning. As a professional, the teacher serves as a resource facilitating the individual's
search for personal meaning rather than imposing some predetermined values or interests on
learners.
Existentialism has gained greater popularity in recent years. Today, many educationists talk
about focusing on the individual, promoting diversity in the curriculum and emphasizing the
personal needs and interests of learners. Here, perhaps, we can recall the philosophy that
underlies the open distance education system. Learner-autonomy, which the existentialists seem
to suggest, has been and remains the prime characteristic feature of the distance mode of
teaching-learning. Because of the explosion in knowledge and tremendous growth in information
technology, the curriculum of the past seems to be obsolete.
To plug the gap between the needs of the learner, the society and the curriculum content,
rethinking in the area of curriculum development appears to be unavoidable. What might have
been relevant in a particular situation need not necessarily always be so. In essence, social
changes demand changes in the existing pattern of education. The inherent potentiality of the
system of distance education enables it to accommodate and cater to these changes. It should be
clear from the above discussion that by and large, in operational terms, both pragmatism and
existentialism find ample expression in open distance education.
.
Each of the four major philosophies just described begins with a particular view of human nature
and of values and truths, and then proceeds to suggest what such a view implies for curriculum
development. Before we conclude our discussion on the philosophical foundations of curriculum,
we should make note of a few educational philosophies in order to reinforce what has been said
so far.
Educational philosophies:
Although aspects of educational philosophy can be derived from the roots of idealism, realism,
pragmatism and existentialism, a common approach is to provide a pattern of educational
philosophies which derives from the major schools of philosophy some of which have been
touched upon above. Here, we shall be looking into the following four educational philosophies
for their implications in the area of curriculum development.
i) Perennialism
ii) Progressivism
iii) Essentialism, and
iv) Reconstructionism
Let us discuss each one of these in this very order.
i) Perennialism
It advocates the permanency of knowledge that has stood the test of time and values that have
moral and spiritual bases. The underlying idea is that education is constant, absolute and
universal. Obviously, "perennialism" in education is born of "idealism" in general philosophy.
The curriculum of the perennialist is subject-centered. It draws heavily on defined disciplines or
logically organised bodies of content, but it emphasizes teaching leaming of languages,
literature, sciences and arts. The teacher is viewed as an authority in a particular discipline and
teaching is considered an art of imparting inforrnation knowledge and stimulating discussion. In
such a scheme of things, students are regarded immature as they lack the judgement required to
determine what should be studied, and also that their interests demand little attention as far as
curriculum development is concerned.
There is usually only one common curriculum for all students with little room for elective
subjects. According to this point of view putting some students through an academic curriculum
and others through a vocational curriculum is to deny the latter genuine equality of educational
opportunity. Such views appeal to those educators who stress intellectual meritocracy. Their
emphasis is on testing students, enforcing tougher academic standards/programmes, and on
identifying and encouraging talented students.
ii) Progressivism
This emerged as a protest against perennialist thinking in education. It was considered a
contemporary reformist movement in educational, social and political affairs during the 1920's
and 30's. According to progressivist thought, the skills and tools of learning include problem
solving methods and scientific inquiry. In addition, learning experiences should include
cooperative behaviour and self- discipline, both of which are important for democratic living.
The curriculum, thus, was interdisciplinary in nature and the teacher was seen as a guide for
students in their problem-solving and scientific projects.
Although the progressive movement in education encompassed many different theories and
practices, it was united in its opposition to the following traditional attributes and practices: the
authoritarian teacher; excessive dependence on textbook methods; memorization of factual data
and learning by excessive drilling; static aims and materials that reject the notion of a changing
world; and attempts to isolate education from individual experiences and social reality.
Although the major thrust of progressive education waned in the 1950's with the advent of
"essentialism", the philosophy has left its imprint on education and educational practices of
today. Contemporary progressivism is expressed in several movements including those for a
socially relevant curriculum, i.e., a match between subjects taught and student needs which is
one of the theoretical bases of distance education.
iii) Essentialism
This philosophy, rooted partly in idealism and partly in realism, evolved mainly as a critique of
progressive thought in education. Yet, the proponents of essentialism do not totally reject
progressive methods as they do believe that education should prepare the learner to adjust to a
changing society. Thus, in essentialism learning should consist in mastering the subject matter
that reflects currently available knowledge in various disciplines. Teachers play a highly
directive role by disseminating information to students. According to this viewpoint, the main
arms of the institution (be it a school or a college) get sidetracked, when, at the expense of
cognitive needs, it attempts to pay greater attention to the social and psychological problems of
students.
In recent years, the essentialist position has been stated vociferously by critics who claim that
educational standards softened during the 1960s and early 1970s. The most notable achievements
of the essentialists have been the widespread implementation of competency based programmes,
the establishment of grade-level achievement standards, and the movement to reemphasize
academic subjects in schools/colleges. In many ways, the ideas of essentialism lie behind attacks
on the quality of education by the media and by local pressure groups, which includes, to a good
extent, attaces on distance education.
iv) Reconstructionism
It views education as a means of reconstructing society. The reconstructionists believe that as
school/college is attended by virtually all youth, it must be used as a means to shape the attitudes
and values of each generation. As a result, when the youth become adults they will share certain
common values, and thus the society will have reshaped itself.
As for the curriculum, it must promote new social, economic and political education. The subject
matter is to be used as a vehicle for studying social problems which must serve as the focus of
the curriculum. The following gives you a view of the reconstructionist programme of education:
critical examination of the cultural heritage of a society as well as the entire civilization; scrutiny
of controversial issues; commitment to bring about social and constructive change; cultivation of
a planning-in-advance attitude that considers the realities of the world we live in; and
enhancement of cultural renewal and internationalism.
Stemming from this view, reconstruction expands the field of curriculum to include intuitive,
personal, mystical, linguistic, political and social systems of theorizing. In general, the
curriculum advocated by reconstructionists emphasizes the social sciences-history, political
science, economics, sociology, psychology and philosophy-and not the pure sciences. The thrust
is on developing individual self-realization and freedom through cognitive and intellectual
activities, and thus, on liberating people from the restrictions, limitations and controls of society.
The idea is that we have had enough of discipline-based education and narrow specialization,
and that we don't need more specialists now, we need more "good" people if we want to survive.
Before we proceed further, let us ask ourselves a question. What insights do we gain from the
discussion on the philosophical foundations of curriculum'? Foundations of Curriculum Ideas
about curriculum and teaching do not arise in a vacuum. As curriculum development is heavily
influenced by philosophy, those involved in such planning should be clear about contemporary,
dominant philosophy.
If we are unclear about our philosophy of education,our curriculum plans and teaching
procedures will tend to be inconsistent and confused. This being so, we should be aware of the
fact that development and awareness of a personal philosophy of education is a crucial
professional responsibility. Further, we need to be constantly open to new ideas and insights that
may lead to a revision or refinement of our philosophies. Our position should be that no single
philosophy, old or new, should serve as the exclusive guide for making decisions about
curriculum. What we, as curriculum specialists, need to do, is to adopt an eclectic approach, in
which there is no emphasis on the extremes of subject matter or socio-psychological
development, excellence or quality. In essence, what we need is a prudent philosophy-one that is
politically and economically feasible and that serves the needs of students and society. It is here
that open distance education comes forth with its promises for the future.
Since the beginning of the twentieth century, there has been a sometimes heated debate, not only
about what schools should do, but what they should be. Generally speaking, there are two sides
in this debate.
On one side are the traditionalists, made up mostly of parents, but including older teachers and
private school teachers. Traditionalism still holds sway in many private Christian schools.
Classical education is a species of traditonalism that retains the older emphasis on classic
literature and languages.
On the other side are the progressives, made up mostly of educational professionals.
Progressives dominate teachers colleges and educational publishing companies and control
almost all of the professional academic journals and education publications that professional
educators read. Almost all professional development programs for teachers in public schools are
conducted from a progressivist perspective.
The first and most important difference between the two philosophies has to do with how they
conceive of education and what they think it is for.
Everyone agrees that education is good, but there is a wide disagreement on what
education is.
What Education Is For
For traditionalists, schools are academic institutions with a more purely academic purpose, which
is to develop the mental ability of students in particular, and more generally to pass on the
Western cultural heritage to the next generation. Classical schools maintain the emphasis on the
full range of the Western culture and tradition, but even many non-classical private
Christian schools, although they may not be fully aware of their debt to Greece and Rome, still
emphasize those aspects of traditional American education that are grounded in Western ideas
and values.
Progressives, on the other hand, see schools more as social service agencies whose purpose is to
prepare them for the social, political, and economic realities of modern life. This would include
job skills training, certain forms of social indoctrination, and a certain amount of psychological
conditioning.
Traditionalism isn’t necessarily against all of these things, but it recognizes that they are
approached best indirectly and only as by-products acquired while pursuing academic ends.
While job skills training for progressives would involve instruction in specific skills needed for
specific kinds of work, the traditionalist considers instruction in basic skills—in addition to
higher kinds of thinking skills acquired through the study of grammar, logic, rhetoric—and math
skills to be the best preparation for any job. The familiarity with history and classic
literature, because of the ideals and values gained through the reading of it, would be considered
to contribute to the formation of a more employable person.
Social and political indoctrination for progressives commonly manifests itself in an emphasis on
issues like environmentalism and multiculturalism. Recent national science standards, for
example, place a great deal of stress on climate change. Traditionalists tend to avoid stressing
particular political or social beliefs, and instead place an emphasis on a more broad kind of civics
education that emphasizes an understanding and appreciation of America’s unique political
order through a more academic familiarity with the story of America’s founding, and the more
objective treatment of the nation’s history and culture through time.
And while the progressivists consider an understanding of child psychology as essential for
a teacher, and the practice of certain therapeutic exercises in the classroom as part of a teacher’s
role, traditionalists tend to stress the kind of moral literacy that can be gleaned from the
humanities, as well as training the affections through the reading of the Bible and, for
the classical educator, classical history and literature.
Increasingly, modern progressivists reject the idea that there is any one culture or academic
curriculum that should be taught to all children. Education, they say, should be “child-centered,
not subject-centered.” Western culture in particular has fallen in popularity among many of those
who run today’s schools.
Sometimes other cultures are held up as worthy of study. It is not uncommon to hear the
objection that, for example, the classical education movement has a single-minded emphasis on
Western culture, and that students should be familiarized with Eastern culture as well.
But although this is a valuable objective, and one which is, in fact, pursued in most classical
programs, those educators who champion nontraditional educational approaches seldom actually
accomplish the multi-culturalism they champion. They more often end up teaching the dogmas
of the modern Western monoculture that dominate among elites in developed countries that has
little resemblance with the beliefs and values of Eastern or other native cultures. In any case, our
education system has an obligation to master our own culture before studying other ones.
This situation is exacerbated by the fact that, unlike most European countries, the United
States has no national curriculum. And periodic attempts to impose such a common curriculum
almost inevitably fail because of a cultural disconnect between the educational establishment and
the general populace. Numerous attempts at trying to establish national history or English
standards always end up being destroyed in the flames of partisan controversy. The consequence
is that there is no actual curricular sequence a student is expected to progress through.
This problem is less pronounced in math and science, in which there is still an acknowledged
scope and sequence, but in the language arts and the humanities, the lack of curricular structure
is particularly pronounced.
In the more traditional American schools of the nineteenth century, students knew where they
were in the implicit curriculum that was presented to them in their school readers. In the days of
the McGuffey readers and other similar texts, if a student was asked how far along they were,
they answered that they were in “the middle of the third reader,” or “just beginning the fourth
reader.” All these readers followed a similar scope and sequence and there were
common cultural touchstones they all sought to reference. And even in those rural schools that
had little money for books, the teacher generally had the outlines of the common curriculum of
her time in her head. She knew the system of arithmetic and taught it the way she had learned it.
She knew the system of letter-sound correspondences and basic phonetic rules and stepped her
students through the English phonetic system. She also knew the more simple common cultural
reference points that were manifested in the stories of famous characters of history and literature.
Although today’s traditional education is not quite as simple and straightforward as that
which characterized earlier education in this country, there is still a significant commonality in
the programs used; for example in most Christian schools, where traditionalism still thrives.
In the primary grades, this results in a de-emphasis on basic skills training, which is reflected in
rhetoric that makes reference to “boring” drill and practice and “rote” memorization.
Progressives believe that there should be less emphasis on a mastery of basic facts and
procedures and more focus on the conceptual aspects of reading and mathematics. In addition,
the teacher conducts the instruction in a much more non-directive way and classrooms are
organized to reflect progressivist pedagogy, such as large tables, at which students often face
each other, as opposed to individual desks facing the teacher, and “learning centers,”
where students engage in more self-directed, as opposed to teacher-directed, activities.
Traditional educators, on the other hand, have always recognized the central role of the teacher
in guiding the learning of students. In primary grades, in which the priority is the transmission of
the basic skills and content of reading, writing, and arithmetic, the teacher has an explicitly
directive role in making sure that students master the material. Traditionalists believe
memorization, drill, and continual practice are necessary to acquire knowledge and mastery of
these skills, and that they require an instructor to administer effectively and efficiently.
In addition to a highly teacher-directed classroom pedagogy for the basic skills and content
needed in lower grades, traditionalists also recognize the essential role of coaching in advanced
skills training and Socratic discourse in the inculcation of ideals and values in the middle and
upper grades, but that, even here, teacher directedness never entirely goes away.
The debate over these issues has been going on since progressivism began to displace
traditionalism in American schools in the early twentieth century. The problem today is that most
people are not familiar with the history of this rivalry, and more importantly, how these two
philosophies of education really differ from one another. Modern classical educators in particular
should strive to see their place in this history if for no other reason than to be able to avoid the
pitfalls of those who are constantly confusing traditionalism and progressivism.
Most curriculum documents contain nine key components. In some cases, a curriculum will be
presented in a single document (what many call a syllabus). It is also common to create an
instructor’s manual that presents individual unit plans, learning activities, and assessments. The
key components of such a manual include:
Developing Curriculum
Impact on Administrators
Developing Curriculum
When developing a curriculum for a school or district, aligning curriculum and instruction
through the development process is ideal. Studying and writing curriculum is an ongoing part of
curriculum development that may adjust during the process with teacher and district input.
Including related professional development and teacher input is imperative in especially when
developing or introducing new curriculum at a site or district level. For the curriculum
development process to be successful, site and district leadership need to be available and open
to working with teachers and curriculum developers as well.
Impact on Administrators
Administrators follow a detailed curriculum to help students achieve state and national standards
of academic performance. Schools can lose public funding if students fall substantially behind
peers at higher performing schools. The curriculum ensures that each school is teaching students
relevant material and monitoring the progress of students from all types of backgrounds.
Impact on Teachers
A school’s curriculum informs teachers what skills must be taught at each grade level to
ultimately prepare students for postsecondary education or a job. Understanding the big picture
helps teachers align the learning objectives of their own curriculum with the school’s curriculum.
In the absence of a curriculum, teachers wouldn’t know whether students are building a solid
foundation to support learning at the next level.
Impact on Students
A curriculum outlines for students a sequence of courses and tasks that must be successfully
completed to master a subject and earn a diploma or degree. Students may be more motivated to
study if they understand why certain subjects are taught in the curriculum. A curriculum
reassures students that they’re on the right track to reaching their goals and honing desired skills.
Other Considerations
In addition to teaching students academic skills, the curriculum is also intended to teach students
the importance of responsibility, hard work and responsible citizenship. Teachers in partnership
with parents and community members collaborate on the development of a curriculum that will
instill character in students and reinforce positive behavior.
Stakeholder typically refers to one who is associated with the welfare and success of a school and
its students. They may also be collective entities, such as local businesses, organizations,
committees, media outlets…more.
Franchisors should understand the importance of stakeholders as they can take leadership
responsibilities, or lend voice to ideas, opinions, and perspectives. They should understand that
the role of every stakeholder is crucial for the development of an education empire.
School administrators
School administrators, who monitor the implementation of the curriculum, play a vital role in
structuring and developing the school and students. Furthermore, they are responsible for the
purchasing of learning materials which are essential for curriculum implementation. They are
usually informed by teachers, students, and the community about the success of their
curriculum. They can also employ the services of professional for evaluating the performance of
the curriculum.
Parents
Parents influence the implementation of the curriculum by playing a vital role in monitoring the
lessons taught at schools, filling the gap between their children and the school administration by
providing various resources which are not available in school. Teachers often take help of parents
for monitoring the social and behavioral development of a child, especially for special educational
needs.
Professionals
Psychologists and social workers are known for their contribution towards special schools and
their children. These stakeholders provide useful options for dealing with students of foreign origin
or those with disabilities. Often acting as school board members, community members are usually
seen contributing to the various resources which are not found at school premises.
Government and the professional regulation commission are other stakeholders providing a license
to graduates of different universities and colleges.
Non-projected media include: Real objects, models, realia, diorama, fieldtrips, kits, printed
materials such as books, magazines, worksheets; visual materials like drawings, pictures, graphs,
charts; visual boards as chalkboard, whiteboard, flannel board; and audio materials. :
Non-projected media include: Real objects, models, realia , diorama, fieldtrips, kits, printed
materials such as books, magazines, worksheets; visual materials like drawings, pictures, graphs,
charts; visual boards as chalkboard, whiteboard, flannel board; and audio materials. Projected
media cover overhead transparencies, opaque projection, slides, filmstrips, films, video, VCD,
DVD, and computer or multimedia presentations.
Interactive Whiteboards SMART BOARDS and MIMEO BOARDS are interactive whiteboards
which can be used by teachers and learners in manipulating texts, objects and in visiting websites
for content review. :
Interactive Whiteboards SMART BOARDS and MIMEO BOARDS are interactive whiteboards
which can be used by teachers and learners in manipulating texts, objects and in visiting websites
for content review.
Example of Whiteboards:
Example of Whiteboards
Websites and Blogs Teachers can create websites and blogs to post lectures, assignments,
communications, communications, and other learning materials. They also offer multiple
representations of knowledge in the form of video, audio, text, image and data.:
Websites and Blogs T eachers can create websites and blogs to post lectures, assignments,
communications, communications, and other learning materials. They also offer multiple
representations of knowledge in the form of video, audio, text, image and data.
Social Networks Social networking sites like Facebook, Twitter, Gmail, Instagram have
academic benefits if used for the purposes of assignments and class projects. :
Social Networks Social networking sites like Facebook, Twitter, Gmail, Instagram have
academic benefits if used for the purposes of assignments and class projects.
Tablets and Mobile Devices Access to websites and other educational programs can be done
through tablets and mobile phones, which are very much handy. :
Tablets and Mobile Devices Access to websites and other educational programs can be done
through tablets and mobile phones, which are very much handy.
Criteria in Developing Visual Material and Presentation Children learn 83%- through the use of
sight 10%- hearing 4% -smelling 2%- touching 1%- tasting When teachers develop visuals for a
wide range of materials like visuals boards, overhead transparencies and other computer
generated presentations, there are basic principles of design. :
Criteria in Developing Visual Material and Presentation Children learn 83%- through the use of
sight 10%- hearing 4% -smelling 2%- touching 1%- tasting When teachers develop visuals for a
wide range of materials like visuals boards, overhead transparencies and other computer
generated presentations, there are basic principles of design.
1. Visual Elements- pictures, illustrations, graphics 2.Overall Look- Patterns of alignment, shape,
balance, style and color :
1 . Visual Elements- pictures, illustrations, graphics 2.Overall Look- Patterns of alignment,
shape, balance, style and color Principles of Design
We live in age when technological innovation is fast developing and this will always influence
the trends in education. One of the current trends Is the increased use of new information and
communication technology.:
We live in age when technological innovation is fast developing and this will always influence
the trends in education. One of the current trends Is the increased use of new information and
communication technology.
The following are the roles of educational technology in delivering the instructional program of
the curriculum of school: 1. Catering to personalized and differentiated instruction adapted to
different levels of learners using technology aided instruction. 2. Upgrading the quality of
teaching and learning in schools by using technology as avenue for extended teaching and
learning. :
The following are the roles of educational technology in delivering the instructional program of
the curriculum of school:
1. Catering to personalized and differentiated instruction adapted to different levels of learners
using technology aided instruction.
2. Upgrading the quality of teaching and learning in schools by using technology as avenue for
extended teaching and learning.
3. Increasing capability of teacher to inculcate learning effectively and for learners to gain
mastery of the lessons.
4. broadening of delivery of education outside schools through modern approaches to formal and
informal learning.
5. revolutionizing the used of technology to boost educational paradigm shifts that give
importance to students centered learning.
Criteria for Goals and Objectives Goals and objectives are statements of curricular
expectations. They are sets of learning outcomes specifically designed for students. The
items must reflect the takes, skills, content behavior and thought processes that make up
curricular domains and must also match the students’ needs. Goals and instructional
objectives are formulated and specified for the following purposes:
1.To have focus on curriculum and instruction which give direction to where students need to
go.
2.To meet the requirements specified in the policies and standards of curriculum and
instruction.
3.To provide the students’ the best possible education and describe the students’ level of
performance
4.To monitor the progress of students based on the goals set
5.To motivate students to learn and the teachers to be able to feel a sense of competence
when goals are attained
For goals and objectives to be formulated criteria on certain elements should be included
according to Howell and Nolet in 2000.
1. Content – From the objectives, what content should students learn?
2. Behavior – What will students do to indicate that they have learned?
3. Criterion – What level of performance should the students have to master the behavior?
4. Condition – Under what circumstances should the work in order to master that behavior?
Writing effective goals and objectives should also use the following general criteria.
1. Are the objectives syntactically correct? – Syntactic correctness
2. Do the objectives comply with the legal requirements of the course of subjects? –
Compliance with legal requirements
3. Do the objectives pass the stranger test? – The “Stranger Test”
4. Do the objectives address both knowledge and behavior? – Both knowledge and behavior
are addressed
5. Do they pass the “so-what” test? – The “So-What” Test
6. Are the objectives aligned? – Individualization
7. Do they make common sense? – Common Sense
Attribute Generative Approach Supplantive Approach Underlying beliefs about how learning
occurs
• Learning is “socially constructed”, students link new information to prior know when
provided opportunities too observe or experience
• Learning can be induced through instruction that builds explicit links between new
information and prior knowledge Underlying beliefs about how to teach
• Learning is developmental and occurs much thee way early language is acquired • Teachers
take a “hand’s off” approach and seek to provide a meaningful context in which learning will
occur naturally. • When learning does not occur, it can be facilitated by building it from the
“bottom up” through teaching of prerequisite subskills
• Teachers take a “hands- on” approach by structuring lessons and providing explicit
direction.
Guidelines for Selecting an Instructional Approach Select the Generative Approach When:
Select the Suppllantive Approach When: The Student
• Has considerable prior knowledge
• Has adaptive motivational patterns
• Experiences consistent successes on the task
• Has little prior knowledge of the task
• Has non-adaptive motivational patterns
• Experiences repeated failure on the task The Task
• Is simple for the student
• Is well defined
• Can be completed using a general problem-solving strategy
• Is to understand but not necessarily apply, what is learned
• Is complex
• Is ill defined
• Has missing information
• Requires the use of a task-specific strategy
• Is pivotal to the learning of subsequent tasks
• Must be used with a high level of proficiency The setting
• Allows plenty of time to accomplish outcomes
• Places priority to experiences on activities
• Time allowed to accomplish outcomes is limited
• Places priority on task mastery
What are Curriculum Criteria Curriculum are guidelines on standards for curriculum
decision making. The objectives of a curriculum or teaching plan are the most
important curriculum criteria, since they should be used in selection learning experiences
and in evaluating learning achievement.
1. Have the goals of the curriculum or teaching plan been clearly stated; and are they
used by teachers and students in choosing content, materials and activities for learning?
2. Have the teacher and students engaged in student- teacher planning in defining the
goals and inn determining how they will be implemented?
3. Do some of the planned goals relate to the society or the community in which the
curriculum will be implemented or the teaching will be done? The criteria are stated in
the form of questions as follows:
4. Do some of the planned goals relate to the individual learner and his or her needs,
purposes, interest and abilities?
5. Are the planned goals used as criteria in selecting and developing learning materials
for instruction?
6. Are the planned goals used as criteria in evaluating learning achievement and in the
further planning of learning sub goals and activities?
Does the curriculum or teaching plan include alternative approaches and alternative activities
for learning? Have the different learning theories been considered in planning alternative
learning approaches and activities? Has the significance of rewarded responses, transfer,
generalization, advance organizers, self-concept, meaningfulness of the whole, personal
meaning, imitation, identification and socialization been considered in the planning?
According to Hass and Parkay (1993), individual differences, flexibility and systematic
planning are criteria that depend in part on knowledge of the different approaches to learning.
The criterion question are as follows:
What are Marks of a Good Curriculum? Here are some marks of a good curriculum
which may be used as criteria for evaluation purposes given by J. Galen Saylor.
1. A good curriculum is systematically planned and evaluated.
2. A good curriculum reflects adequately the aims of the school.
3. A good curriculum maintains balance among all aims of the school. 4. A good
curriculum promotes continuity of experience.
5. A good curriculum arranges learning opportunities flexibly for adaptation to particular
situations and individuals.
6. A good curriculum utilizes the most effective learning experiences and resources
available.
7. A good curriculum makes maximum provision for the development of each learner.
Evaluation provides information- a. Directly to the learner for guidance b. Directly to the
teacher for orientation of the next instruction activities c. Directly to external agencies for
their assessment of schools functioning in the light of national purposes.
What is Curriculum Evaluation? Curriculum evaluation is the process obtaining information for
judging the worth of an educational program, program, procedure, educational objectives or the
potential utility of alternative approaches designed to attain specified objectives (Glass and
Worthem, 1997) Curriculum evaluation focuses on determining whether the curriculum as
recorded in the master plan has been carried out in the classroom. In evaluating a curriculum, the
following key questions are usually asked:
1. Are the objectives being addressed?
2. Are the contents presented in the recommended sequence?
3. Are students being involved in the suggested instructional experiences?
4. Are students reacting to the contents?
Formative and Summative Evaluation Formative Evaluation Takes place during the lesson or
project and tells the evaluator what is happening. Is ongoing and yields information that can be
used to modify the program prior to termination.
A foundation for each of these elements is the increased use of digital content, providing learners
a range of high quality media, accessible 24 hours-a-day, 7-days-a-week. This provides all
students many more opportunities to personalize learning, reflect on their own work, think
critically, and engage frequently in deeper understanding of complex topics. This necessitates
equitable access to devices and high-speed networks and broadband both at school and beyond,
into the community and homes.
This article will explain what curriculum development is, why it’s important for an
instructor’s pedagogy and discuss the three different types of curriculum design.
Curriculum development can be defined as the step-by-step process used to create positive
improvements in the courses offered by a school, college or university. The world changes
every day and new discoveries have to be roped into the education curricula. Innovative
teaching techniques and strategies (such as active learning or blended learning) are
constantly being devised in order to improve the student learning experience. As a result,
an institution has to have a plan in place for acknowledging these shifts and then be able to
implement them in the school curriculum.
The word curriculum has roots in Latin. It originally meant “racing chariot” and came from the
verb currere, “to run”.
The way we understand and theorize about curriculum nowadays has altered significantly over
the years. Today, the most simple definition of the word “curriculum” is the subjects comprising
a course of study at schools, universities or colleges
Of course differences in course design exist—a math course taken at one university may cover
the same material, but the educator could teach it in a different way—but the core fundamentals
of curriculum development remain the same.
Current curriculum models can be broken down into two broad categories—the product model
and the process model. The product model is results-oriented. Grades are the prime objective,
with the focus lying more on the finished product rather than on the learning process. The
process model, however, is more open-ended, and focuses on how learning develops over a
period of time. These two models need to be taken into account when developing curriculum.
During the curriculum planning phase, teachers consider factors that might complement or
hinder their lesson curriculum. These include institutional requirements. Each administrator at a
university or college will have guidelines, principles and a framework that instructors are
required to reference as they build out their curriculums. Educators are responsible for ensuring
that their curriculum planning meets the students’ educational needs, and that the materials used
are current and comprehensible.
Educators should employ the curriculum process that best incorporates the six components of
effective teaching. These components are applicable at both the undergraduate and graduate
level:
Now that we’ve gone over curriculum development and planning, let’s discuss
curriculum design. Curriculum design is the deliberate organization of curriculum within
a course or classroom. When instructors design their curriculums, they identity what will
be done, who will do it and when, as well as what the objective of each course is.
Remember that the curriculum contains the knowledge and skills that a student needs to
master in order to move to the next level. By thinking about how their curriculum is
designed, teachers ensure they’ve covered all the necessary requirements. From there,
they can start exploring various approaches and teaching methods that can help them
achieve their goals.
Teachers compile lists of subjects, and specific examples of how they should be studied.
In higher education, this methodology is typically found in large university or college
classes where teachers focus on a particular subject or discipline.
By considering all three types of curriculum design before they begin planning,
instructors can choose the types that are best suited to both their students and their course.