PROF ED 5: - Book-centered, recommend memory

work, mastery of facts and skills,

UNIT 1: abstract knowledge.
- Standard test based.
Curriculum:
- Refers to the lesson and academic
content taught in a school or in a
specific course or program. Progressive Point of View or Progressive
School:
Curricula: - Curriculum as something flexible.
- Plural form of curricula. - Learner-centered.
- Adjective is curricular. - Facilitative.
- From Latin word “curere” meaning - Uses life-experience, problem-
“to run” solving, and development of creative
responsibility.
7 Types of Curricula: - Subject matter and personality tests.
1. Recommended – come from a
national agency or any professional Curriculum Planning – advanced
organization. arrangement of learning opportunities.
2. Written – includes documents, courses Curriculum Laboratory – place or workshop
of study, or syllabi for where curriculum materials are gathered.
implementation. Curriculum Development – process of
3. Taught – different planned activities selecting, organizing, executing, and
teachers implement or deliver in the evaluating.
classrooms.
4. Supported – includes material
resources such as textbooks,
computers, audio-visual materials.
5. Assessed – refers to a tested or
evaluated curriculum.
6. Learned – refers to the learning
outcomes achieved by the students.
7. Hidden – the unintended curriculum
that is not deliberately planned but
may modify behaviors or influence
learning outcomes.

3 Other Curriculum:
1. Concomitant – things that are taught
at home.
2. Phantom – the messages prevalent in
and through exposure to any type of
media.
3. Null – must not be taught to you.

Traditional Perspective or Essentialist

School:
- Consists of discipline subjects.
- Aims to fit learners into the existing
social order.
- Authoritative.
- Teacher-centered.

UNIT 2:
1.
Aims – what you want to achieve in the long
term.
Goals – short-term results that you want to
achieve.
Objectives – you will achieve your goals.
Educational aims:
- Are long-term goals. They are stated
broadly on purpose because they are
designed for a general level of
education and by society.
Educational goals:
- Goals differ from aims in that they are
attainable, but many were not.
2.
Content or Subject Matter:
- Refers to the body of knowledge that
needs to be taught and skills to be
acquired by learners.
UNIT 3:
Development:
- Specific word that connotes change.
Change must be…
1. Purposeful:
- Intentional or directional.
- Well-defined targets or objectives.
2. Planned:
- There is a series of careful,
systematic, and sequential steps that
lead to a goal.
3. Progressive:
- Positive change brings about
improvement.
- Creation of plans for teaching and
learning activities in classroom
settings that will result in positive
changes.
Curriculum Development:
- All the ways in which a training or
teaching organization plans and
guides learning.
Models of Curriculum Development:
1. Tyler model:
- Created by Ralph Tyler.
- Also called as Ends Mean Model.
- To plan the curriculum in accordance
with the purpose.
The student as a Source:
- One of the richest resources for
learning is the learner himself.
Society as a Source:
- Society is their big school, their actual
training ground, the source of their
genuine learning from life lessons that
they can apply in their future and
present lives.
Subject Matter as a Source:
- Learning by doing.
- To master a subject, one must
understand its underlying structure.
Philosophy as a Source:
- Effective curriculum development
requires understanding the learners’
levels of development and the nature
of the learning process.
 - Use as basis in organizing learning
experiences.
- Evaluation.

Application of Taba’s Model in the

Classroom:
- Focuses on open-ended questions
rather than right or wrong questions.
- The open-endedness requires more
abstract thinking, a benefit to our
gifted students.
2. Taba’s Inverted Model: - The questions and answers lend
- Created by Hilda Taba. themselves to rich classroom
- Follows an inductive approach. discussion.
- Curriculum workers starts with the - Easy to assess student learning.
specifics and build up to a general -
design.
- Teacher approach.
Steps of the Taba Model:
1. Diagnosis of Needs:
- Planning both begin by identifying the
needs of the learners.
2. Formulation of the Objectives:
- Determining which areas require
special attention.
3. Selection of Content:
- The content should be based on its
relevance, validity, and significance.
The content should be aligned with
the formulated objectives as a result
of the standardized process of
diagnosing students’ needs.
4. Organization of Content:
- To sequence content effective.
5. Selection of Learning Experiences:
- Teacher chooses instructional
methods that will engage students
with the content.
6. Organization of Learning
Experiences:
- Sequencing of learning activities.
7. Evaluation and means of evaluation:
- Must determine which objectives have
been met.

Application of the Taba Model:

- Currently use as basis in most
designs.
- Gives primary consideration in
identifying the needs of students.
- Use as guide in developing objectives.
- Consider in selecting instructional
materials.