System View of Curriculum

PURPOS
E

IDEAL
GRADUA
TE

MEANS

ASSESSME
NT

System View of
Curriculum
1. Purpose
- which indicates the goals and directions the
school should take.
2. Means
- which suggest the learning experiences and
resources that are to be selected, organized and
implemented in pursuit of the purpose.
3. Assessment of Outcomes
- which measures the degree to have been met.

The Curriculum System: A

Linear Model
1. Diagnosis of learner needs and
expectations of larger society.
2. Formulation of learning objectives
3. Selection of learning content
4. Organization learning content
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of what to evaluate and
the means of doing it.

A Linear Model of
Curriculum
Curriculum Component

Instruction Component

Subsystem
1

Subsystem
2

Subsystem
3

Subsystem
4

Learning
Objectives

Learning
Content

Learning
Experience
s

Evaluation
of Learning
Outcomes

Feedback Loop

CDS 3-year Development Cycle

1
Learning
Objective
s&
Content

2
Learning
Experienc
es &
Resources

3
Evaluation
of
Learning
Outcomes

The following are the

terms

Philosophy
This is a composite statement of
concepts,
beliefs,
and
values
concerning two important realities,
MAN and SOCIETY, and their
relationship.

Mission
This is a set of very broad
statements that spell out what the
school is all about and how it intends
to carry out its Vision in its
educational effort.

Vision
This is the end product envisioned at
the conclusion of the educational
effort based on shared beliefs and
values culled from ones philosophy

Goal
These
are
broad
targets
or
statements of intent of direction
delineating the Mission Statement in
the different domains or areas of
schooling. Goals are general and
timeless and are not concerned
within a prescribed period of time.

Objectives
This is the most specific of the terms
denoting purpose an objective is a
specific target or accomplishment
that can be verified at a designated
time and under specifiable conditions
which, if attained, advances the
school toward the achievement of a
corresponding goal.

Types of School Purpose and Sample

Statements
Statement of Purpose

Sample Statement

PHILOSOPHY

Man is a rational being; he has an intellect

and is capable of understanding, reasoning
and judging.

VISION

The school will produce self-directing

graduates, i.e., persons capable of logical
thinking and making enlightened decisions
for themselves.

MISSION

The school will provide opportunities for

the development of thought processes that
will promote self-direction.

GOAL

OBJECTIVE

To develop the learners ability in critical

thinking and problem solving.
Given the problem, the student will find the
solution using the scientific method of
investigation.

Screening of Goals
1. Philosophical Screen
2. Psychological Screen

Philosophical Screen

The question to be asked here is: Is this goal

desirable?
It is against these beliefs and values that school
goals should be validated.
Tries to define the nature of the good life or the
good society.
The philosophical basis of Philippine education may
be found in our fundamental law, the Constitution.
Will also include the corresponding educational
philosophy of the Church as well as contemporary
Church pronouncements on the role of the school
vis--vis its members.

Development of School Goals

Source

Source

Source

Society

The Learner

Fund of
Knowledge

Tentative Goals

Screen of
Philosophy

Screen of
Psychology

Final Goals

Psychological Screen
The question has to be answered: Is the goal feasible?
The psychological screen enables the curriculum
planners to do the following:
a.
b.
c.
d.
e.

Distinguish between changes in the behavior which can be

result from the learning process and those that cannot.
Distinguish what can be done from what cannot be done
because they will take much time at the age level in question.
Determine prerequisite conditions for certain types of
learning.
Suggest length of time over which goals should be pursued
and emphasized.
Determine goals that are consistent with time tested
principles and practices of teaching and learning.

Levels of School Goals

1. Institutional Goals
2. School Level or Department Goals
3. Program or Curricular Goals
4. Course or Year Level Goals
5. Classroom or Instructional Level Objective

Activity
Form group of 10.
Discuss what is the assigned Goal.
Come up with three sample
statements of Goal or Objective.
Do the activity in 10 minutes.

Institutional Goals
These goals are formulated for the
whole institution as inspired by its
Vision and Mission as well as its
peculiar thrusts.
These goals may have some
similarities with those of other
schools but will usually contain
unique statements owing to the
schools peculiar orientation and
emphasis.

School Level or Department Goals

These are amplifications of

institutional goals as they apply to
specific levels of instruction.

Program or Curricular Goals

These are goals specific to each
curriculum strand or subject area
such
as
Communication
Arts,
Mathematics, Science Studies, etc.
They
spell
out
the
peculiar
contribution of the subject to the
development of the Ideal Graduate
of the school.

Course or Year Level Goals

These are goals of subject areas
appropriate for each grade or year
level
They provide the yardstick according
to which the student is measured
and deemed to have met the desired
competencies at the end of the
school year and is therefore eligible
for promotion to the next higher
level.

Classroom or Instructional Level

On this level, we no longer use the
term goal. The more appropriate
term used is objective as the
purpose of instruction must be very
specific and verifiable.

Instructional Objectives
Identify and state the specific overt
change that is expected to happen
as a result of a teaching-learning unit
or lesson.
These objectives delineate more
explicitly the general goals indicated
by the school for purposes of the
immediate planning of day-to-day
instruction in the classroom.

Useful Purposes in Curriculum

Planning
1. Define the direction on which
desired growth and development
should take place.
2. Provide a basis for the selection of
learning experiences.
3. Provide basis for the evaluating
learning outcomes.

Limitations and Some

Considerations
1. The difficulty of defining exactly
what instructional objective really
means.
2. The difficulty of specifying the
instructional objective in the fullness
of details.
3. The problem of specifying the
appropriate level habitual change in
behavior.

Characteristics of Instructional
Objectives
1. Are the objectives clearly stated? Do they specify
what the learner must be able to do or perform when
he is exhibiting mastery of the objectives?
2. Are they limited to those which is clearly the school
has a reasonable chance of achieving?
3. Have they been understood and accepted by those
whose work they are supposed to influence?
4. Do they reflect both individual and group concise?
5. Are the reasonably comprehensive but concise?
6. Do they have unity and consistency?
7. Do they lend themselves easily to evaluation of
outcomes?

Box 2-1 contains some pointers in evaluating instructional objectives.

Checklist for Evaluating Instructional Objectives

1.Is the objective clearly related to the goal from which it is
derived?
2.Does the objective include only one learning outcome?
3.Is the objective stated in terms of student behavior, not
teacher performance?
4.Is the objective stated as a learning product, not process
or activity?
5.Is the minimum level of performance indicative of
acceptable achievement clearly specified?
6.Does the objective state the circumstances or conditions
under which the student will exhibit the desired learning
outcome?

What is Learning
Content
Content is the medium through which
the objectives are accomplished.
There are three basic questions
related to learning content:
1. What knowledge, skills, attitudes or
values are most worthwhile to be
taught and learned?
2. Why are they considered worthwhile?
3. How are they acquired?

Key Criteria for Selecting Learning Content

1. Usefulness In contributing to the attainment of conceptual, process,
skills and affective objectives.
2. Relevance to the significant human experiences, problems, and
issues and frequency and criticality of use.
3. Reliability, authoritativeness, validity and up-to-dateness.
4. Adaptability in terms of learners abilities and background.
5. Usefulness in planning and organizing instructions, in generating
questions and learning activities, and in making applications in a
variety of situations.
6. Usefulness in developing skills and modes, and processes of inquiry.
7. Usefulness in explaining a wide variety of phenomena and
developing a sense of structure of the field of study.
8. Usefulness in developing competence in clarifying values, attitudes,
and value-laden issues and problems with social relevance.
9. Availability in textbooks, AV resources, and other instructional
media.

Complementary BASIC
Principles
1. Balance
2. Articulation
3. Sequence
4. Integration
5. Continuity

Balance
This refers to the equitable and fair
distribution of content among the
different levels of instruction to
ensure that no level is unduly
overburdened or under burdened.

Articulation
This refers to the provisions for
establishing the vertical linkage from
level to level. Proper articulation
promotes team work among the
instructional staff and will prevent
the perennial blaming syndrome so
prevalent in schools where this
principle is not observed.

Sequence
This term is used to describe the
sequential and graded arrangement
of subject matter. It refers to the
deepening and broadening of content
as it is taken up on the higher levels.

Integration
This denotes the horizontal link of
content on related subject areas.
Integration helps a person to get a
unified view of reality and to use it to
improve his total behavior pattern
and outlook in life.

Continuity
This refers to a constant and
consistent repetition, review and
reinforcement of major learning
elements to bring about mastery or
executive control of subject matter.

Suggested Criteria for Selection of Learning

Experiences
1.
2.
3.
4.
5.

Can the experience bring optimum benefits to the learners?

Does the experience help meet the evident needs of the learners?
Are the learners likely to be interested in the experience?
Does the experience encourage the learners to inquire further?
Does the experience stimulate the learners to engage in higher
level of thinking and reasoning?
6. Does the experience involve the use of different senses and sense
perceptions?
7. Does the experience approximate real life situations?
8. Is the experience in accord with the life patterns of the learners?
9. How contemporary is the experience? Is it timely and relevant?
10.How fundamental to mastery of total learning is the experience?
11.Do the major experiences provide for the attainment of a range of
instructional objectives?
12.Do the experience provide opportunities for both broad and deep
study?

8 Ms of Teaching
1. Milieu
2. Matter
3. Method
4. Material
5. Media
6. Motivation
7. Mastery
8. Measurement

Teaching Learning Interface: The 8 Ms of Teaching

MIND
E
N
V
I
R
O
N
M
E
N
T

S
E
N
S
E
S

Stimulus

Change in
Behavior

Response

Ideal
Perso
n

TEACHINGS
A

B
- MILIEU

C
-MATTER
-METHOD
-MATERIAL
-MEDIA

D
- MOTIVATION

E
- MASTERY

- MEASUREMENT

1. Milieu

Is the environment of learning. Since

learning is triggered off by stimuli in
the environment, it assumes primarily
importance in teaching and learning.

2. Matter

Refers to the content of learning or

what is to be learned as specified in the
instructional objective.

3. Method

Is known as teaching-learning strategy.

This consist of purposeful, activities and
tasks that are undertaken by the teacher
and the students in the classroom to bring
about the intended instructional objective.

4. Materials

Refers to the resources available to the

teacher and learners which serve as stimuli
in the teaching-learning situation.

5. Media

Pertains to the communication system

in the teaching-learning situation.

6. Motivation

Is a cardinal principle in learning, a

learner will learn only those things he
wants to learn.

7. Mastery

Means the internalization of learning

resulting in automatic or habitual change
in behavior through meaningful repetition
and application.

8. Measurement

Is the final element in the teachinglearning sequence. This part involves the
systematic collection of the evidence of
learning.