Professional Documents
Culture Documents
Lesson 1
Lesson 1
o RECOMMENDED CURRICULUM
ü Proposed by scholars and professional organizations.
ü May come from DepEd, CHED, DOST or any organization who has a take on education.
o WRITTEN CURRICULUM
ü Appears in state and locally produced documents such as state standards, district curriculum
guides, course of study or syllabi handed down to schools for implementation.
ü Mostly made by curriculum experts with the participations of teachers.
ü Ex: Basic Education Curriculum (BEC), written lesson plan
o TAUGHT CURRICULUM
ü What the teachers implement or deliver in the classrooms.
ü Refers to the different planned activities which are put into action in the classroom.
ü Varies according to the learning styles of students and teaching styles of teachers.
o 4) SUPPORTED CURRICULUM
ü Refers to resources that support or help in the implementation of the curriculum.
ü Includes material resources such as textbooks, computers, audio-visual materials, laboratory
equipment, playground, zoos and other facilities.
o 5) ASSESSED CURRICULUM
ü Refers to a tested or evaluated curriculum.
ü Series of evaluation are being done by teachers to determine the extent of teaching or if the
students are progressing.
ü Ex. Pencil-and paper test, state test, district tests
o 6) LEARNED CURRICULUM
ü Is the bottom-line curriculum – the curriculum that students actually learn.
ü Refers to the learning outcomes achieved by the students.
ü Indicated by the results of the tests and changes in behavior – cognitive, affective, psychomotor.
o 7) HIDDEN CURRICULUM
ü Is the unintended curriculum.
ü Is not deliberately planned but may modify behavior or influence learning outcomes.
ü Factors: school environment, physical condition, peer influence, teacher-learner interaction, mood
of teachers, etc.
lesson 2: The Teacher as a CURRICULARIST
Curricularist - is a person who involves in a curriculum.
- referred only to those who developed curriculum theories.
So what does a teacher should do to deserve a label as a curricularist?
TEACHER must be a….
KNOWER
Learning begins with knowing.
He/she as a learner starts with knowing about the curriculum, the subject matter or
the content.
He/she has to master what are included in the curriculum.
WRITER
He/ she takes record of knowledge concepts, subject matter or content.
These need to be written or preserved.
PLANNER
He/she plan the curriculum. A good curriculum has to be planned. It is the role of
the teachers to make a yearly, monthly, or daily plan of the curriculum.
FACTORS TO CONSIDER IN PLANNING A CURRICULUM
The learner
Support materials
Time subject matter or content
The desired outcomes, and
The context of the learners among others
INITIATOR
He/she initiates the curriculum.
From the word itself initiates, “to start” or “to begin”
There will be many constraints and difficulties in doing things first or leading,
however, a transformative teacher will never hesitate to try something new and
relevant.
INNOVATOR
He/ she innovates the curriculum.
The curriculum is always dynamic, hence keep on changing. A good teacher
therefore innovates the curriculum.
IMPLEMENTOR
Implements the curriculum.
Curriculum remains recommended or written will never serve its purpose.
Somebody has to implement it. The heart of schooling is curriculum.
EVALUATOR
Evaluates the curriculum.
SOME QUESTIONS THAT NEED THE HELP OF A CURRICULUM EVALUATOR?
Does the desired outcome have been achieved?
Is the curriculum working?
Does it bring the desired result?
All the learners achieving?
As a curricularist, a teacher will be knowing, writing, planning, implementing, innovating,
initiating and evaluating the curriculum in the school and classrooms just like the role models.
“If the teacher is the guide, the curriculum is the path.”
Lesson 3: The school Curriculum: Definition, Nature and Scope
CURRICULUM
1. A document which describes a structured series of learning objectives and outcomes for a given
subject matter area
2. Includes a specification of what should be learned, how it should be taught, and the plan for
implementing/assessing the learning
3. Some authors define curriculum as the total effort of the school to bring about desired outcomes
in school and out-of-school situations.
4. It is also defined as a sequence of potential experiences set up in school for the purpose of
disciplining children and youth in group ways of thinking and acting.
5. Curriculum – is a structured set of learning outcomes or task that educators usually call goals and
objectives. ( Howell and Evans 1995)
6. Curriculum – is the “what” of teaching.
7. Curriculum – listings of subjects to be taught in school.
Curriculum Planning
1. A curriculum Plan is the advance arrangement of learning opportunities for a particular
population of learners.
2. A Curriculum guide is a written curriculum.
3. A Curriculum Planning is the process whereby the arrangement of curriculum plans or learning
opportunities are created.
4. It is the process of preparing for the duties of teaching, deciding upon goals and emphases,
determining curriculum content, selecting learning resources and classroom procedures,
evaluating progress, and looking toward next steps.
Curriculum Development
1. It is defined as the process of selecting, organizing, executing, and evaluating learning
experiences on the basis of the needs, abilities and interests of the learners and the nature of the
society or community.
Different Emphases
• Another curricular emphasis is the school’s dependence on Scholasticism,
• Another curriculum stresses the importance of experience – process.
• A recent curricular emphasis is that of existing choice.
• The learner must learn skills, acquire knowledge, and make decisions.
Ralph Tyler Model: Four Basic Principles
1. Purposes of the school
2. Educational experiences related to the purpose
3. Organization of the experiences
4. Evaluation of the experiences
Hilda Taba: Grassroots Approach
1. Diagnosis of learners’ needs and expectations of the larger society.
2. Formulation of learning objectives.
3. Selection of the learning content.
4. Organization of learning content.
5. Selection of the learning experiences.
6. Organization of learning activities.
7. Determination of what to evaluate and the means of doing it.
Steps in Curriculum Development
• Tyler’s Questions of Curriculum Development will provide 4 steps:
• What educational purposes should the school seek to attain?
• What educational experiences can be provided that is likely to attain these purposes?
• How can these educational experiences be effectively organized?
• How can we determine whether these purposes are being attained?
Aims,
• Selection of Aims Evaluatio Goals &
1 n Objective
s
• Selection of Content &
2 Learning Experiences