This document defines key terms related to curriculum development and outlines the curriculum development process. It discusses:
1) Definitions of curriculum including content, plan, process, and product. It also contrasts traditional and progressive views.
2) The four stages of curriculum development: conceptualizing, contextualizing, operationalizing, and institutionalizing.
3) The different levels of curriculum - societal, institutional, instructional, and experiential.
4) The purposes of curriculum study including meeting cultural demands, solving instructional problems, changing behaviors and perceptions, and improving learning experiences.
This document defines key terms related to curriculum development and outlines the curriculum development process. It discusses:
1) Definitions of curriculum including content, plan, process, and product. It also contrasts traditional and progressive views.
2) The four stages of curriculum development: conceptualizing, contextualizing, operationalizing, and institutionalizing.
3) The different levels of curriculum - societal, institutional, instructional, and experiential.
4) The purposes of curriculum study including meeting cultural demands, solving instructional problems, changing behaviors and perceptions, and improving learning experiences.
This document defines key terms related to curriculum development and outlines the curriculum development process. It discusses:
1) Definitions of curriculum including content, plan, process, and product. It also contrasts traditional and progressive views.
2) The four stages of curriculum development: conceptualizing, contextualizing, operationalizing, and institutionalizing.
3) The different levels of curriculum - societal, institutional, instructional, and experiential.
4) The purposes of curriculum study including meeting cultural demands, solving instructional problems, changing behaviors and perceptions, and improving learning experiences.
PROFESSIONAL EDUCATION Quality-implies planning, development, and
Curriculum Development control
CDS: the How of it DEFINITIONS Stage I- Conceptualizing To underscore the Curriculum serves as the wheel and steering Stage II- Contextualizing thrust of quality agent of the school, from latin term “Curere” Stage III- Operationalizing- unity which means “to run”. Stage IV- Institutionalizing- ensure continuity According to Jose Palma: Curriculum is not just a list of subject areas as in basic education Curriculum Plan- is the advance arrangement of curriculum (BEC), as these are mere listing of learning opportunities for a particular population of titles, or course outlines or requiring a textbook learners. series. Instead, curriculum refers to the sum of all learning content, experiences, and resources Curriculum Planning- is the process whereby these that are purposely selected, organized and arrangements of curriculum plans or learning implemented by the school in pursuit of its opportunities are created. It also occurs when school peculiar mandate as a distinct institution of faculties plan to fit new programs into existing ones, and learning and human development. as the teachers responsibly work together and Curriculum as Content- coverage of the individually arrange specific learning situations for the curriculum or the inclusion of new content pupils they teach. Curriculum as a Plan- content, teaching strategies, and even evaluation techniques Curriculum Laboratory- is a place or workshop where Curriculum as a process- delivery of the planned curriculum materials are gathered or used by the content teachers or learners of curriculum. Curriculum as a Product- outcome/learners actually gained experience Course of Study- is an official guide prepared for use Traditional View Progressive View by the administrators, supervisors and teachers of a Body of subject Total experiences particular school or school system as an aid to teaching matter prepared of individual under a given subject or areas of study for a given level or by teachers teacher’s guidance grade. Synonymous to (planed and course enacted by the Curriculum Development- process of selecting, study/syllabus teacher learned by organizing, executing, evaluating learning experiences Written students) on the basis of the needs, abilities and interests of documents/plan of Refered as a learners and the nature of the society or community. It action in sequence of is continuous process for the possibilities of improving accomplishing potential the teaching-learning situation. Its goal is a positive goals experience set up change: process, transformation in the lives of the in the schools for learners based on schools mission and goal. the purpose of disciplining II-Levels of Curriculum children in ways of Societal Level of Curriculum- the farthest thinking/acting form of the learners since this is where the public stakeholders (politicians, special interest Curriculum is always paired with the term groups, administrators, professional specialist) “development” connoting change. Only positive participate in identifying the goals, the topics to change brings development. For change to be be studied, time to be spend in teaching- positive results in development, it must have the learning and materials to aid instructions following characteristics: purposeful, planned Institutional Level of Curriculum- refers to and progressive. the curriculum derived from the societal level, Purposeful- change that is intentional or with modification by local educators or lay directional. There must be clearly specified people; often organized according to the targets or objective. subjects and includes topics and themes to be Planning in this case means two things: there is studied, may also includes standards, a series of systematic and sequential steps philosophies, lesson plans and teaching guides leading to a target and these are executed over Instructional Level of Curriculum- refers to a period of time. how teachers use the curriculum developed in Positive change bring about improvement. It the societal level and modified in the takes a person or a group to a higher level of institutional level, or what authorities have perfection. determined; involves the teacher’s instructional strategies, styles and materials used. Curriculum Development System (CDS)- an Experiential Level of Curriculum¬- the integrated, coherent (consistent) and comprehensive curriculum perceived and experienced by each (complete or inclusive) program for continually updating student and may, therefore, vary among and improving curriculum and instruction in a school so learners because of individual difference. that it can better attain its purpose. Includes both curriculum processes- CDS: Why of it ( also known as the thrusts of CDS) (Procedures in creating, using and evaluating Unity- a coordinated, coherent curriculum the curricula) and curriculum product or systems brings the school staff together to projects, resulting from curriculum and articulate expected learning outcome. development processes; includes curriculum Continuity guides, course of study, syllabi, resource units and other document that deal with content of replicates the process of Curriculum schooling. development. PURPOSES OF CURRICULUM STUDY b. Learning as a Process in Curriculum Anderson 1965 as cited by Aquino mentioned 5 Means that the end product of teaching is fundamental purposes: learning. 1. meet cultural demands Learning is intentional and also unintentional. 2. solve instructional problems c. Teaching and Learning go together 3. change people’s way of behaving Teaching is the cause and learning is the effect. 4. change perceptions Learning outcomes can indicate teaching 5. improve student’s learning experiences performance. Learning in teaching and teaching for learning- Foundations of Curriculum While teacher teaches, he/she learns in the 1. Philosophical Basis. Philosophy is an important process. On the other hand, she/he teaches for foundation of curriculum because philosophy advocated students to learn. They also are teaching or reflected by a particular school and its officials themselves how to learn. influences its goals or aims and content as well as the d. Teaching and Learning in curriculum organization of its curriculum. It pertains to goals and Each complements and supplements each other. The objectives. value placed in teaching will reap the same value in Idealism- Educators view students as a mind learning, thus a good curriculum can be judge by the to be molded by the teacher and subject matter kind of teaching and the quality of learning derived from are patterned after the classics of ideas that it. have stood the test of time. Realism- Educators emphasize the validity of Crafting the Curriculum the senses to interpret the physical world, promote the acquisition of skills necessary to The curriculum Process involves planning or crafting the acquire and master factual knowledge and strive curriculum, delivering or implementing the curriculum to adjust students to realities of the physical and evaluating or assessing the curriculum. worlds and behavior sanctioned by adult culture. Elements or components of Curriculum Scholasticism- educators are inspired by the 1. Curriculum Goals and Objectives- Based on the introduction of faith and reason in curriculum. mandates of the constitution and the National Naturalism- Educators emphasize individual educational aims, each school shall be guided by its own development and they refrain from interpreting vision, mission, goals and objectives. with what the child wants to learn and Selection of Objective experience. 1. Should describe behavior Pragmatism- Educators focus on the 2. Stated analytically and specifically experience of the students. There is an emphasis 3. Developmental rather than terminal on how to think rather than what to think. 4. SMART Emphasis on development of insights, 5. Considers the 3 objective domains (C.A.P.) understanding and skills acquired in creative, 2. Curriculum content or subject matter- content is a reflective, critical thinking. Subject matter for compendium of facts, concepts, generalizations, stimulating exploration and practical action. principles and theories. Existentialism- Educators see the world as Selection of subject matter content essentially alienating (isolate or distance) and 1. Self-suffiency 5. Utility absurd (meaningless). They conclude that the 2. Significance 6. Learnability only way to deal with predicament of existence 3. Validity 7. Feasibility is to take responsibility to create one’s life. Main 4. Interest concern is to free the child to do own thing. Principles in organizing different learning Frees learners to choose what to learn and contents believe. No course guides and content outlines. 1. Balance- fairly distributed 2. Sociological Basis of curriculum has reference to 2. Articulation- smoothly connected to the next the Filipino life. 3. Sequence- logical arrangement/order 3. Psychological Basis. Psychology is a unifying 4. Integration- horizontal connection element of the learning process. It forms the basis for 5. Continuity- constant repletion, review and the methods, materials and activities for learning and reinforcement subsequently serves as basis for many curriculum 3. Curriculum Learning experiences- Learning decisions. It pertains to the nature of the learner. Experiences refer to certain activities that the learner undergoes in reaction to the environment with he has an Teaching-Learning Process and Curriculum opportunity to interact. Development Criteria for selecting experiences a. Teaching Process 1. Appropriateness- should be appropriate and Traditionalists- Teaching is a process of suitable to the content, activities and level of imparting knowledge and skills required to development of the learners. master a subject-matter. 2. Variety- should include minds on, hands on Progressivists and Humanists- Teaching is and authentic learning experiences perceived as stimulating, directing and guiding 3. Optimal value- should encourage the learners the learners and evaluating the learning to continue learning on their own outcome. 4. Feasibility- in terms of human, physical and Teaching process are planning, implementing financial resources and evaluating look familiar with curriculum 4. Grade Placement development- because the process of teaching -Involves allocation of content to definite grade capable of learning -Considers such factors as: child’s ability, 3. Systems- This approach examines the parts of the difficulty of item, importance of content, total school district or school and how they relate to maturation, mental age, experiential background each other. 5. Time Allotment 4. Humanistic- anchored on progressive philosophy and -Refers to specification of definite time for child-centered movement. The learner is at the center of subject/course; amount of time given to a the curriculum. This approach believes that in the subject curriculum development, the child is the prime -Considers such factors as: importance of consideration. subject; child’s ability; grade level average number of days/ hours Curriculum Models 4. Curriculum Evaluation- is the attempt to assess or 1. According to focus: judge the worth of students and educational practices, Subject-centered- focuses on the content of the materials or program. It determines whether a curriculum examples are subject design, curriculum has to be continued, stopped or revised. discipline design and broad field design or interdisciplinary design and correlation design. School Purposes- can be mirrored in the statements Student-Centered- examples are child-centered, made in the School’s Philosophy, vision, mission, goals experience-centered design and humanistic and objectives. design. Philosophy- is a proposition that asserts the 2. According to approach: encompassing beliefs, values of the school that Traditional curriculum model is seen as being connects a person and his/her environment. tidy and tended. Vision- expresses the characteristics of the final Innovative curriculum model-child-centered or outcome of the product after passing through activity-based and seen as reflections of educational processes. interdisciplinary, thematic and/or synergistic Mission- is an expression of how the school teaching-learning paradigms. would implement its mission and effort. 3. According to Content: Goal- more tangible mission that would Topic based or competency based, both specifically and clearly define the direction to curricula are normally oriented to the world of where the school is heading. work. Sources of Goals: Learner, Culture, Society and 4. According to process: knowledge Pool Formative or Summative Objectives- present the concrete activities that 5. According to Structure: would lead the attainment of the goal. System, Linear or Cyclic School program reflect and implement school purpose. These programs are means of carrying Curriculum Design -refers to the arrangements of the out the school vision and mission. components as elements of the curriculum. It includes: Academic programs include curriculum, a. aims, goals and objectives; b. subject matter or instruction, co-curriculum, and supportive content; learning activities; and evaluation. services. Administrative/non-academic are made up of A. Traditional Curriculum Design/ Ralph Tyler’s Model- school organization, personnel, finance, school consider as the main stream way to conceptualize plant and facilities and school-community curriculum. It is subject-centered where students are relations. expected to gain mastery of subject matter. Symbiotic Relationship The curriculum and school purposereinforce Tyler’s principles and its relationship to a curriculum each other in a symbiotic relationship. The design process school purpose provides the direction for 1. What educational purposes should school seek to curriculum development. The curriculum is the attain?- starting curricular objectives/identifying blueprint of pre-conceived competencies and purposes or objectives. learning contents and experiences on how the 2. What educational experiences can be provided that school purpose may be achieved. are likely attain these purposes?- selecting learning Curriculum Approaches- shows the viewpoint of experiences curriculum development and design, the roles of the 3. How can these educational experiences be effectively learners, the teachers, the curriculum specialists in organized?- organizing learning experiences planning the curriculum. It includes the goals and 4. How can we determine whether these purposes are objectives of the curriculum. attained?- evaluating the curriculum. 1. Behavioral Approach- anchored on the behaviorist principles based on the idea of Frederick Taylor. The The Tyler model is deductive for it proceeds from the learning outcomes are evaluated as a change of general (examining the needs of society, for example) to behavior based on stated objectives. The change of the specific (specifying instructional objectives). behavior indicates the measures of accomplishments. Tyler recommends that curriculum planners identify 2. Managerial- The principal is the curriculum leader at general objectives by gathering data from three sources: the same time the instructional leader and general the learners manager. The manager establishes the direction of contemporary life outside the school change and innovation, and planning and organizing subject matter. curriculum and instruction. This approach is more After identifying numerous general objectives, the concerned on organization and implementation and planners refine them by filtering them through administration of resources and restructures the schools two screens: than on content, subject matter, methods and materials. the philosophical screen the psychological screen In the Tyler Model, the general objectives that successfully pass through the two screens become what Role of Stakeholders in making the curriculum are now popularly known as instructional objectives. operational Learners as the center of the curriculum B. Taba Model/ Grassroot approach Teachers as curriculum developers and implementers Hilda Taba believed that the curriculum should be Curriculum managers and administrators designed by the teachers rather than handed down by Parents as supporters to the curriculum higher authority. Further, she felt that teachers should Community members as curriculum resources begin the process by creating specific teaching-learning Other stakeholders: Professional organizations units for their students in their schools rather than by contribute in the school curriculum engaging initially in creating a general curriculum National government (DEPED/CHED) have design. mandatory power over the implementation of Taba advocated an inductive approach to Curriculum any curricula development. Curriculum workers start with the specifics PRC- certifies the graduates as professionals and build up to a general design as opposed to the more Role of Technology in Delivering the curriculum traditional deductive approach of starting with the Paradigm shift from teacher-centered to general design and working down to the specifics. student-centered approach to learning 7 major steps of Grassroots Model Broadening realization that education is not 1. Diagnosis of need simply a delivery of facts and information, but 2. Formulation of objectives an educative process of cultivating the cognitive 3. Selection of Content affective, psychomotor and much more the 4. Organization of content contemplative intelligence of the learners of a 5. Selection of learning experiences new age. 6. Organization of learning activities Increase in the use of new information and 7. Evaluation and means of evaluation communication technology or ICT. Factors for technology selection C. The Saylor and Alexander Model 1. Practicality According to Galen Saylor and William Alexander, 2. Appropriateness in relation to the leaners curriculum is a plan for providing sets of learning 3. Activity/suitabilitry opportunities to achieve broad educational goals related 4. Objective Matching specific objectives for an identifiable population served Pilot Testing or field try out is the common practices of by a single school centre. the curriculum makers to determine the strength and a. Goals, Objectives and domains- The model indicates weaknesses of a written or planned curriculum. that curriculum planners begin by specifying the major educational goals and specific objectives they wish to Curriculum Monitoring- a periodic assessment and accomplish. These are selected after careful adjustment during the try out period. It is like a consideration of several external variables such as formative evaluation. It determines how the curriculum findings from educational research, accreditation, is working, such that the monitoring reports becomes standards, views of community groups and others. Each the basis of a decision on what aspects have to be major goal represents a curriculum domain and they retained, improved or modified. Monitoring also provides advocate 4 major goals or domain: personal decision that would end or terminate the program. development, human relations, continued learning skills and specialization. Curriculum Evaluation- a systematic process of b. Curriculum Designing- decision is made on the judging the value, effectiveness and adequacy of a appropriate learning opportunities for each domain and curriculum: its processes, product and setting which will how and when these opportunities will be provided. Will lead to informed decision. the curriculum be designed along the lines of academic Two ways: 1. School-based evaluation 2. Accreditation disciplines, or according to student needs and interests Tyler suggested a number of considerations in or along themes? These should be considered. undertaking an evaluation: c. Curriculum Implementation- Based on the design of 1. Objective setting the curriculum plan, teachers would specify instructional 2. Expected Outcomes objectives and then select relevant teaching methods 3. Appropriateness of evaluation tools and strategies to achieve the desired learning outcomes 4. Validity, reliability and objectivity among students in the classroom. d. Evaluation- should be comprehensive using a variety The Stufflebeam’s CIPP Model (Context, Input, of techniques. It should involve the total educational Product and Process) programme of the school and the curriculum plan, the Widely used evaluation tool effectiveness of instruction and the achievement of Context refers to the environment of the students. curriculum. Context evaluation refers to situation analysis. Dimensions and Principles of Curriculum Design Input refers to the ingredients of the curriculum: (BASICS) the goals, content, instructional strategies, the 1. Scope- content, topics and learning experiences learners, the teachers and all materials needed. 2. Sequence-provide continuous and cumulative learning Product indicates if the curriculum achieved its 3.Continuity- vertical repetition and recurring goals. appearances content. Process looks into the entire operation of the 4. Integration- interconnected curriculum how the curriculum has been 5. Articulation- vertically and horizontally implemented. 6.Balance- equitable assignment of content, time, experiences and other elements The CIPP Model can be taken as a whole or each component taken separately. It is a long and continuous process.
Curriculum Assessment is the process of collecting
information for use in evaluation. Any information, data collected or obtained through various processes will be analyzed for important decision making processes.
Assessing the Curriculum: Intended vs.
Implemented vs. Achieved Curriculum Intended- refers to a set of objectives set at the beginning of any particular plan. Implemented- refers to the various learning activities or experiences of the students in order to achieve the intended curricular outcomes. Achieved- refers to the curriculum outcomes based on the first two types of curriculum. Each type of the curriculum should be linked to one another. Curriculum Criteria- guidelines on standard for curriculum decision making. Assessment Strategies are the structures through which students’ knowledge and skills are assessed. Recording Devices- provide various means of organizing the recordings of information about student achievement.
Linking Curriculum, Instruction and Assessment
Curriculum content and objectives should match with the instruction from where learning experiences are provided. Curriculum is related to assessment. It determines what assessment should be done, and how to do it. What to accomplish is established by the curriculum. How to determine Instruction and assessment should be intertwined to provide a system that supports and encourages student’s progress.
Nationwide Evaluation Studies in the Philippines
Monroe Survey Swanson The Presidential commission to survey Phil. Education (PCSPE) Survey of Outcomes of Elementary Education (SOUTELE) The Household and School Matching Survey (HSMS) The congressional Commission on Education Study (EDCOM)