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Chapter1principlesandtheoriesincurriculumdevelopment 141014195828 Conversion Gate01
Chapter1principlesandtheoriesincurriculumdevelopment 141014195828 Conversion Gate01
Plan
* Design ( objectives, content,
organization, evaluation)
Curriculum * Pilot Testing ( deficiencies,
operational problems)
Development
* Implementation ( roles, materials,
schedule)
* Evaluation ( effectiveness,
efficiency, impact )
Figure 2. Phases of Curriculum
Development (Inverted Model)
PHASES
* Lesson Planning ( individual
teachers )
* Lesson Try-outs ( individual
Curriculum
teachers )
Development
* Curriculum Design ( curriculum
committee )
* Implementation ( wide-scale)
* Evaluation ( effectiveness )
Areas of Concern in Curriculum
Development
1. Shared philosophy, beliefs, behaviors, norms
and rules of Philippine society.
2. Knowledge of the nature of the learner in
terms of development level, learning style,
normative needs and other philosophical and
psychological concerns.
3. Knowledge of teaching-learning theories and
principles; and
4. The different domains of knowledge
(cognitive, affective, psychomotor).
Figure 3. Curriculum Development as a Process of Decision-
Making
Areas of Concerns
Knowledge of
Knowledge Teaching-
Learning Body of
Cultural of Learner
Theories & Knowledge
Values
Principles
Curriculum
Development
Pilot
Testing
Curriculum
Implementation Evaluation
Design
Decision Areas
Cultural Values
A group of people in any given society may be
defined by its culture which is manifested by
both visible and non-visible dimensions.
Visible dimension- rules, food, dress, language,
music, dance, means of livelihood, political
behavior, as well as family, community, and
institutional norms and practices.
Non-visible- such as philosophy, beliefs and
value system which have far greater influence and
impact on the way of life of the people.
Figure 4. The role of Education in Integrative
Development
Sustainable Spiritually uplifting
Equitable INTEGRATED Socially Integrating
DEVELOPMENT
C
Economic Growth O
M
E International Cooperation M
D
U
U
Environmental Protection N
C
I
A
Social Justice C
T
A
I
T
O Peace & Order
I
N
O
Health N
CULTURAL VALUES
Knowledge of the Learner
The learners are beneficiaries of curricular
revision efforts, it is necessary to know their
needs and interests so that the curriculum
design can respond to their developmental
needs that impact on the growth of
knowledge, skills, values, attitudes and habits
as well as on their expectations in relation to
the socio- economic realities in their own
environment.
Cont…Knowledge of the Learner
The Program For Decentralized Educational
Development Program (PRODED) and the
Secondary Education Development Program
(SEDP) intended to improve the quality of
elementary and secondary education
respectively are focused on the content rather
than on the learner and the learning processes
despite their expressed bias for humanist
orientation.
Factoring of the Economic
Conditions of the Learners
Poverty continues to be pervasive in the
Philippines.
Because the basic needs for food, health,
and housing of majority of people are not
met, many children of school age are
malnourished and sickly.
In the 80’s, UNICEF estimated that 1.35
million Filipino children were out of school.
Recognizing Future Needs of
the Learners
It is necessary to anticipate future needs
and expectations too, in order to train the
learners to live in and cope with the
demands of a world that will certainly be
unlike the present in many significant ways.
Visions about the future outlined in
documents like Philippines 2000 provide
information on the kind of curriculum
needed in the next century.
Knowledge of Teaching-
Learning Principles
Understanding how human beings learn
requires knowledge of psychological
theories and principles.
Behaviorism, cognitive psychology, and
cognitive- field psychology.
Behaviorism
Behaviorism represents a philosophical and
scientific orientation which focuses on the
study of observable events through the use of
the senses (seeing, hearing, tasting, touching
and smelling).
Behavioral Theories
Context:
• Real- life Situation
• Learning
environments
Social Processes:
•Interaction
•Collaboration
•Transaction
•Group Dynamics