Professional Documents
Culture Documents
Course Structure
Course Structure
1
needs;
C. Demonstrate understanding on the individual,
collegial and collaborative roles in managing
school curriculum change vis-à-vis various
contexts of teaching-learning, curricular
requirements and curricular reforms.
Intended learning
Module Lesson Writer/s
Outcomes
Define the major Definition and major Mrs. Princess
concepts of the conceptions of curriculum Fe Caballes
curriculum
Nature of the
Curriculum
Analyze the nature
of the curriculum
Describe the Ms. Glory Jean
Foundations of foundations of a. Philosophical Altamera
Curriculum curriculum; Foundations
b. Psychological Mr. Judiel B.
Demonstrate Foundations Cabilan
understanding on c. Historical-Sociological
how each Foundations
foundation d. Legal Foundations
influence the
development of
curriculum;
Discuss how
concepts of
learning
curriculum
foundations enable
curriculum
workers (teachers,
supervisors,
curriculum
developers) to
2
Intended learning
Module Lesson Writer/s
Outcomes
perform
educational
responsibilities;
Explain how
education evolved
to meet the needs
of the society;
Apply learning of
concepts in
foundation of
curriculum in
developing a
curriculum.
Explain the phases Curriculum Planning Ms. Gretchie T.
and process of a. Elements of Castañares
curriculum Curriculum Planning
development; and
Curriculum Design and Jo-Ann Y.
Review and Organization Solomon, Ed.D
critique an a. Approaches in
instructional curriculum designing
material, lesson b. Types of curriculum
plan, textbook, design
and curriculum c. Elements of designing
map using a d. Components of
specified standard. curriculum design
Phases and
Processes of
Curriculum Implementation Mrs. Helenne
Curriculum
a. Models of U. Pregua
Development
implementation
b. Change processes
c. Institutionalization
Module 1
In this Module
Are you all set and ready, then explore and learn the lesson now!
Lesson
1 Definition of the Curriculum
5
INTRODUCTION
Hi, students! The lesson I tackles about the definition of the curriculum, and this would
allow you 60 minutes to complete the activities and tasks. Before we start, I would like to share
some rules as a guide during the process of learning and teaching;
1. Read the given information carefully for you to be able to answer the prepared tasks correctly.
2. Make sure to finish the tasks and activities based on the time allotted.
3. Erasures are discouraged, especially on the assessment part.
4. Answer honestly your assessment. Kindly, make use of the information provided, if the
instruction tells you to answer it based on your understanding; please do so.
5. Do not attempt to copy and paste answers coming from the internet. Your honesty will matter,
and surely your teacher will be able to know it.
6. The Point system for your tasks is provided on every given instruction.
Sentence Completion
Analysis
Yes Curriculum plays an important role in creating the base of education. The teaching
style might not support a standard curriculum. Hence the teacher should develop his or
her own curriculum without eliminating any subject from the standard one. It is all about
rearranging the order of subjects to be taught.
b. Now kindly read the situation below and have some moment to analyze its differences
and similarities.
6
The tell-tale of Pia and Catriona
By Princess Fe Caballes Deliva
Catriona said to Pia, I wanted to go to school because surely it will prepare me for the
future I have been dreaming. Pia then asked, don’t you think schooling is life itself? Like
schooling is a way of life. Catriona just laughed at her friend and said, you go to school. You
absorb the information given by the teacher; they give a lecture, and then your graded. When you
are given good grades, surely your smart, and that’s an edge in the future. Pia thought deeper and
said, my friend, let us agree to disagree. For me, schooling does not only measure what you have
in your brains that could have a quantitative description of how intelligent one could be. I believe
schooling means we learn out from what we had known, what we will learn, and how we
assimilate these lessons to real-life situations. Catriona then said, no matter what perspective we
have, let’s us agree, we will finish schooling, and we would be professionals soon.
Guide Questions:
1. Who is to be considered as traditional and who’s progressive?
For me the considered as the traditional is Pia she said schooling does not only measure
what you have in your brains that could have a quantitative description of how intelligent
one could be. I believe schooling means we learn out from what we had known, what we
will learn, and how we assimilate these lessons to real-life situations and the progressive
is Catriona.
2. Do you think the ideas of Pia were realistic than that of Catriona’s?
Yes cause I belive Pia said that schooling does not only measure what you have in your
brains that could have a quantitative description of how intelligent one could be. I believe
schooling means we learn out from what we had known, what we will learn, and how we
assimilate these lessons to real-life situations.
3. Do you also think that Catriona’s point is valuable in real life situations?
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Students, as you have observed you have been given activities above about curriculum.
To have an idea on its definition, points, and types. Please see below for the essential
information.
This table gives you information about the difference in points of curriculum based on the
traditional and progressive perspective.
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each
individual learner has of his or her program of education.
Daniel The reconstruction of knowledge and experience that enables the learner
Tanner & to grow in exercising intelligent control of subsequent knowledge and
Laurel experience.
Tanner
D. F. Brown All student school experiences relating to the improvement of skills and
strategies in thinking critically and creatively, solving problems,
working
collaboratively with others, communicating well, writing more
effectively,
reading more analytically, and conducting research to solve problems
E. Silva An emphasis on what students can do with knowledge, rather than what
units
of knowledge they have, is the essence of 21st-century skills
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In your opinion, which definition is appropriate today? Why? Relate your answer on the
illustration given to you.
CLOSURE
CONGRATULATIONS!!!!!
If you have reached this part my congratulations. I am
hoping that the concepts given to you will equip you on
your journey in leaning. May the important information
be part of how you understand of the vitality of the
curriculum’s existence. Next lesson, you will know the
curriculum’s types, components and purpose. Please turn
into the next page if you are already ready.
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Lesson
2 Major Conceptions of Curriculum
INTRODUCTION
The previous discussion had given you a different definition and perspective towards the
curriculum. Our lesson for this part would give you important information about the types of
curriculum, its components, and what is its purpose in the teaching-learning process. This
module is good for 60 minutes, and all activities should be successfully accomplished.
Furthermore, the same module-rules apply here the same as the ones indicated on Lesson I. I
hope you are ready so that we could start.
Poem Analysis
1. Based on the information above, do you think the curriculum has one sole purpose?
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________________________________________________________________________
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2. If you say no, what do you think is its types? And how these types contribute to the
curriculum components?
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Analysis
A. Matching type. Match the terms on the images below. This activity is related to the types of
curriculum operating in the school. Write your answer on the space provided in each item.
A.
D
G
.
B.
C.
F
.
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B. Matching type. Match the questions to the components in the box presented, make sure that
the answer addressed each other correctly. Write the letter of the correct answer on the space
provided.
A. aims, goals and objectives B. subject matter/content
C. learning experience D. evaluation approaches
1. What is to be done?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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2. What is the subject matter to be included?
________________________________________________________________________
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3. What are the instructional strategies, resources, and activities that will be employed?
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
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4. What methods and instruments will be used to assess the results of the curriculum?
________________________________________________________________________
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This section will provide you a thorough discussion on the components, types, and
purpose of the curriculum. You will be provided with a mnemonic as a guide to remember the
key important terms with ease. Moreover, an exhibit will be given to you so that the pertinent
ideas would be organized and comprehensive.
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A. COMPONENTS OF THE CURRICULUM. Students, for the components of the
curriculum, let us have the mnemonics “ASLE”, this stands for A (aims, goals, and objectives),
S (subject matter), L (learning experiences), and E (evaluation and approaches). Moreover,
below you are given samples and elaborations for you to have a good grasp of this topic.
AIMS,
AIMS, GOALS,
GOALS, AND
AND
OBJECTIVES
OBJECTIVES –
– Ex.
Ex.
Educational Act of 1982,
Educational Act of 1982, SUBJECT MATTER
Aims
Aims of
of Secondary
Secondary – Information
Education
Education and Tertiary
and Tertiary learned in school.
Education
Education
CURRICULUM
Students, I hope you have learned well the ideas given to you. This time we will be
assessing your knowledge. Please answer these items with the learning you had from this
module. I am discouraging you to search the answers in the internet for this assessment is a test
of what you had learned.
I. Get a copy of one of the lesson plans you had already written on your past subjects. Read
every detail of the lesson plan and specifically look in the following;
1. What are the objectives of the lesson plan?
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_____________________________________________________________________
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_____________________________________________________________________
_________________________________
2. What is the subject matter content?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________
3. What strategies or method of teaching is utilized?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________
4. What evaluation procedure is used?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________
5. Do the four components fit or match with one another? Explain
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________
6. Can you consider a lesson plan as a curriculum? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________
II. Write specific examples (one per curriculum) of what you have observed on your
school. These examples should be those of the existing different curricula in the operation
of schools.
Written Curriculum
Taught Curriculum
Supported Curriculum
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Assessed Curriculum
Learned Curriculum
Hidden Curriculum
CLOSURE:
That’s it for Lesson II, I hope you will continue your enthusiasm as you proceed to the
next lessons. You are now equipped with the essential knowledge of learning the basic of
curriculum.
CONGRATULATIONS!!!!!
You may now proceed to the next
lesson
Module Summary
The module was design to provide basic information on the major concepts of curriculum
as well as its nature. The activities, analysis, abstraction and application in the module were
provided to deepen your understanding of what curriculum is all about and as well as its
importance
in education.
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Module 2
Module Overview
Foundations of
Curriculum
“Education is what remains after one has forgotten
what was learned in school.” – Albert Einstein
In this Module
Philosophical Foundations of Curriculum
Major Philosophies
Educational Philosophies
Psychological Foundations of Curriculum
Definition of Psychology
Three Major Classification of Learning Theories
Historical-Social Foundations of Curriculum
19
Theorists and Historical Contributions
Social Foundation of Curriculum
Legal Foundations of Curriculum
Major Laws
Education
Introduction
20
Lesson
1 Philosophical Foundations
of Curriculum
Introduction
Hello Students! I hope that you’ve done all your tasks in your Module 1 and enjoyed it as
well. This time we will have our Module 2 Lesson 1 which is about the Philosophical
Foundations of the Curriculum and will discuss what their influences are in the current
curriculum.
Analysis
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MAJOR PHILOSOPHIES
Four major philosophies have influenced U.S. education: idealism, realism, pragmatism, and
existentialism. The first two philosophies are traditional; the last two are contemporary.
Idealism
Plato is often credited with formulating idealist philosophy, one of the oldest that exists. The
German philosopher Hegel presented a comprehensive view of the historical world based on
idealism.
To idealists, learning is a primarily intellectual process that involves recalling and working with
ideas; education is properly concerned with conceptual matters. The idealist educator prefers a
curriculum that relates ideas and concepts to one another. The curriculum is hierarchical; it
constitutes humankind’s cultural heritage and is based on learned disciplines, as exemplified by
the liberal arts curriculum. At the top of the hierarchy are the most abstract subjects: philosophy
and theology. Mathematics, too, is important because it cultivates abstract thinking. History and
literature rank high because they offer moral and cultural models. Language is also important
because it enables communication and conceptual thought. Lower on the curricular ladder are the
sciences, which deal with particular cause-and-effect relationships.
Realism
Aristotle is often linked to the development of realism, another traditional school of thought.
Thomas Aquinas’s philosophy, which combined realism with Christian doctrine, developed an
offshoot of realism called Thomism, in which much of contemporary Catholic education is
rooted. Johann Pestalozzi’s instructional principles, which began with concrete objects and
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ended with abstract concepts, were based on realism. Such modern educators as Harry Broudy
and John Wild are leading realists.11
Realists view the world in terms of objects and matter. People can come to know the world
through their senses and their reason. Everything is derived from nature and is subject to its laws.
Human behavior is rational when it conforms to nature’s laws and when it is governed by
physical and social laws.
Like idealists, realists stress a curriculum comprising separate content areas, such as his- tory and
zoology. Also like idealists, realists rank the most general and abstract subjects at the top of the
curricular hierarchy. Lessons that cultivate logic and abstract thought are stressed. The three R’s
are basic to education.12 Whereas idealists consider the classics ideal subject matter because
they convey enduring moral truths, realists value the sciences as much as the arts.
Pragmatism
To pragmatists, teaching should focus on critical thinking. Teaching is more exploratory than
explanatory. The method is more important than the subject matter. The ideal teaching method is
concerned not so much with teaching the learner what to think as with teaching the learner to
critically think. Questions such as “Why?” “How come?” and “What if?” are much more
important than “What?” “Who?” or “When?”
The great educational pragmatist was Dewey, who viewed education as a process for improving
the human condition. Dewey saw schools as specialized environments within the larger social
environment. Ideally, curriculum was based on a child’s experiences and interests and pre- pared
the child for life’s affairs.14 The subject matter was interdisciplinary. Dewey emphasized
problem solving and the scientific method.
Existentialism
Whereas pragmatism is mainly a U.S. philosophy that evolved just prior to 1900, existentialism
is mainly a European philosophy that originated earlier but became popular after World War II.
In U.S. education, Maxine Greene, George Kneller, and Van Cleve Morris are well-known
existentialists who stress individualism and personal self-fulfillment.15
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According to existentialist philosophy, people continually make choices and thereby define
themselves. We are what we choose to be; in doing so, we make our own essence, or self-
identity. Hence, the essence we create is a product of our choices; this varies, of course, among
individuals. Existentialists advocate that students be free to choose how and what they study.
Critics argue that such free choice would be too unsystematic and laissez-faire, especially at the
elementary school level. Existentialists believe that the most important knowledge is knowledge
of the human condition. Education should develop consciousness of choices and their
significance.16 Existentialists reject the imposition of group norms, authority, and established
order. They recognize few standards, customs, or opinions as indisputable.
EDUCATIONAL PHILOSOPHIES
Perennialism
As a philosophy of education, perennialism relies on the past and stresses traditional values. It
emphasizes knowledge that has stood the test of time and cherished values of society. It is a plea
for the permanency of knowledge and values that have stood the test of time—an unchanging
view of human nature, truth, and virtue. Robert Hutchins, a longtime advocate of perennialism,
has noted that a person’s function is “the same in every society. . . . The aim of the educational
system is the same in every age and in every society where such a system can exist. That aim is
to improve people.”18
For perennialists, human nature is constant. Humans have the ability to reason and to understand
nature’s universal truths. The goal of education is to develop a rational person and uncover
universal truths by developing students’ intellect and moral character.
Essentialism forms the basis of the subject matter. Hyman Rickover writes, “For all children, the
educational process must be one of collecting factual knowledge to the limit of their absorptive
capacity.”26 A curriculum that takes students’ interests or social issues into account is regarded
as wasteful, as are teaching methods that rely on psychological theories. Arthur Bestor declares,
“Concern with the personal problems of adolescents has grown so excessive as to push into the
background what should be the schools’ central concern, the intellectual development of its
students.”27 The school is viewed as sidetracked when it focuses on students’ social and
psychological problems rather than on cognition. (Most current task force reports on academic
excellence, incidentally, agree with this assessment.) Discipline, training, homework, and serious
study are emphasized. According to Rickover, “The student must be made to work hard, and
nothing can really make it fun.”28
The role of the essentialist teacher follows perennialist philosophy. The teacher is considered a
master of a particular subject and a model worthy of emulation. The teacher is responsible for the
class and decides on the curriculum with minimal student input. The teacher is respected as an
authority, exhibits high standards, and expects the same from students.
Progressivism
According to progressivist thought, these skills include problem-solving and scientific methods.
Schools should nurture cooperation and self-discipline and transmit the society’s culture.
Because the reality is constantly changing, Dewey saw little need to focus on a fixed body of
knowledge. Progressivism emphasized how to think, not what to think. Traditional education,
with its “method of imposition from the side of the teacher and reception [and] absorption from
the side of the pupil,” Dewey wrote, “maybe compared to inscribing records upon a passive
phonographic disc to result in giving back what has been inscribed when the proper button is
pressed in recitation or examination.”42
Progressivists were united in opposing (1) authoritarian teaching, (2) overreliance on textbook
methods, (3) memorization of factual data by constant drill, (4) static aims and materials that fail
to take account of a changing world, (5) intimidation or corporal punishment as a form of
26
discipline, and (6) attempts to separate education from individual experiences and social reality.
However, according to Lawrence Cremin, the movement’s inability to reach a consensus on the
purpose of schooling, or even establish a set of pedagogical principles, led to its downfall.46
Progressivists rejected rote learning, lesson recitations, and textbook authority. They also
criticized conventional subject matter and experimented with other approaches to the curriculum.
Progressive education focused on the learner rather than the subject, emphasized activities and
experiences rather than verbal or mathematical skills, and encouraged cooperative group-
learning activities rather than competitive individual learning. Progressivism also cultivated a
cultural relativism that often clashed with traditional philosophy and values.
Reconstructionism
Reconstructionist philosophy is based on socialistic and utopian ideas of the late 19th and early
20th centuries, yet the Great Depression gave it new life. The progressive educational movement
was at the height of its popularity then, but a small group of progressive educators became
disillusioned with U.S. society and impatient for reform. Members of this group argued that
progressivism overemphasized child-centered education and mainly served the middle and upper
classes with its play theories and private schools. They advocated greater emphasis on society-
centered education that addressed the needs of all social classes.
1. In a short bond paper, write your name, section and course in the upper left corner of the
paper.
2. From the 8 Philosophies, choose four (4) and draw an illustration that would best describe the
philosophy. You may use colored pens, pencils, crayons, and oil pastel.
3. In a separate bond paper, elaborate your drawing by using real life scenarios as examples of
the influences of the philosophies in the curriculum.
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Closure
Lesson
2 Psychological Foundations
of Curriculum
Introduction
Welcome to Lesson 2 of Module 2, where you will learn more about the curriculum by
exploring its psychological foundations. You will dissect concepts on some relevant schools of
thought that you may have encountered previously in some of your subjects and discuss how
they contribute to the design, development, and delivery of the curriculum. You are expected to
do some activities that will help you organize ideas on the nature of the curriculum from a
28
psychological perspective. At the end of this lesson, have a glance at the learning outcomes and
evaluate if such are attained and mastered. So, without farther ado, let’s quench our thirst on this
discovery.
It’s time to reactivate what you have already known with this topic so far. So, let’s do a
word plus sentence factory. List 5 words that come to your mind when you hear the words
below. Write your responses in the corresponding boxes and use these words to make one
complete sentence. Don’t mind about the thought of the sentence as long as these words are
present in it. Game!
Behaviorism: _________________________________________________________
Cognitivism: __________________________________________________________
Humanism: ___________________________________________________________
Analysis
Guide Questions:
Psychology is concerned with the question of how people learn, and curriculum
specialists ask how psychology can contribute to the design and delivery of curriculum. It is the
unifying element of the learning process; it forms the basis for the methods, materials, and
activities of learning, and it provides the impetus for many curriculum decisions.
1. behaviorist or association theories - the oldest group, which deals with various aspects of
stimulus-response (S-R) and reinforcers;
2. cognitive information-processing theories - which view the learner in relation to the total
environment and consider the way the learner applies information; and
3. phenomenological and humanistic theories - which consider the whole child, including
their social, psychological, and cognitive development.
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Under each group are specific learning theories that help lay foundation on understanding
curriculum.
Psychological Foundation
31
Father of Classical Conditioning Theory and S-R Theory
He is best known for his experiment with salivating
dogs.
It involves - Eliciting an unconditioned response by
using previously neutral stimuli.
Unconditioned stimuli create reflexes that are not
“learned,” but are instinctual.
The key to learning is early years of life is to train them
Ivan Pavlov what you want them to become.
(1849-1936) S-R Theory is a foundation of learning practice called
indoctrination.
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Proposed the Hierarchical Learning Theory – also a
transition from behaviorism to cognitive psychology
Learning follows a hierarchy which is an arrangement of
8 behaviors ranging from simple to complex.
He also describes 5 observable and measurable learning
outcomes.
Introduced tasking in the formulation of objectives.
Robert Gagné (1916 Mental operations needed for each outcome differ.
- 2002)
33
Authored Cognitive Development Theory
Described cognitive development in terms of terms of
stages from birth to maturity: sensorimotor stage (0-2),
preoperational stage (2-7), concrete operational stage
(7-11) and formal operations (11-onwards)
Key to learning:
Assimilation (incorporating new experiences)
Accommodation (learning modifications and
adaptation)
Jean Piaget Equilibration (balance between previous and later
(1874-1949) learning)
34
Gardner’s Multiple Intelligence
Humans have several different ways of processing
information and these ways are relatively independent
of one another
Eight intelligences are: linguistic, logico-mathematical,
musical, spatial, bodily/kinesthetic, interpersonal, and
naturalistic
Howard Gardener
(1943-present)
35
Proponent of Emotional Quotient
Emotion contains the power to affect action
people possess a personal-social intelligence and spoke
of inter-and intrapersonal intelligence
Interpersonal intelligence refers to the ability to
understand other people
Intrapersonal intelligence is a correlative ability.
Daniel Goleman Individuals with this ability possess or develop an
(1946-present) accurate sense of self and can use that understanding
to operate effectively in life
Gestalt Theory
Learning is explained in terms of “wholeness” of the
problem
Human beings do not respond to isolated stimuli but
to an organization or pattern of stimuli
Learning is complex and abstract.
Gestalt Learners analyze the problem, discriminate between
essential and nonessential data, and perceive
relationships.
Learners will perceive something in relation to the
whole. What/how they perceive is related to their
previous experiences.
A. Fill Me
Now that you already know about the three major classifications of learning theories
that make up the psychological foundation of curriculum, list the proponents with their
respective learning theories and cite their influence in designing, developing or implementing
the curriculum. You may use characters on situations/scenarios that demonstrate such
influence. Write your responses inside the box. The first item is already given to you as an
example.
Closure
37
Always note that, in general, learning can be examined in terms of three major theories:
behaviorism, cognitive development, and phenomenology/humanism. We believe that change is occurring
within the three major camps in psychology. In behaviorism, learning tends to focus on conditioning or
modifying behavior through reinforcement and rewards. In cognitive psychology, the learning process
focuses on student’s developmental stages, multiple forms of intelligence, problem solving, critical
thinking, and creativity. In phenomenology and humanism, learning deals with the learner’s needs,
attitudes, and feelings. These are the building blocks that shape and influence the thinking of those
responsible for curriculum development and delivery.
Lesson
3 Historical-Social Foundations of
Curriculum
Introduction
Welcome to Lesson 3 of Module 2, which will tour you around on the historical
foundations of curriculum and how various social factors influence its development, design, and
implementation. You are expected to list persons who contributed greatly to curriculum
development and explain how education evolved to meet the needs of the society. It’s nice for
you to begin the lesson by reactivating your prior understanding of this topic. Enjoy the activities
38
that are designed for you to organize your thought on this lesson. As a rule of thumb, have a
review on the objectives at the end of the lesson and self-assess if these targets are met.
Unscramble Me in a
Crossword Puzzle
Fill the vertical and horizontal blocks of the puzzle with list of words that you will see
below. Unscramble the letters before filling it in the boxes. These will serve as your hints and
clues to unravel the words. Let’s go
ACROSS DOWN
1. Csolho 2. Horytis
4. Ienepecerx 3. Edsne
7. Scyieto 5. Ipylophhso
8. Stinructoin
10. Lopeved 6. Ieresntt
11. Tilineme 9. Cuirumculr
12. Rleconefti
Analysis
Guide Questions:
Curriculum specialists also seek to answer where the curriculum is coming from. The
table below will show us its chronological development. It is believed that curriculum
development started when Franklin Bobbit (1876-1956) wrote the book “The Curriculum”. Here
are the theorists among the many that have made a great contribution to its development.
HISTORICAL FOUNDATION OF CURRICULUM
Person Contribution
Purpose:
Started the curriculum development movement
Curriculum as a science
Curriculum focuses on student’s needs
Curriculum prepare students for adult life
Clarify objectives
Principles:
Franklin Bobbit Grouping and sequencing objectives with corresponding
(1876-1956) activities
Clarifying instructional specifications and tasks
40
Purpose
Like Bobbit, curriculum as a science and emphasis on
students’ needs (and needs assessments)
Bringing theory and practice in curriculum
Principles:
Curriculum process, described as job analysis
Werret Charters Listing objectives and corresponding activities
(1875-1952) Verification of objectives through evaluation.
Purpose
School as a social and community experience
Curriculum is child centered purposeful activities
Child-centered curriculum, child development/growth
Principles
Project method, a blend of behaviorism & progressivism
Teacher and student planning, and emphasis on student
planning
Emphasis on pedagogy or instructional activities: creative
William Kilpatrick projects, social relationships, and small-group instruction
(1871-1965)
Purpose
Education in context with society
Child-centered curriculum that focuses on whole child
Curriculum specialist as an engineer
Principles
Statement of objectives, related learning experiences, and
outcomes
Teachers coordinate instructional activities to implement
Harold Rugg curriculum
(1886-1960)
Purpose
Relationship of three major components: curriculum,
instruction, and learning
Focus on student needs and interests and organized
around social functions (themes), organized knowledge,
and learner’s interests
Principles
Curriculum as a set of experiences
Curriculum guides as a source of teacher planning
Hollis Caswell Teachers coordinate instructional activities to implement
(1901-1989) curriculum
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Purpose
Curriculum as a science and extension of school’s
philosophy
Clarify purposes (objectives) by studies of learners
Student needs and interests
Relationship between curriculum and instruction
Principles
Curriculum as a rational process
Ralph W. Tyler Using objectives to select and organize learning
(1902-1994) experiences
Using evaluation to determine outcomes (whether
objectives have been achieved)
Vertical and horizontal relationship of curriculum
Purpose
Contributed to the theoretical and pedagogical
foundations of concepts development and critical
thinking in social studies curriculum
Helped lay the foundation for diverse student population
Hilda Taba
(1947-present)
Purpose
Curriculum organized around needs of society and
students
Wide range of purposes, including cognitive, social,
civic, vocational, aesthetic, and moral
Realistic reform policies and programs
Principles
John Goodlad Reduce student conformity in classroom
(1920-2014) Constant need for school improvement
School reforms frequently come and go and add costs to
the system; teacher input is preferred.
Standards and high-stakes tests currently drive school
reform.
Purpose
Education as a means of shaping the person and society
through critical reflection and “conscientization”
Principles
Teachers use questioning and problem-posing approach
to raise students’ consciousness; understanding the
Paulo Friere hidden curriculum to raise awareness of social justice.
(1921-1997)
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Purpose
Broaden the conception of curriculum to enrich the
practice Understand the nature of the educational
Principles
Curriculum as a conversation that involves multiple
William Pinar disciplines.
(1947-present)
Peter Oliva
(1947-present)
Social Foundations
It is also indispensable to consider the social background of curriculum. The relationship
of social factors such as schools and society influences curriculum decisions. Hence, curriculum
workers must consider and use social foundations to plan and develop curricula.
John Dewey
(1859-1952)
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Wrote the book Future Shock
Believed that knowledge should prepare students for the
future
Suggested that in the future, might have the resources to
teach prescribed curriculum form home as a result of
technology, not in spite of it. (Home Schooling)
Alvin Toffler Foresaw schools and students worked creatively,
(1928-2016) collaboratively, and independent of their age
A. Story Telling
Make a short story and timeline on how the curriculum developed from a historical and
social point of view. Use the theorists you have learned in this lesson as the characters and
their contributions as the flesh of the story. It needs not to be lengthy, but just a summary of
what you have known so far with this lesson. You’re free to decide on its title and style.
Write also a brief reflection on its importance to you as a curriculum worker. Happy writing!
B. Today I learned that
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________
Closure
Well done! That’s it for the historical and social foundations of curriculum. It is expected
that you gained insights and ideas on this lesson. Remember that from the beginning, the
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curriculum has been a dynamic and evolving subject matter. Many theorists have
contributed to this educational area. Its movement was started by Franklin Bobbit when
he first wrote the book “The Curriculum.” Social factors have also shaped how it is now
and influence curriculum decisions. You are now ready for the next topic. But before
that, self-evaluate if the objectives have been met.
CONGRATULATIONS!!!!!
You may now proceed to the next
lesson.
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Lesson
4 Legal Foundations of Curriculum
Introduction
You are now in lesson 4 of module 2! This last lesson will introduce to you what are the
legal bases of the curriculum in the Philippines. Some parts of the provisions will also be
discussed. At the end of the day, you will identify the significant changes in the legal bases of the
curriculum. Enjoy and keep reading!
Direction:
Discuss briefly the latest news on education that you have heard in the television and radio by
answering the questions in the analysis.
Analysis
Guide Questions:
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________
2. What are your opinions about the news?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________
3. How will it affect/contribute to the education system in the Philippines?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________
Legality would mean deriving from or founded on law. The following are the
major laws in which the Philippines is basing its education system and Philippine
educational practices and other legal bases of education
1. 1987 CONSTITUTION
ARTICLE XIV: Education, Science and Technology, Arts, Culture and Sports
Quality education accessible to all. (Section 1)
Complete, adequate, and integrated relevant education. (2.1.)
Free public education in the elementary and high school level. (2.2.)
Scholarship grants, loans, subsidies and other incentives to deserving students in both
private and public schools. (2.3.)
Non-formal, formal, and indigenous learning systems. (2.4)
Vocational training to adults, disabled and out of school youth. (2.5)
Study of the constitution. (3.1)
Study of values. (3.2.)
e.g. patriotism, nationalism, foster love of humanity, respect for human rights,
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appreciation of the role of national heroes in the historical development of the country,
teach the rights and duties of citizenship, strengthen ethical and spiritual values, etc.
Optional religious instruction in public schools. (3.3.)
Supervision and regulation of all schools. (3.4.)
Control and administration of schools by Filipinos. (3.5)
Exemption from taxes and duties. (3.6.)
Academic freedom in institutions in higher learning. (5.2,3,4.)
Assigning highest budget priority to education. (5.5.)
National language is Filipino. (6.1.)
2. Train the nation’s manpower in the middle – level skills required for national
development.
3. Develop the profession that will provide leadership for the nation in the advancement
of knowledge for improving the quality of human life, and
4. Respond effectively to changing needs and conditions of the nations through a system
educational planning and evaluation.
1. Rights
1.1. Right to organize themselves and/or with teachers for the discussion betterment of
the school.
1.2. Right to access to any official record concerning the children who are under their
parental responsibility.
1.3. Duty to help carry out the educational objectives in accordance with national goals.
1.4. Duty to enable their children to obtain elementary education and shall strive to
enable them to obtain secondary or higher education in the pursuance of the right
formation of the youth.
1.5. Duty to cooperate with the school in the implementation of the school program.
1. Rights
1.1. Right to receive, primarily through competent instruction, relevant quality
education in line with national development goals and conducive to their full
development as persons with human dignity.
1.2. Right to freely choose their field of study subject to existing course therein up to
graduation, except in cases of academic deficiency or disciplinary regulations.
1.3. Right to school guidance and counselling services.
1.4. Right of access to his own school records, the confidentiality of which the school
shall maintain and preserve.
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1.5. Right to the issuance of official certificates, diplomas, transcript of records, grades,
transfer credentials, and other similar documents within thirty days of request.
1.6. Right to publish a school newspaper.
1.7. Right to free expression of opinions and suggestions and to effective channels of
communication.
1.8. Right to form, establish, and join organizations.
1.9. Right to be free from involuntary contributions, except those approve by their own
organizations or societies.
2. Duties
2.1. Duty to exert his utmost to develop his potentialities.
2.2. Duty to uphold the academic integrity of the school.
2.3. Duty to promote the peace and tranquility of the school.
2.4. Duty to participate actively in civic affairs, and in the promotion of the general
welfare.
2.5. Duty to exert his rights responsibly.
The Department shall be responsible for the formulation, planning, implementation, and
coordination of policies, plans, programs and projects in the areas of formal and non – formal
education at all levels: elementary, secondary, higher, technical – vocational, non
– formal, sports and culture.
Rights of Teachers
1. Right to be informed of the charges in writing.
2. Right to full access to the evidence in the case.
3. Right to defend himself and be defended by a representative of his choice.
4. Right to appeal to clearly designated authorities.
5. Right for a married couple, both of whom are school teachers, to be employed in the same
locality whenever possible.
1. Enjoy academic freedom in the discharge of professional duties regarding teaching and
classroom methods.
2. Enjoy free physical exam and free medical treatment or hospitalization.
3. Salary scale – gradual progression from a minimum to a maximum salary by means of
regular increments, granted automatically every after three years.
4. Granting of cost of living allowance.
5. Additional compensation for service excess of 6 hours actual classroom teaching, hardship
allowance and automatic retirement promotion.
Leave and Retirement Benefits
1. Study leave (Sabbatical leave) – with pay equivalent to 60% of salary after seven years
of service.
2. Indefinite leave
3. Maternity leave with pay for 60 days.
4. Vacation leave with pay.
5. Enjoy one range salary raise upon retirement, which shall be the basis of the retirement
pay and the monthly benefits thereafter.
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Teacher’s Organization
1. Freedom to organize.
2. Prohibition of discrimination against teachers.
RA 7168
December 26, 1991
Converted the Philippine Normal School into a University.
RA 6655
Also known as the Free Public Secondary Education Act of 1988.
Public secondary schools were nationalized and they were reclassified by source of
funding and curriculum type.
PD 603
Required that every school division should organize special classes for children with
special needs.
RA 5250 (1966)
Provided a ten – year teacher education program in Special education for the teaching of
the gifted, mentally – retarded and those with behaviour problems.
Only two schools offered undergraduate in SPEd: UP COEd and CEU.
RA 7686
Being paid in OJTs in private industries.
RA 7687
Scholarship programs for careers in science and technology.
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PD 1006
September 22, 1976
Considered teachers as professionals and teaching promulgated as a profession.
Teachers need to pass the PBET before they could teach, whether in private or public
school.
PD 146
Required all high school graduates seeking admissions to post – secondary degrees
necessitating a minimum of four years study to pass a national entrance examination.
RA 7731
Abolished the NCEE to give the marginalized sector greater access to college education.
RA 7743
Created the Center of Excellence in Teacher Education.
RA 7791
Stretched the school year from 185 – 200 days.
RA 1265
Made the observance of the flag ceremony compulsory,
RA 7836
An act professionalizing the teaching profession.
Established the Licensure Examinations for Teachers.
RA 10157
Kindergarten Education Act
Provides the inclusion of the Kindergarten level into the basic education program. It is a
must that children must undergo kinder before entering grade 1.
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A. Completing the concepts
Using the table below, track down the changes/contributions in the curriculum by providing the
year, legal bases and the significant changes/contributions brought about by the laws/resolutions.
Elaborate how did it change or help the education setting of the Philippines.
Closure
CONGRATULATIONS!!!!!
Congratulations you have completed the Lesson 4 of
Module 2. It is expected that you have gained insights on
what are the legal bases of the curriculum in the Philippines.
You are now ready to move to Module 3 of this course
which would discuss the phases and process of curriculum
development. Keep up the good work!
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Module Summary
The module was designed to provide you background information on foundations of curriculum
such as philosophical, psychological, historical-social and legal foundations. The activities
provided allowed a deeper understanding on how each foundation influence the development of
curriculum. It emphasized on how education evolves to meet the needs of the society. Concepts
that were discussed help curriculum teachers, supervisors and curriculum developers perform
educational responsibilities.
References
Bilbao, P. P., Corpuz, B. B., & Dayagbil, F. (2015). Curriculum Development for Teachers.
Quezon City, Philippines: Lorimar Publishing.
Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, Principles, and Issues.
Vivar, Malaysia: Pearson Education Limited.
Pineda, K. (2013, May 19). Legal bases of the education system. Retrieved from Slideshare.net:
https://www.slideshare.net/kitpineda221/legal-bases-of-the-education-system-21443065
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