Edu 034

Edu 034 Curriculum Development
GLENN HYDE DELA CRUZ, FSCO, MFSM
Edu 034
CURRICULUM DEVELOPMENT
MODULE 1:
INTRODUCTION/ BACKGROUND OF CURRICULUM DEVELOPMENT: Its Meanings, Composition

and Models
Meaning and Composition of Curriculum
Curriculum
-A plan for learning, a course study on a specific topic, includes all the learning experiences of students
as planned and directed by the school to attain its educational goals or for which the school assumes
responsibilities.
-That which is taught in school, set of subjects, materials and performance objectives; everything that
goes on within the school, including extra class activities, guidance and interpersonal relationships in
the school.
-A structured set of intended learning outcomes that come in the form of knowledge, skills, and values;
affected by important factors of program philosophy, goals, objectives, and evaluation.
Curriculum
-Forms students into cultural umpires for the next generation.
-Trains students into playing and umpiring culture’s present game.
-Attempts to preserve the good from humanities past.
-Teaches students how to play humanities game but not God’s
How Created?
-Teaching by cultural rules
-Measuring by cultural rules (how good is good)
-Rewarding by cultural rules (reward of following or disobeying
Why Create?
-To conform students to the good culture
-To conform student’s live (apply to their life)
-To conform students’ culture
Who creates curriculum?

-Someone creating a game
-Someone umpiring a game
-Someone playing the game
Composition of a Curriculum
-A statement of aims and of specific objectives
-Some selection and organization of content
-Certain patterns of teaching and learning
-A program of evaluation of the outcomes
Curriculum Planning
-It is the process whereby these arrangements of curriculum plans or learning opportunities are created.
It occurs when lay and professional committees reach decisions as to new instructional programs to be
added or old ones to be dropped or modified in the schools.
Curriculum Development
-It is defined as the process of selecting, organizing, executing and evaluating learning experiences on
the basis of the needs, abilities and interest of the learners and the nature of the society and community.
Two methods of Curriculum Development
Ralph Tyler Model Hilda Taba Model
Education To change student behavior To prepare student for life

and
objectives A technical model used to create efficiency A practical approach addressing
and effectiveness. content and strategies in the creation
of objectives.
Starting by creating objectives usually takes Incorporates objectives in step four

three (3) steps to define and consolidate. (4) after learning units are revised.
Approach Deductive (from general to specific) Inductive (from specific to general)
Administrative Approach Teacher Approach
Validity Validity using screens on the objectives Tests for validity by piloting the
learning units
Steps -Determining the school’s and teacher’s -Diagnosis of learners’ needs and
philosophy (1) expectations of the larger society (1)
-Identifying educational purposes (2) -Formulation of learning objectives
-Selecting and organizing content (3) (2)
-Evaluation (4) -Selection of learning content (3)
-Organization of learning content (4)
-Selection of earning experiences (5)
-Organization of learning activities
(6)
-Determination of what to evaluate
and the means of doing it (7)
MODULE 2:
INTRODUCTION/ BACKGROUND OF CURRICULUM DEVELOPMENT: Criteria of Good
Curriculum/ Six features of a Curriculum
Criteria of a Good Curriculum
-Continuously evolving
-Based on the needs of the people
-Democratically conceived
-The result of a long-term effort
-A complex of details
-Provides for the logical sequence of subject matter
-Complements and cooperates with other programs in the community
-Has educational quality
-Has administrative flexibility
Criteria for Selecting Curriculum Content
Self-sufficiency
Significance content should be contribute to the ideas, concepts, principles and
generalization that should attain the overall purpose of the curriculum.
Validity authenticity of the subject matter; based on references and experimentation.
Feasibility Can the subject be learned within the time allowed, resource available,
expertise of the teachers and the nature of the learners?
Learnability The complexity of the content must be within the range of the learners.
Interest Force and drive for the students to learn better.
Utility Usefulness of the content in the curriculum is relative to the learner who are
going to use this.
Approaches
-Focus will be the body of knowledge to be transmitted to students using appropriate teaching method.
The Six (6) Features of a Curriculum
Who teaches? TEACHER -Quality Education requires quality teachers

-Good teachers bring a shining light into the learning
environment
-They are ideal companions of the learners
-These teacher should be given support with their continuing
development in order to keep abreast with the changing
demands of learning society.
Who the teachers teach? THE -The learners are at the center stage in the educative process
LEARNERS -They are the most important factors in the learning
environment. There is no teaching without them.
-Teachers should understand and accept the learner’s diverse
background
-Considering the domain of diversity of learners will allow the
individual learner to develop his multiple intelligence at his
own pace.
-Their needs should be addressed and be met that’s why
teachers are to provide learning opportunities and varied
experiences.
What do the teachers teach? -It should be remembered that what students learn will be
KNOWLEDGE, SKILLS, VALUES obsolete in ten years, and half of what they need to know to
succeed in work and in life has not yet been fully developed
and will have to be learned as they go along in the future.
-Calculators and typewriters are made obsolete by computers
and the next generation will see these being replaced. And so,
the value of the educational process lies not just in what they
learn, but how they learn, and how good they will be in
continuing to learn after they leave school.
What do the teachers teach? -There is no best strategy that cold work in a million of
STRATEGIES AND METHODS different student background and characteristics.
-However, for teachers to teach effectively, they must use
appropriate methodologies, approaches and strategies.
-Teachers should select teaching methods, learning activities
and instructional materials or resources appropriate to
learners and aligned to objectives of the lesson.
-Good teachers utilize information derived from assessment to
improve teaching and learning and adopt a culture of
excellence.
How much of the teaching was -At the end of the teaching act, it is necessary to find out if they
learned? PERFORMANCE objectives set were accomplished.
-In curriculum we call this the learning outcomes.
-These learning outcomes indicate the performance of both
the teachers and the learners.
-Learning outcomes are the product performance of the
learners as a result of teaching.
-Performance is a feature of a curriculum that should be given
emphasis.
-The curriculum is deemed to be successful if the performance
of the learners is higher than the target set.
With whom do we teach? -Teaching is a collaborative undertaking. While teachers are

COMMUNITY PARTNERS the focal point in the learning environment and of their
partners to be effective.
-Partnership is a means and not an end to be pursued in itself.
-An absence of partnership often means a poor definition of
education ends.
MODULE 3:
INTRODUCTION/ BACKGROUND OF CURRICULUM DEVELOPMENT: Types of Curriculum
Operating in Schools
Seven Types of Curriculum Operating in Schools
Recommended -The curriculum may come from a national agency (DepEd, CHED, DOST), and
Curriculum any professional organization who has a stake in education (PAFTE, BIOTA),
they may recommend a curriculum to be implemented.
-This may be proposed by scholars and professional organizations.
Written -These are documents, course of study or syllabi handed down to the schools,
Curriculum districts, divisions, departments or colleges for implementation.
-These are made by curriculum experts with participation of teachers.
-These are pilot-tested in sample schools or population appears in school,
district, division or country documents.
Taught -The different planned activities which are put into action in the classroom
Curriculum compose the taught curriculum.
-Taught curriculum varies according to the learning styles of students and the
teaching styles of teachers, what teachers implement or deliver in classroom
and schools.
Supported -These are materials which support or help in the implementation of a written
Curriculum curriculum, like textbooks, computers and many others.
-Support curriculum enables each learner to achieve real and lifelong learning:
resources- textbooks, computers, audio-visual materials which help and
support in the implementation of the curriculum.
Assessed -Refers to tested or evaluated curriculum.
Curriculum -At the duration and end of the teaching episodes, series of evaluations are being
done by the teachers to determine the extent of teaching or to tell if the students
are progressing that which is tested or evaluated.
Learned -Refers to the learning outcomes achieved by the students.
Curriculum -It is indicated by the results of the test in changes of the behavior, what the
students actually learned and what is measured.
Hidden -This is the unintended curriculum which is not deliberately planned but may
Curriculum modify behavior or influence learning outcomes.
Saber-Tooth Curriculum (1938)
1 The use of the scientific method has been abused, used incorrectly and appropriated in class.
2 The material being taught to students are not up to date and invaluable to them in today’s
present time.
3 Schools struggle with the idea of change.
4 Universities have influenced schools to change their requirements and ways of teaching which
have complicated things for students.
5 Unions have control of the schools and only look at what is best for them.
6 Students are having a hard time adjusting to their world when they are stuck in the past.
7 The ability to change what we have created will be difficult to change.
MODULE 4: HISTORICAL PERSPECTIVE OF CURRICULUM DEVELOPMENT: Curriculum

Development in the Philippines
Pre-Spanish, Spanish-devised, American-devised Curriculum, Curriculum During the

Commonwealth
CURRICULUM DEVELOPMENT IN THE PHILIPPINES

(Part 1)
Pre-Spanish -They did not have an organized system of education as we have now.
Curriculum -They however possessed them as expressed in their ways of life and a shown in
the rule of the barangay, their code of laws, their belief in Bathala, their solidarity
of family, the modesty of women, the children’s obedience and respect for their
elders and the valor of men.
-There was no direct teaching, no formal method of education.
-The youngsters learned their trade through experience.
The Spanish- -The Spanish Curriculum consisted of three R’s – reading, writing, and religion.
devised -The curricular goals were acceptance of Catholicism and the acceptance of
Curriculum Spanish rules.
-The schools were parochial or convent schools
-The main reading material were the cartilla, the caton, and the catecismo.
-The method of instruction was predominantly individual memorization.
The American- -The curriculum was based on the ideals and traditions of America and their
devised hierarchy of values.
Curriculum -English was the medium of instruction.
-The primary curriculum prescribed in 1904 by the Americans for the Filipinos
consisted of three grades which provide training in two aspects:
Body training – singing, drawing, handwork, and physical educ.
Mental training – English, nature study, arithmetic. In grade III, geography and
civic were added to the list of the subjects.
-The intermediate curriculum consisted of subjects such as arithmetic,

geography, science and English.
-In the collegiate level, normal schools were opened with teacher’s training
curriculum appropriate for elementary mentors. Its aim was to replace the
soldiers and the Thomasites.
The Curriculum -The period of commonwealth (1935-1946) may be considered as the period of
During The expansion and reform in Philippine curriculum. American-trained Filipino
Commonwealth teachers applied in the Philippines the educational reforms they learned from
United States.
-These educational leaders expanded the curriculum by introducing courses in
farming trade, business, domestic science, etc.
-Commonwealth Act 586, also known as Educational Act of 1940, reorganized the
elementary school system by eliminating Grade VII and providing for double-
single session in which elementary pupils attended class for one-half day only.
Historical Development of the Philippine Education
1554 Pre-Spanish Period- unstructured education

1555 Spanish Period- Royal decree of 1555 mandated indoctrination of Christianity,
promotion of Spanish language, and imposition of Spanish culture (religion-oriented
education)
1565 Parochial Schools- Rise of parochial schools
1863 Royal Decree of 1863- Establishment of Education Act of 1863 (inadequate and
suppressed education)
1898-1942 American/ Commonwealth Period
1901 Creation of Department of Public Instruction and Educational Act of 1901
1908 Approval of Philippine Legislature Act No. 1870- University of the Philippines
1935 1935 Constitution (Commonwealth Period); mandated compulsory teaching of
Pilipino language
1942-1945 Japanese Era- Japanese Educational Policies (Military Order No. 2)
1942 Legal mandate for education during Japanese occupation
1943 Ministry of Education- Tagalog, Philippine History, Character Education, Love for
Work and Dignity of Labor,
1946- 1947 Independence of the Philippines
-Executive Order No. 94 (Department of Instruction) (Department of Education)
1972 Proclamation 1081- Department of Education and Culture
1978 PD 1937- Ministry of Education and Culture
1982 Education Act of 1982- Ministry of Education and Culture Sports
1987 Executive Order No. 117- Department of Education Culture and Sports
2001- Present Republic Act 9155- Department of Education
MODULE 5: HISTORICAL PERSPECTIVES OF CURRICULUM DEVELOPMENT: Curriculum

Development in the Philippines
CURRICULUM DEVELOPMENT IN THE PHILIPPINES
The Japanese-devised -Just like the Spaniards and Americans, they devised a curriculum for the
Curriculum Filipino for their vested interest
-They introduced many changes in the curriculum by including Niponggo
and abolishing English as a medium of instruction and as a subject
-All textbooks were censored and revised
-The Japanese-devised Curriculum caused a blackout in the Philippine
education and impeded the educational progress of the Filipinos
The Curriculum during -In 1945, during the liberation period, steps were taken to improve the
the Liberation Period curriculum existing before the war.
-Some steps taken were to restore Grade VII, to abolish the double-single
session, and most especially, to adopt the modern trends in education
taken from the United States.
-Some Filipino educational leaders tried to develop a curriculum based on
characteristics and needs of the Filipino children and on the needs,
problems, and resources of the community.
-However, their efforts remained in the ideal stage. The school curriculum
remained basically the same as before and was still subject-centered.
The Curriculum During -The granting of the independence to the Filipinos led to some educational
the Philippine Republic reforms in the curriculum.
-Great experiments in the community school idea and the use of the
vernacular in the first two grades of the primary school as a medium of
instruction were some of them
-It is also in this period that the teachers started using instructional
materials that are Philippine oriented.
-So there was an order to prioritize the purchase of books for use in
schools like books locally published, books written by local authors, books
and library materials published and approved.
Curriculum in the New -The implementation of Educational Development Decree of 1972. This
Society presidential decree aims to make schools responsive to the needs of the
new society. Among its objectives are
(1) to provide broad general education to each individual
(2) to train the nation’s manpower in the middle level
(3) to develop the high level professions that will provide leadership to
the nation
(4) to respond effectively to the changing needs and conditions of the
nation
-The emphasis of the Curriculum in the New Society are on moral values,
relevance, proper methods of teaching, retraining of teachers, vocational
and technical education, bilingualism, national consciousness and
cultural values.
-As a means of integrating education and life, the content of all subject
areas at all levels shall be related to the conditions of the times, to the
actual needs of the people and the country.
-All teaching shall seek to develop comprehensive understanding of all the
subjects, their interrelationships, and their significance to everyday
living.
-Non formal education and extension services for the community shall be
recognized and credited as part of the school curriculum.
HISTORICAL FOUNDATIONS OF CURRICULUM
The historical foundations of curriculum reflect the educational focus prevalent during the particular
period or event in Philippine history. This focus could be made basis or model for curriculum
development in recent years.
The American educational system has the greatest influence on our educational system.
The following are curriculum theorists and how they view curriculum from a historical
perspective:
Franklin Bobbit (1876-1956) – presented curriculum as a science that emphasizes on student’s

need. Curriculum prepares students for adult life. Objectives with
corresponding activities should be grouped or sequenced.
Werret Charters (1875 – 1952) – Aside from emphasizing the students’ needs, the listing of
objectives and matching these with corresponding activities
ensures that the content and subject matter is related to
objectives which are planned by the teacher.
William Kilpatrick (1871-1965) – curricula are purposeful activities which are child-centered.
The purpose of education is child development and growth.
The curriculum develops social relationships and small group
instruction.
Harold Rugg (1886-1960) – curriculum should develop the whole child. It is child-centered.
He emphasized social studies and the importance of curriculum
planning in advance.
Hollis Caswell (1902-1994) – sees curriculum as organized around social functions of themes,
organized knowledge, and learners’ interest. He believes that
curriculum is a set of experiences. Subject matter is developed
around social functions and learners’ interests.
Ralph Tyler (1902-1994) – He believes that curriculum is a science and an extension of

school’s philosophy. It is based on students’ need and interest.
Curriculum is related to instruction. Subject matter is organized in
terms of knowledge, values, and skills. The curriculum aims to
educate generalists and not specialists.
MODULE 6: DETERMINANTS OF CURRICULUM IMPROVEMENT: Knowledge of the Children

and The System of Education
Knowledge of the Children
Five Stages of The biological basis of individual differences.

Development Physical maturation
Intellectual development and achievement
Emotional growth and achievement
Cultural and social development
Curriculum -Are guidelines or standards by which decisions can be made in curriculum

Criteria planning and even teaching.
-Individual differences and continuity in learning are the criteria that defend
in important ways on knowledge about human development.
-The biological uniqueness of each individual, the personality and cognitive
stages and developmental task should have a meaningful content of the
curriculum.
The System of Education
Educational Goals Section 3 of Article XIV of the 1987 Constitution:

and Objectives All educational institutions shall include the study of the constitution as part
of the curricula. (1)
They shall inculcate patriotism, nationalism, foster love of humanity, respect

for human rights, appreciation of the roles of national heroes in the historical
development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge, and promote vocational efficiency. (2)
Article II Section 17 under State Policies of the present constitution states: “
THE STATE SHALL GIVE PRIORITY TO EDUCATION, SCIENCE AND
TECHNOLOGY, ARTS, CULTURE, AND SPORTS TO FOSTER PATRIOTISM AND
NATIONALISM, and ACCELERATE SOCIAL PROGRESS AND PROMOTE TOTAL
HUMAN LIBERATION AND DEVELOPMENT.”
National To achieve and maintain an accelerating rate of economic development and

Development Goals social growth
(The Presidential To ensure the maximum participation of all people in the attainment of
Commission to national development goals
Survey Philippine To strengthen national consciousness and promote cultural values in changing
Education) world.
Aims of Education Provide a broad general education that will assist each individual in the
peculiar ecology of his own society
Train the nation’s manpower in the skills required for national development
Develop the high-level professions that will provide leadership for the nation,
advance knowledge for improving the equality of human life
Respond effectively to the changing needs and conditions of nation through a
system of educational planning and evaluation.
MODULE 7: NATURE, APPROACHES AND DESIGNS IN CURRICULUM DEVELOPMENT: Nature

of Curriculum Development and Curriculum Approaches
NATURE OF CURRICULUM DEVELOPMENT
- process of development that creates educational experiences to meet the intentions of planners,
which include total development of learners and their being able to live well in a democratic
society.
- Involves the process/phases of curriculum PLANNING, DESIGN AND ORGANIZATION,
IMPLEMENTATION, EVALUATION and CHANGE and/or IMPROVEMENT.
- Its basic tasks:
1.) identifies purpose
2.) sets goals and objectives
3.) assigns curriculum content
4.) focuses on critical needs of learners
5.) delivers the program
6.) evaluates the curriculum; and
7.) makes decisions, revise or change the curriculum.
CURRICULUM APPROACHES
BEHAVIORAL -This is based on a blueprint, where goals and objectives are specified.
APPROACH -The learning outcomes are evaluated in terms of goals and objectives set at the
beginning.
-Change in behavior indicates the measure of the accomplishments.
MANAGERIAL -The principal is the curriculum leader and at the same time instructional leader
APPROACH who is supposed to be the general manager.
-The general manager sets the policies and priorities, establishes the direction of
change, innovation, planning, organizing curriculum and instruction.
-They are less concerned about the content, subject matter, methods and materials.
SYSTEMS -The parts of the total school district or school are examined in terms of how they
APPROACH relate to each other.
-The organizational chart shows the line-staff relationships of personnel and how
decisions are made.
-The following are of equal importance: ADMINISTRATION, COUNSELLING,
CURRICULUM, INSTRUCTION, EVALUATION
HUMANISTIC -It considers the whole child and believes that in curriculum the total development
APPROACH of the individual is the prime consideration.
-The learner is the center of the curriculum.
MODULE 8: NATURE, APPROACHES AND DESIGNS IN CURRICULUM DEVELOPMENT:

Approaches to Curriculum Design
Approaches Description
The Subject-Centered -It tends to focus on subject rather than the individual.
Curriculum -The learner is expected to acquire this body of knowledge and skills
and is supposed to apply them in concrete settings.
The Child-Centered - The child is the center of the educational process.

Curriculum -The curriculum is built upon his interests, abilities, purposes and
needs.
The Problem-Centered -It attempts to guide children in recognition of problems and in

Curriculum seeking solutions through broad and deep experiences becomes the
core of the problem-centered curriculum.
-It is thought of as the framework in which the child is guided toward
maturity within the context of the social group.
Human Relations-Centered -Human relations are learned through deliberate planning by the
Curriculum teacher.
-It is designed to develop better interpersonal and intergroup
adjustments.
-To foster effective human relations, the teacher starts with the
problem her children experience in daily living in school, in their
families, in their neighborhood and community.
The Separate-Subject - Organizing curriculum ends according to narrow-subject divisions

Curriculum evolved from the man’s first attempts at ordering learning.
Integrative or Activity- -The scope and sequence are found in the child himself.
Centered Curriculum -One type of experience may promote sequential learning for one
individual and not for another.
The Core Curriculum - Refers to a variety of meaning, ranging from prescribed subjects
which must be taken by all students to a broad unit of work which
incorporates elements from one or more content areas.
-Prescribes common learning in social integration of all students.
The Broad-Fields - Lessons from several specified areas are offered in one general
Curriculum course to facilitate the integration and more functional organization
of subject matter.
MODULE 9: FOUNDATIONS, DIMENSIONS IN CURRICULUM DEVELOPMENT: Sociological,

Cultural, and Philosophical Foundations
Sociological and Cultural Foundations
-Society and culture relate to curriculum in the sense that they are part of bases and sources of many
curriculum matters and decisions.
-The societal changes/forces affect the school; and hence, the curriculum; these forces include:
a. Cultural tradition
b. Textbooks
c. Laws
d. Moral values
e. Research
f. Multicultural concerns
g. Poverty
h. Family changes
j. Technology
-The school influences society through its traditional but important purposes, which is the development
among the learners of the following aspects:
a. Citizenship
b. Intellectualism
c. Vocational preparation
Philosophical Foundations
-It helps answering what schools are for, what subjects are important, how students learn and what
materials and methods should be used.
-In decision making, philosophy provides the starting point and will be used for the succeeding decision
making
-Philosophy gives direction to curriculum in terms of its goals and objectives
Basic Philosophical Fundamental Ideas

Systems
Metaphysics Study of what is beyond the natural (what is real is true)
Epistemology Truth about the nature of knowledge.
Logic Focus on logical and accurate thought patterns
Axiology Values and ethics
Idealism (Plato) -Importance of mind and spirit and of developing them in the learner.
-Reality is in the ideas independent of sense and experience.
Realism (Aristotle) -Truth can be tested/proven.
-Knowledge is derived from sense experience.
Pragmatism (W. James, -The world is a world of change; man can know anything within his
Dewey, Rousseau) experience; belief in “learning by doing”
Perennialism (Hutchins, - Human beings are rational and their existence remain the same
Adler) throughout differing environments; includes knowledge that has
endured through the years
Existentialism (Kierkegard, -Reality is a matter of individual existence.
Marcel, Sarte) -The meaning of life is what each individual makes; focus on
conscious awareness of choice.
Essentialism (Bagley) -There are certain ideas that men should know for social stability.
Reconstructionism (Plato, -Societal reform needed towards experiencing the good life now in the
Augustine, Dewey, Counts, future; schools are the chief means for building new social order.
Rugg)
MODULE 10: FOUNDATIONS, DIMENSIONS IN CURRICULUM DEVELOPMENT: Different

Philosophies of Education
PHILOSOPHY PROPONENTS DESCRIPTION

1. Naturalism Thales, -The oldest philosophy.
Democritus, -Everyone is in a competition (Hobbes).
Epicurus, -Everything is good as it comes from the hands of nature but
Lucritus, everything degenerates in the hands of man. (Rousseau)
Thomas Hobbes, -“Loco Parentis” Principle – Teachers as surrogate parents.
Jean Rousseau,
Herbert Spencer
2. Realism Aristotle, Plato, -Development of mind and body through the sense and reason.
Thomas -Matter was created by God. (Aquinas)
Aquinas, Rene -The world is real, as senses experience it (Descartes)
Descartes -Shaped entirely by external environment.
3. Idealism Plato, Rene -Concentration should be on moral, intellectual, and aesthetic
Descartes, development of the learner.
Emmanuel Kant, -Teacher is the dispenser of knowledge and student is a
George Berkeley receiver.
-Perfectionist.
-Socratic method.
-“Honesty remains a value even if nobody values it.”
4. Pragmatism Charles Sanders -Practicality.
Pierce, William -The essence of an idea comes from the consequences of its text
James, John or practice.
Dewey -Heritage of the past may function fruitfully in the present.
-It is always changing.
-Learning by experience.
5. Existentialism Soren -Knowing to make personal choices.
Kierkegard, -Values should be freely chosen.
Jean Paul Sarte, -Freedom of Choice.
Karl Jaspers
6. Humanism -Cultivate balance of physical growth and mental growth.
-Individual and society centered.
-Emphasizes Values.
-Discovers knowledge through Arts and Literature.
7. Theodore -Social awareness reforms and construct of a new society.
Reconstruction Brameld, George -Ability to adapt to the changing world.
Counts, Harold -Transform the society through technological and scientific
Rugg, Isaac revolution.
Berkson
8. Essentialism William Bagley, -Enhancing of the basic skills that are essential to man.
Henry Morrison, -3R’s: Reading, writing, ‘rithmetic
Thomas Briggs, -Ideas that are essential to one’s culture should never be
Isaac Kandel, forgotten.
Ross Finney -The essence of being.
9. Perennialism Robert -The basic principles of education are changeless, permanent,
Hutchkins, or perennial.
Mortimer J. -Since human nature is constant, the nature of education
Adler remains constant, too.
-Ascetic and Aristocratic.
-Education is the preparation of life.
MODULE 11: FOUNDATIONS, DIMENSIONS IN CURRICULUM DEVELOPMENT: Processes and

Models
Curriculum is a dynamic process.
Curriculum Development Process
1 Curriculum Planning -Mission

-Vision
-Philosophy
-Learning Outcomes
2 Curriculum Designing -Content
-Experiences/ activities
-Assessment tools and procedures
-Resources
-Statement of objectives
3 Curriculum Implementing -Putting into action
-Teacher as facilitator
-Learning as an active process
4 Curriculum Evaluating -Achievement of outcomes
-Formative
-Summative
-Improvements and modifications
Historical Foundations of Curriculum

-The historical foundations of curriculum reflect the educational focus prevalent during the particular
period or event in Philippine history.
-This focus could be made basis or model for curriculum development in recent years.
-The American educational system has the greatest influence on our educational system
Curriculum Theorists
Franklin Bobbit -presented curriculum as a science that emphasizes on student’s need.

-Curriculum prepares students for adult life.
-Objectives with corresponding activities should be grouped or
sequenced.
Werret Charters -Aside from emphasizing the students’ needs, the listing of objectives
and matching these with corresponding activities ensures that the
content and subject matter is related to objectives which are planned
by the teacher
William Kilpatrick -Curricula are purposeful activities which are child-centered.
-The purpose of education is child development and growth.
-The curriculum develops social relationships and small group
instruction.
Harold Rugg -Curriculum should develop the whole child.
-It is child centered.
-He emphasized social studies and the importance of curriculum
planning in advance.
Hollis Caswell -Sees curriculum as organized around social functions of themes,
organized knowledge, and learners’ interest.
-He believes that curriculum is a set of experiences.
-Subject matter is developed around social functions and learners’
interests.
Ralph Tyler -He believes that curriculum is a science and an extension of school’s
philosophy.
-It is based on students’ need and interest.
-Curriculum is related to instruction.
-Subject matter is organized in terms of knowledge, values, and skills.
-The curriculum aims to educate generalists and not specialists.
-Four basic principles: (1) Purposes of the school, (2) Educational
experience related to the purpose; (3) Organization of experience; (4)
Evaluation of the experience
Hilda Taba -Grassroots Approach: (1) Diagnosis of learners’ needs and
expectations of the larger society; (2) Formulation of the learning
objectives; (3) Selection of learning contents; (4) Organization of
learning contents; (5) Selection of learning experiences; (6)
Determination of what to evaluate and the means of doing it
Gaylen Saylor and William -Curriculum Model; (1) Goals, Objectives and Domains, (2) Curriculum
Alexander Designing, (3) Curriculum Implementation, (4) Evaluation
-Curriculum is a plan for providing sets or learning opportunities to
achieve broad educational goals and related specific objectives for an
identifiable population served by a single school center.
Philosophical Foundation
Perennialism Essentialism Progressivism Reconstructionism

Aim To educate the To promote To promote To improve and
rational person; intellectual growth democratic reconstruct society,
cultivate the intellect of learner to become Education for
competent change
Role Teachers assist Teachers are sole Teachers lead for Teachers act as
students to thing with authorities growth and agents of change
reasons (critical development of and reforms
thinking HOTS) lifelong learners
Focus Classical subjects, Essential skills of Interdisciplinary Present and future
literary analysis the 3Rs; essential subjects, Learner- educational
subjects centered, landscapes
Outcome-based
Trends Use of great books Back to basics, Equal School and
and liberal arts Excellence in opportunities for curricular reform,
education, cultural all, Contextualized Global education,
literacy curriculum, Collaboration and
Humanistic Convergence,
education Standards and
Competencies
PHILOSOPHY AIM OF ROLE OF CONTENTS OF CURRICULUM

EDUCATION EDUCATION THE TRENDS
CURRICULUM
Naturalism To make man Teachers should Subject matter Explain
realize his teach in that will expose phenomena in
natural goodness accordance with students to direct terms of natural
and tendencies the nature of the experiences (not
learner through the supernatural)
senses and moral causes and laws
training
Idealism To sharpen the School must Subject matter Intellectual,

mind and concentrate on centered moral, aesthetic,
intellectual intellectual and curriculum to and vocational
processes of moral judgment provide students excellence of
every learner and aesthetic with the best students
development of ideas of human
the students culture and
civilization;
wisdom of past
heroes.
Realism To train learners Prepare students Factual Truth and
to deal with the for actual living information, accuracy
actualities of life in a real world natural
and prepare for phenomena, and
its concrete social institutions
duties
Pragmatism Total Provide a Subjects that Study of social
development of specialized provide experiences and
the child through institution opportunities for problem-solving
experiencing or designed to various projects
self-activity represent society and activities
to the learner in that are relevant
simplified form to the needs,
abilities,
interests, and
socio-economic
conditions of the
learners
Humanism To develop Teachers must Humanities, Human
learners’ positive guide learners in religion, development that
self concept and coping with their philosophy, provides
self actualization psychological literature, opportunities for
needs and history, arts, the sharing and
problems and in music and understanding of
developing their psychology different
human potentials viewpoints,
to the fullest feelings,
emotions, and
meaning of life
Existentialism To enable man to To aid learners in Free ideas that Activities which
make choices for knowing would guarantee students believe
his life themselves and individual are significant
their place in freedom; what and would allow
society. Teachers students want, them to decide
must teach man and discuss for themselves
to find meaning subjects freely
and purpose for
his existence.
Perennialism To educate the Teach reason and Classical subjects, Use of great
rational person God’s will. literary analysis. books and return
and cultivate the Teachers help Curriculum is to liberal arts
intellect through students to think constant.
structured with reason,
lessons and drills based on the
Socratic methods
of oral exposition
or recitation;
explicit teaching
of traditional
values
Essentialism To promote the The teacher is 3Rs, Language, Excellence in
intellectual the sole Science, History, education, back
growth of the authority in Math and Foreign to basics, and
individual and his/her subject Language cultural literacy
educate a area of field of
competent specialization
person
Progressivism To promote Provide Subjects that are School reforms,
democratic and knowledge that interdisciplinary, relevant and
social living will lead to integrative, and contextualized
growth and interactive. curriculum,
development of Curriculum is humanistic
lifelong learners focused on education
who actively students’
learn by doing interest, human
problems and
affairs
Reconstructionism To improve and Teachers serve Focus on present Equality of
reconstruct as agents of and future trends opportunities in
society. change and and issues of education, access
Education for reform in various national and to global
change. educational international education
projects interests
including
research
Historical Foundation
1 Franklin Bobbit -Started the curriculum development movement

(1876-1956) -Curriculum is a science that emphasizes students’ needs
-Curriculum prepares learners for an adult life
-Objectives and activities should group together when tasks are
clarified
2 Werret Charters -Like Bobbit, he posited that curriculum is science and
(1875-1952) emphasizes students’ needs
-Objectives and activities should match
-Subject matter or content relates to objectives
3 Willim Kilpatrick -Introduced the project-method
(1875-1952) -Curriculum develops social relationships and small group
instruction
-Curricula are purposeful activities which are child-centered
-The purpose of the curriculum is child development and growth
4 Harold Rugg -Curriculum should develop the whole child

(1886-1960) -Child-centered
Curriculum should produce outcomes related to objectives
-Emphasizes social studies
5 Hollis Caswell (1901- -Curriculum, instruction and learning are interrelated
1989) -Curriculum is set of experiences
-Subject matter is developed around social functions and
learners’ interest
-Curriculum is organized around social functions of themes,
organized knowledge and learners’ interest
6 Ralph Tyler -Curriculum is a science and an extension of school’s philosophy
(1902-1994) based in students’ needs and interests
-Curriculum is always related to instruction
-Subject matter is organized in terms of knowledge, skills and
values
-The process emphasizes problem solving
-Curriculum aims to educate generalists and not specialists
7 Hilda Taba -She contributed to the theoretical and pedagogical foundations
(1902-1967) of concepts development and critical thinking in social studies
curriculum
-She helped lay the foundation for diverse student population.
8 Peter Oliva -He described how curriculum change is cooperative endeavor.
(1992-2012) -Significant improvement is achieved through group activity
Psychological Foundation
1 Ivan Pavlov -Father of Classical Conditioning Theory, S-R Theory

(1849-1936) -The key learning is early years of life is to train them
-S-R Theory is a foundation of indoctrination
2 Edward Thorndike -Connectionism Theory
(1874-1949) -Proposed the Three Laws of Learning: (1) Law of Readiness, (2)
Law of Exercise, (3) Law of Effect
3 Robert Gagne -Proposed the Hierarchical Learning Theory: (1) Signal Learning,
(1916-2002) (2) S-R Learning, (3) Psychomotor Connection Learning, (4)
Verbal Association Learning, (5) Multiple Discrimination
Learning, (6) Concept Learning, (7) Principle Learning, (8)
Problem Solving
-Behavior is based on prerequisite conditions
-Introduced tasking in the formulation of objectives
4 Jean Piaget -Cognitive Development Theory: (1) Sensorimotor 0-2, (2)
(1896-1980) Preoperational 2-7, (3) Concrete operations 7-11, Formal
operations 11+
-Keys to learning; (1) Assimilation, (2) Accommodation, (3)
Equilibration
5 Lev Vygotsky -Sociocultural Theory
(1896-1934) -Keys to learning: (1) pedagogy, (2) Learner
6 Howard Gardner -Multiple Intelligences: (1) Linguistic, (2) Logico-mathematical,
(1943-present) (3) Musical, (4) Spatial, (5) Bodily/Kinesthetic, (6)
Interpersonal, (7) Intrapersonal, (8) Naturalistic
7 Daniel Goleman -Emotion contains the power to affect action
(1946-present) -He called this EMOTIONAL QUOTIENT (1) Self-awareness, (2)
Empathy, (3) Self-regulation, (4) Social skills, (5) Motivation
MODULE 12: FOUNDATIONS, DIMENSIONS IN CURRICULUM DEVELOPMENT: Theological,

Psychological and Social Foundations of Curriculum
Theological Foundations of Curriculum
God-centeredness -In man, body and soul are substantially united.

-Body and soul interact and are interdependent.
-A curriculum developed for the perfection of the whole man lacks a
strong foundation if it puts aside this theological consideration.
Christ-centeredness -God’s plan and providence can be understood only in the context of
time and space.
-For this reason, he revealed Himself in the person of Christ, His
model incarnated in a tangible Personality.
-Christ Himself said: “I am the Way, the Truth, and the Life.
Community-centeredness -The community or the people of God are the extension of God and
Christ through space and time.
-He continuous to be present in the community, which is the
connecting link between Him and man.
-The experience of the community leads naturally to service.
Psychological Foundations of Curriculum
-The psychological foundations of curriculum only stresses the need for curriculum development to be
firmly anchored on the nature and characteristics of the learners for whom the curriculum is crafted.
-The learners are primary bases for its being; hence, the curriculum must suit the learners’ level of
development, characteristics, needs, interests, ability levels, motivation to learn in order that they can
benefit from what the curriculum contains to the maximum level.
-The learners need to be helped in acquiring learning as prescribed in the curriculum.
-The teacher should also have deep knowledge on various teaching strategies and learning styles in
such a way that these strategies become congruent with the learners’ characteristics, abilities, and
needs.
Psychological Foundations of Curriculum
-Schools exist within the social context. Societal culture affects the schools and their curricula.
-The ways school buildings are structured, the way classrooms and students are organized reflect the
cultural views and values of society.
-In considering social foundations of curriculum, we must recognize that schools are only one of the
many institutions that educate society.
MODULE 13: INSTRUCTIONAL PRINCIPLES, LEADERSHIP, AND PRINCIPLES AND

CONDITIONS OF LEARNING AND THE CURRICULUM: Principles of Learning and the Curriculum/
Conditions which Facilitate Learning
PRINCIPLES OF LEARNING
-The public school program is based on principles of learning that teachers and administrators should
use as the basis of the experiences they plan for their students.
Learning is a process of Therefore, teachers and administrators have a responsibility to:

actively constructing -create environments and plan experiences that foster inquiry,
knowledge. questioning, predicting, exploring, collecting, educational play, and
communicating
-engage learners in experiences that encourage their personal
construction of knowledge, for example, hands-on, minds-on science
and math; drama; creative movement; artistic representation;
writing and talking to learn
-provide learners with experiences that actively involve them and
are personally meaningful
Students construct Therefore, teachers and administrators have a responsibility to:
knowledge and make it -find out what students already know and can do
meaningful in terms of their -create learning environments and plan experiences that build on
prior knowledge and learners’ prior knowledge
experiences. -ensure that learners are able to see themselves reflected in the
learning materials used in the school
-recognize, value, and use the great diversity of experiences and
information students bring to school
-provide learning opportunities that respect and support students’
racial, cultural, and social identity
-ensure that students are invited or challenged to build on prior
knowledge, integrating new understandings with existing
understandings
Learning is enhanced when Therefore, teachers and administrators have a responsibility to:
it takes place in a social and -ensure that talk, group work, and collaborative ventures are central
collaborative environment. to class activities
-see that learners have frequent opportunities to learn from and with
others
-structure opportunities for learners to engage in diverse social
interactions with peers and adults
-help students to see themselves as members of a community of
learners
Students need to continue to Therefore, teachers and administrators have a responsibility to:
view learning as an -plan opportunities to help students make connections across the
integrated whole. curriculum and with the world outside and structure activities that
requires students to reflect on those connection
-invite students to apply strategies from across the curriculum to
solve problems in real situations
Learners must see Therefore, teachers and administrators have a responsibility to:
themselves as capable and -provide activities, resources, and challenges that are
successful. developmentally appropriate to the learner
-communicate high expectations for achievement to all students
-encourage risk taking in learning
-ensure that all students experience genuine success on a regular
basis
-value experimentation and treat approximation as signs of growth

-provide frequent opportunities for students to reflect on and
describe what they know and can do
-provide learning experiences and resources that reflect the diversity
of the local and global community
-provide learning opportunities that develop self-esteem
Learners have different Therefore, teachers and administrators have a responsibility to:
ways of knowing and -recognize each learner’s preferred ways of constructing meaning
representing knowledge. and provide opportunities for exploring alternative ways
-plan a wide variety of open-ended experiences and assessment
strategies
-recognize, acknowledge, and build on students’ diverse ways of
knowing and representing their knowledge
-structure frequent opportunities for students to use various art
forms--- music, drama, visual arts, dance, movement, crafts---as a
means of exploring, formulating, and expressing ideas
Reflection is an integral part Therefore, teachers and administrators have a responsibility to:
of learning. -challenge their beliefs and practices based on continuous reflection
-reflect on their own learning processes and experiences
-encourage students to reflect on their learning process and
experiences
-encourage students to acknowledge and articulate their learnings
-help students use their reflections to understand themselves as
learners, make connections with other learnings, and proceed with
learning
PRINCIPLES OF LEARNING AND THE CURRICULUM
1 Learning is an experience that occurs inside the learners is activated by the learner.
2 Learning is the discovery of the personal meaning and relevance of ideas.
3 Learning which results in behavioral change is a consequence of experience.
4 Learning is a cooperative and collaborative process.
5 Learning is an evolutionary process.
6 Learning is sometimes a painful process.
7 One of the richest resources for learning is the learner himself.
8 The process of learning is emotional as well as cognitive.
9 The process of problem solving and learning is highly unique and individual.
CONDITIONS THAT FACILITATE LEARNING
1 Learning is facilitated in an atmosphere which encourages learners to be active.

2 Learning is facilitated in an atmosphere which promotes and facilitates the individual’s
discovery of the personal meaning of ideas.
3 Learning is facilitated in an atmosphere which emphasizes the uniquely personal and
subjective nature of learning.
4 Learning is facilitated in an atmosphere which emphasizes the uniquely personal and
subjective nature of learning.
5 Learning is facilitated in an atmosphere in which difference is good and desirable.
6 Learning is facilitated in an atmosphere which consistently recognizes the individual’s right
to make mistakes.
7 Learning is facilitated in an atmosphere which tolerates ambiguity.
8 Learning is facilitated in an atmosphere in which evaluation is a cooperative process with
emphasis on self-evaluation.
9 Learning is facilitated in an atmosphere which encourages openness of self rather than
concealment of self.
10 Learning is facilitated in an atmosphere in which people are encouraged to trust in
themselves as well as in external sources.
11 Learning is facilitated in an atmosphere when individuals feel they are respected and
accepted.
12 Learning is facilitated in an atmosphere which permits confrontation.

CONDITIONS OF LEARNING AND THE CURRICULUM: Curriculum Development and Management
of Learning, and Planning the Sequence of Learning.
Curriculum Development and Management of Learning
The subjective principles which are concerned -New experiences are learned more effectively if
with what the learner brings to the learning they agree with or enhance our self-concept.
situation and includes self-concept, past -What is learned is the combination of the
experiences, intelligence, motivation, and experience itself and the person’s previous
emotions. knowledge about that experience.
-Although high intelligence or learning capacity
helps one to learn, it is not the sole cause of
effective learning.
-When a learner is really interested and
involved, he will learn.
-When we are enthusiastic, we tend to learn
better.
The objective principles which deal with factors -People differ in their rate of learning.
relevant to learning situations and include rates -Forgetting is more rapid than learning.
of learning and forgetting, reviewing, rewards, -Review is essential to retain what has been
rewards schedules, self-rewards, generalization, learned.
and discrimination. -Learning is more effective when followed by
appropriate rewards.
-Habits are better formed when the sequence of
continuous, intermittent, and variable reward
schedules are followed.
-When the preceding schedules are followed, the
behavior can become self-rewarding.
-Generalization permits the learning of large
amounts of information.
-Discrimination permits appropriate usage of
information learned through generalization.
Special learning techniques which are used to
increase learning efficiency and include massed
and distributed learning, feedback, and
overlearning.
Planning the Sequence of Learning
-In general, when there is a large amount of information to be learned, such as complex directions. It is
best to distribute the total learning time into separate periods.
Distributed Practice -Learning section by section

-Learning by stages
Massed Practice -Learning to solve a problem or learning an entire sequence at one time
with no rest or interruption
Learning by Feedback
-process of learning better when informed as to correctness or incorrectness of the responses.
Integrative Learning
-learning by wholes tends to be better than learning by parts because one sees the total pictures and
understands the material better.

CONDITIONS OF LEARNING AND THE CURRICULUM: Experiential Approach to Learning and the
Five Factors Used in Experiential Education
Experiential Approach to Learning
Experiential Learning is all about learning from your own experiences. It entails a hands-on
approach to learning and makes it an experience that moves beyond the classroom and strives to
bring a more involved way of learning.
It focuses on the experiences and reactions of the individuals in the group.
The individual learners and not merely the teacher are the sources of data of learning.
The emphasis is on the process, not solely on the content; hence, it is a process philosophy of
education.
It is a goal-directed.
The advantage is the opportunity given to the teacher to grow not merely in knowledge and content
but to grow and become a better person because of the spontaneous feedback given by the learners.
The learning loop involves the following factors: Concrete Experience (exercise), Reflective
Observation (discussion), Abstract Conceptualization (readings), Active Experimentation (forming
new questions, behaviors)
Five Factors in Experiential Education
Learning must be current.

Learning must be eclectic.
Learning must be inclusive.
Learning must deal with the essential, not structure and forms/content.
Learning must be dynamic.
School Activities Emphasize Experiential Learning

-problem-solving
-reflection
-content focus and interaction
-interactivity
-critical thinking
MODULE 16: CURRICULUM PLANNING: Characteristics of Curriculum Planners and

Stakeholders in Curriculum Development
CHARACTERISTICS OF CURRICULUM PLANNERS
Ø Open-mindedness
Ø An understanding of the values of the past practices and of school and community
traditions.
Ø Analysis and evaluation of all aspects of the program.
Ø Reckon public opinion
Ø Behoove curriculum
Ø Well-founded criticisms must be listened
Ø Study critically and thoroughly educational practices.
Ø Adopt relevant foreign educational practices.
Ø Testing programs and standardized test data
Ø The learner’s needs, the culture, the society and the teachers must be considered.
STAKEHOLDERS IN CURRICULUM DEVELOPMENT
• Include individuals and groups who influence and make important contributions to
the curriculum.
• May be categorized as community-based, whose influence on the curriculum is at
societal and institutional levels; or school-based, whose contributions to the
curriculum are either on the institutional level, instructional level, or experiential
level.
• Community-based stakeholders are composed of parents/guardians of students,
government officials and groups, lawmakers, professional groups or specialists in
several disciplines, business and industry groups, civic groups, local governing or
school boards, and textbook publishers.
• School-based stakeholders include school staff, school administrators, resource
specialists, counselors, social workers, teachers, and students.
• Specific role of different stakeholders in curriculum development:
ü Community-at-large: often dictates the purposes, goals, and content of
school curricula; recommend direction and changes in the curriculum.
ü Law-makers/government officials: authorize school budget; enact
legislation to effect curriculum change or improvement; issue guidelines in
designing and implementing curriculum.
ü Governing/School boards: either make important decisions or oversee
school operation; conduct public hearings; authorize school expenditure;
consider and adopt curriculum proposals.
ü Parents/Guardians: support and participate in parent-school organizations
ü Publishers: support development of instructional materials based on
curriculum developed.
ü Teachers: establish direction and implementation of a particular program;
select content to be emphasized.
ü Learners: the primary stakeholders of the curriculum, whose needs and
abilities are the basis of curriculum content selection and whose achievement
level measure the effectiveness of the curriculum.
MODULE 17: CURRICULUM MAPPING: Fundamentals of Curriculum Designing
FUNDAMENTALS OF CURRICULUM DESIGNING

Building on Peter Oliva’s Axioms for Curriculum Designers
• Curriculum change is inevitable, necessary and desirable.

One of the characteristics of curriculum is its being dynamic. Societal development and
knowledge revolution come so fast that the need to address the changing condition
requires new curriculum designs.
• Curriculum reflects as a product of its time. A relevant curriculum should respond to
changes brought about by current social forces, philosophical positions, psychological
principles, new knowledge and educational reforms.
• Curriculum changes made earlier can exist concurrently with newer curriculum
changes. A revision in a curriculum starts and ends slowly. More often, curriculum is
gradually phased in and phased out thus the change that occurs can coexist and
oftentimes overlaps for long periods of time.
• Curriculum change depends on people who will implement the change. Teachers
who will implement the curriculum should be involved in its development, hence
should know how to design a curriculum. This will assure an effective and long lasting
change.
• Curriculum development is a cooperative group activity. Group decisions in some
aspects of curriculum development are suggested. Consultations with stakeholders
when possible will add to sense of ownership. Any significant change in the curriculum
should involve a broad range of stake holders to gain their understanding, support and
input.
• Curriculum development is a decision-making process made from choices of
alternatives. A curriculum developer or designer must decide what contents what
teach, philosophy or point of view to support, how to provide multicultural groups,
what methods or strategies and what type of evaluation to use.
• Curriculum development is an ongoing process. Continuous monitoring,
examination, evaluation and improvement of curricula are to be considered in the
design of the curriculum.
• Curriculum development is more effective if it is a comprehensive process, rather
than a “piecemeal”. A curriculum design should be based on a careful plan, intended
outcomes clearly established, support resources and needed time available and
teaching staff pedagogically equipped.
• Curriculum development is more effective when it follows a systematic process. A
curriculum design is composed of desired outcomes, subject matter content
complemented with references, set of procedures, needed materials and resources and
evaluation procedure which can be placed in a matrix.
• Curriculum development starts from where the curriculum is. Curriculum planners
and designers should begin with existing curriculum. An existing design is a good
starting point for any teacher who plans to enhance and enrich a curriculum.
1. Which is NOT a provision for the development of each learner in a good curriculum? D
a. Extensive arrangements are made for educational diagnosis of individual
learners
b. Self-directed, independent study is encouraged wherever possible and advisable.
c. Self-motivation and self-evaluation are stimulated and emphasized throughout
the learning opportunities of the school.
d. The program provides a wide range of opportunities for individuals with
same abilities, needs and interests.
Teacher Lily would like to take part in developing a subject-centered curriculum because D
she believes that all subjects in this type of curriculum are geared towards the hollistic
development of the learner. Is her belief about the subject-centered curriculum true?
a. Yes, because the subject-centered curriculum focuses on the learners needs,
interests and abilities.
b. No, because it is the experience-centered curriculum that emphasizes the
teaching of facts and knowledge for future use.
c. Yes, because the subject-centered curriculum involves cooperative control.
d. No, because it is the experience centered and not the subject-centered
curriculum that emphasizes integration of habits and skills in learning the
knowledge component of subject areas.
In the elementary level, English literature and Social studies relate well. While history is C
being studied, different literary pieces during the historical period is being studied as
well. What curriculum design is shown here?
a. Separate subject design
b. Correlation design
c. Discipline design
d. Broad field design
This phase of curriculum development involves decisions, among other things, on grade C
placement and sequencing of content. Which phase is this?
a. Curriculum planning
b. Curriculum evaluation
c. Curriculum organization
d. Curriculum implementation
One example of this design of subject-centered curriculum is that which shows social B
studies being combined with geography, civics, culture and history to comprises subject
area. Which design is this?
a. Correlated
b. Broad fields
c. Separate Subject
d. d. Core
Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identifying B
related concepts in Math. What pattern of organizing subjects did Ms. Ortiz consider?
a. Broad field
b. Correlated
c. Core
d. Separate Subject
Which design is easy to deliver because complementary books and materials are D
commercially available?
a. Experience centered design
b. Problem design
c. Process design
d. Subject centered design
What refers to the matching between curriculum and test to be used to assess the A
learners?
a. Alignment
b. Auditing
c. Articulation
d. Delivery
Ms. Mateo, a History teacher considers the element of time in arranging content of her D
lessons in World History. What way of establishing sequence is given emphasis by Ms.
Mateo?
a. Simple to complex
b. Part to whole
c. Concrete to abstract
d. Chronological
Mr. Rivera, a new teacher believes that education is a process of development and is life C
itself; therefore, experience related to the child's need and interest should be given
primary consideration. What educational philosophy is being exhibited by Mr. Rivera?
a. Idealism
b. Reconstructionism
c. Progressivism
d. Realism
A stakeholder in curriculum development, Mr. Cruz, a district supervisor and a member D
of the school board has one of the following primary roles.
a. Support and participate in parent-school organization activities.
b. Authorize school expenditures for curriculum development, implementation and
evaluation
c. Enact legislation to effect curriculum improvement.
D. Recommend changes in curriculum.
The schools in the first District plan to adopt the reading program used in the third C
district. What level of curriculum improvement is used?
a. Variation
b. Value orientation
c. Substitution
d. Restructuring
Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the B
curriculum content, it is better that throughout the high school years, economic
geography concepts be used to recur and be repeated with depth for effective learning.
What criterion in content selection is shown here?
a. Validity
b. Continuity
c. Significance
d. Learnability
The Filipino learners envisioned by the Department of Education (DepEd) in the light of B
K-12 Curriculum is
a. Technologically literate or logistically developed Filipino
b. Functionally literate or logistically developed Filipino
c. Scientifically Advanced and Values Oriented Filipino
d. National Oriented and Internationally Competitive Filipinos
Teacher Dominguito believes that a new respect for the child is fundamental in A
curriculum. Thus, all activities in the classroom are geared towards the development of
the child - the center of the educative process. To which approach in curriculum does
Teacher Dominguito adhere?
a. Learner-centered
b. Subject-centered
c. Problem-centered
d. Pragmatic
Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy. Captain B
in the school to solicit inputs for a new curriculum in Social Science which highlights
indigenous knowledge in the community. What is shown in this situation?
a. Community members as supporters of curriculum
b. Community members as curriculum resources
c. Community members as managers of curriculum
d. Community members as beneficiaries of curriculum
Teacher Bert puts emphasis on the immediate felt interests and needs of his students and C
not on the anticipated needs and interests. What type of curriculum does teacher Bert
adheres?
a. Subject-centered
b. Learner-centered
c. Experience-centered
d. Culture-based
What type of curriculum divides the school day into different periods such as language D
arts, social studies, science and health, arithmetic, etc.?
a. Correlated
b. Broad fields
c. Integrated
d. Separate Subject
Which curriculum design element is taking place when Eduardo, a 4th year student can D
connect the lessons he learned in a subject area to a related content in another subject
area?
a. Articulation
b. Balance
c. Continuity
d. Integration
The following curricular changes took place in what particular period? Restore Grade VII, B
double- single session was abolished and more textbooks were written by Filipino
authors.
a. American Period
b. Philippine Republic
c. Japanese Occupation
d. New Society
This concept includes the sub-processes of curriculum planning, organization, A
implementation and evaluation. Which concept is this?
a. Curriculum development
b. Curriculum assessment
c. Curriculum management
d. Curriculum and instruction
If curriculum is the "means", what is the "end"? B
a. Strategies
b. Instruction
c. Technique
d. Approaches
The curriculum used during the period in Philippine history terminated the use of D
English as a medium of instruction, What period is this?
a. American
b. Spanish
c. Commonwealth
d. Japanese
Which of the following statements about the concept of curriculum is NOT quite C
acceptable?
a. It refers to all experiences that both the school and the teacher provide the students
with.
b. It is the set of acquired knowledge, habits and skills
c. It consists of everything that goes within the school.
d. It is a planned action for instruction
What process is being undertaken by curriculum developers when they enrich or modify A
certain aspects of a particular program without changing its fundamental conceptions?
a. Curriculum improvement
b. Curriculum change
c. Curriculum design
d. Curriculum implementation
What design element establishes the vertical linkage from level to level to avoid glaring A
gaps and wasteful overlaps?
a. Articulation
b. Balance
c. Scope
d. Sequence
What refers to the authenticity of the content selected by the curriculum developer? D
a. Feasibility
b. Learnability
c. Significance
d. Validity
What do we call the allocation of content to a definite grade capable of learning? B
a. Time allotment
b. Grade placement
c. Grade level
d. Maturity level
Which pattern of experience-centered curriculum centers around the normal activities of A
children and is based on each child's needs, interests and potentials?
a. Child-centered
b. Activity
c. Social function
d. Specific competencies
Which curriculum development phase focuses on the change which will take place in C
certain aspects of the curriculum without changing the fundamental conceptions?
a. Curriculum planning
b. Curriculum design
c. Curriculum improvement
d. Curriculum evaluation
Which is not a component of curriculum designing? a. Objective D
b. learning content
c. learning experiences
d. Diagnosis of needs
Which type of curriculum design serves as a response to society's demand for integration A
of knowledge and enables the learner to see relationship among various aspects?
a. Broad field
b. Correlated
c. Core
d. Separate subjects
Who controls the subject centered-curriculum? B

a. Learner
b. Teacher
c. Parent
d. Teacher and parent
To provide individual differences in the classroom, how is curriculum designed? a. C
Minimum learning competencies are included
b. Realistic and meaningful experiences are provided
c. Some degree of flexibility is provided
d. Social skills are emphasized
To ensure success in curriculum development, which of the following specific actions B
should a curriculum leader avoid?
a. Work with people over them.
b. Use your status frequently to establish discipline
c. Keep channels of communication open
d. Show that you too desire to improve
Which of the following is a reason for the continuous appraisal of the existing curriculum B
in all levels?
a. New national policies in government
b. Changing needs and condition of society
c. Economic status of the people
d. Political trust of the country
Which of the following best defines curriculum development? B
a. The total mental phenomena directly received at any given time
b. The planning of learning opportunities intended to bring about certain desired
changes in pupils and the assessment of the extent to which these changes have
taken place.
c. A continuous cycle of activities in which all elements of curriculum are considered.
d. Education is aiding each child to be socially creative individuals.
To build a sense of pride among Filipino youth, which should be done in the curriculum? A
a. Re-study our history and stress on our achievements as a people.
b. Re-study our history from the perspective of our colonizer.
c. Replace the study of folklore and myths with technical subjects.
d. Set aside the study of local history.
What do you call the curriculum when the teacher puts into action all the different C
planned activities in the classroom?
a. Recommended Curriculum
b. Written Curriculum
c. Taught Curriculum
d. Supported Curriculum
Which statement about the subject-centered curriculum is NOT true? A
a. There is a high level of cooperative interaction
b. It covers much content in a short period of time
c. The teacher has full control of the classroom activities
d. The main task is mastery of learning
Schools divide the school hours to different subjects such as reading, grammar, C
literature, math, science, history and geography. What curriculum design is referred
here?
a. Problem-centered
b. Learner-centered
c. Subject-centered
d. Culture-based
Which is NOT a description of the learner-centered curriculum? D

a. Emphasis is on the total growth and development of the learners
b. Controlled and cooperatively directed by learners, teachers and parents
c. Education is a means to develop social creative individual
d. Emphasis upon facts and knowledge for future use
The K-12 curriculum is otherwise called as a. 2002 Basic Education Curriculum C
b. Revitalized Basic Education Curriculum
c. Enhanced Basic Education Curriculum
d. Extended Basic Education Curriculum
What refers to an individual or group of individuals who have a direct and indirect B
influence in curriculum development?
a. Stockholders
b. Stakeholders
c. Promoters
d. Incorporators
What refers to the appropriateness of the content in the light of the particular students D
who are to experience the curriculum?
a. Significance
b. Validity
c. Interest
d. Learnability
Which of the following statements is NOT acceptable? D
a. Instruction is the actual engagement of learners in the planned learning activities.
b. Curriculum determines what assessment should be done, and how to do it.
c. Instruction requires teachers to use a variety of action to accomplish a variety of
functions.
d. Assessment establishes what is to be accomplished in teaching and learning.
Which characteristic of a good curriculum highlights the psychological nature of the C
learner? a. Provisions are made for the smooth transition and continuing achievement of
pupils.
b. Curriculum plans in areas which extend over several years are developed vertically.
c. Classroom practices give attention to the maturity and learning problems of each
pupil.
d. Cooperative planning and teaching provide for exchange of information about pupil's
learning experiences.
Objectives must be evaluated in the light of practical considerations, including teacher D
competence, availability of instructional materials, time allotment, etc. What
characteristic of
educational objective is defined by the aforementioned statement?
a. Comprehension b. Attainability
c. Consistency
d. Feasibility
"Knowledge is true if it is workable". What philosophical foundation supports this C
statement? a. Idealism
b. Realism
c. Pragmatism
d. Essentialism
As a member of the curriculum committee, your chief concern is to give the child freedom A
to choose what to learn and believe, as you allow them to set their own identities and
standards. What philosophy will you consider?
a. Existentialism
b. Realism
c. Idealism
d. Pragmatism
The schools were parochial or convent schools. D
a. Curriculum during the Commonwealth

b. Japanese-devised Curriculum
c. American-devised Curriculum
d. Spanish-devised Curriculum
Reorganized the elementary school system by eliminating Grade VII A
a. Curriculum during the Commonwealth

b. Pre-Spanish Curriculum
d. Spanish-devised Curriculum
Normal schools were opened with teacher’s training curriculum appropriate for A
elementary mentors.
a. American-devised Curriculum
b. Japanese-devised Curriculum
c. Spanish-devised Curriculum
d. Curriculum during the Philippine Republic
There was no direct teaching, no formal method of education. C
a. Japanese-devised Curriculum
b. Curriculum in The New Society
c. Pre-Spanish Curriculum
d. Curriculum during The Philippine Republic
One of the goals was to restore Grade VII. B
a. Japanese-devised Curriculum
b. Curriculum during the Liberation Period
c. Curriculum during the Philippine Republic
d. Japanese-devised Curriculum 4
It is in this period that the teachers started using instructional materials that are B
Philippine oriented.
a. Curriculum in The New Society

b. Curriculum during the Philippine Republic
c. Japanese-devised Curriculum
d. Pre-Spanish Curriculum
It is in this period that all textbooks were censored and revised. C
a. Curriculum during the Philippine Republic

b. Pre-Spanish Curriculum
c. Japanese-devised Curriculum
d. Curriculum in The New Society
It is in this period that, as a means of integrating education and life, the content of all B
subject areas at all levels shall be related to the conditions of the times, to the actual
needs of the people and the country.
a. Spanish-devised Curriculum
c. Curriculum during the Commonwealth
d. American-devised Curriculum
It is in this period that non formal education and extension services the community shall A
be recognized and credited as part of the school curriculum.
a. Curriculum in The New Society

b. Spanish-devised Curriculum
d. Curriculum during the Commonwealth
It caused a blackout in the Philippine education and impeded the educational progress of D
the Filipinos.
a. Pre-Spanish Curriculum
c. Curriculum during the Philippine Republic
d. Japanese-devised Curriculum
The horizontal connections in subject areas that are similar so that learning will be C
related to one another.
a. Articulation
b. Continuity
c. Integration
d. Validity
Types of curriculum that refers to what teachers implement or deliver in the classrooms. A
a. Taught curriculum
b. Written curriculum
c. Recommended curriculum
d. Supported curriculum
Teacher Joy makes sure that she teaches only the relevant topics of the book and does A
not teach topics that she thinks are a waste of time. What criterion is she following?
a. Significance
b. Validity
c. Balance
d. Articulation
Each level of subject matter is smoothly connected to the next, glaring gaps and wasteful B
overlaps in the subject matter are avoided.
a. Significance
b. Articulation
c. Validity
d. Balance
The subject must be allowed to be learned within the specified period of time. What A
criterion is this?
a. Learnability
b. Articulation
c. Validity
d. Feasibility
This phase of curriculum development involves conceptualizing the curriculum and B

selection and organization of content.
a. Implementing
b. Designing
c. Evaluating
d. Planning
When Jonas was in college, before he took Modern Algebra, he had taken first the A
subjects Analytical Geometry and Plain Geometry. In organizing content, this ensures:
a. Sequence
b. Articulation
c. Integration
d. Continuity
This refers to the authenticity of content. C
a. Balance
b. Articulation
c. Validity
d. Continuity
Content in the curriculum has no boundary, but time take this up in school is limited. D
Curriculum makers and implementers must consider activities and content which can be
covered within a certain period of time. The choice should also take into considerations
need, interest, importance and relevance among others.
a. Articulation
b. Sequence
c. Continuity
d. Scope
In college, there are course that have to be taken ahead of others. For example, Human D
Growth and Development is taken ahead of facilitating Learning or Principle of Teaching
is offered earlier than assessment.
a. Continuity
b. Scope
c. Articulation
d. Sequence
It means putting into practice the written curriculum. D
a. Curriculum designing
b. Curriculum planning
c. Curriculum evaluation
d. Curriculum implementing
The teacher returns the checked test papers to the students with corresponding scores C
and comments. What phase of the teaching process is involved?
a. Planning
b. Designing
c. Evaluating
d. Implementing
It is a process of obtaining information for judging the worth of an educational program, D

product, procedure, educational objectives or the potential utility of alternative
approaches designed to attain specified objectives.
a. Curriculum evaluation
c. Curriculum development
d. Curriculum design
It means putting into practice the written curriculum. D
a. Curriculum designing
c. Curriculum evaluation
d. Curriculum implementing
Teacher Rudy gathers information about what his students know and can do. What A
process is he adhering to?
a. Curriculum assessment
b. Curriculum evaluation
c. Curriculum planning
d. Curriculum designing
1. Who viewed curriculum as a permanent studies?

a. *Robert Hutchins b. Joseph Schwab c. Ralph Tyler
2. Which person stated that “curriculum are all experiences in the classroom which are planned
and enacted by the teacher, and also learned by the students.
a. J. Schwab b. R. Hutchins c. *Marsh and Willis
3. What do we call curriculum that were proposed by scholars and professional organizations?
a. *Recommended curriculum b. Taught Curriculum c. written curriculum
4. Which curriculum is visible in school, district, division or country documents?

a. *Written curriculum b. hidden curriculum c. taught curriculum
5. What type of curriculum is tested and evaluated?

a. Supported curriculum b. *Assessed Curriculum c. Taught Curriculum
6. Which curriculum is concerned with materials that should support or help in the
implementation of written curriculum?
a. Assessed Curriculum b. *Supported Curriculum c. Hidden Curriculum
7. What type of curriculum pertains to the learning outcomes achieved by the students?
a. Taught Curriculum b. *Learned Curriculum c. Assessed Curriculum
8. Which curriculum is concerned with the unintended curriculum?

a. Written curriculum b. Assessed Curriculum c. *Hidden Curriculum
9. Who presented curriculum as a science that “emphasizes on students’ need?

a. *Franklin Bobbit b. Werret Charters c. William Kilpatrick
10. Who stated that curriculum is a set of experiences?

a. *Hollis Caswell b. Werret Charters c. Franklin Bobbit
11. Which person stated that curricula are purposeful activities which are child centered?
a. Harold Rugg b. Ralph Tyler c. * William Kilpatrick
12. What level in the cognitive domain is concerned with recall or remembering prior learning?
a. *Knowledge b. Synthesis c. Analysis
13. What is referred to as the ability to grasp meaning of material?

a. Application b. Synthesis c. *Comprehension
14. What do we call the ability to pass judgment on something based on given criteria?
a. *Evaluation b. Knowledge c. Analysis
15. Which is being described by the students willingness to pay attention to particular event,
stimuli or classroom activities?
a. Responding b. *receiving c. organization
16. What do we call the ability to break down materials into component parts so that its
organizational structure may be understood?
a. Comprehension b. *Analysis c. Synthesis
17. What do we call the ability to put parts together to form a new whole?
a. Application b. Comprehension c. *Synthesis
18. What is the focus of learner centered curriculum?

a. *Interests b. Learnability c. Significance
19. Which subject refers to the skills in listening, speaking, reading, and writing as well as the
effective use of language in daily living?
A. Math b. *Communication c. Science
20. What subject is includes numeric and computational skills?

a. Science b. *Mathematics c. Social Studies
21. This subject includes psychomotor and manipulative skills.

a. Physical Education b. Social Studies c. *Vocational Education
22. What is the basis of authenticity of a subject?

a. Significance b. *Validity c. Utility
23. What characteristics of curriculum pertains to the fair distribution of subjects depth and
breadth?
a. *Balance b. sequence c. integration
24. What is known as logical arrangement of subjects?

a. *Sequence b. Continuity c. Balance
25. Which is known as constant repetition, review and reinforcement of learning?

a. Integration b. Sequence c. *Continuity
b.
26. What is known as the environment of the curriculum?
a. *Context b. process c. product
27. Which is referred to the ways and means of how the curriculum has been implemented?
a. A. *Process b. product c. Context
28. The accomplishment of curriculum is visible in terms of the achievement of________.

a. Process b. *product c. context
29. In the teaching process, which stage includes decision about the needs of the learners, the
achievable goals and objectives to meet the needs and the selection of the content to be taught,
motivation to carry out the goals and the strategies most fit to carry out the goals and the
evaluation process to measure the learning outcomes.
a. *Planning phase b. implementation phase c. evaluation phase
30. The stage in teaching process which requires the teacher to implement what has been planned.
a. Planning phase b.* implementation phase c. evaluation phase
31. In the features of curriculum, who teaches?

a. *The Teacher b. the learner c. knowledge, skills and values
32. Which feature is concerned with how do teachers teach?

a. *Strategies and methods b. knowledge, skills and values c. teacher
33. How many tracks do we have in the K to 12 curriculum?

a. *Four b. two c three
34. For those students who would like to take science, technology, engineering and mathematics,
what tracks should be taken?
a. *Academics b. sports c. arts
35. What do we call the tracks that is concerned with the development of skills?
a. *Technical-vocational b. academics c. arts
36. What is the process of collecting information for use in evaluation?

a. *Curriculum Assessment b. Curriculum Planning c. Curriculum Guide
37. Which refers to the various ways of teaching, teaching styles, approaches, techniques and
steps in delivering the curriculum?
a. Evaluation b. Learners c.* Instruction
38. What do we call the content of instruction?

a. *Subject matter b. measurement c. teacher
39. What is expressed in terms of competencies?

a. *Objectives B. content c. materials
40. What do we call the implementation of curriculum in small group?

a. *Piloting b. testing c. training

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Edu 034 Curriculum Development

GLENN HYDE DELA CRUZ, FSCO, MFSM

INTRODUCTION/ BACKGROUND OF CURRICULUM DEVELOPMENT: Its Meanings, Composition

Meaning and Composition of Curriculum

Who creates curriculum?

Two methods of Curriculum Development

Ralph Tyler Model Hilda Taba Model

Education To change student behavior To prepare student for life

Starting by creating objectives usually takes Incorporates objectives in step four

Approach Deductive (from general to specific) Inductive (from specific to general)

Administrative Approach Teacher Approach

Criteria of a Good Curriculum

Criteria for Selecting Curriculum Content

The Six (6) Features of a Curriculum

Who teaches? TEACHER -Quality Education requires quality teachers

With whom do we teach? -Teaching is a collaborative undertaking. While teachers are

Seven Types of Curriculum Operating in Schools

Saber-Tooth Curriculum (1938)

MODULE 4: HISTORICAL PERSPECTIVE OF CURRICULUM DEVELOPMENT: Curriculum

Pre-Spanish, Spanish-devised, American-devised Curriculum, Curriculum During the

CURRICULUM DEVELOPMENT IN THE PHILIPPINES

Body training – singing, drawing, handwork, and physical educ.

-The intermediate curriculum consisted of subjects such as arithmetic,

Historical Development of the Philippine Education

1554 Pre-Spanish Period- unstructured education

MODULE 5: HISTORICAL PERSPECTIVES OF CURRICULUM DEVELOPMENT: Curriculum

CURRICULUM DEVELOPMENT IN THE PHILIPPINES

HISTORICAL FOUNDATIONS OF CURRICULUM

Franklin Bobbit (1876-1956) – presented curriculum as a science that emphasizes on student’s

Ralph Tyler (1902-1994) – He believes that curriculum is a science and an extension of

MODULE 6: DETERMINANTS OF CURRICULUM IMPROVEMENT: Knowledge of the Children

Knowledge of the Children

Five Stages of The biological basis of individual differences.

Curriculum -Are guidelines or standards by which decisions can be made in curriculum

The System of Education

Educational Goals Section 3 of Article XIV of the 1987 Constitution:

They shall inculcate patriotism, nationalism, foster love of humanity, respect

National To achieve and maintain an accelerating rate of economic development and

MODULE 7: NATURE, APPROACHES AND DESIGNS IN CURRICULUM DEVELOPMENT: Nature

NATURE OF CURRICULUM DEVELOPMENT

MODULE 8: NATURE, APPROACHES AND DESIGNS IN CURRICULUM DEVELOPMENT:

The Child-Centered - The child is the center of the educational process.

The Problem-Centered -It attempts to guide children in recognition of problems and in

The Separate-Subject - Organizing curriculum ends according to narrow-subject divisions

MODULE 9: FOUNDATIONS, DIMENSIONS IN CURRICULUM DEVELOPMENT: Sociological,

Sociological and Cultural Foundations

Basic Philosophical Fundamental Ideas

MODULE 10: FOUNDATIONS, DIMENSIONS IN CURRICULUM DEVELOPMENT: Different

PHILOSOPHY PROPONENTS DESCRIPTION

MODULE 11: FOUNDATIONS, DIMENSIONS IN CURRICULUM DEVELOPMENT: Processes and

Curriculum is a dynamic process.

Curriculum Development Process

1 Curriculum Planning -Mission

Historical Foundations of Curriculum

Franklin Bobbit -presented curriculum as a science that emphasizes on student’s need.

Perennialism Essentialism Progressivism Reconstructionism

PHILOSOPHY AIM OF ROLE OF CONTENTS OF CURRICULUM