Jessa Mae C.

Banquirig Educ 126 (Curriculum Development) Written Assignment #

BEEd IV-B October 2, 2018

1. What is Curriculum Development

Curriculum Development Meanings References

Book Sources
According to Stratemeyer, et al., the process Aquino,G.V. (1971). The Meaning of
of curriculum improvement (or curriculum Curriculum and Curriculum
development) cannot be thought of in terms of Development. Retrieved from
the production of typical courses of study or CURRICULUM DEVELOPMENT:
printed guides, the pre-selection of subject PRINCIPLES & TECHNIQUES, page
content, or the adoption of uniform textbooks. 3.
They aver that curriculum improvement
requires that attention be given to the various
forces and factors which affect learning.
According to Bernardino and Fresnoza, Aquino,G.V. (1971). The Meaning of
curriculum development involves (a) planning Curriculum and Curriculum
the experiences to be utilized, (b) organizing Development. Retrieved from
them into a program, (c) implementing this CURRICULUM DEVELOPMENT:
program, and (d) evaluating the curriculum PRINCIPLES & TECHNIQUES, page
which was thus developed. In doing all of 4.
these, attention is given to the ultimate
purposes of education, to the more immediate
goals or objectives, to the various aspects of
child development, to the various aspects of
learning, to the methods of teaching and to the
other factors associated with teaching.
According to Ragan, curriculum improvement Aquino,G.V. (1971). The Meaning of
involves many types of activity. The school Curriculum and Curriculum
staff examines research dealing with factors Development. Retrieved from
that influence learning, experiments with CURRICULUM DEVELOPMENT:
techniques for gaining a better understanding PRINCIPLES & TECHNIQUES, page
of children, analyzes recent social trends and 4
makes surveys of the local community. It
formulates lists of educational objectives,
evaluates instructional materials, and develops
the overall design of the curriculum. These
activities are however, merely means to an
end-the improvement of living and learning in
the classroom. It is in the individual classroom
that actual improvement of the curriculum
takes place.
Curriculum development is a dynamic process Bilbao,P., et al. (2015). Curriculum
involving many different people and Development: Processes and Models.
procedures. Development connotes changes Retrieved from Curriculum
which is systematic. A change for the better Development for Teachers, page 32
Jessa Mae C. Banquirig Educ 126 (Curriculum Development) Written Assignment #
BEEd IV-B October 2, 2018
means alteration, modification or
improvement of existing condition. To
produce positive changes, development
should be purposeful, planned and
progressive.
Internet Sources
Curriculum development is an important part What is Curriculum Development
of the education process, ensuring that classes (nd). Top Education Degrees.
at all levels, from early childhood to post- Retrieved from
secondary, are best designed to help students https://www.topeducationdegrees.org/f
be successful in learning the material and aq/what-is-curriculum-development/
gaining the skills needed to continue to
advance. With the right background in
developing courses and materials,
professionals in the field have opportunities to
create everything from textbooks to tests to
lectures.
Curriculum development is defined as ALVIOR, M. G. (2014). THE
planned, a purposeful, progressive, and MEANING AND IMPORTANCE OF
systematic process to create positive CURRICULUM DEVELOPMENT.
improvements in the educational system. Retrieved from
Every time there are changes or developments https://simplyeducate.me/2014/12/13/th
happening around the world, the school e-meaning-and-importance-of-
curricula are affected. There is a need to curriculum-development/
update them to address the society’s needs.
Curriculum development describes all the What is Curriculum Development
ways in which a training or teaching (2003). World Agroforestry Center.
organisation plans and guides learning. This Retrieved from
learning can take place in groups or with http://www.cglrc.cgiar.org/icraf/toolkit/
individual learners. It can take place inside or What_is_curriculum_development_.ht
outside a classroom. It can take place in an m
institutional setting like a school, college or
training centre, or in a village or a field. It is
central to the teaching and learning process
(Rogers and Taylor 1998).
Curriculum Development involves CURRICULUM DEVELOPMENT.
developing a series of educational (nd). Ryerson University. Retrieved
experiences students complete in order to from
earn a degree. Creating a new degree https://www.ryerson.ca/lt/resources/cu
program involves defining learning goals and rriculum/
learning outcomes, and describing how the
program of study is designed to help a
student achieve these goals and outcomes.
 Jessa Mae C. Banquirig Educ 126 (Curriculum Development)
BEEd IV-B
Curriculum Development Process
Curriculum Planning
Considers the school vision, mission
and goals. It also includes the
philosophy or strong education belief of
the school. All of these will eventually
be translated to classroom desired
learning outcomes for the learners.
Curriculum Evaluating
It determines the extent to which the
desired learning outcomes have been
achieved. This procedure is on going as
in finding out the progress in learning
or the mastery of learning. It also
determines the factors that have
hindered or supported the
implementation. It will also pinpoint
where improvement can be made and
corrective measures, introduced. The
result of evaluation is very important
for decision making of curriculum
planners and implementers.
Bilbao,P., et al. (2015). Curriculum Development: Processes and Models. Retrieved from
Curriculum Development for Teachers, page 32 and 33
Written Assignment #
October 2, 2018
Curriculum Designing
It is the way curriculum is
conceptualized to include the selection
and organization of content, the
selection and organization of learning
experiences or activities and the
selection of the assessment procedure
and tools to measure achieved learning
outcomes. A curriculum design will
also include the resources to be utilized
and the statement of the intended
learning outcomes.
Curriculum
Implementing
It is put into action the plan which is
based on the curriculum design in the
classroom setting or the learning
environment. The teacher is the
facilitator of learning and together with
the learners, uses the curriculum as
design guides to what will transpire in
the classroom with the end in view of
achieving the intended learning
outcomes
Jessa Mae C. Banquirig Educ 126 (Curriculum Development) Written Assignment #
BEEd IV-B October 2, 2018
2. What are different curriculum development models?

Ralph Tyler Model: Four Basic Principles

Tyler’s Rationale, the curriculum development model emphasizes the planning phase. This is
presented in his book Basic Principles of Curriculum and Instruction.

Tyler’s model shows that in curriculum development, the following considerations should be
made:

1. Purposes of the school

2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experience

Hilda Taba Model: Grassroots Approach

Hilda Taba improved on Tyler’s model. She believed that teachers should participate in
developing a curriculum. As a grassroots approach Taba begins from the buttom, rather than from the
top as what Tyler proposed. She presented seven major steps to her linear model which are the
following:

1. Diagnosis of learners needs and expectations of the larger society

2. Formulation of 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

3. Galen Sylor and William Alexander Curriculum Model

Galen Sylor and William Alexander (1974) viewed curriculum development as consisting of four
steps. Curriculum is a plan for providing sets of learning opportunities to achieve broad educational
goals and related specific objectives for an identifiable population served by a single school center.

1. Goals, objectives and Domains:

Curriculum planners begin by specifying the major educational goals and specific objectives they
wish to accomplish. Each major goal represents a curriculum domain: personal development,
human relations, continued leatrning skills and specialization. The goals, objectives and domains
are identified and chosen based on research findings, accreditation standards, views of the
different stakeholders.
2. Curriculum Designing: designing of a curriculum follows where appropriate lrearning
opportumnities are determined and how each opoortunity is provided. Will
Jessa Mae C. Banquirig Educ 126 (Curriculum Development) Written Assignment #
BEEd IV-B October 2, 2018
3. 3. Curriculum implementation: a designed curriculum is now ready for implementation.
Teachers then prepare instructional plans where instructional objectives are specified and
appropriate teaching methods and strategies are utilized to achieve the desired learning
outcomes among students.
4. Evaluation the last step of the curriculum model is evaluation. A comprehensive evaluation using
a variety of evaluation techniques is recommended. It should involve the total educational
programme of the school and the curriculum plan, the effectiveness of instruction and the
achieve,ment of students. through the evslusation process, curriculum planner and developers
can determine wheter or not the goald of the school and the objectives of instruction have been
mdet.

4. Make a summary of the philosophical, historical, psychological and social foundations of

curriculum development. Identify the key propents. Point out the salient features or
characteristics of each foundation.

Foundations of Curriculum Characteristics of The Key Proponents

Jessa Mae C. Banquirig Educ 126 (Curriculum Development) Written Assignment #
BEEd IV-B October 2, 2018
Foundation
Philosophical Foundations Philosophies of Education
presented by Ornstein and
Hunkins (2004)
a. Perennialism
Aim: to educate the
Rational person;
cultivate intellect.
Role: teachers assist
students to think with
reason (critical thinking:
HOTS)
Focus: Classical subjects,
literary analysis.
Curriculum is enduring.
Trends: use of great
books (Bible, Koran,
Classics) Liberal Arts
b. Essentialism
Aim: to promote
intellectual growth of
learners to become
competent.
Role: teachers are sole
authorities in the subject
area.
Focus: essential skills of
the 3Rs; essential
subjects
Trends: back to basics.
Excellence in Education.
Cultural Literacy
c. Progressivism
Aim: promote
democratic social living
Role: teacher leads for
growth and
development of lifelong
learners.
Focus: interdisciplinary
subjects. Learner-
centered. Outcomes-
based
Trends: equal
opportunities for all.
Contextualized
curriculum. Humanistic
education.
Jessa Mae C. Banquirig Educ 126 (Curriculum Development) Written Assignment #
BEEd IV-B October 2, 2018
d. Reconstructionism
Aim: to improve and
reconstruct society.
education for change.
Role: teacher acts as
agent of change and
reforms
Focus: present and
future educational
landscape
Trends: school and
curriculum reform.
Global education.
Collaboration and
convergence. Standards
and competencies.
Historical Foundations Started the curriculum Franklin Bobbit (1876-1956)
development.
movement.
Curriculum as a science
that emphasize on
student’s needs.
Curriculum prepares
learner for adult life.
Objectives and activities
grouped together when
takes are clarified.
Like Bobbit, curriculum is Werret Charters (1875-1952)
sciences and emphasizes
student’s needs.
Objectives and activities
should match. Subject
matter or content
relates to objectives.
Curricula are purposeful William Kilpatrick (1875-1952
activities which are child-
centered.
The purpose of the
curriculum is child
development and
growth. The project
method was introduced
by Kilpatrick where
teacher and student plan
the activities.
The curriculum develops
social relationships and
Jessa Mae C. Banquirig Educ 126 (Curriculum Development) Written Assignment #
BEEd IV-B October 2, 2018
small group instruction.
To Rugg, curriculum Harold Rugg (1886-1960)
should develop the
whole child. It is child-
centered.
With the statement of
objectives and related
learning activities,
curriculum should
produce outcomes.
Harold Rugg emphasized
social studies and the
teacher plans curriculum
in advance.
Sees curriculum as
organized as organized Hollis Caswell (1901-1989)
around social functions
of themes, organized
knowledge and learner’s
interest
Caswell believes that
curriculum, instruction
and learning are
interrelated.
Curriculum is a set of
experiences. Subject
matter is developed
around social functions
and learners’ interests.
As one of the hallmarks
of curriculum, Tyler Ralph Tyler (1902-1994)
believes that curriculum
is a science and an
extension of school’s
philosophy. It is based
on students’ needs and
interest.
To Tyler, curriculum is
always related to
instruction. Subject
matter is organized in
terms of knowledge,
skills and values.
The process emphasizes
problem solving. The
curriculum aims to
educate generalists and
Jessa Mae C. Banquirig Educ 126 (Curriculum Development)
BEEd IV-B
Psychological Foundation
Written Assignment #
October 2, 2018
not specialists.
Contributed to the Hilda Taba (1902-1967)
theoretical and
pedagogical foundations
of concepts
development and critical
thinking in social studies
curriculum.
Helped lay the
foundation for diverse
student population
Described how Peter OIiva (1992-2012)
curriculum change is a
cooperative endeavor
Teachers and curriculum
specialist constitute the
professional core of
planners
Significant improvement
through group activity.
The key to learning is early years Ivan Pavlov (1849-1936)
of life is to train them what you
want them to become.
S-R Theory is a foundation of
learning practice called
indocrination
Proposed the three laws of Edward Thorndike (1874-1949)
learning
-Law of readiness
-Law of exercise
-Law of effect
Specific stimulus has specific
response
Learning follows a hierarchy Robert Gagne (1916-2002)
Behavior is based on
prerequisite conditions.
Introduced tasking in the
formulation of objectives.
Theories of Jean Piaget Jean Piaget (1896-1980)
Describes cognitive development
in terms of stages from birth to
maturity
Sensorimotor stage (0-2),
preoperational stage (2-7),
concrete operations stage (7-11)
and formal operations 11
onwards)
Jessa Mae C. Banquirig Educ 126 (Curriculum Development) Written Assignment #
BEEd IV-B October 2, 2018
Key to learning
Assimilation (incorporation of
new experience)
Accommodation (learning
modification and adaptation)
Equilibration (balance between
previous and later learning)
Theory of Lev Vygotsky Lev Vygotsky
Cultural transmission and
development
Children could, as a result of
their interaction with society,
actually perform certain
cognitive actions prior to arriving
at developmental stage
Learning is precedes
development
Sociocultural development
theory
Key to Learning
Pedagogy
Creates learning processes that
lead to development
Child is an active agent in his or
her educational processes.

Howard Gardner
Gardner’s Multiple Intelligences
Humans have several different
ways of processing information
and these ways are relatively
independent of one another
Eight intelligences: linguistic,
logical-mathematical, musical,
spatial, bodily kinesthetic,
interpersonal, intrapersonal and
naturalistic
Emotion contains the power to Daniel Goleman
affect action
Empotional quotient

Gestalt theory Gestalt

Learning is explained in terms of
“wholeness” of the problem.
Human beings do not respond to
isolated stimuli but to an
Jessa Mae C. Banquirig Educ 126 (Curriculum Development) Written Assignment #
BEEd IV-B October 2, 2018
organization or pattern of
stimuli.
Key to learning
Learning is complex and
abstract.
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.

Self-actualization Theory Abraham Maslow (1908-1970)

Classic theory of human needs
A child whose basic needs are
not met will not be interested in
acquiring knowledge of the
world.
Put importance in human
emoptions, based on love and
trust.
Key to Learning
Produce a healthy and happy
learner who can accomplish,
grow and actualize his or her
human self.

Nondirective and Therapeutic Carl Rogers (1902-1987)

Learning
Established counseling
procedures and methods for
facilitating learning
Children’s perceptions, which
are highly individualistic,
influence their learning and
behaviour in class.
Key to learning is: curriculum
concerned with process, not
product; personal needs, not
subject matter, psychological
meaning, not cognitive scores.
Social Foundations Society as a source of Schools and Society
change
Jessa Mae C. Banquirig Educ 126 (Curriculum Development) Written Assignment #
BEEd IV-B October 2, 2018
Schools as agents of
change
Knowledge as an agent
of change

Considered two John Dewey (1859-1952)

fundamental elements-
schools and civil society-
to be major topics
needing attention and
reconstruction to
encourage experimental
intelligences and
plurality

Wrote the book Future Alvin Toffler

Shock
Believed that knowledge
should prepare students
for the future
Suggested that in the
future, parents might
have the resources to
teach prescribed
curriculum from home as
a result of techniology,
not in spite of it. (Home
Schooling)
Foresaw schools and
students worked
creatively,
collaboratively and
independent of their
age.