State Universities and Colleges

GUIMARAS STATE COLLEGE

Graduate School
McLain, Buenavista, Guimaras
www.gsc.edu.ph

Prepared by: FEBBY ANNE S. GANANCIAL DR. KERT D. PILLORA

MED-EM Student Professor

CURRICULUM PLANNING

Curriculum planning is simply the design by which schools fulfill their responsibilities on behalf of
children and society as well However, plans may exist on a continuum from hastily prepared and
superficially developed to carefully and thoughtfully constructed We can have a curriculum planning
according to different models of curriculum

When planning for curriculum improvement, some categories of bases should be understood, those
that are institutional in nature and those that affect people directly. The institutional bases for
curriculum planning include planning domains, the context or characteristics of the school situation, the
impact of current trends and issues, and the use of strategic planning. (Doll ,1996)

A. Philosophy

 Philosophy is central to curriculum.

 Studying philosophy allows us to better understand schools and their curricula.

 Philosophy is the beginning point in curriculum decision making.

 Philosophy reflects one’s background and experiences.

 Philosophy may be defined as general theory of education. It is a way of thinking that gives
meaning to our lives. (Dewey)

 Philosophy provides educators, teachers and curriculum planners with framework for planning,
implementing and evaluating curriculum in schools It helps in answering what school are for,
what subjects are important, how students should learn and what materials and methods
should be used

Major Philosophies

 Idealism

 Realism

 Pragmatism

 Existentialism
IDEALISM

 The realities of idealism are spiritual, moral or mental and unchanging.

 Idealism is a philosophical approach that has as its central tenet that ideas are the only true
reality.

 Truth can be found through reasoning, intuition and religious revelation.

 Teacher’s role is to bring latent knowledge and ideas to consciousness.

 Teaching methods focus on handling ideas through lecture, discussion, and Socratic dialogue.

 Learning is an intellectual process that involves recalling and working with ideas.

 In idealism, the aim of education is to discover and develop each individual's abilities and full
moral excellence in order to better serve society.

 Curriculum is knowledge based and subject based.

 The most important subjects are philosophy, theology and mathematics because they cultivate
abstract thinking.

REALISM

 It based on natural laws, objective and composed of matter.

 People can come to know the world through their senses and their reasons.

 Aristotle believed that everything had a purpose and humans’ purpose is to think.

 Teacher’s role is to be a moral and spiritual leader and to be an authority.

 Learning is just exercising the mind, and logical thinking are highest form.

 The Realist curriculum emphasizes the subject matter of the physical world, particularly science
and mathematics.

 Teaching methods focus on mastery of facts and basic skills through demonstration and
recitation.

 Curriculum is knowledge based and subject based.

 Most important subjects are humanistic and scientific subjects.

PRAGMATISM(EXPERIMENTALISM)

 It is based on change, process, and relativity.

 Learning occurs as the person engage in problem solving.

 Both learner and their environment are constantly changing.

 Teachers’ role is to focus on critical thinking.

 Teaching is more exploratory than explanatory.

 Curriculum was based on child’s experience and interests and also problem-solving activities.
EXISTENTIALISM

 The nature of reality for Existentialists is subjective, and lies within the individual.

 Existentialism is a philosophy concerned with finding self and the meaning of life through free
will, choice, and personal responsibility.

 Teachers’ role is to cultivate personal choice and individual self-definition.

 Teachers view the individual as an entity within a social context in which the learner must
confront others' views to clarify his or her own.

 Existentialists are opposed to thinking about students as objects to be measured, tracked, or

standardized. Such educators want the educational experience to focus on creating
opportunities for self-direction and self-actualization. They start with the student, rather than on
curriculum content.

B. SOCIAL FORCES, NEEDS, GOALS AND OBJECTIVES

Social Forces • Goals and Values:

 Schools must harmonize with the lives and ideas of people in a particular time and place.

 Social Environments are dynamic rather than Static: curriculum must be modified continually.

 A critical dimension of curriculum planning is the continuous reconsideration of present social

forces and future trends.

 “All education springs from some image of the future. If the image of the future held by a
society is grossly inaccurate, its educational system will betray its youth.” (Alvin Toffler, 1970)

 In curriculum planning, current social forces and future trends should be examined regularly.

C. TREATMENT OF KNOWLEDGE

D. HUMAN DEVELOPMENT

E. LEARNING PROCESS AND INSTRUCTION

F. DECISION
CURRICULUM PREPARATION

A. SYSTEMATIC, SYSTEMS

B. DATA, CONTENT

C. SELECTION, COLLECTION, ASSESSMENT

D. ORGANIZATION

DESIGN FACTORS

A. SCHOOL LEVELS, TYPES AND STRUCTURES

B. EDUCATIONAL TECHNOLOGY

C. SYSTEMATIC

D. VOCATIONAL

E. SOCIAL RECONSTRUCTION
 State Universities and Colleges
GUIMARAS STATE COLLEGE
Graduate School
McLain, Buenavista, Guimaras
www.gsc.edu.ph

Prepared by: FEBBY ANNE S. GANANCIAL DR. KERT D. PILLORA

MED-EM Student Professor

This is Your last and final assignment to research, answer and submit.

1. 1.THE PARADIGMS OR WORLD VIEWS ABOUT EVALUATION OF CURRICULUM

Melrose (1996) grouped existing models into three paradigms or world views about evaluation, these
are:

 iThe functional model

 The transactional model; and

 The critical paradigms of evaluation.

 The functional paradigm of evaluation usually measures the programme

 outcomes against pre-stated goals;

 the transactional paradigm focus is on whether or not the current, expressed needs of
stakeholders, especially students as customers or clients have been met and whether the
negotiated learning events have met the participants’ satisfaction;

 the critical paradigm of evaluation involves dialogue and collaborative investigation whereby a
focused question is agreed upon by the group for each cycle of evaluationwhich may be small
or broad in scope.

 Evaluation thus become the systematic community learning process for the collaborative review,
improvement and development of polices, programmes and practices

2. ALADE’S SIX MODELS

From another perspective, Lawton (1980) cited in Alade (2006) classified models of curriculum
evaluation into six, viz:

1. The Classical Model

2. Research and Development Model

3. Illumination Model

4. Briefing Decision-Makers Model

5. Teacher as Research (Professional) Model

6. Case Study Model.

 3. OLAITAN'S FOUR MODELS

In respect of vocational-technical education evaluation, Olaitan (1996) identified the following

evaluation models which had been employed by a good number of researchers.

They include:

1. the Illumination Model,

2. the Goal-Free Model,

3. the Context, (C) Input (I), Process (P) (CIPP) Model, and

4. The Transactional Model.

They had been found reliable as a guide for collecting evaluative data in curriculum evaluation.

While a volume of other evaluation models still exists in the available literature, the fact remains clear
that a model presents a mental picture of a conceptualization of the relationships assumed to exist
among a set of phenomena, and how the parts of a whole framework affect each other (Alade, 2006).

4. CIPP EVALUATION MODEL

Curriculum Adaptation of CIPP Evaluation Model (CACIIPPEM)

• Context

• Process

• Input

• Product

Figure 1: Curriculum Adaptation of CIPP Evaluation Model-CACIPPEM

5.MODELS OF CURRICULUM EVALUATION

 Robert Stake’s countenance model (1967)

 Scriven’s goal-free models (1970s)

 Stenhouse research model

 Tyler’s objectives model

 Parlett and Hamilton’s illuminative model (1977)

 Stake’s matrix for processing descriptive data

 Eisner’s educational connoisseurship model

 Stufflebeam’s CIPP model

6.SCRIVEN'S GOAL FREE MODEL

 Introduced the term ‘formative’ and ‘summative’

 Broaden perspective of evaluation

 Evaluator should not know the educational program’s goals in order not to be influenced by
them

 Evaluator therefore totally independent

 Evaluator free to look at processes and procedures, outcomes and unanticipated effects

 Methodology, the field is open to the hunter but he did have a ‘lethal’ checklist of criteria for
judging any aspect of the curriculum

7. STENHOUSE'S RESEARCH MODEL

 Evaluation as part of curriculum development

 Continuous cycle of formative evaluation and curriculum improvement at school level

 Relationship between curriculum developer and evaluator is central

 Curriculum developer offer solutions

 Evaluator is the practical man who temper enthusiasm with judgment

 The developer is the investigator; teacher

 Autonomous professional self-development through self-study

 Study of others and testing ideas

8. TYLER'S OBJECTIVES MODEL

 Tyler’s principle deals with evaluating the effectiveness of planning and actions

 Curriculum should be evaluated in relation to its pre -specified set of objectives

 Requires an objectives-based curriculum model

 Evaluation measures fit between student performance and objective

 Methodology will depend on the evaluator’s definition of ‘measurement’ (standard setting)

9.STUFFLEBEAM CIPP MODEL

• CIPP model of curriculum development is a process of developing the curriculum.

• CIPP model of curriculum evaluation is the process to see the effectiveness of the developed
and implemented curriculum.

• These approaches are based on the classical curriculum evaluation models as presented by
Stufflebeam and Shinkfield (1990)

• The decision-making

• The collecting information about educational or training programs for the purpose of
decisionmaking.

• The accreditation

• It is for forming professional judgments about the processes used within education or training
programs.

CONTEXT

• Planning decisions

• What needs are to be addressed

• Defining objectives for the program

INPUT

• Structuring decisions

• What resources are available

• What alternative strategies should be considered

• What plan has the best potential

PROCESS

• Implementing decisions

• How well is the plan being implemented

• What are the barriers

• What revision are needed

PRODUCT

• Recycling decisions

• What result are obtained

• Were need reduced

• What should be done with the program

10. THE CONTEXT EVALUATION

-Most basic kind of evaluation

Objective:

• To define the context

• Identify population

• Assess needs

• Diagnose problem

Method:

system analysis, survey, document review, hearing, interview, tests, Delphi (Wiseman technique)

• Relation to decision-making

• Decide on setting

• Goals and objectives

• Planning

• Providing basis for judging outcomes

• Provides rationales for determining objectives

• Uses experiential and conceptual analysis, theory, authoritative opinion to judge basic problems
which must be solved
11. THE INPUT EVALUATION

Objective:

• Identify and assess system capabilities

• Alternative strategies

• Implementation design

Budget

Method:

• resources analysis, feasibility analysis, literature research, exemplary program visits and pilot
projects

Decision:

• Selecting sources

• Structuring activities

• Basis for judging implementation

12. Process evaluation

Objective:

• Identify/predict defects in design or implementation and record and judge procedural activities

Method:

• monitoring, describing process, interacting, observing

Decision:

• For implementing and refining program design and procedures

• Process control

• Information to use in interpreting outcomes

• Provides periodic feedback to those responsible for implementation

• Maintain a record of procedures as they occur

13. The product evaluation

Objective:

• Describe and judge the outcome

• Relate them to objectives

• Interpret worth

Method:
 • operationally measuring criteria, collecting stakeholder judgment

Decision:

• To continue

• Terminate

• Modify

• Refocus

• And present record of effects

• Purpose to measure and interpret attainment at end of project cycle

• Operationally measures objectives and compare to predetermined standards

• Interpret outcomes using context, input and process information.

Steps in CIPP model:

• Focus the evaluation

• Collect information

• Organize information

• Analyze information

• Report information

• Administration of the evaluation report

14. WHAT IS CURRICULAR CHANGES?

National Aspirations and Needs

• Cultural Changes

• Social Changes: Technological Development, Economic Changes, Political Variation, Changes in

Values

• Value System

• Philosophical, Sociological, Psychological Approaches

15. The six steps approach

Step 1: Problem Identification

• Identify and characterize the SOCIAL problem

• Know what we are talking about

Step 2: Needs Assessment of Learners

• Know who our target audience is and

• what our target audience needs

Step 3: Goals and Objectives

• Identify the end toward which an effort is directed

• Goals

• Objectives –specific and measurable (ASK)

• Direct the choice of curricular content

• Clearly communicate the purpose

• Suggest what learning methods will be most effective

Step 4: Educational Strategies

• Identify the educational strategies by which the curricular objectives will be achieved. Involve
both content and method.

• Provide the means by which curricular objectives are achieved

Step 5: Implementation

• Identify sufficient resources, support, and others to successfully implement the curriculum

Step 6: Evaluation and Feedbac

• Describe the plan to evaluate the effectiveness of the curriculum

• Closes the loop

• Provides information about continuous quality improvement

16. What is a simplified systems approach course design?

Consider target population characteristics and topic area The range of backgrounds, interests,
knowledge, attitudes and skills of students coming on to the course will have a strong influence on
course design. Pre-knowledge and any common misconceptions will have to be catered for in the
design of the course (these may, for example, affect sequence, structure and support mechanisms).
The broad thrust of the course content will also have to be considered. Consideration will be given to
the sort of people which the course is trying to develop. The subject area may have traditional aims
and directions, but one may wish to consider the justification of these and/or preparation for future
change.

Estimate relevant existing skills and knowledge of learners There may be minimum standards of entry
to the course, but this will not always be so. For example, the increasing numbers of non-standard and
mature student entrants to higher education will not necessarily have conventional paper qualifications,
but may possess skills and qualities which will have an influence on course design. This may have
implications for teaching methods, bridging courses, support systems etc.

Formulate objectives/learning outcomes The objectives and learning outcomes of the course or
curriculum element will attempt to encapsulate the new skills, knowledge or attitudes which it is
intended that the students will acquire. They may be formulated by the learners themselves, by
teaching staff, by a validating, examining or professional body, or by some combination of these and
other sources.

Select appropriate instructional methods Having specified the objectives and learning outcomes (ie,
what we are trying to achieve in the course), we should be in a better position to select appropriate
teaching/learning methods through which these have a reasonable chance of being achieved. There
are far more teaching methods available to choose from than most people realize The process of
attempting to match appropriate methods to given objectives and learning outcomes is normally done
on the basis of a combination of research and experience.

Operate course or curriculum The next element in the system is the actual implementation of the
course. This involves all the logistical arrangements associated with running the course, including
overall structuring, pacing, implementing the chosen teaching strategies, using appropriate supportive
media and materials, and ensuring that all aspects of the course run as smoothly as possible.

Assess and evaluate The combined result of the preceding stages is that students are involved in a
learning experience that is planned to develop their knowledge, skills and attitudes, taking into account
the individual needs and experience of the learners. Just how effective the pre-planning and
subsequent operation has been can be measured by studying student performance in continuing
and/or post-course assessments. These assessments should be closely related to the specified course
objectives and learning outcomes. Poorly-achieved objectives or learning outcomes should lead the
course designers to examine the entire system in order to identify places where improvements might
be made. This could involve a change in the objectives/learning outcomes, a revised assessment of
students' pre-knowledge, a critical review of the instructional methods used, an examination of the
course structure and organization, a consideration of the assessment methods used, or a combination
of some or all of these. These deliberations, together with feedback on the course from staff, students,
employers, etc, can be used in an evaluation of the entire concept of the course, which should, in turn,
form the basis of an ongoing cyclical course development process.
Using the systems approach in practice The systems approach to course and curriculum design is no
more than an attempt to use a process of logical development and on-going monitoring and evaluation
in order to allow continuous evaluation of the course or curriculum to take place. As indicated in the
previous section, much more complicated systems approaches to course design do exist, but all of
these contain the six core elements shown in Figure 3. It is, however, worth adding some cautionary
remarks about using the systems approach in practice. Although the approach is useful in mapping out
the broad flow of 6 factors to be considered and developed, diagrams such as the system shown in
Figure 3 always oversimplify the actual process. For example, Figure 3 has ordered the elements of the
system in what is usually the most productive sequence for the initial planning of a course. If, however,
we are re-designing a course or trying to build on a teaching/learning scheme already in place, we may
enter the system in a different way - through evaluation perhaps, or through an ad hoc or unavoidable
alteration to the implementation of the course (e.g. a change in the mode of delivery from full-time to
part-time). In implementing the systems approach, it is important to appreciate that, while the
decisions taken at each stage are always affected by earlier decisions, they may themselves necessitate
some of these earlier decisions being changed. It is also important to realize that the stages shown are
not the only ones possible, and that, once taken, a decision can always be reconsidered. The approach
should thus be dynamic, always allowing for second thoughts and the refinement of ideas. For
example, although you should certainly make a first attempt to define objectives and learning
outcomes very early in the planning, you will invariably need to come back to re-define or add to them
once you have worked through some of the later steps. Two further misconceptions need to be
avoided. First, the separateness of the boxes in Figure 3 may suggest that the processes covered by
them are also clearly separable. Second, you may be tempted to assume that they can all be
considered at leisure, away from the actual hurly-burly of the teaching/learning situation. Neither of
these assumptions is necessarily true. While primarily addressing one step, you will almost inevitably
have several of the others partly on your mind at the same time. Similarly, while you can sometimes
enjoy the luxury of 'armchair curriculum planning', much of the decision-making must take place 'on
the hoof', with students, administrators and other academic staff breathing down your neck! The
systems approach can be used at any time when a episode of teaching/learning of any length is being
planned. It can be applied to long-term planning for a whole course lasting weeks, months or years,
through to daily lesson planning, or even to on-the-spot planning for a learning experience of only a
few seconds' duration. It can be applied by a group of teachers designing or adapting a complete
course, as 7 well as by an individual teacher preparing his or her specific course input. The approach
can also be used for analyzing a previous teaching/learning experience. The systems approach does
not prescribe or promote any particular teaching methodology (e.g. individualized study or group
learning). Rather, it is a vehicle that helps teachers to think more systematically and logically about the
objectives relevant to their students and the means of achieving and assessing these. On occasion,
analysis may suggest that 'chalk and talk' may be the most appropriate method for achieving some
objectives, but no one method will be appropriate for all objectives or for all students. Later booklets
will provide detailed guidance on how such analysis can be carried out, thus enabling you to make
effective use of the systems approach in planning your work as a teacher.

17. A small group activity

Step 1:

• What is the SOCIAL problem we need to address?

Step 2:

• What methods should we employ to obtain the needs assessment information we need? • What
do you think are these needs?
Step 3:

• Identify the end toward which an effort is directed

Goals, Objectives –specific and measurable (ASK)

• Direct the choice of curricular content

• Clearly communicate the purpose

• Suggest what learning methods will be most effective

Step 4:

• What’s included in our content?

• What educational strategies should we employ (e.g. lecture-discussion, lab, case-based, etc.)? •

Step 5:

• Who, what, where are our resources to support the curriculum

Step 6:

• How will we evaluate the program and our residents?

18. FLOWCHART REPRESENTATION OF TABA-TYLER CURRICULUM DEVELOPMENT MODEL

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