ANERO, Jefher ian P.

PED9-CURRICULUM DEVELOPMENT
1. Major types of Curriculum
a) Explicit curriculum:
- formal/stated mandated curricula that contain explicit steps and procedures
to follow for proper implementation; stated and intended outcomes. Explicit
curriculum is what is intentionally presented as the basic material of
schooling. Explicit curriculum, or "overt" or "official" curriculum, entails the
lesson plans to follow, their sequence and their objectives. - (Stewart, D.
(n.d.).
- ans:-Explicit curriculum is from the word itself explicit it means it was
revealed, express or formulated. It means explicit curriculum is curricula that
is studied and prepared by the teacher to be presented to the class and
serves as its guidelines.

b) Hidden curriculum:
- practices and procedures resulting from decisions made when implementing
the explicit curriculum, unintended outcomes that occur as the explicit
curriculum is implemented. Various aspects of learning contribute to the
success of the hidden curriculum, including practices, procedures, rules,
relationships and structures. Many aspects of learning give rise to aspects of
the hidden curriculum. These sources are, but not limited to, the social
structures of the classroom, the teacher's exercise of authority, rules
governing the relationship between teachers and students and standard
learning activities. – (Pearson Learning Solutions. (2011))

- ans:- Hidden Curriculum is curricula that is not primarily made but it just
normally happening prior to the introduction of explicit curriculum of the
teacher to the class. It may dependent on how is explicit curriculum delivered
effectively.

c) Absent/null curriculum:
- curricular aspects excluded (either intentionally or unintentionally from
classroom instruction that are appropriate to the explicit curriculum. The null
curriculum is what is not taught. Not teaching some particular idea or sets of
ideas may be due to mandates from higher authorities, to a teacher's lack of
knowledge, or to deeply ingrained assumptions and biases. Teachers and
schools may be under pressure not to teach evolution.
 - Null. Eisner (1985) defined null curriculum as information that schools do not
teach: . Another example would be the exclusion of Darwin's theory of
evolution from the official biology curriculum. Null content may represent
specific facts omitted in a particular unit of study.

- Ans:- absent curriculum is curricula that is accidentally introduce to the class

through explicit curriculum but intentionally omitted or ignored.

2. Seven roles of a teacher as a curricularist -https://quizlet.com/537673076/the-teacher-as-

a-curricularist-flash-cards/
1) Knower
- The teacher as a curricularist knows the curriculum. Learning starts with
knowing. The teacher as a student begins with knowing about the curriculum,
the subject matter, and the content. As a teacher, one has to chiefly learned
wha are incorporated in the curriculum. It is gaining scholastic knowledge
both formal (discipline or logic) or informal (derived from experiences,
secondhand, and unintended). It is the mastery of the content.
2) Writer
- The teacher as a curricularist writes and even reviews the curriculum. As a
curriculum writer or reviewer, the knowledge concepts, subject matte or
content that has been recorded by the teacher need to be written or
preserved through books, modules, laboratory manuals, instructional guides,
and reference materials in paper or electronic media
3) Planner
- The teacher as a curricularist plans the curriculum. A good curriculum has to be
planed yearly, monthly, or daily (lesson plan). This will function as a guide in
the enactment of the curriculum. As a curriculum planner,the teacher will
take into attention several factors which include the learners, the support
material, time, subject matter or content, the desired outcomes, the context
of the learners among others in planning the curriculum.
4) Initiator
- The teacher as a curricularist initiates the curriculum. The teacher is obliged to
implement when a curriculum is recommended to the schools from, DEPED,
CHED, TESDA, UNESCO, and other educational agencies for improvement of
quality of education. Delivery of a new curriculum requires the
broadmindedness of the teacher, and the full conviction that the curriculum
will augment learning. A transformative teacher will never hesitate to
something novel or relevant even if there will be many obstacles and
complications in doing things first (leading).
 5) Innovator
- The teacher as a curricularist innovates the curriculum. As curriculum is always
dynamic, an outstanding teacher will always be creative and innovative in
order to keep at pace with the changes in the curriculum.
6) Implementer
- The teacher as a curricularist implements the curriculum. It is in this role that
the teacher gives life to the curriculum plan. Implementation of the
curriculum by the teacher will define the success of the recommended, well-
written and planned curriculum.
7) Evaluator
- The teacher as a curricularist evaluates the curriculum. These are some
questions that will guide the teacher as evaluator: How can one conclude if
the intended learning outcomes have been met or attained? Is the curriculum
operational? Does it convey the intended results? Wha do results divulge?
Are the learners accomplishing? Are there some practices that should be
revised or improved? Should the curriculum be reformed, terminated, or
sustained?

3. Three ways in approaching a curriculum. https://tophat.com/author/amanda-stutt/

a. Curriculum as a Content or Body of Language
- Focus will be the body of knowledge to be transmitted to students using
appropriate teaching method.
- The likelihood of teaching will be limited to acquisition of facts, concepts and
principles of the subject matter; however, the content can also be taken as a
means to an end.
- Ans:- it focuses to a specific content to be discussed and study with the teacher
and students

b. Curriculum as a Process
- Curriculum hapens in the classrom as the questions as by the teacher and
learning activities engaged in by the students. lThe process of the teaching
and learning process becomes the central concern of teaching to emphasize
critical thinking, thinking meaning-making and heads on, hands-on doing and
many others.
- There are the ways of teaching, ways of managing the content, guiding
learning, methods of teaching and learning and strategies of teaching or
delivery modes.
- When curriculum is approached as a PROCESS, guiding principles are
presented• Curriculum process in the form of teaching methods or strategies
are means to achieve the end.
 - Asn:- It is a curriculum that implements actions on how they are going to
applied the subject curriculum being studied.

c. Curriculum as a Product
- Central to the approach is the formulation of behavioral objectives stated as
intended learning outcomes. These learned or achieved learning outcomes
are demonstrated by the person who has meaningful experiences in the
curriculum. All these result of planning, content and processes in the
curriculum
- Ans:- It is the result of implementing of the process that being done to the
certain subject curriculum.

- * There are three models of curriculum designs

1) Subject-centered curriculum design
- revolves around a particular subject matter or discipline, such as mathematics,
literature or biology. This model of curriculum design tends to focus on the
subject, rather than the student. It is the most common model of
standardized curriculum that can be found in K-12 public schools.

- is not student-centered, and the model is less concerned with individual

learning styles compared to other forms of curriculum design. This can lead
to problems with student engagement and motivation and may cause
students who are not responsive to this model to fall behind.

- Ans: - it focuses on a particular subject to be discuss, introduce and study.

2) Learner-centered curriculum design

- by contrast, revolves around student needs, interests and goals. It
acknowledges that students are not uniform but individuals, and therefore
should not, in all cases, be subject to a standardized curriculum. This
approach aims to empower learners to shape their education through
choices.

- Differentiated instructional plans provide an opportunity to select assignments,

teaching and learning experiences, or activities that are timely and relevant.
This form of curriculum design has been shown to engage and motivate
students.
 - Ans:- it focuses on how the student acknowledge the topic. It may also a way of
knowing the students one by one through their skills, intellectual capacity
and interest.

3) Problem-centered curriculum design

- teaches students how to look at a problem and formulate a solution.
- A problem-centered curriculum model helps students engage in authentic
learning because they’re exposed to real-life issues and skills, which are
transferable to the real world. Problem-centered curriculum design has been
shown to increase the relevance of the curriculum and encourages creativity,
innovation and collaboration in the classroom. The drawback to this model is
that the individual needs and interests of students aren’t always accounted
for.
- Ans:- it exactly relating the class into realistic happening of which they will
know how to identify problem and a solution of it.

4. Criteria in the selection of content of the curriculum

-https://simplyeducate.me/author/mary/
i. SELF-SUFFICIENCY
- To help learners attain maximum self-sufficiency most economically is the
central guiding principle of subject matter or content selection (Scheffler,
1970) as cited by Bilbao et al. (2008). Although the economy of learning
implies less teaching effort and less use of educational resources, students
gain more results. They can cope up with the learning outcomes effectively.

- This criterion means that students should be given a chance to experiment,

observe, and do field study. This system allows them to learn independently.

ii. SIGNIFICANCE
- The subject matter or content is significant if it is selected and organized to
develop learning activities, skills, processes, and attitudes. It also develops
the three domains of learning, namely the cognitive, affective, and
psychomotor skills, and considers the learners’ cultural aspects. Particularly,
if your students come from different cultural backgrounds and races, the
subject matter must be culture-sensitive.
- In short, select content or subject matter that can achieve the overall aim of
the curriculum

iii. VALIDITY
 - Validity refers to the authenticity of the subject matter or content you selected.
Make sure that the topics are not obsolete.

- For example, do not include typewriting as a skill to be learned by college

students. It should be about the computer or Information Technology (IT).

iv. INTEREST
- This criterion is valid to the learner-centered curriculum. Students learn best if
the subject matter is interesting, thus makes it meaningful to them.

- However, if the curriculum is subject-centered, teachers have no choice but to

finish the pacing schedule religiously and only teach what is in the book. This
approach explains why many students fail in the subject.

v. UTILITY
- Another criterion is the usefulness of the content or subject matter. Students
think that a subject matter or some subjects are not necessary to them. They
view it as useless. As a result, they do not study.
- Here are the questions that students often ask:
 Will I need the subject in my job?
 Will it give meaning to my life?
 Will it develop my potentials?
 Will it solve my problem?
 Will it be part of the test?
 Will I have a passing mark if I learn it?
 Students only value the subject matter or content if it is useful to
them

vi. LEARNABILITY
- The subject matter or content must be within the schema of the learners. It
should be within their experiences. Teachers should apply theories in the
psychology of learning to know how subjects are presented, sequenced, and
organized to maximize students’ learning capacity.
 vii. FEASIBILITY
- Feasibility means the full implementation of the subject matter. It should
consider the school’s real situation, the government, and society in general.
Students must learn within the allowable time and the use of resources
available. Do not give them a topic that is impossible to finish.

5. Guiding principles in approaching the curriculum as a process

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I. Curriculum process in the form of teaching methods or strategies are

means to achieve the end.
II. There is no single best process in method
III. Curriculum should stimulate the learners' desire to develop the
cognitive, affective, psychomotor domain in each individual
IV. In the choice of methods, learning and teaching styles should be
considered.
V. Every method or process should result to learning outcomes which
can be described as cognitive, affective, and psychomotor.
VI. Flexibility in the use of the process or methods should be considered.
VII. Both teaching and learning are the two important processes in the
implementation of the curriculum.

6. Who are you as a curricularist? Reflect on your role as a curricularist to make teaching
and learning more effective.
- I am a professional practitioner who is involved in making a curriculum through
knowing, writing, planning, implementing, evaluating, innovating and
initiating a certain subject or a topic. As soon to be a teacher and a
curricularist I would prepare myself to be dedicated and passionate in my
career. And I will see to it that my strategies and ways of teaching would be
relatable and understandable. Studying is the best way to teach effectively
and to give the best education as possible. And I do believe and applying it in
my whole life that as long as we are still breathing we should never stop
learning and exploring our own knowledge. For every thing that we have
done there is always something behind that gives us a lessons that we can
also share with others.