MODULE 2: THE TEACHER AS A Prepared by:

KNOWER OF CURRICULUM FERNANDO R. SEQUETE JR.

LESSON 1 THE SCHOOL CURRICULUM:
DEFINITION, NATURE, & SCOPE

Desired Learning Outcomes:

❑Define curriculum from different
perspectives; and
❑Describe the nature and scope of
curriculum.
TAKE OFF
TODAY’S HEADLINES

1. DepEd Reviews the K to 12 Curriculum

2. Suicide incidence in schools has become alarming
3. Teachers are Reluctant to Try New Things in the Curriculum
4. Co-curricular Activities: Learning Opportunities or Distractions?
5. The Use of ICT Gains Ground in the Public Schools
•Each member of society seems to view school curriculum
differently, hence there are varied demands on what schools
should do and what curriculum should be taught.
•Some would demand reducing content and shifting emphasis to
development of lifelong skills.
•Others feel that development of character has been placed at
the back seat of some schools.
•More debates are emerging on the use of languages in the
classroom.
•There seems to be confusion about what curriculum should
really be.
CONTENT FOCUS
➢Whether curriculum is taken in its narrow or broad view, we cannot deny the
fact that curriculum should be understood by teachers and other stakeholders for
curriculum affects all teachers, students, parents, politicians, businessmen,
professionals, government officials or even the common people.
➢Like many concepts in education, there seems to be no common definition of
curriculum.
➢The concept of curriculum is sometimes characterized as fragmentary, elusive
and confusing.
➢The word originates from Latin word currere referring to the oval track upon
which Roman chariots raced.
➢The New International Dictionary defines curriculum as the whole body of a
course in an educational institution or by a department while the Oxford English
Dictionary defines curriculum as courses taught in schools or universities.
SOME DEFINITIONS OF CURRICULUM
✓Curriculum is a planned and guided set of learning
experiences and intended outcomes, formulated through the
systematic reconstruction of knowledge and experiences
under the auspices of the school, for the learners’ continuous
and willful growth in personal social competence. (Daniel
Tanner, 1980)
✓It is a written document that systematically describes goals
planned, objectives, content, learning activities, evaluation
procedures and so forth. (Pratt, 1980)
SOME DEFINITIONS OF CURRICULUM
✓The contents of a subject, concepts and tasks to be acquired,
planned activities, the desired learning outcomes and
experiences, product of culture and an agenda to reform society
make up a curriculum. (Schubert, 1987)
✓A curriculum includes “all of the experiences that individual
learners have in a program of education whose purpose is to
achieve broad goals and related specific objectives, which is
planned in terms of a framework of theory and research or past
and present professional practice.” (Hass, 1987)
SOME DEFINITIONS OF CURRICULUM
✓It is a programme of activities (by teacher and pupils)
designed so that pupils will attain so far as possible certain
educational and other schooling ends or objectives. (Grundy,
1987)
✓It is a plan that consists of learning opportunities for a
specific time frame and place, a tool that aims to bring about
behavior changes in students as a result of planned activities
and includes all learning experiences received by students
with the guidance of the school. (Goodland and Su, 1992)
SOME DEFINITIONS OF CURRICULUM

✓It provides answers to three questions: (1) What

knowledge, skills and values are most worthwhile? (2) Why
are they most worthwhile? (3) How should the young
acquire them? (Cronbeth, 1992)
SOME POINTS OF VIEW OF OTHER CURRICULARISTS

❑ Since the concept and meaning of curriculum are

shaped by a person’s point of view, this has added to
fragmentation, and some confusion.
❑ Points of view about the curriculum can either be
traditional or progressive according to the person’s
philosophical, psychological and even psychological
orientations.
CURRICULUM FROM TRADITIONAL POINTS OF VIEW
❑ Robert M. Hutchins views curriculum as “permanent studies” where
rules of grammar, reading, rhetoric, logic and mathematics for basic
education are emphasized. The 3Rs (Reading, Writing, ‘rithmetic)
should be emphasized in basic education while liberal education
should be the emphasis in college.
❑ Arthur Bestor as an essentialist believes that the mission of the school
should be intellectual training, hence curriculum should focus on the
fundamental intellectual disciplines of grammar, literature and
writing. It should include mathematics, science, history and foreign
language.
CURRICULUM FROM TRADITIONAL POINTS OF VIEW
❑ Joseph Schwab thinks that the sole source of curriculum is a
discipline, this the subject areas such as Science, Mathematics,
Social Studies, English and many more. In college, academic
disciplines are labelled as humanities, sciences, languages,
mathematics among others. He coined the word discipline as a
ruling doctrine for curriculum development.
❑ Phillip Phenix asserts that curriculum should consist entirely of
knowledge which comes from various disciplines.
CURRICULUM FROM TRADITIONAL POINTS OF VIEW
❑ Collectively from the traditional view of theorists like
Hutchins, Schwab, Bestor, and Phenix, curriculum can be
defined as a field of study.
❑ Curriculum is highly academic and is concerned with broad
historical, philosophical, psychological and social issues.
❑ Curriculum is mostly written documents such as syllabus,
course of study, books and references where knowledge is
found but is used as a means to accomplish intended goals.
CURRICULUM FROM PROGRESSIVE POINTS OF VIEW

❑ John Dewey believes that education is experiencing.

Reflective thinking is a means that unifies curricular
elements that are tested by application.

❑ Holin Caswell & Kenn Campbell viewed curriculum as

all experiences children have under the guidance of
teachers.
CURRICULUM FROM PROGRESSIVE POINTS OF VIEW
❑ Othaniel Smith, William Stanley & Harlan Shore likewise
defined curriculum as a sequence of potential experiences, set
up in schools for the purpose of disciplining children and youth
in group ways of thinking and acting.

❑ Colin Marsh & George Willis also viewed curriculum as all the
experiences in the classroom which are planned and enacted
by the teacher and also learned by the students.
SUMMARY OF ALL POINTS OF VIEW
❑ CURRICULUM is what is taught in school, a set of subjects, a
content, a program of studies, a set of materials, a sequence of
courses, a set of performance objectives, everything that goes
within the school.
❑ It is what is taught inside and outside of school directed by the
teacher, everything planned by school, a series of experiences
undergone by learners in school or what individual learner
experiences as a result of school.
❑ Curriculum is the total learning experiences of the learner, under
the guidance of the teacher.
LESSON 2: APPROACHES TO SCHOOL
CURRICULUM
Desired Learning Outcomes:
❑Describe the different approaches to school
curriculum;
❑Explain by example how the approaches clarify
the definition of curriculum; and
❑Reflect on how the three approaches interrelate
with each other.
THREE WAYS OF APPROACHING A CURRICULUM
A. Curriculum as a Content or Body of Knowledge
✓It is quite common for traditionalists to equate a curriculum as a topic
outline, subject matter, or concepts to be included in the syllabus or a book.
✓For example: primary school mathematics curriculum, secondary school
science
✓If curriculum is equated as content, then the focus will be the body of
knowledge to be transmitted to students using appropriate teaching
method.
✓All curricula have content regardless of their design or models.
THREE WAYS OF APPROACHING A CURRICULUM
There are four ways of presenting the content in the curriculum.
These are:
1. Topical approach, where much content is based on knowledge,
and experiences are included;
2. Concept approach with fewer topics in clusters around major
and sub-concepts and their interaction, with relatedness
emphasized;
3. Thematic approach as a combination of concepts that develop
conceptual structures; and
4. Modular approach that leads to complete units of instruction.
THREE WAYS OF APPROACHING A CURRICULUM
Criteria in the Selection of Content
▪Significance
-Content should contribute to ideas, concepts, principles
and generalization that should attain the overall purpose
of the curriculum; and
- It is significant if content becomes the means of
developing cognitive, affective or psychomotor skills of
the learner.
THREE WAYS OF APPROACHING A CURRICULUM
Criteria in the Selection of Content
▪Validity
-The authenticity of the subject matter forms its
validity; and
-Knowledge becomes obsolete with the fast
changing times.
THREE WAYS OF APPROACHING A CURRICULUM
Criteria in the Selection of Content
▪Utility
-Usefulness of the content in the curriculum is
relative to the learners who are going to use
these; and
-Utility can be relative to time.
THREE WAYS OF APPROACHING A CURRICULUM
Criteria in the Selection of Content
▪Learnability
-The complexity of the content should be within the
range of experiences of the learners; and
-Appropriate organization of content standards and
sequencing of contents are two basic principles that
would influence learnability.
THREE WAYS OF APPROACHING A CURRICULUM
Criteria in the Selection of Content
▪Feasibility
▪Interest
THREE WAYS OF APPROACHING A CURRICULUM
Guide in the Selection of the Content in the Curriculum
1. Commonly used in the daily life;
2. Appropriate to the maturity levels and abilities of the
learners;
3. Valuable in meeting the needs and competencies of the
future career;
4. Related to other subject fields or discipline for
complementation and integration; and
5. Important in the transfer of learning to other disciplines.
Organizational Dimensions in Curriculum Design
• Horizontal Organization
–blends curriculum elements
–Ex.: combining world history, geography, and political science
content to create a “Contemporary World Issues” course or
by combining English and Business content
• Vertical Organization
–Sequencing of curriculum elements
–Ex.: Philippine history for grade 7, Asian History for grade 8,
so on
THREE WAYS OF APPROACHING A CURRICULUM
BASIC Principles of Curriculum Content
▪In 1952, Palma proposed the principle of BASIC as a
guide in addressing CONTENT in the curriculum.
▪In organizing content or putting together subject matter,
these principles are useful as a guide.
▪BASIC (Balance, Articulation, Sequence, Integration,
Continuity)
THREE WAYS OF APPROACHING A CURRICULUM
BASIC Principles of Curriculum Content
❑Balance – content should be fairly distributed in
depth and breadth.
❑Articulation – as the content complexity progresses
with the education levels, vertically or horizontally,
across the same discipline smooth connections or
bridging should be provided.
THREE WAYS OF APPROACHING A CURRICULUM
BASIC Principles of Curriculum Content
❑Sequence – the logical arrangement of the
content refers to sequence or order.

Vertically – for deepening the content

Horizontally – for broadening the same content
 • Sequence – concerned with the order of topics overtime; vertical
dimension
– Based on: Piaget’s cognitive dev’t stages, students’ stages of thinking,
current research on brain development
Smith, Stanby and Shores (1973) introduced four principles in sequencing content:
• Simple to complex – sequence preceding from simple subordinate components to complex
components; from easy or concrete content to more difficult or abstract content
• Prerequisite learning – similar to part-to-whole learning; bits of info must be grasped
before other bits can be comprehended
• Whole-to-part learning – curriculum is arranged so that content or experience is first
presented in an overview
• Chronological learning – content whose sequence reflects the times of real world
occurrences (i.e. history, political science)
• Scope – refers to the breadth and depth of curriculum
content—at any level or at any given time
–Consisting of all the contents, topics, learning experiences,
and organizing threads comprising the educational plan
–All types of educational experiences constructed to involve
students in learning are part of the scope
–Refers to the curriculum’s horizontal dimension
THREE WAYS OF APPROACHING A CURRICULUM
BASIC Principles of Curriculum Content
❑Integration – content in the curriculum does not stand
alone or in isolation; it has some ways of relatedness or
connectedness to other contents.
❑Continuity – content when viewed as a curriculum should
continuously flow as it was before, to where it is now, and
where it will be in the future; constant repetition,
reinforcement & enhancement of content.
• Continuity – refers to “smoothness” or absence of disruption
in the curriculum over time
–Manifested in Jerome Bruner’s notion of the spiral
curriculum
–Curriculum should be organized according to the
interrelationships among the basic ideas and structures of
each major discipline
–For students to understand these ideas and structures,
“they should be developed and redeveloped in a spiral
fashion,” in increasing depth and breadth as students
advance through the school program
THREE WAYS OF APPROACHING A CURRICULUM
B. Curriculum as a Process
▪Curriculum is not seen as a physical thing or a noun, but as a
verb or an action;
▪Curriculum happens in the classroom as the questions asked by
the teacher and the learning activities engaged in by students;
▪While content provides materials on what to teach, the process
provides curriculum on how to teach the content; and
▪The intersection of the content and process is called the
Pedagogical Content Knowledge or PCK.
THREE WAYS OF APPROACHING A CURRICULUM
When curriculum is approached as a PROCESS, guiding principles
are presented:
1. Curriculum process in the form of teaching methods or
strategies are means to achieve the end;
2. There is no single best process or method. Its effectiveness will
depend on the desired learning outcomes, the learners,
support materials and the teacher;
3. Curriculum process should stimulate the learners’ desire to
develop the cognitive, affective, psychomotor domains in each
individual;
THREE WAYS OF APPROACHING A CURRICULUM
When curriculum is approached as a PROCESS, guiding principles
are presented:
4. In the choice of methods, learning and teaching styles should
be considered;
5. Every method or process should result to learning outcomes
which can be described as cognitive, affective and
psychomotor;
6. Flexibility in the use of the process or methods should be
considered. An effective process will always result to learning
outcomes; and
THREE WAYS OF APPROACHING A CURRICULUM
When curriculum is approached as a PROCESS, guiding
principles are presented:
7. Both teaching and learning are the two important
processes in the implementation of the curriculum.
THREE WAYS OF APPROACHING A CURRICULUM
C. Curriculum as a Product
▪Product is what the students desire to achieve as a
learning outcome;
▪The product from the curriculum is a student equipped
with the knowledge, skills and values to function
effectively and efficiently; and
▪The real purpose of education is to bring about the
significant changes in students’ pattern of behavior.
LESSON 3 CURRICULUM DEVELOPMENT:
PROCESSES & MODELS

Desired Learning Outcome:

❑Explain and summarize the curriculum
development process and models.
CURRICULUM DEVELOPMENT PROCESS

1. Curriculum planning
▪Considers the school vision, mission and goals;
▪It includes the philosophy or strong education
belief of the school; and
▪It will be translated to classroom desired learning
outcomes for the learners.
CURRICULUM DEVELOPMENT PROCESS
2. Curriculum designing
▪The way curriculum is conceptualized to include the
selection & organization of content, the selection &
organization of learning experiences or activities &
the selection of the assessment procedure & tools to
measure achieved learning outcomes.
▪Also includes the resources and the intended LOs.
CURRICULUM DEVELOPMENT PROCESS
3. Curriculum implementing
▪Putting into action the plan which is based on the
curriculum design in the classroom setting or the
learning environment.
▪It involves the activities that transpire in every
teacher’s classroom where learning becomes an
active process.
CURRICULUM DEVELOPMENT PROCESS
4. Curriculum evaluating
▪Determines the extent to which the desired outcomes
have been achieved;
▪This procedure is on-going as in finding out the progress
of learning (formative) or the mastery of learning
(summative); and
▪The result of evaluation is very important for decision
making of curriculum planners, and implementors.
CURRICULUM DEVELOPMENT PROCESS MODELS
▪Any significant change specifically in the society’s system always
requires a model.
▪Henson (2009) defines it as a set logical relationships, either
qualitative or quantitative, that will link together the relevant
features of the reality.
▪Models are used to represent events and event interactions in a
highly compact and illustrative manner.
▪Remember a model is not reality, it is like a painting or a story, it
is a visual or written description of someone’s perception of
reality; a model is intended to be a tool for thinking.
CURRICULUM DEVELOPMENT PROCESS MODELS
▪Models assist us to organize what we already know, they
help us see new relationships, and keep us from being
amazed by complexity of the subject.
▪At present, there is no adequate theory of education.
▪Curriculum theory is subtheory of educational theory and
curriculum models represent curriculum theory, it follows
then, that no curriculum model can be perfect.
 CURRICULUM DEVELOPMENT PROCESS MODELS
• The Aim Model – starts with objectives and moves in a single direction; consists of both
student activities and teacher activities, but no foundation elements and no philosophy
statement

• Hilda Taba’s Inverted Model – starts in the each choice

classroom with the teacher, as differentiated
with other models
– Step 1: diagnosing needs using a needs assessment
tool
– Step 2: formulating specific objectives
– Step 3: selecting content with a rational to support
– Step 4: organizing the content; beginning with the
simple topics, exploring them in greater depth, and
moving to the more difficult topics
– Step 5 and 6: selecting and organizing experiences
– Step 7: evaluating the unit continuously
– Step 8: checking for balance and sequence
 CURRICULUM DEVELOPMENT PROCESS MODELS
• Ralph Tyler’s Ends-Means Model – start – Learners/the students
by deciding what purposes the curriculum – Life in the community/society
is to have and then plan accordingly
– Subject matter/underlying structure
• Several ends (goals, objectives, and
– Philosophy
purposes) be identified by examining:
– Psychology
• Peter Oliva’s Models – simple, comprehensive, and systematic; inclusion of foundations,
societal and student needs
Component I – curriculum developers state
the aims of education and their
philosophical and psychological principles.
Component II – requires an analysis of the
needs of the community in which the school
is located, the needs of students served in
that community, and the exigency of the
subject matter that will be taught in the
given school.
Components III & IV – specifying goals
and objectives based on the specified
needs in components I & II.
Component V – organize & implement the
curriculum & to formulate & establish the
structure by which the curriculum will be
organized.
Components VI & VII – an
increasing level of specification is
sought; a distinction between goals
and objectives is visually portrayed.
Component VIII – chooses
instructional strategies for use with
students in the classroom.
Component IXA/IXB –
simultaneously, the curriculum worker
initiates the preliminary/final
selection of evaluation techniques.
Component X – the implementation
of instructional strategies.
USE OF THE MODEL

1. It offers a process for the complete development

of a school’s curriculum.
2. A faculty can focus on the curricular components
of the model (components I to V) to make
programmatic decisions.
3. A faculty can concentrate on the instructional
components (VI to XI).
SUMMARY OF THE OLIVA MODEL

1.The strength is its inclusion of

foundations; and
2.Includes societal and student needs,
which are also invaluable parts of
curriculum models.