Module 1: The Teacher
WHAT IS COMPETENCY?
 Competence is understood as excellent capability.
 Ability to perform or carry out defined tasks in a
particular context at a high level of excellence.
PROFESSIONAL COMPETENCY
1. Mastery of the subject
 The teacher must be the ones to be the most
knowledgeable character.
2. Professional training
 Helps reduce the gap by updating educators with the
latest trends and resources.
3. Knowledge of students’ mother tongue
 Language is a key to inclusion.
4. Attitudes toward professional growth
 Having a positive attitude allows people to gain
confidence and developed towards becoming a more
qualified professional.
5. Knowledge of psychology of learning
 Helps teacher to know that how learning takes place.
6. Skillful use of audio-visual aids
 Enable the teacher to make his lesson effective and
interesting.
7. Personality attributes
 Have a positive attitudes.
PERSONAL COMPETENCY
1. Establishing high but achievable expectations
 Believe that students should always strive to achieve
their best.
2. Encouraging a love for learning
 Teachers use a thoughtful approach that improves
students' motivation and creativity while helping
them establish strong relationship with peers.
3. Listening to others
 Helps teacher to make a more powerful connection
with students.
Module 2: The Philippine Professional Standards for Teachers (PPST) and The Types of
Curricula in Schools
WHAT IS PPST?
 Philippine Professional Standards for Teachers
(PPST) is a public statement of what teachers need
to know, value, and be able to do in their practice.
 PPST defines teacher quality in the Philippines. The
standards describe the expectations of teachers’
increasing levels of knowledge, practice and
professional engagement.
7 DOMAINS
Domain 1: Content Knowledge and Pedagogy
1. Content knowledge and its application within and
across curriculum areas
2. Research-based knowledge and principles of teaching
and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative
thinking, as well as other higher order thinking skills
6. Mother Tongue, Filipino and English in teaching and
learning
7. Classroom communication strategies
Domain 2: Learning Environment
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
4. Being flexible and capable to adjusting to a novel
situation
 Teachers are able to respond to the changing nature
of teaching and navigate a complex workplace.
5. Showing empathy
 Allows teacher to understand students' perspective,
read their nonverbal signals and react with concern
to students
6. Having a positive regards for students
 Leads to increased cooperation and engagement in
the classroom
THE TRAITS OF THE 21ST CENTURY OF
TEACHER
➢ Flexible and adaptive
The 21st century teacher is expected to be
flexible and adaptive enough to emerging
teaching/learning environments
➢ Lifelong learner
It is critical to understand why knowing thing is
no longer enough
➢ Tech-savvy
For the teacher, it calls for the readiness to try
out new technology devices and to discover the right
balance between old learning models and emerging
learning realities.
➢ Team leader and collaborator
Reflect the working environment in the real
world.
➢ Creative and Innovative
Help learners cultivate original thought and
imagination.
➢ Mentor and a Role Model
The teacher of the 21st century is meant to be
someone they can lean on, to model the responsible
citizen of the 21st century.
Domain 3: Diversity of Learners
1. Learners’ gender, needs, strengths, interests and
experiences
2. Learners’ linguistic, cultural, socioeconomic and
religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4: Curriculum and Planning
1. Planning and management of teaching and learning
process
2. Learning outcomes aligned with learning
competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5: Assessment and Reporting
1. Design, selection, organization and utilization of
assessment strategies
2. Monitoring and evaluation of learner progress and
achievement
3. Feedback to improve learning
4. Communication of learner needs, progress, and
achievement to key stakeholders
5. Use of assessment data to enhance teaching and
learning practices and programs
Domain 6: Community Linkages and Professional
Engagement
1. Establishment of learning environments that are
responsive to community contexts
2. Engagement of parents and the wider school
community in the educative process
3. Professional ethics
4. School policies and procedures
Domain 7: Personal Growth and Professional
Development
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve
practice
5. Professional development goals
TYPES OF CURRICULA IN SCHOOLS
What is Curriculum?
It refers to the lessons and academic content
taught in a school or in a specific course or program
1. Recommended Curriculum
A curriculum that is recommended by governing
bodies in education such as DepEd, CHED, and TESDA
and comes in the form of a memo or policy.
Module 3: The Teacher as a Knower of Curriculum
Curriculum from different points of view
a. Traditional View
b. Progressive View
Curriculum
➢ According to the New International Dictionary,
curriculum as the whole body of a course in an
educational institution or by a department.
➢ According to the Oxford English Dictionary,
curriculum as courses taught in schools or
universities.
➢ Curriculum is 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 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 produces and so forth. (Pratt,
1980)
➢ 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 and
terms of a framework of theory and research or past
and present professional practice.” (Hass, 1987)
➢ It is a plan that consist 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)
➢ 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)
2. Written Curriculum
A document-based curriculum in a form of
course of the study.
3. Taught Curriculum
Defined as that which teachers actually teach
day-by-day.
4. Supported Curriculum
Support materials that teachers need to make
learning and teaching meaningful.
5. Assessed Curriculum
An assessed curriculum is also known as a tested
curriculum. It refers to quizzes, tests and other kinds of
methods to measure students ' success. This can
encompass a number of different assessment techniques,
including presentations, a portfolio, a demonstration as
well as state and federal standardized tests.
6. Learned Curriculum
Refers to what students walk away with from a
course. This includes the subject matter and knowledge
they learned from a course, but it can also include
additional changes in attitude and emotional wellbeing
7. Hidden Curriculum
A curriculum that is recommended by governing
bodies in education such as Deped, CHED, and TESDA
and comes in the form of a memo or policy
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, Arithmetic)
should emphasized in the basic education while
liberal education should be 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.
Joseph Schwab thinks that the sole source of
curriculum is a discipline, thus the subject area 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.
Philip Phenix asserts that curriculum should consist
entirely of knowledge which comes from various
disciplines.
Traditional View
1. The are not active participants in the learning process.
2. It more passive.
3. The teacher are the source of information and the
students are graded based on their understanding of
subject matter.
4. 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 and Kenn Campbell viewed
curriculum as all experiences children have
under the guidance of teachers.
▪ Othaniel Smith, William Stanley and 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.
▪ Collin Marsh and 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.
Module 4: Approaches to School Curriculum Approaches to Curriculum
➢ Curriculum as content or body of knowledge
➢ Curriculum as product
➢ Curriculum as process
Curriculum as Content or Body of Knowledge
▪ set/collection of topics that the school and
teacher intend to teach and be learned.
▪ It is quite common for traditionalists to equate a
curriculum to a topic outline, subject matter, or
concepts to be included in the syllabus or a
book.
4 ways in Presenting the Content of Curriculum
❖ TOPICAL APPROACH - where much content is
based on knowledge, and experiences are included.
❖ CONCEPT APPROACH - with fewer topics in
clusters around major and sub-concepts and their
interaction, with relatedness emphasized.
❖ THEMATIC APPROACH - curriculum is seen
through themes and the underlying concepts where
topic are clustered together it integrates different
learning areas.
❖ MODULAR APPROACH - Topics clustered into
concepts then theme until it become the module we
use.
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.
❖ Validity - The authenticity of the subject matter
forms its validity. Knowledge becomes obsolete
with the fast-changing times.
❖ Utility - Usefulness of the content in the curriculum
is relative to the learners who are going to use these.
Utility can be relative to time.
❖ Learnability - The complexity of the content should
be within the range of experiences of the learners.
Appropriate organization of content standards and
sequencing of contents are two basic principles that
would influence learnability.
❖ Feasibility - Can the subject content be learned
withing the time allowed, resources available,
expertise of the teachers and the nature of the
learners? Are there contents of learning which can
be learned beyond the formal teaching- learning
engagement? Are there opportunities provided to
learn better.
❖ Interest- Will the learners take interest in the
content? Why? Are the contents meaningful? What
Curriculum as a Process
➢ Is seen as a scheme about the practice of teaching. It
is not a package of materials or a syllabus of content
to be covered.
➢ As a process, curriculum links to the content. While
content provides materials on what to teach, the
process provides curriculum on how to teach the
content.
➢ As a process, curriculum happens in the classroom
as the questions asked by the teacher and the
learning activities engaged in by the students. It is an
Progressive View
1. The learners are the active participants.
2. It is experiential curriculum.
3. Allowing the students to draw connections between
them together.
4. The teachers are the facilitator.
value will the contents have in the present and future
life of the learners?
Guide in Curriculum content selection
❖ Commonly used in the daily life.
❖ Appropriate to the maturity levels and abilities of the
learners.
❖ Valuable in meeting the needs and competencies of
the future career.
❖ Related to other subject fields or disciple for
complementation and integration
❖ Important in the transfer of learning to other
disciplines
Fundamental Principles for Curriculum Contents
▪ Palma, in 1952, proposed that the contents in the
curriculum should be guided by Balance,
Articulation, Sequence, Integration, Continuity
(BASIC)
▪ However, Hunkins and Ornstein (2018) added an
important element to it and became Balance,
Articulation, Sequence, Integration, Continuity,
Scope (BASICS)
Balance - Content should be fairly distributed in depth
and breadth. This will guarantee that significant contents
should be covered to avoid too much or too little of the
contents needed with in the time allocation
Articulation - As the content complexity progresses with
the educational levels, vertically or horizontally, across
the same discipline smooth connections or bridging
should be provided.
Sequence - The logical arrangement of the content refers
to sequence or order. This can be done vertically for
deepening the content or horizontally for broadening the
same content.
Integration - Content in the curriculum does not stand
alone or in isolation. It has some ways of relatedness or
connectedness to other contents. Contents should be
infused in other disciplines whenever possible.
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 and enhancement)
Scope - The breadth and depth of the curriculum content.
Scope consists of all contents, topics, learning
experiences comprising the curriculum (coverage). The
scope shall consider the cognitive level, affective domain
and psychomotor skills
active process with emphasis on the context in which
the processes occur.
➢ Instruction, Implementation, and Teaching
These three words connote the process in the
curriculum.
When curriculum is approached as a PROCESS,
guiding principles are presented.
1. Curriculum processes 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.
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.
7. Both teaching and learning are the two important
processes in the implementation of the curriculum.
MODULE 5: Curriculum Components and Approaches
What is Curriculum Development?
➢ It involves or focuses the implementation of
different types of instructional strategies and
organizational methods that are focused on
achieving optimal student development and student
learning outcomes.
What is Curriculum Development Process?
➢ It is a dynamic process involving many different
people and procedures. Development connotes
changes which is systematic.
➢ It will systematically organizes:
▪ What will be taught?
▪ Who will be taught?
▪ How will be taught
Four Phases in Curriculum Development Process
1. Curriculum Planning
The planning phase lays the foundation for all of
the curriculum development steps. The steps in this
phase include:
a. Identify Issue/Problem/Need The need for
curriculum development usually emerges
from a concern about a major issue or
problem of one or more target audience.
b. Form Curriculum Development Team
c. Conduct needs Assessment and Analysis.
2. Curriculum Designing
Way curriculum is conceptualized to include the
selection of:
a. Intended outcome
b. Content
c. Design Experiential Method
3. Curriculum Implementing
4. Curriculum Evaluation
Curriculum Models
➢ A curriculum model is the guideline used when
creating subject and instruction guides. Explore the
basics of what makes up a curriculum model and
learn about the widely acknowledged product and
process models.
➢ Before determining what goes into the guide, it is
necessary to determine what type of curriculum
guide to use. A curriculum guide can have several
different formats, or models. A curriculum model,
then, is the tool that helps those who write and
develop curriculum guides. They provide a reason
for the choices made in teaching.
Down-Top model (Hilda Taba)
➢ Hilda Taba is the developer of this model of
learning.
Curriculum as a Product
➢ Besides viewing curriculum as content that is to be
transmitted, or process that gives action using the
content, it has also been viewed as a product. In
other words, product is what the students desire to
achieve as learning outcomes.
➢ Curriculum product is expressed in the form of
outcomes which are referred to as the achieved
learning outcomes. There may be several desired
learning outcomes, but if the process is not
successful, then no learning outcomes will be
achieved.
➢ When the product is quality across an entire class,
you know that you have done your job as an art
educator. The students have learned in the process
and as a result created a great product.
➢ Taba believed that there is a definite logical and
sequential order in creating a curriculum.
➢ She promotes the “Down-Top model” or Grassroots
approach.
➢ Taba defines ‘curriculum’ as a document containing
a statement of the aims and of the specific
objectives; it indicates some selection and
organization of content; it either implies or manifests
certain patters of learning and teaching.
Steps of Hilda Taba model of Curriculum Development
1. Diagnosis of Learners’ Needs
2. Formulation of Objectives
3. Selection of the Content
4. Organization of the Content
5. Selection of Learning Experiences
6. Organization of Learning Activities
7. Evaluation
The Tyler Model (Ralph Tyler)
➢ The Tyler Model, developed by Ralph Tyler in the
1940’s, is the quintessential prototype of curriculum
development in the scientific approach.
➢ The brilliance of Tyler’s model is that it was one of
the first models and it was and still is a highly
simple model consisting of four steps.
1. Determine the school’s purposes (objectives)
2. Identify educational experiences related to
purpose
3. Organize the experiences
4. Evaluate the purposes
The Saylor and Alexander Model (Galen Saylor and
William Alexander)
➢ Galen Saylor and William Alexander (1974) viewed
curriculum development as consisting of four steps.
1. Goals, Objectives and Domains: The model
indicates that curriculum planners begin by
specifying the major educational goals and specific
objectives.
2. Curriculum Designing: Once the goals objectives
and domains have been established planners move
into the process of designing the curriculum.
3. Curriculum Implementation: After the designs have
been created the next step is implementation of the
designs by teachers.
4. Evaluation: Finally, curriculum planner and teachers
engage in evaluation.
➢ According to them, 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"
Oliva Model (Peter F. Oliva)
➢ Oliva's Model is more complex than other
curriculum models consisting of 12 components that
include both the planning and operational phases of
curriculum development.
12 Components of Oliva Model
1. Specification of instructional goals and objectives for
each level taught. Instructional goals and objectives are
stated.
2. Instructional strategies are implemented with students
in the classroom.
3. Planning ahead to consider ways to assess
achievement.
4. Instructional phase allows for reflection on
instructional strategies and selection of the tool to
measure student performance.
5. Evaluation of instruction
6. Evaluation of the curriculum
7. Aims of education, philosophical, and psychological
principles are stated
8. Needs of the community, students, and the subject
matter are analyzed
9. Curriculum goals are specified
10. Curriculum objectives are specified
11. Curriculum is organized and implemented.
Module 6: Foundation of Curriculum
Foundations of curriculum are the considerations
of educational programs and policies in the light of an
interdisciplinary endeavor involving philosophical,
psychological, sociological, and historical,
understandings.
Philosophical Foundation
➢ Curriculum decisions involve a wide range of
considerations that anchor on several issues in
education
➢ Philosophy helps us to handle our own personal
system of beliefs and values, that is, the way and
manner that we perceive the world around us and
how we actually define what is important to us.
➢ The various philosophical thoughts that influence
curriculum are perennialism, essentialism,
progressivism and reconstructionism.
Perennialism
The educational philosophy suggesting that nature-
including human nature- is constant and schools should
teach content and topics that have withstood the test of
time.
➢ Aim: To educate the rational person; cultivate
intellect
➢ Role: Teachers assist students to think with
reason (critical thinking HOSTS)
➢ Focus: Classical subjects, literary
analysis. Curriculum is enduring
➢ Trends: Use of great books (Bible, Koran,
Classics) and Liberal Arts
Essentialism
The educational philosophy suggesting that specific
knowledge and skills exist that all people should possess.
➢ Aim: To promote intellectual growth of learners
to become competent
➢ Role: Teachers are sole authorities in the subject
area
➢ Focus: Essential skills of 3R’s; essential subjects
➢ Trends: Back to basics, Excellence in education,
cultural literacy
12 Specification of instructional goals and objectives for
each level taught. Instructional goals and objectives are
stated.
➢ This model is based on goals/objectives, curriculum
design/implementation/evaluation, and revision.
➢ This model takes into account not only the sources
of curriculum, but also the evaluation and the
instruction of the curriculum.
Oliva’s model is Prescriptive
The Oliva Model should be considered as a
prescriptive model because it allows, "the developer to
achieve desired outcomes in a more controlled manner"
(Gordon, Oliva, Taylor, 2019).
Oliva’s model is Linear
Oliva's Model suggests a sequential progression
through the 12 components. "The term linear applies to a
model whose steps proceed in a more or less sequential,
straight-line method from beginning to end. Although
there is a built-in mechanism for continuous revisions,
the order of the progression through the steps remains
constant.
Oliva’s model is Deductive
The Oliva Model is deductive because it
proceeds from general, the needs of the community, to
the specific, the subject matter that will be taught.
Progressivism
An educational philosophy emphasizing real-world
problem solving and individual development
➢ 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
Reconstructionism
An educational philosophy asserting that schools,
teachers, and student should take the lead in addressing
social problems.
➢ 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 curricular reform, Global
education, Collaboration and Convergence,
Standards and Competencies
Historical Foundations
➢ History is the creation resulting from human
activities through participating in different events.
➢ It is important to understand the influence of history
on curriculum because there are many competing
visions of teaching and learning that affect
curriculum today.
➢ The following persons are contributed in Historical
Foundation:
Franklin Bobbit (1876-1956)
▪ He started the curriculum development movement.
▪ Curriculum is a science that emphasizes students’
needs.
▪ Curriculum prepares learners for adult life.
▪ Objectives and activities should group together when
tasks are clarified.
Werrett Charters (1875-1952)
▪ Like Bobbit, he posited that curriculum is science
and emphasizes students’ needs.
▪ Objectives and activities should match. Subject
matter or content relates to objectives.
William Kilpatrick (1875-1952)
▪ Curricula are purposeful activities which are child-
centered.
▪ The purpose of the curriculum is child development
and growth.
▪ He introduced this project method where teacher and
student plan the activities.
▪ Curriculum develops social relationships and small
group instruction.
Harrold Rugg (1886-1960)
▪ Curriculum should develop the whole child. It is
child-centered.
▪ With the statement of objectives and related learning
activities, curriculum should produce outcomes.
▪ Emphasized social studies and suggested that the
teacher plans curriculum in advance.
Hollis Caswell (1901-1989)
▪ Curriculum is organized around social functions of
themes organized knowledge and learner’s interest.
▪ Curriculum, instruction and learning are interrelated.
▪ Curriculum is a set of experiences. Subject matter is
developed around social functions and learners’
interests.
Ralph Tyler (1902-1994)
▪ Curriculum is a science and an extension of schools’
philosophy. It is based on 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.
Hilda Taba (1902-1967)
▪ She contributed to the theoretical and pedagogical
foundations of concepts development and critical
thinking in social studies curriculum.
▪ She helped lay the foundation for diverse student
population.
Peter Oliva (1992-2012)
▪ He described how curriculum change is a
cooperative endeavor.
▪ Teachers and curriculum specialist constitute the
professional core of planners.
▪ Significant improvement is achieved through group
activity.
Psychological Foundations
➢ Educational Psychology as a discipline advances
principles of teaching and learning that influence
teacher-student behavior within the context of the
curriculum
➢ Psychology in general and educational psychology
in particular contributes to appropriate decision
making in curriculum regarding selection and
organization of appropriate objectives, learning
experiences and methods of evaluation as well as
decisions regarding the scope of the curriculum.
Learning Theories
❖ Behaviorism or Association theories
❖ Cognitive – information processing theories
❖ Humanistic theories
Behaviorism or Association theory
Education in the 20th century was dominated by
behaviorism. The mastery of the subject matter is given
more emphasis.
➢ The following persons are contributed in Historical
Foundation
Ivan Pavlov (1849-1936)
▪ He is the father of classical conditioning theory, the
S-R theory.
▪ The key to learning is early years of life is to train
them what you want them to become.
▪ S-R theory is a foundation of learning practice called
indoctrination.
Edward Thorndike (1874-1949)
▪ He championed the connectionism theory.
▪ He proposed the three laws of learning:
• Law of Readiness - This principle states that
motivation is needed to develop an
association or display changed behavior.
• Law of Exercise - This principle states that
the S-R connection is strengthened by use
and weakened with disuse
• Law of Effect - Learning experiences and
other activities must be meaningful and
understandable in terms of the personal life
of the learners
▪ Specific stimulus has specific response.
Robert Gagne (1916-2002)
▪ He proposed the Hierarchical Learning Theory.
Learning follows a hierarchy.
▪ Behavior is based on prerequisite conditions.
▪ He introduced tasking in the formulation of
objectives
Cognitive-information processing theory
Cognitive theorists focus on how individuals
process information, monitor and manage their thinking.
Jean Piaget (1896-1980)
➢ Theories of Jean Piaget
1. Cognitive development has stages from birth to
maturity:
Sensory motor stage (0- 2), preoperational stage
(2-7), concrete operation stage (7- 11) and formal
operations (11- onwards)
➢ Keys to learning
1. Assimilation
2. Accommodation
3. Equilibration
Lev Vygotsky (1896-1934)
➢ Theories of Lev Vygotsky
1. Cultural transmission and development
2. Learning precedes development
3. Sociocultural development theory
➢ Keys to Learning
1. Pedagogy creates learning processes that lead to
development
2. The child is an active agent in his or her
educational process
Howard Gardner
➢ Gardner’s multiple intelligences
▪ Humans have several different ways of
processing information and these ways are
relatively independent of one another
▪ There are eight intelligences: Linguistic, logico-
mathematical, musical, spatial, bodily or
kinesthetic, interpersonal, intrapersonal, and
naturalistic.
DANIEL GOLEMAN
▪ Emotion contains the power to affect action.
▪ He called this emotional quotient.
Humanistic Theory
➢ This theory is concerned with the development of
human potential.
➢ In this theory, curriculum is after the process, not the
product; focuses on personal needs, not on the
subject matter; and clarifying psychological
meanings and environmental situations.
Social Foundations
➢ Schools are part and parcel of society and exist for
society. Society influences society through its
curriculum. Schools, through their teaching of the
curriculum, can shape and mold society and society
in turn can impact the curriculum.
➢ Knowing the social foundations of curriculum is
crucial in making decisions about what should be
included in the curriculum and eventually what
happens in the classroom.
Module 7: Crafting the Curriculum
Ten Axioms of Curriculum Design
1. Curriculum change is inevitable, necessary, and
desirable.
2. Curriculum is a product of its time.
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes.
4. Curriculum change depends on people who will
implement the change.
5. Curriculum changes is a cooperative group activity.
6. Curriculum development is a decision- making
process made from choices of alternatives.
7. Curriculum development is an ongoing process.
8. Curriculum development is more effective if it is a
comprehensive process, rather than a "piecemeal".
9. Curriculum development is more effective when it
follows a systematic process.
10. Curriculum development starts from where the
curriculum is.
Elements or Components of Curriculum Design
There are many labels or names for curriculum design.
Some would call it a syllabus, or a lesson plan. Lesson
plan as a miniscule curriculum.
For a Lesson Plan includes:
I. Behavioral Objectives or Intended Learning Outcomes
➢ The objectives or intended learning outcomes
are the reasons for the undertaking the learning
lesson from the student’s point of view. As a
curriculum designer, the beginning of the
learning journey is the learning outcomes to be
achieved.
➢ The statement should be SMART: Specific,
Measurable, Attainable, Result Oriented and
Time Bound.
II. Subject Matter/Content
➢ The content of the lesson or the unit is the topics
or subject matter that will be covered. In
selecting content, you should bear in mind the ff.
principles:
a.) Subject matter should be relevant to the
outcomes of the curriculum. An effective
curriculum is purposive, clearly focused on the
planned learning outcomes.
b.) Subject matter should be appropriate to the
level of the lesson or unit. An effective
curriculum is progressive, leading students
towards building on previous lessons. Contents
Schools And Society
❖ Society as a source of change
❖ Schools as agents of change
❖ Knowledge as an agent of change
John Dewey (1859-1952)
➢ Considered two fundamental elements- schools and
civil society- to be major topics needing attention
and reconstruction to encourage experimental
intelligence and plurality.
Alvin Toffler
➢ Wrote the book Future Shock
➢ Believed that knowledge should prepare students for
the future.
➢ Suggested that in the future, parents must have the
resources to teach prescribe curriculum from home
as a result of technology, not in spite of it. (Home
Schooling)
➢ Foresaw schools and students work creatively,
collaboratively, and independent of their age.
which are too basic or too advanced for the
development levels of learners make students
either bored or baffled and affect their
motivation to learn.
c.) Subject matter should be up to date and, if
possible, should reflect current knowledge and
concepts.
III. References
➢ The references follow the content. It tells where
the content or subject matter has been taken. The
reference maybe a book, a module, or any
publication. It must bear the author of the
material and if possible, the publications.
IV. Teaching and Learning Methods
➢ These are the activities where the learners derive
experiences. The teaching-learning methods
should allow cooperation, competition as well as
individualism or independent learning among
the students.
V. Assessment/Evaluation
➢ Learning occurs most effectively when students
receive feedback. The process by which this
information is generated is assessment. It has
three main forms:
a.) Self-assessment, through which a student
learns to monitor and evaluate their own
learning.
b.) Peer assessment, in which students provide
feedback on each other’s learning.
c.) Teacher assessment, in which the teacher
prepares and administers tests and gives
feedback on the student’s performance.
Assessment may be:
Formative - providing feedback to help the student learn
more
Summative - expressing a judgment on the student’s
achievement by reference to stated criteria
Application of other Concepts to other Curriculum
Design
Major Components of a Course Design/Syllabus:
1. Intended Outcomes (Objectives)
2. Content/Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment
 Module 8: Approaches to Curriculum Design
Six Features of Curriculum
1. The Teacher
➢ Quality education requires quality teacher
➢ With the advances in communication
technology, good teachers are needed to sort out
the information from the data that surround the
learners.
➢ The right individuals who are expected to be
recruited are those with excellent and relevant
preparation.
➢ These teachers should be given support with
their continuing development in order to keep
abreast with the changing demands of a learning
society.
2. The Learners
➢ The learners are at the center stage in the
educative process.
➢ 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 intelligences at his own pace.
➢ Their needs should be addressed and be met.
3. Knowledge, Skills and Values
➢ It should be remembered that what students
learn will be 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.
4. Strategies and Methods
➢ For teachers to teach effectively, they must use
appropriate methodologies, approaches and
strategies “capped with compassionate and
winsome nature”.
➢ Situations should be created to encourage
learners to use higher order thinking skills.
➢ Good teachers utilize information derived from
assessment to improve teaching and learning and
adopt a culture of excellence.
5. Performance
➢ A curriculum should be clear at the beginning
with what knowledge, skills and values should
be developed by the learners.
➢ At the end of the teaching act, it is necessary to
find out if the objectives set were accomplished.
➢ Performance is a feature of a curriculum that
should be given emphasis.
6. Community Partners
➢ While teachers are the focal point in the learning
process, they must draw upon the resources of
their environment and of their partners to be
effective.
➢ Partnership is a means and not an end to be
pursued in itself.
➢ However, as society changes, teachers will have
a new beginning, an opportunity to recast their
role in their communities, to change their
attitude to their communities, to change the
attitude of their communities and societies about
them.
Approaches To Curriculum Design
1. Subject Centered Design
➢ Focuses on the content of the curriculum
➢ Corresponds mostly to the textbook
➢ Aims for excellence in the subject matter
➢ The following persons are contributed in
Historical Foundation
Variation
Subject Design
❖ The traditional approach to teaching and
learning
❖ The oldest and most familiar design for all
people
❖ Learning is compartmentalized.
Discipline Design
❖ Focuses on Academic Disciplines
❖ Used in college than in elementary and
secondary
Correlation Design
❖ Links separate subject design from a core to a
variety of subjects
Interdisciplinary Design
❖ Sometimes called Holistic Curriculum
❖ A variation of the subject-centered design
❖ Made to cure compartmentalization
2. Learner-Centered Design
➢ Emphasizes on the elementary level
Child-Centered
❖ Anchored on the needs and interests of the child
❖ Learners interact with teachers and the
environment
Experience-Centered
❖ Experiences of the learners become the starting
point of the curriculum
❖ Learners are made to choose from various
activities that the teacher provides
❖ Learners are empowered to shape their own
learning from different opportunities.
Humanistic Design
❖ Stresses the whole person and the integration of
thinking, feeling and doing
❖ Stresses the development of positive self-
concept and interpersonal skills
3. Problem Centered Design
➢ Deals with the social problems, needs, interests
and abilities of learners
➢ Content cuts across subject boundaries and must
be based on the needs, concerns and abilities of
students
Life-Situations Design
❖ The contents are organized in ways that allow
students to clearly view problem areas
❖ Emphasizes on activities that sustain life,
enhance life, aid in rearing children, maintain
individual's social and political relations and
enhance leisure, tasks and feelings.
Core-Problem Design
❖ Centers on general education and the problems
are based on the common human activities
❖ It includes common needs, problems, concerns
of the learners