Professional Documents
Culture Documents
The Teacher and The School Curriculum
The Teacher and The School Curriculum
The Teacher and The School Curriculum
2. Written Curriculum
- syllabi
- modules
- books
- instructional guides
- lesson plans
-k to 12 for Philippine Basic Education
Types of Curriculum (cont.)
2. Curriculum as a Process
3. Curriculum as a Product
CRITERIA IN THE SELECTION OF CONTENT
1. Significance
2. Validity
3. Utility
4. Learnability
5. Feasibility
6. Interest
Fundamental Principles for
Curriculum Content
1. Balance – fairly distributed in depth and breadth
2. Articulation – smooth connections or bridging
should be provided
3. Sequence – logical arrangement of the content
4. Integration – Content in the curriculum does not
stand alone or in isolation
5. Continuity – it should continuously flow as it was
before, to where it is now, and where it will be in the
future
6. Scope – breadth and depth of the curriculum
Curriculum as a Process-Guiding Principles
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.
4. In the choice of methods, learning and teaching
styles should be considered.
Curriculum as a Process-Guiding Principles
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.
Curriculum Development Process
1. Curriculum Planning – consider philosophy, vision,
mission, goals
2. Curriculum Designing – how curriculum is
conceptualized – selection and organization of
content, learning experiences, assessment
procedure
3. Curriculum Implementing – putting into action the
plan
4. Curriculum Evaluating – determining the extent to
which the desired outcomes have been achieved
Curriculum Development
Process Models
1. Ralph Tyler Model: Four Basic Principles
a. What education purposes should schools seek to
attain?
b. What educational experiences can be provided
that are likely to attain these purposes?
c. How can these educational experiences be
effectively organized?
d. How can we determine whether these purposes
are being attained or not? (evaluation)
Curriculum Development
Process Models (Cont.)
1. Emile Durkheim
2. Alvin Toffler
Other Theorists
3. Paolo Freire
4. John Goodlad
5. William Pinar
FOUNDATIONS OF CURRICULUM
Philosophical – Educators, teachers, educational
planners and policy makers must have a philosophy
or strong belief about education schooling and the
kind of curriculum in the teacher’s classrooms or
learning environment. The various activities in school
are influenced in one way or another by a
philosophy.
Historical – Where is curriculum development
coming from? The historical foundations will show to
us the chronological development along a time line.
PSYCHOLOGICAL FOUNDATION
* PSYCHOLOGISTS ARE CONCERNED WITH HOW
LEARNERS CAN DEVELOP THEIR HUMAN
POTENTIAL; THE PROCESS NOT THE PRODUCTS,
PERSONAL NEEDS NOT THE SUBJECT MATTER,
PSYCHOLOGICAL MEANING AND
ENVIRONMENTAL SITUATIONS.
• THE PSYCHOLOGICAL FOUNDATIONS WILL HELP
CURRICULUM MAKERS IN NURTURING A MORE
ADVANCED, MORE COMPREHENSIVE AND
COMPLETE HUMAN LEARNING.
• Learning Theories: Behaviorism, Cognitivism,
Humanism
Peter Oliva’s 10 axioms for
curriculum designers
1. Curriculum change is inevitable, necessary and
desirable.
2. Curriculum is a product of it’s 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 development is a cooperative group
activity
6. Curriculum development is a decision-making process
made from choices or alternatives
10 AXIOMS (CONT.)
A. Motivation
B. Presentation
C. Lesson proper
D. Generalization
E. Application
PARTS OF A LESSON PLAN (CONT.)
IV. Evaluation
V. Assignment/Homework
5 E’s
Engage
Explore
Explain
Elaborate
Evaluate
I. Intended Learning Outcomes
Begin with the end in view
Expressed in action words (Bloom, Andersen, Krathwol,
Simpson)
SMART
1. Subject-Centered Design
Focuses on the content of the curriculum
The content that is found in the different subjects
2. Learner-Centered Design
Focuses on the learner. The learner is the center of the
educative process.
3. Problem-Centered Design
Focuses on social problems, needs, interest and abilities
of the learner like those that center on life situations,
contemporary life problems, etc.
APPROACHES TO CURRICULUM
DESIGN MODELS