‭ ilda Taba's Seven Major Steps in Curriculum‬
H
‭Development:‬
‭ED 108‬
‭1.‬ D
‭Chapter 1: Understanding the Curriculum‬
‭Curriculum from Different Points of View:‬
‭1.‬ ‭Traditional View:‬
‭○‬ ‭Curriculum seen as a body of subjects or‬
‭subject matter prepared by teachers.‬
‭○‬ ‭Emphasizes basic education on grammar,‬
‭reading, mathematics, and liberal arts in‬
‭college.‬
‭2.‬ ‭Progressive View:‬
‭○‬ ‭Defines curriculum as total learning‬
‭experiences of individuals.‬
‭○‬ ‭Stresses actualization by learners and‬
‭holistic development.‬
‭3.‬ ‭Current Perspective:‬
‭○‬ ‭Curriculum is dynamic, influenced by diverse‬
‭interpretations and experiences.‬
‭○‬ ‭Reflects evolving models of thought,‬
‭pedagogies, and cultural influences in‬
‭defining curriculum.‬
‭Types of Curriculum Operating in Schools:‬
‭Ralph Tyler Model: Four Basic Principles‬
‭1.‬ ‭Recommended Curriculum:‬
‭1.‬ ‭Educational Purposes:‬
‭○‬ ‭What educational goals should the school‬
‭aim to achieve?‬
‭2.‬ ‭Educational Experiences:‬
‭○‬ ‭Which learning experiences can help‬
‭achieve these goals?‬
‭3.‬ ‭Organization of Experiences:‬
‭○‬ ‭How should these educational experiences‬
‭be structured and organized?‬
‭4.‬ ‭Evaluation of Purposes:‬
‭○‬ ‭How can the effectiveness of the curriculum‬
‭in achieving its goals be assessed?‬
‭In summary, Tyler’s Model show that in curriculum‬
‭development, the following considerations should be made:‬
‭(1) Purpose of the school, (2) Educational experiences‬
‭related to the purposes, (3) Organization of the experiences,‬
‭and (4) Evaluation of the experiences.‬
‭ iagnosis of Learner's Needs and Society's‬
‭Expectations:‬
‭○‬ ‭Identify the needs of learners and‬
‭expectations of the larger society.‬
‭2.‬ ‭Formulation of Learning Objectives:‬
‭○‬ ‭Define clear and measurable learning‬
‭objectives aligned with identified needs.‬
‭3.‬ ‭Selection of Learning Content:‬
‭○‬ ‭Choose relevant and appropriate content to‬
‭support the learning objectives.‬
‭4.‬ ‭Organization of Learning Content:‬
‭○‬ ‭Structure and sequence the content in a‬
‭logical and coherent manner.‬
‭5.‬ ‭Selection of Learning Experiences:‬
‭○‬ ‭Determine the activities and experiences‬
‭that will facilitate learning.‬
‭6.‬ ‭Organization of Learning Activities:‬
‭○‬ ‭Arrange and plan the activities to engage‬
‭learners effectively.‬
‭7.‬ ‭Determination of Evaluation Methods:‬
‭○‬ ‭Establish assessment methods to measure‬
‭the achievement of learning objectives.‬
‭○‬ ‭Proposed by scholars and professional‬
‭organizations.‬
‭2.‬ ‭Written Curriculum:‬
‭○‬ ‭Appears in school, district, division, or‬
‭country documents.‬
‭3.‬ ‭Taught Curriculum:‬
‭○‬ ‭What teachers implement or deliver in‬
‭classrooms and schools.‬
‭4.‬ ‭Supported Curriculum:‬
‭○‬ ‭Resources like textbooks, computers, and‬
‭audio-visual materials that aid curriculum‬
‭implementation.‬
‭5.‬ ‭Assessed Curriculum:‬
‭○‬ ‭Curriculum components that are tested and‬
‭evaluated.‬
‭6.‬ ‭Learned Curriculum:‬
‭○‬ ‭Refers to the actual learning outcomes‬
‭achieved by students.‬
‭7.‬ ‭Hidden Curriculum:‬
‭1‬
 ‭○‬ U
‭ nintended curriculum influencing behavior‬ ‭B. Essentialism:‬
‭and learning outcomes.‬
‭●‬ A ‭ im of Education: Promote intellectual growth and‬
‭educate competent individuals.‬
‭Major Foundations of Curriculum:‬ ‭●‬ ‭Role of Education: Teachers as sole authorities in‬
‭their subject areas.‬
‭1.‬ ‭Philosophical Foundation:‬
‭●‬ ‭Focus in the Curriculum: Essential skills (3R's) and‬
‭○‬ ‭Concerned with the underlying beliefs and‬
‭subjects like English, Science, History, Math, and‬
‭values shaping the curriculum.‬
‭Foreign Language.‬
‭2.‬ ‭Historical Foundation:‬
‭●‬ ‭Curricular Trends: Emphasis on back-to-basics‬
‭○‬ ‭Examines the historical context and‬
‭education and cultural literacy.‬
‭evolution of educational practices.‬
‭3.‬ ‭Psychological Foundation:‬
‭○‬ ‭Focuses on the psychological principles‬ ‭C. Progressivism:‬
‭influencing teaching and learning.‬
‭●‬ A ‭ im of Education: Promote democratic and social‬
‭4.‬ ‭Social Foundation:‬
‭living.‬
‭○‬ ‭Considers societal influences and cultural‬
‭●‬ ‭Role of Education: Knowledge leads to growth and‬
‭factors impacting curriculum development.‬
‭development of lifelong learners.‬
‭These foundations provide the basis for understanding and‬
‭●‬ ‭Focus in the Curriculum: Interdisciplinary,‬
‭shaping curriculum design and implementation.‬
‭integrative, and interactive subjects based on‬
‭student interests.‬
‭ yler's View of Philosophy In Relation to School‬
T ‭●‬ ‭Curriculum Trends: School reforms, relevant and‬
‭Purposes:‬ ‭contextualized curriculum, humanistic education.‬

‭●‬ R ‭ alph Tyler's framework positions philosophy as one‬

‭of the five criteria in selecting educational purposes.‬
‭●‬ ‭Philosophy plays a crucial role in guiding and‬
‭shaping the goals and objectives of the school‬
‭curriculum.‬
‭●‬ ‭Tyler emphasizes the importance of aligning‬
‭philosophical principles with educational purposes to‬
‭drive effective curriculum development and‬
‭implementation.‬
‭ ducational Philosophies and Their Relation to‬
E ‭curriculum.‬
‭Curriculum:‬
‭A. Perennialism:‬
‭●‬ A ‭ ims of Education: Cultivate the intellect and‬
‭educate the rational person.‬
‭●‬ ‭Role of Education: Teachers help students think with‬
‭reason.‬
‭●‬ ‭Focus in the Curriculum: Classical subjects and‬
‭literary analysis, emphasizing traditional values.‬
‭●‬ ‭Curricular Trends: Use of great books and a return‬
‭to liberal arts.‬
‭D. Reconstructionism:‬
‭●‬ A ‭ im of Education: Improve and reconstruct society‬
‭through education for change.‬
‭●‬ ‭Role of Education: Teachers as agents of change‬
‭and reform.‬
‭●‬ ‭Focus in the Curriculum: Addressing present and‬
‭future trends and national/international issues.‬
‭●‬ ‭Curricular Trends: Emphasis on societal change and‬
‭addressing contemporary challenges in the‬
‭Historical Foundations of Curriculum:‬
‭●‬ I‭mportance: Understanding the historical foundations‬
‭of curriculum provides insights into the evolution and‬
‭development of educational practices.‬
‭●‬ ‭Beginning: Curriculum as a field is relatively new,‬
‭with its origins traced back to 1918 with Franklin‬
‭Bobbit's book "The Curriculum."‬
‭●‬ ‭Major Foundations: Include philosophical, historical,‬
‭psychological, and social aspects.‬
‭●‬ ‭Significance: Historical context influences the‬
‭purposes, principles, and content of the curriculum.‬

‭2‬
 ‭●‬ I‭nfluence: Changes in curriculum are driven by‬
‭educational philosophy, psychology, and‬
‭pedagogical theories, reflecting an ever-changing‬
‭landscape of knowledge and content integration‬
‭from various disciplines‬
‭Curriculum Theorists and Their Historical Perspectives:‬
‭1.‬ ‭Franklin Bobbit (1876-1956):‬
‭ heories in Learning Related to Clusters of Learning‬
T
‭○‬ ‭View: Curriculum as a science emphasizing‬
‭Theories:‬
‭students' needs and preparing them for‬
‭adult life.‬
‭○‬ ‭Approach: Objectives and activities should‬
‭be sequenced and classified for effective‬
‭instruction.‬
‭2.‬ ‭Werret Charters (1875-1952):‬
‭○‬ ‭View: Curriculum as a science focusing on‬
‭students' needs.‬
‭○‬ ‭Approach: Listing objectives and matching‬
‭them with activities to ensure content‬
‭relevance and teacher planning.‬
‭3.‬ ‭William Kilpatrick (1871-1965):‬
‭○‬ ‭View: Curriculum as purposeful activities‬
‭centered on child development.‬
‭○‬ ‭Approach: Introduced the project method‬
‭where teachers and students plan activities‬
‭for social relationships and growth.‬
‭4.‬ ‭Ralph W. Tyler (1902-1994):‬
‭○‬ ‭View: Curriculum as a science and‬
‭extension of the school's philosophy.‬
‭○‬ ‭Approach: Emphasized student needs and‬
‭interests, organizing subject matter around‬
‭knowledge, skills, and values for‬
‭problem-solving and educating generalists.‬
‭Psychological Foundation of Education:‬
‭●‬ P ‭ urpose: Provides the basis for the teaching and‬
‭learning process.‬
‭●‬ ‭Key Elements: Unifies elements of the learning‬
‭process and addresses questions related to‬
‭curriculum organization and student participation.‬
‭●‬ ‭Learning Theories: Includes behaviorism,‬
‭Social Foundations of Education:‬
‭cognitive-information processing, and humanistic‬
‭theories.‬
‭●‬ ‭Humanistic Psychology: Focuses on the wholeness‬
‭of the problem, self-actualization, and non-directive‬
‭lives.‬
‭●‬ I‭mpact on Curriculum: Emphasizes the process over‬
‭products, personal needs over subject matter, and‬
‭psychological meaning in environmental contexts.‬
‭●‬ ‭Influence: Acknowledges learners as biological‬
‭beings influenced by biology and culture, guiding‬
‭curriculum makers towards nurturing comprehensive‬
‭human learning.‬
‭1.‬ ‭Behaviorist Psychology:‬
‭○‬ ‭Key Theorists: Edward Thorndike, Ivan‬
‭Pavlov, B.F. Skinner, Albert Bandura, Robert‬
‭Gagne.‬
‭○‬ ‭Focus: Observable behavior, classical and‬
‭operant conditioning, modeling, and‬
‭hierarchical learning.‬
‭○‬ ‭Learning Outcomes: Intellectual skills,‬
‭knowledge, cognitive strategies, motor skills,‬
‭attitudes, and emotions.‬
‭2.‬ ‭Cognitive Psychology:‬
‭○‬ ‭Key Theorists: Jean Piaget, Lev Vygotsky,‬
‭Howard Gardener, Felder and Silverman,‬
‭Daniel Goleman.‬
‭○‬ ‭Focus: Unobservable mental processes,‬
‭meaningful learning, cognitive development‬
‭stages, multiple intelligences, learning‬
‭styles, emotional intelligences.‬
‭○‬ ‭Approach: Emphasizes logical methods for‬
‭organizing and interpreting learning,‬
‭problem-solving, reflective and creative‬
‭thinking.‬
‭3.‬ ‭Humanistic Psychology:‬
‭○‬ ‭Key Theorists: Gestalt psychologists.‬
‭○‬ ‭Focus: Human potential development,‬
‭self-actualization, and holistic learning.‬
‭○‬ ‭Approach: Views learning in terms of‬
‭wholeness, learner-centered approaches,‬
‭and meaningful learning through cognitive‬
‭models.‬
‭●‬ C ‭ ontext: Schools exist within the societal culture,‬
‭reflecting and shaping societal values.‬
‭●‬ ‭Influence: School structures, organization, and‬
‭curricula mirror cultural views and values.‬
‭3‬
 ‭●‬ P ‭ urpose: Schools aim to help understand and adapt‬
‭to societal changes.‬
‭●‬ ‭Challenge: Schools are seen as conservative‬
‭institutions lagging behind as agents of change.‬
‭●‬ ‭Relevance: Curricula should address diversity,‬
‭knowledge explosions, reforms, and education for‬
‭all.‬
‭●‬ ‭Mutual Relationship: Curriculum and society‬
‭influence each other, reflecting and preserving‬
‭societal culture and aspirations.‬
‭●‬ ‭Focus Areas: Educational philosophy, historical‬
‭foundations, and major curriculum theories shape‬
‭educational practices and curriculum development.‬
‭ opic 2: Components of Curriculum and Curricular‬
T ‭values.‬
‭Approaches‬
‭Components of Curriculum and Curricular Approaches‬
‭Curriculum Components:‬
‭●‬ ‭Curriculum Aims, Goals, and Objectives:‬
‭○‬ ‭Schools aim to instill patriotism, humanity,‬
‭and respect in students.‬
‭●‬ ‭Subject Matter/Content:‬
‭○‬ ‭Includes relevant and learnable content for‬
‭effective teaching.‬
‭●‬ ‭Learning Experiences:‬
‭○‬ ‭Core of the curriculum, linking instructional‬
‭strategies to outcomes.‬
‭●‬ ‭Evaluation Approaches:‬
‭○‬ ‭Methods to assess curriculum effectiveness‬
‭and student progress.‬
‭○‬ E ‭ mbedded in formal institutions like schools,‬
‭run by the government or private sector.‬
‭○‬ ‭Philippine educational system divided into‬
‭primary, secondary, and tertiary levels.‬
‭Aims of Schools (Based on the Philippine Constitution‬
‭of 1987):‬
‭i.‬ ‭Inculcate patriotism and nationalism.‬
‭ii.‬ ‭Foster love of humanity.‬
‭iii.‬ ‭Promote respect for human rights.‬
‭iv.‬ ‭Appreciate the role of national‬
‭heroes.‬
‭v.‬ ‭Teach rights and duties of‬
‭citizenship.‬
‭vi.‬ ‭Strengthen ethical and spiritual‬
‭vii.‬ ‭Develop moral character and‬
‭personal discipline.‬
‭viii.‬‭Encourage critical and creative‬
‭thinking.‬
‭ix.‬ ‭Broaden scientific and technological‬
‭knowledge and promote vocational‬
‭efficiency.‬
‭Aims of Elementary Education (Education Act of 1982)‬
‭In elementary education, schools aim to:‬
‭●‬ ‭Provide knowledge and develop skills, attitudes,‬
‭values essential for personal development.‬
‭●‬ ‭Increase awareness of societal changes.‬
‭●‬ ‭Promote knowledge, identification, and love for the‬
‭nation and its people.‬
‭●‬ ‭Develop work experiences preparing learners for‬
‭honest and gainful work.‬

‭ hen translated into questions, each component can be‬

W ‭Aims of Secondary Education‬
‭addressed by the following:‬
‭In secondary education, the educational curricula aim to:‬
‭1.‬ ‭Curriculum Aims, Goals, and Objectives:‬
‭●‬ ‭Continue promoting the objectives of elementary‬
‭○‬ ‭What is to be done?‬
‭education.‬
‭2.‬ ‭Subject Matter/Content:‬
‭●‬ ‭Discover and enhance different aptitudes and‬
‭○‬ ‭What subject matter is to be included?‬
‭interests of students.‬
‭3.‬ ‭Learning Experiences:‬
‭●‬ ‭Equip students with skills for productive endeavors‬
‭○‬ ‭What instructional strategies, resources, and‬
‭or prepare them for tertiary schooling.‬
‭activities will be employed?‬
‭4.‬ ‭Evaluation Approaches:‬
‭○‬ ‭What methods and instruments will be used‬ ‭Aims of Tertiary Education‬
‭to assess the results of the curriculum?‬
‭Tertiary education aims to:‬

‭Formal Curriculum in Schools:‬

‭4‬
 ‭●‬ P ‭ rovide general education programs promoting‬
‭national identity, cultural consciousness, moral‬
‭integrity, and spiritual vigor.‬
‭●‬ ‭Train the nation's manpower in skills required for‬
‭national development.‬
‭●‬ ‭Develop professions for national leadership.‬
‭●‬ ‭Advance knowledge through research and apply‬
‭new knowledge to improve human life and respond‬
‭effectively to changing society.‬
‭Guidance from the Constitution:‬
‭●‬ ‭Schools should be guided by their vision, mission,‬
‭and curricula based on the constitution's mandate.‬
‭School's Vision:‬
‭●‬ ‭Clear concept of the institution's future goals.‬
‭●‬ ‭Unifying element for staff, faculty, and students.‬
‭●‬ ‭Guides all educational efforts and directs the focus‬
‭of the institution.‬
‭School's Mission Statement:‬
‭●‬ ‭Outlines how the institution plans to achieve its‬
‭vision.‬
‭●‬ ‭Aims to shape the type of individuals students will‬
‭become after their education.‬
‭●‬ ‭Provides a roadmap for fulfilling the educational‬
‭goals over a specific period.‬
‭Curriculum Content or Subject Matter:‬
‭Translation of Vision and Mission into Goals:‬
‭●‬ ‭Vision and mission of the school are translated into‬
‭broad statements or intents to be achieved.‬
‭●‬ ‭Sources of school goals may include learners,‬
‭society, and the fund of knowledge‬
‭Educational Objectives Definition:‬
‭●‬ ‭Goals in a curriculum are simplified and specific for‬
‭each learner, known as educational objectives.‬
‭●‬ ‭Benjamin Bloom and Robert Mager defined‬
‭educational objectives in two ways:‬
‭○‬ ‭Explicit formulations of expected changes in‬
‭students due to the educative process.‬
‭○‬ ‭Intent communicated through statements‬
‭describing proposed changes in learners.‬
‭Three Big Domains of Objectives by Benjamin Bloom:‬
‭1.‬ ‭Cognitive Domain:‬
‭○‬ ‭Knowledge: Recall of facts, concepts,‬
‭theories.‬
‭○‬ C ‭ omprehension: Grasping the meaning of‬
‭material.‬
‭○‬ ‭Application: Using learned material in new‬
‭situations.‬
‭○‬ ‭Analysis: Breaking down material for‬
‭understanding.‬
‭○‬ ‭Synthesis: Putting parts together to form a‬
‭new whole.‬
‭○‬ ‭Evaluation: Passing judgment based on‬
‭criteria.‬
‭2.‬ ‭Affective Domain:‬
‭○‬ ‭Receiving: Willingness to pay attention.‬
‭○‬ ‭Responding: Active participation.‬
‭○‬ ‭Valuing: Attaching worth to phenomena.‬
‭○‬ ‭Organization: Building a value system.‬
‭○‬ ‭Characterization: Developing a lifestyle from‬
‭values.‬
‭ .‬ ‭Psychomotor Domain:‬
3
‭○‬ ‭Perception: Using sense organs to guide‬
‭activities.‬
‭○‬ ‭Set: Readiness for specific actions.‬
‭○‬ ‭Guided Response: Early stages in learning‬
‭complex skills.‬
‭○‬ ‭Mechanism: Habitual responses with ease‬
‭and confidence.‬
‭●‬ D ‭ efinition: Curriculum content goes beyond mere‬
‭information; it encompasses facts, concepts,‬
‭generalizations, principles, and theories,‬
‭representing the repository of human knowledge‬
‭accumulated over time.‬
‭●‬ ‭Subject-Centered View: Emphasizes content as‬
‭knowledge and its importance in the curriculum.‬
‭●‬ ‭Learner-Centered View: Relates knowledge to an‬
‭individual's personal and social world, shaping their‬
‭reality.‬
‭●‬ ‭Subject Areas in Basic Education:‬
‭○‬ ‭Communication Arts: Listening, speaking,‬
‭reading, writing, and language use.‬
‭○‬ ‭Mathematics: Numeric skills, geometry,‬
‭algebra, logic, and reasoning.‬
‭○‬ ‭Science: Natural sciences, exploration,‬
‭discovery, and scientific investigation.‬
‭○‬ ‭Social Studies: Geography, History,‬
‭Sociology, Economics, Politics, and‬
‭Psychology.‬
‭5‬
 ‭○‬ M ‭ usic: Music theory, listening, singing,‬
‭playing instruments, and music preparation.‬
‭○‬ ‭Physical Education: Health, fitness, sports,‬
‭spectatorship, and leisure activities.‬
‭○‬ ‭Vocational Education: Psychomotor skills,‬
‭crafts, trades, design, work ethic, and‬
‭manual productive work.‬
‭●‬ ‭Criteria for Content Selection:‬
‭○‬ ‭Relevance to daily life.‬
‭○‬ ‭Suitability for student maturity and abilities.‬
‭○‬ ‭Alignment with future career needs.‬
‭○‬ ‭Connection with other subject areas.‬
‭○‬ ‭Importance in facilitating transfer of learning.‬
‭ ‬ ‭Importance of Content Selection: Crucial in‬
● ‭cognitive or developmental levels of‬
‭curriculum development to ensure effective learning‬
‭outcomes and meaningful educational experiences.‬
‭ riteria for Selection of Subject Matter Content in‬
C
‭Curriculum:‬
‭1.‬ ‭Self-Sufficiency:‬
‭○‬ ‭Aim to help learners achieve maximum‬
‭self-sufficiency in learning efficiently.‬
‭○‬ ‭Emphasize less teaching effort and‬
‭resources for more effective learning‬
‭outcomes.‬
‭2.‬ ‭Significance:‬
‭○‬ ‭Content should contribute to basic ideas,‬
‭concepts, and skills.‬
‭○‬ ‭Develop cognitive, affective, and‬
‭psychomotor skills of learners.‬
‭○‬ ‭Consider cultural aspects and overall‬
‭curriculum aims.‬
‭3.‬ ‭Validity:‬
‭○‬ ‭Ensure the authenticity and relevance of‬
‭selected subject matter.‬
‭○‬ ‭Regularly verify content to prevent‬
‭obsolescence in the fast-changing‬
‭information landscape.‬
‭4.‬ ‭Interest:‬
‭○‬ ‭Prioritize learner-centered curriculum by‬
‭considering student interests.‬
‭○‬ ‭Adjust content based on maturity,‬
‭experiences, and educational value.‬
‭5.‬ ‭Utility:‬
‭○‬ ‭Assess the usefulness of content for present‬
‭and future applications.‬
‭○‬ ‭Align content with learners' needs and‬
‭potential future use.‬
‭ hese criteria guide curriculum developers in selecting‬
T
‭subject matter content that is relevant, engaging, and‬
‭beneficial for learners' holistic development and future‬
‭success.‬
‭Considerations for Rejection of Learning Content:‬
‭1.‬ ‭Frequently Used in Daily Life:‬
‭○‬ ‭Content that is overly familiar or commonly‬
‭encountered in daily routines may not add‬
‭significant value to the curriculum.‬
‭2.‬ ‭Not Suited to Learners' Maturity Levels and Abilities:‬
‭○‬ ‭Material that is beyond or below the‬
‭students may hinder effective learning.‬
‭3.‬ ‭Irrelevant to Future Career Needs:‬
‭○‬ ‭Content that does not align with the‬
‭competencies and skills required for‬
‭potential future careers may be deemed‬
‭unnecessary.‬
‭4.‬ ‭Lack of Relation to Other Subject Areas:‬
‭○‬ ‭Isolated content that does not connect or‬
‭integrate with other subjects may limit‬
‭interdisciplinary learning opportunities.‬
‭5.‬ ‭Limited Transfer of Learning:‬
‭○‬ ‭Content that does not facilitate the‬
‭application of knowledge and skills across‬
‭different contexts may impede meaningful‬
‭learning outcomes.‬
‭By considering these factors, curriculum makers can ensure‬
‭that the selected learning content is relevant, engaging, and‬
‭conducive to students' overall educational growth and‬
‭development.‬
‭Principles for Organizing Learning Content:‬
‭1.‬ ‭Balance:‬
‭○‬ ‭Ensure fair distribution of content in depth‬
‭and breadth within a learning area.‬
‭○‬ ‭Prevent overcrowding or gaps in the‬
‭curriculum by maintaining a balanced‬
‭approach.‬
‭2.‬ ‭Articulation:‬
‭○‬ ‭Establish smooth connections between‬
‭different levels of subject matter.‬
‭○‬ ‭Avoid gaps and overlaps in content by‬
‭enhancing teamwork among teachers for‬
‭coherent curriculum articulation.‬
‭3.‬ ‭Sequence:‬
‭6‬
 ‭○‬ A ‭ rrange subject matter logically to deepen‬
‭and broaden content as it progresses to‬
‭higher levels.‬
‭○‬ ‭Ensure a structured progression of learning‬
‭experiences for effective understanding and‬
‭retention.‬
‭4.‬ ‭Integration:‬
‭○‬ ‭Foster horizontal connections between‬
‭similar subject areas to relate learning‬
‭experiences.‬
‭○‬ ‭Provide a holistic view of reality and life‬
‭outlook by integrating diverse content areas.‬
‭5.‬ ‭Continuity:‬
‭○‬ ‭Emphasize the ongoing application of new‬
‭knowledge, skills, and attitudes for daily‬
‭living.‬
‭○‬ ‭Reinforce learning through constant‬
‭repetition, review, and practice to ensure‬
‭continuity in learning outcomes.‬
‭By adhering to these principles, curriculum developers can‬
‭create a well-organized and cohesive learning experience‬
‭that promotes effective understanding, retention, and‬
‭application of knowledge across different levels and subject‬
‭areas.‬
‭Component 3 - Curriculum Experiences:‬
‭Linking Instructional Strategies to Curriculum Experiences:‬
‭●‬ I‭nstructional strategies and curriculum experiences‬
‭are considered the core of the curriculum.‬
‭●‬ ‭Instructional strategies and methods are essential in‬
‭achieving curriculum goals and translating written‬
‭content into effective instruction.‬
‭●‬ ‭Both teachers and learners play active roles in‬
‭facilitating learning, guided by planned objectives,‬
‭subject matters, and support materials.‬
‭●‬ ‭A diverse range of teaching methods and‬
‭educational activities are employed to enhance‬
‭learning, including time-testing methods, inquiry‬
‭approaches, and emerging strategies aligned with‬
‭modern teaching theories.‬
‭●‬ ‭Educational activities like field trips, experiments,‬
‭and interactions with technology are integrated to‬
‭enrich the teaching process and provide experiential‬
‭learning opportunities.‬
‭Guide for Selection and Use of Teaching Methods:‬
‭●‬ T ‭ eaching methods serve as tools to implement the‬
‭curriculum effectively, and there are guidelines for‬
‭their selection and utilization.‬
‭●‬ ‭Some key considerations for choosing and using‬
‭teaching methods include:‬
‭1.‬ ‭Means to Achieve Objectives:‬
‭○‬ ‭Teaching methods should translate‬
‭objectives into action to facilitate learning‬
‭outcomes.‬
‭2.‬ ‭Effectiveness Dependent on Objectives and Skills:‬
‭○‬ ‭The effectiveness of a teaching method‬
‭relies on the alignment with learning‬
‭objectives and the teacher's skills.‬
‭3.‬ ‭Stimulating Learner Development:‬
‭○‬ ‭Methods should encourage learners to‬
‭develop cognitive, affective, psychomotor,‬
‭social, and spiritual domains.‬
‭4.‬ ‭Considering Learning Styles:‬
‭○‬ ‭Learning styles of students should be taken‬
‭into account when selecting teaching‬
‭methods.‬
‭5.‬ ‭Development of Learning Outcomes:‬
‭○‬ ‭Every method should contribute to the‬
‭development of learning outcomes in‬
‭cognitive, affective, and psychomotor‬
‭domains.‬
‭6.‬ ‭Flexibility in Methodology:‬
‭○‬ ‭Flexibility should be considered in the use of‬
‭teaching methods to adapt to diverse‬
‭learning needs and contexts.‬
‭By following these guidelines, teachers can effectively‬
‭choose and implement teaching methods that align with‬
‭curriculum objectives and enhance the learning experience‬
‭for students.‬
‭Component 4 - Curriculum Evaluation:‬
‭●‬ W ‭ orthen and Sanders (1987) emphasize that‬
‭effective curricula must include evaluation to‬
‭determine quality, effectiveness, and value.‬
‭●‬ ‭Tuckman (1985) defines evaluation as aligning goals‬
‭with intended outcomes, leading to the development‬
‭of various evaluation models.‬
‭●‬ ‭Stufflebeam's CIPP (Content, Input, Product,‬
‭Process) Model is a widely used evaluation model‬
‭focusing on context, input, process, and product of‬
‭the curriculum and is very important to curriculum‬
‭7‬
 ‭ anagers like principals, supervisors, department‬
m s‭ ummative evaluation, as well as norm-referenced‬
‭head, deans and even teachers.‬
‭Components in Curriculum Evaluation:‬
‭●‬ ‭Context:‬
‭○‬ ‭Refers to the environment in which the‬
‭curriculum operates.‬
‭○‬ ‭Context evaluation involves analyzing the‬
‭real situation where the curriculum is‬
‭implemented, essentially conducting a‬
‭situation analysis.‬
‭●‬ ‭Input:‬
‭○‬ ‭Represents the essential ingredients of the‬
‭curriculum.‬
‭○‬ ‭Includes goals, instructional strategies,‬
‭learners, teachers, contents, and all‬
‭necessary materials.‬
‭○‬ ‭Evaluation of input focuses on assessing‬
‭how these components contribute to the‬
‭effectiveness of the curriculum.‬
‭●‬ ‭Process:‬
‭○‬ ‭Refers to the views and means by which the‬
‭curriculum is implemented.‬
‭Curriculum Approaches:‬
‭○‬ ‭This component of the CIPP model‬
‭examines the entire operation of the‬
‭curriculum, focusing on the implementation‬
‭process.‬
‭●‬ ‭Product:‬
‭○‬ ‭Indicates how well the curriculum‬
‭accomplishes its goals.‬
‭○‬ ‭Determines the extent to which the‬
‭curriculum objectives have been achieved,‬
‭assessing the overall success and outcomes‬
‭of the curriculum.‬
‭CIPP Model and Curriculum Evaluation Process:‬
‭●‬ T ‭ he CIPP model can be implemented as a whole or‬
‭by focusing on individual components, representing‬
‭a continuous and comprehensive evaluation‬
‭process.‬
‭●‬ ‭Smaller and specific activities are essential within‬
‭the evaluation process to assess the effectiveness of‬
‭the curriculum, particularly focusing on measuring‬
‭learning outcomes.‬
‭●‬ ‭Various evaluation methods can be utilized,‬
‭including diagnostic, placement, formative, or‬
‭or criterion-referenced measurement.‬
‭●‬ ‭Different materials can be effectively utilized to‬
‭support the evaluation process, enhancing the‬
‭assessment of curriculum effectiveness.‬
‭ ‬ ‭A suggested plan of action for curriculum evaluation‬
●
‭includes the following steps:‬
‭1.‬ ‭Focus: Specify the component of the‬
‭curriculum to evaluate and define objectives.‬
‭2.‬ ‭Collect Information: Gather data relevant to‬
‭the evaluation.‬
‭3.‬ ‭Organize Information: Code, organize, store,‬
‭and retrieve data for interpretation.‬
‭4.‬ ‭Analyze Information: Utilize appropriate‬
‭methods for analysis.‬
‭5.‬ ‭Report Information: Share evaluation results‬
‭with specific audiences through formal or‬
‭informal means.‬
‭6.‬ ‭Recycle Information: Use feedback for‬
‭continuous improvement, modification, and‬
‭adjustments in the curriculum evaluation‬
‭process.‬
‭●‬ ‭Behavioral Approach:‬
‭○‬ ‭Based on behaviorist principles, focuses on‬
‭a blueprint with specified goals, objectives,‬
‭contents, and activities aligned with learning‬
‭objectives.‬
‭○‬ ‭Evaluation is centered on achieving‬
‭efficiency and measuring accomplishments‬
‭through changes in behavior.‬
‭●‬ ‭Managerial Approach:‬
‭○‬ ‭Dominant in the 1950s and 1960s, where‬
‭the principal acts as the curriculum and‬
‭instructional leader, akin to a general‬
‭manager.‬
‭○‬ ‭Emphasizes setting policies, priorities, and‬
‭organizing curriculum and instruction,‬
‭focusing on organization and‬
‭implementation over content.‬
‭○‬ ‭Curriculum supervisors play various roles in‬
‭developing education goals, planning‬
‭curriculum, designing programs, and‬
‭supporting teachers in curriculum‬
‭implementation.‬
‭8‬
 ‭○‬ T ‭ he roles of the Curriculum Supervisors‬ ‭Teaching as a Process in Curriculum Development:‬
‭(Ornstein and Hunkins, 2004) as mentioned‬
‭●‬ ‭Role of Teaching in Curriculum Development:‬
‭in the text are:‬
‭○‬ ‭Teaching is a crucial component in‬
‭1.‬ ‭Help develop the school’s education‬
‭curriculum development as it involves‬
‭goals.‬
‭guiding learners through planned and‬
‭2.‬ ‭Plan curriculum with students,‬
‭unplanned activities to achieve educational‬
‭parents, teachers, and other‬
‭goals.‬
‭stakeholders.‬
‭○‬ ‭The role of teaching is to facilitate learning‬
‭3.‬ ‭Design programs of study by grade‬
‭experiences that contribute to achieving the‬
‭levels.‬
‭objectives of education.‬
‭4.‬ ‭Plan or schedule classes or school‬
‭●‬ ‭Teaching Process:‬
‭calendar.‬
‭○‬ ‭Teaching is a complex process that involves‬
‭5.‬ ‭Prepare curriculum guides or‬
‭imparting knowledge, skills, and‬
‭teacher guides by grade level or‬
‭understanding to learners.‬
‭subject area.‬
‭○‬ ‭Effective teaching is demonstrated by‬
‭6.‬ ‭Help in the evaluation and selection‬
‭achieving intended learning outcomes.‬
‭of textbooks.‬
‭○‬ ‭Different definitions of teaching have‬
‭7.‬ ‭Observe teachers.‬
‭evolved based on theories of teaching and‬
‭8.‬ ‭Assist teachers in the‬
‭learning, ranging from imparting knowledge‬
‭implementation of the curriculum.‬
‭to guiding and stimulating learners.‬
‭9.‬ ‭Encourage curriculum innovation‬
‭●‬ ‭Teacher's Role in Teaching:‬
‭and change.‬
‭○‬ ‭Traditionally, teaching was seen as‬
‭10.‬ ‭Develop standards for curriculum‬
‭imparting knowledge to learners, with the‬
‭and instructional evaluation.‬
‭teacher being the authority figure controlling‬
‭●‬ ‭System Approach:‬
‭learning.‬
‭○‬ ‭Influenced by systems theory, examines the‬
‭○‬ ‭In progressive and humanist education,‬
‭interrelation of parts within the school district‬
‭teaching is perceived as guiding,‬
‭or school.‬
‭stimulating, and evaluating learning‬
‭○‬ ‭Emphasizes the organizational structure and‬
‭outcomes, empowering learners to take‬
‭relationships within the school, including‬
‭responsibility for their own learning.‬
‭administration, counseling, curriculum,‬
‭●‬ ‭Teaching Process Steps:‬
‭instruction, and evaluation.‬
‭○‬ ‭The teaching process involves planning,‬
‭ ‬ ‭Humanistic Approach:‬
●
‭implementing, and evaluating, mirroring the‬
‭○‬ ‭Rooted in progressive philosophy and‬
‭curriculum development process.‬
‭child-centered movement, considers both‬
‭○‬ ‭The implementation phase of curriculum‬
‭formal and informal curriculum.‬
‭development aligns with the actual teaching‬
‭○‬ ‭Prioritizes the total development of the‬
‭and experiencing of the curriculum.‬
‭individual, with the learner at the center of‬
‭This section emphasizes the importance of teaching in‬
‭the curriculum.‬
‭curriculum development, highlighting the teacher's role in‬
‭facilitating learning experiences and guiding learners‬
‭ opic 3: Teaching-Learning Processes and Curriculum‬
T ‭towards educational goals.‬
‭Development‬
‭●‬ ‭Curriculum Definition:‬ ‭Teaching Process‬
‭○‬ ‭Curriculum is defined as the total learning‬
‭●‬ ‭Planning Phase:‬
‭experience, encompassing planned and‬
‭○‬ ‭In the planning phase of teaching, decisions‬
‭unplanned activities undertaken by learners‬
‭are made regarding learners' needs,‬
‭under the guidance of teachers.‬
‭achievable goals and objectives, content‬

‭9‬
 s‭ election, motivation strategies, and‬
‭evaluation processes.‬
‭○‬ ‭Considerations include learner‬
‭characteristics, material availability, time‬
‭requirements, strategies for goal‬
‭achievement, and teacher involvement.‬
‭●‬ ‭Implementation Phase:‬
‭○‬ ‭Implementation involves putting planned‬
‭activities into action to achieve objectives‬
‭through subject matter.‬
‭○‬ ‭Interaction between teachers and learners is‬
‭crucial during implementation, utilizing‬
‭various teaching styles and strategies to‬
‭engage learners effectively.‬
‭●‬ ‭Evaluation Phase:‬
‭○‬ ‭Evaluation matches objectives with learning‬
‭outcomes to assess the success of plans‬
‭and implementation.‬
‭○‬ ‭Different evaluation methods are used to‬
‭determine if goals have been achieved and‬
‭to identify areas for improvement.‬
‭●‬ ‭Feedback and Reflection:‬
‭○‬ ‭Continuous feedback and reflection are‬
‭integral to the teaching process, ensuring‬
‭that the three phases (plan, implement,‬
‭evaluate) are effectively executed and yield‬
‭positive results.‬
‭○‬ ‭Feedback and reflection help in identifying‬
‭areas for adjustment and improvement in‬
‭planning, implementation, and evaluation.‬
‭●‬ ‭Assumptions:‬
‭○‬ ‭Teaching is goal-oriented, aiming for‬
‭behavior change as the ultimate goal.‬
‭○‬ ‭Teachers actively shape their actions and‬
‭influence learners' thinking and behavior.‬
‭○‬ ‭Teaching is a rational and reflective process,‬
‭focusing on changing behavior through‬
‭teacher intervention.‬
‭Feedback and Reflection in Teaching Process‬
‭●‬ ‭Continuous Feedback and Reflection:‬
‭○‬ ‭In all three phases of teaching, a continuous‬
‭process of feedback and reflection is‬
‭essential to assess if the phases were‬
‭appropriately executed and yielded positive‬
‭results.‬
‭○‬ ‭Feedback involves reflecting on the‬
‭feedback received to determine the need for‬
‭ djustments in planning, implementation,‬
a
‭and evaluation.‬
‭○‬ ‭Reflection is embedded in teaching, where‬
‭teachers critically analyze their actions and‬
‭engage in deep thinking to enhance‬
‭teaching effectiveness.‬
‭●‬ ‭Basis Assumptions:‬
‭○‬ ‭Teaching is goal-oriented, aiming for‬
‭behavior change as the ultimate objective.‬
‭○‬ ‭Teachers actively shape their actions and‬
‭play a significant role in influencing learners.‬
‭○‬ ‭Teaching is a rational and reflective process,‬
‭emphasizing critical thinking and self-inquiry.‬
‭○‬ ‭Teachers can influence learners to change‬
‭their thinking and behavior, making teaching‬
‭a means of behavior change through‬
‭teacher intervention.‬
‭●‬ ‭Indicators of Good Teaching:‬
‭○‬ ‭Well-planned activities that are‬
‭interconnected.‬
‭○‬ ‭Learning experiences that ensure‬
‭understanding, application, and critical‬
‭thinking.‬
‭○‬ ‭Alignment with theories of learning.‬
‭○‬ ‭Stimulating learners to think and reason.‬
‭○‬ ‭Utilizing prior learning and applying it to new‬
‭situations.‬
‭○‬ ‭Incorporating a robust evaluation process to‬
‭assess learning outcomes effectively.‬
‭Feedback and reflection play a crucial role in the teaching‬
‭process, ensuring that teaching is effective, goal-oriented,‬
‭and focused on enhancing learning outcomes through‬
‭continuous improvement and adjustment based on feedback‬
‭and reflection.‬
‭Learning as a Process in Curriculum‬
‭●‬ ‭Definition of Learning:‬
‭○‬ ‭Learning is defined as a change in an‬
‭individual's behavior caused by experiences‬
‭or self-activity.‬
‭○‬ ‭It emphasizes that learning occurs through‬
‭individual activity and engagement, whether‬
‭intentional or unintentional.‬
‭●‬ ‭Types of Learning Theories:‬
‭○‬ ‭Behavioral Learning Theories: Focus on‬
‭observable behaviors like new skills,‬
‭knowledge, or attitudes that can be‬
‭demonstrated and measured.‬
‭10‬
 ‭■‬ E ‭ arly theories include Classical‬
‭Conditioning, Laws of Learning, and‬
‭Operant Conditioning.‬
‭■‬ ‭Albert Bandura's observational‬
‭learning is an extension of‬
‭behavioral theories.‬
‭○‬ ‭Cognitive Learning Theories: Involve‬
‭unobservable mental processes to acquire‬
‭new information or skills.‬
‭■‬ ‭Emphasize meaningful learning‬
‭through cognitive models proposed‬
‭by Bruner, Ausubel, and Gagne.‬
‭●‬ ‭Discovery Learning vs. Reception Learning:‬
‭○‬ ‭Discovery Learning (Bruner): Individuals‬
‭ eneral Statements on Learning Based on Theories of‬
G
‭learn by discovering their environment,‬
‭Learning:‬
‭fostering self-motivation and continuous‬
‭knowledge construction.‬
‭○‬ ‭Reception Learning (Ausubel): Emphasizes‬
‭external motivation and prior knowledge,‬
‭highlighting the importance of active‬
‭involvement in learning.‬
‭●‬ ‭Key Concepts:‬
‭○‬ ‭Constructivism: Bruner's theory led to the‬
‭emergence of constructivism and‬
‭self-learning, promoting flexible, exploratory,‬
‭and independent learning.‬
‭○‬ ‭Prior Learning: Both theories stress the‬
‭significance of prior knowledge in learning,‬
‭as knowledge evolves and changes within‬
‭the learner's mind.‬
‭Learning in the curriculum is influenced by various theories‬
‭and approaches, emphasizing the role of individual‬
‭engagement, motivation, and prior knowledge in the learning‬
‭Teaching and Learning Go Together‬
‭process. Understanding these theories helps in designing‬
‭effective curriculum strategies that cater to diverse learning‬
‭needs and promote meaningful learning experiences.‬
‭ vents of Learning by Robert Gagne and General‬
E
‭Statements on Learning Theories‬
‭Events of Learning by Robert Gagne:‬
‭1.‬ M ‭ otivation Phase: Learners must be motivated by‬
‭the expectation of rewarding learning experiences.‬
‭2.‬ ‭Apprehending Phase: Learners pay attention for‬
‭effective learning to occur.‬
‭3.‬ A ‭ cquisition Phase: Information is presented, and‬
‭learners transform it into meaningful mental images,‬
‭associating new information with existing knowledge.‬
‭4.‬ ‭Retention Phase: Newly acquired information is‬
‭transferred from short-term to long-term memory‬
‭through practice, elaboration, or rehearsal.‬
‭5.‬ ‭Recall Phase: Recalling previously learned‬
‭information is crucial for accessing knowledge.‬
‭6.‬ ‭Generalization Phase: Transfer of information to new‬
‭situations allows for application in different contexts.‬
‭7.‬ ‭Feedback Phase: Students receive feedback on‬
‭their performance, reinforcing successful learning.‬
‭●‬ L ‭ earning does not take place in an empty vessel.‬
‭Each learner is assumed to have prior learning and‬
‭maybe able to connect these to present learning.‬
‭●‬ ‭Learning is a social process where interactions with‬
‭other learners and the teacher are needed.‬
‭●‬ ‭Learning is a result of individual experiences and‬
‭self-activity.‬
‭●‬ ‭Learning is both observable and measurable.‬
‭●‬ ‭Learning takes place when all the senses are‬
‭utilized.‬
‭●‬ ‭Learning will be enhanced when the learner is‬
‭stimulated, directed, guided and feedback is‬
‭immediately given.‬
‭●‬ ‭Each learner has his/her own learning styles.‬
‭●‬ ‭Interdependent Relationship:‬
‭○‬ ‭Teaching and learning are interdependent‬
‭processes where the success of one relies‬
‭on the support and effectiveness of the‬
‭other.‬
‭●‬ ‭Reciprocal Nature:‬
‭○‬ ‭A teacher cannot claim successful teaching‬
‭if learners have not substantially learned,‬
‭highlighting the reciprocal nature of teaching‬
‭and learning.‬
‭●‬ ‭Alignment of Teaching Styles and Learning Styles:‬
‭○‬ ‭Effective teaching aligns with learners'‬
‭diverse learning styles to bridge the gap‬
‭between teaching and learning, ensuring‬
‭mutual understanding and engagement.‬
‭11‬
 ‭●‬ ‭Mutual Growth:‬ ‭Ways of Learning:‬
‭○‬ ‭Teaching is not just imparting knowledge;‬
‭●‬ ‭Learning by Trial and Error:‬
‭teachers also learn during the teaching‬
‭○‬ ‭Involves stimulus-response theory where‬
‭process, while students teach themselves‬
‭actions are based on outcomes.‬
‭how to learn through active engagement.‬
‭○‬ ‭Learning occurs through repeated correct‬
‭●‬ ‭Enhancing Learning:‬
‭responses and avoiding errors.‬
‭○‬ ‭Stimulating, guiding, directing, and providing‬
‭●‬ ‭Learning by Conditioning:‬
‭immediate feedback enhance learning‬
‭○‬ ‭Based on Pavlov's classical conditioning‬
‭outcomes, emphasizing the importance of‬
‭theory.‬
‭active involvement and support in the‬
‭○‬ ‭Involves training and reinforcement to‬
‭learning process.‬
‭modify behavior.‬
‭●‬ ‭Individualized Learning Styles:‬
‭●‬ ‭Insightful Learning:‬
‭○‬ ‭Recognizing that each learner has unique‬
‭○‬ ‭Involves sudden realizations or "aha"‬
‭learning styles underscores the need for‬
‭moments.‬
‭personalized approaches to teaching that‬
‭○‬ ‭Requires higher thinking skills and deep‬
‭cater to diverse preferences and optimize‬
‭reflection for learning.‬
‭learning experiences.‬
‭●‬ ‭Observation and Imitation:‬
‭The close connection between teaching and learning‬
‭○‬ ‭Learning from models through observation‬
‭emphasizes the importance of aligning teaching methods‬
‭and imitation.‬
‭with learners' needs, fostering a supportive and engaging‬
‭○‬ ‭Anchored on social learning theory by Albert‬
‭learning environment that enhances knowledge acquisition‬
‭Bandura.‬
‭and understanding.‬

‭Teaching and Learning in the Curriculum:‬

‭Ways of Teaching and Learning:‬
‭●‬ ‭Challenges in Education:‬
‭●‬ ‭Teaching Methods:‬
‭○‬ ‭Focus shifts to how students learn to learn‬
‭○‬ ‭Large group teaching methods include‬
‭due to information overload.‬
‭lecture, seminar, and demonstration.‬
‭○‬ ‭Curriculum overload with fragmented topics‬
‭○‬ ‭Small group teaching methods involve‬
‭challenges teaching and learning.‬
‭role-playing and cooperative learning.‬
‭●‬ ‭Approaching the Challenge:‬
‭○‬ ‭Individualized teaching methods include‬
‭○‬ ‭Teaching needs to adapt to diverse learning‬
‭modular instruction and e-teaching.‬
‭styles and information abundance.‬
‭●‬ ‭Traditional vs. Improved Methods:‬
‭○‬ ‭Curriculum design should enhance teaching‬
‭○‬ ‭Traditional methods like inductive and‬
‭processes for effective learning outcomes.‬
‭deductive approaches are time-tested.‬
‭●‬ ‭Enhancing Teaching and Learning:‬
‭○‬ ‭Improved methods like mastery learning and‬
‭○‬ ‭Teaching and learning are interdependent,‬
‭e-learning enhance teaching practices.‬
‭adding value to the curriculum.‬
‭●‬ ‭Teaching Strategies:‬
‭○‬ ‭Quality teaching leads to quality learning,‬
‭○‬ ‭Teaching methods should align with learning‬
‭defining a good curriculum's effectiveness.‬
‭objectives and teacher skills.‬
‭○‬ ‭Educational activities like field trips and‬
‭experiments enhance learning experiences.‬
‭●‬ ‭Learning Theories:‬
‭○‬ ‭Learning is a social process involving‬
‭interactions and individual experiences.‬
‭○‬ ‭Learners have unique learning styles that‬
‭impact teaching effectiveness.‬

‭12‬