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CORPIN, BLESILDA, F PhD1A MIDTERM EXAM DEM 407
CORPIN, BLESILDA, F PhD1A MIDTERM EXAM DEM 407
GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City
originates from the Latin word “curere” 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. According to Studocu Module 3,
curriculum means different things to different people. Sometimes educators equate
curriculum with the syllabus while a few regards it as all the teaching and learning
experiences which the student encounters while in school. Numerous definitions
indicate dynamism which connotes diverse interpretations as influenced by modes
of thoughts, pedagogies, philosophies, political as well as cultural perspectives.
The scope of curriculum refers to the breadth and depth of the content and
skills that are included in an educational program. It encompasses the range of
subjects, topics, and learning.
The curriculum has a high degree of comprehensiveness in terms of its
breadth and depth. It encompasses various facets of students' lives, including their
needs and interests, the educational environment that should be conducive to their
learning, strategies for engaging and stimulating their interests, effective
instructional methods that promote learning, the social competence of individuals,
and their integration within the broader community. The concept is closely
intertwined with the notion of an individual's membership within a certain society.
The institution encapsulates its educational philosophy, the principles it strives to
attain, the objectives it seeks to fulfill, and the particular achievements it tries to
achieve. The focus is placed on the youngster. In the comprehensive education of
the kid, topics such as history, geography, science, and language serve as
instrumental instruments. These statistical measures represent the average values,
and as a result, it is imperative to avoid forcing youngsters to conform to such
research.
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UNIVERSITY OF CALOOCAN CITY
GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City
Teachers play a critical role in shaping the curriculum and making sure that
it meets the needs of their students. By serving as curricularists, teachers can
create engaging learning experiences, promote student achievement, and contribute
to the overall success of the educational institution.
First, teachers can contribute to the design of the curriculum by providing
input on the content, learning objectives, and assessment methods. They can
collaborate with other educators to create a curriculum that is relevant, engaging,
and meets the needs of the students.
Second, Teachers can adapt the curriculum to meet the diverse needs of their
students. By differentiating instruction, teachers can ensure that all students have
access to the curriculum and have the opportunity to succeed.
Third, teachers can incorporate technology into the curriculum to enhance
learning experiences and engage students in new ways. They can use educational
tools, online resources, and multimedia to support the curriculum and make
learning more interactive and dynamic.
Fourth, teachers can design assessments that align with the curriculum and
provide valuable feedback to students on their progress. They can use a variety of
assessment methods to measure student learning and adjust their teaching
practices accordingly.
Fifth, teachers can engage in ongoing professional development to stay
current with best practices in curriculum design and implementation. By
participating in workshops, conferences, and training sessions, teachers can
enhance their skills and knowledge to better serve as curricularists.
Sixth, teachers can reflect on their teaching practices and evaluate the
effectiveness of the curriculum. By seeking feedback from students, colleagues, and
UNIVERSITY OF CALOOCAN CITY
GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City
administrators, teachers can identify areas for improvement and make adjustments
to the curriculum as needed.
Curriculum as a Content:
In this approach, the focus is on the body of knowledge to be transmitted to
students. Teachers emphasize teaching facts, concepts, and principles related to
the subject matter.
Various ways to present content include:
Topical Approach: Organizing content based on knowledge and including
relevant experiences.
Concept Approach: Clustering topics around major and sub-concepts,
emphasizing relatedness.
Thematic Approach: Combining concepts to develop conceptual structures.
Modular Approach: Creating complete units of instruction
Curriculum as a Process:
Here, the curriculum is seen as an ongoing process that unfolds in the
classroom. It’s not just about content but also about how learning happens.
Considerations include teaching methods, student engagement, interaction, and the
dynamic nature of learning experiences.
Curriculum as a Product:
Central to this approach is the formulation of behavioral objectives—clearly
stated intended learning outcomes. The curriculum is designed with specific goals
in mind, and success is measured by achieving those outcomes.
Remember that these approaches are not mutually exclusive; they often
interrelate and influence each other. Teachers and curriculum designers may blend
UNIVERSITY OF CALOOCAN CITY
GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City
2. Hilda Taba Model: Grassroots Approach Hilda Taba improved on Tyler’s model.
She believed that teachers should participate in developing a curriculum. As a
grassroots approach Taba begins from the bottom,rather than from the top as what
UNIVERSITY OF CALOOCAN CITY
GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City
Tyler proposed. She presented seven major steps to her linear model which are the
following:
1. Diagnosis of learners’ need and expectations of the larger society
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of experiences
6. Selection of what to evaluate and the means of doing it
3. Galen Saylor and William Alexander Curriculum Model Galen Saylor and
William Alexander (1974) viewed curriculum development as consisting of
four steps. 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.”
1. Goals, Objectives and Domains. Curriculum planners begin by the
specifying the major educational goals and specific objectives they wish to
accomplish. Each major goal represent a curriculum domain: personal
development, human relations, continued learning skills and specializations. The
goals, objectives and domains are identified and chosen based on research
finding, accreditation standards, and view of the different stakeholders.
2. Curriculum Designing. Designing curriculum follows after
appropriate learning opportunities are determined and how each opportunity is
provided. Will the curriculum be designed along the lines of academic disciplines,
or according to student needs and interests or along themes? These are some of the
questions that need to be answered at this stage of the development process.
3. Curriculum Implementation. A designed curriculum is now ready
for implementation. Teachers then prepare instructional plans where
instructional objectives are specified and appropriate teaching methods and
strategies are utilized to achieve the desired learning outcomes among students.
UNIVERSITY OF CALOOCAN CITY
GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City
References:
Bilbao, P P. et. al (2015). Curriculum Development. Quezon City. Lori mar
Publishing Inc.
Pawilen, G.T. (2019). The Teacher and the School Curriculum. Quezon City: Rex
Bookstore, Inc.