Curriculum

Development
CATHERINE G. LABARO
 CURRICULUM
DEVELOPMENT
- the process that produces a
written plan
PHASES OF CURRICULUM DEVELOPMENT
1 CURRICULUM
DESIGN
- overall framework which describes
the interaction and congruence of
the four basic elements of
curriculum design
4 Basic Elements of
Curriculum Design
1. Objectives
2. Content
3. Organization
4. Evaluation

• These elements are the bases for the development of

textbooks, syllabi and lesson plans or learning guide.
• These different elements are considered singly but
interactively in curriculum planning.
 Curriculum Design Approaches to Curriculum Designs
Models

1. Subject-centered Subject-centered Approach

Curriculum ● Primarily focuses on subject-matter.
● The emphasis is on bits and pieces of information
which
are detached from life.

2. Learner-centered Learner-centered Approach

Curriculum ● Curriculum is constructed based on the needs, interest,
purposes and abilities of the learner.
● Curriculum is also built upon learner’s knowledge,
skills,
learnings and potentials

3. Problem-centered Problem-centered Approach

Curriculum ● Assumes that in the process of living, learners
experience problems, thus, problem solving enables the
learners to become increasingly able to achieve complete
or total development as individuals.
 Guidelines in Curriculum Design
● Curriculum design committee should involve teachers,
parents, administrators and even students.
● School’s vision, mission, goals and objectives should be
reviewed and used as bases in curriculum design.
● The needs and interest of the learners, in particular, and the
society, in general, should be considered.
● Alternative curriculum design should consider advantages
and disadvantages in terms of costs, scheduling, class size,
facilities and personnel required.
●The curriculum design should take into account cognitive,
affective, psychomotor skills, concepts and outcomes.
6 Features of Curriculum
● 1. Who teaches? – TEACHER
● 2. Who do the teachers teach? – the LEARNERS
● 3. What do the teachers teach? – KNOWLEDGE,
SKILLS, VALUES, UNDERSTANDING
● 4. How do teachers teach? – STRATEGIES &
METHODS
● 5. How much of the teaching was learned? –
PERFORMANCE
● 6. With whom do we teach? - COMMUNITY
Dimensions of Curriculum
Design
● SCOPE
● SEQUENCE
● CONTINUITY
● INTEGRATION
● ARTICULATION
● BALANCE
 2
PILOT TESTING
- phase where the crafted
curriculum will be implemented in
some classes or schools for testing
PILOT TESTING…
● will gather observed data whether the curriculum is
useful, relevant, reliable and valid.
● will identify deficiencies and operational problems.
CURRICULUM MONITORING
●Determine if the curriculum is still effective and
relevant.
● Is a periodic assessment and adjustment during
the try out or pilot testing period.
● Is like formative evaluation, it determines how
the curriculum is working and the report of this
becomes the basis of a decision of what aspects
have to be retained, improved or modified.
● Also provide the decision that would even terminate the
program.
 PILOT TESTING in short is
a developmental process
that gives the signal whether
the particular curriculum can
already be implemented with
confidence.
 3
IMPLEMENTATION
- is the formal utilization or
application of the designed
curriculum after it was tested
Factors to be considered during the
IMPLEMENTATION

1. ROLES (students, teachers, school administrators

,curriculum designers and implementors)

2. MATERIALS (what should be utilized during the

implementation?)

3. SCHEDULE (How should the implementation flow?)

Factors to Consider in
Implementing Curriculum
● ROLES (students, teachers, school administrators,
curriculum designers, implementors)
● MATERIALS (what should be utilized during the
implementation)
● SCHEDULE (How should the implementation flow?)
3 Types of Curriculum
1. INTENDED CURRICULUM - the set of objectives set at
the beginning of any curricular plan
- answers what the curriculum makers wants to do
2. IMPLEMENTED CURRICULUM – refers to the various
learning activities or experiences of students in order to achieve
the intended outcomes
3. ACHIEVED CURRICULUM – pertains to the learning
outcomes or products

All of these 3 are being utilized in developing a

curriculum. Each type must be congruent with one
another.
 4
CURRICULUM
EVALUATION
- process of obtaining information for
judging the worth of an educational
program, product, procedure,
educational objectives or the potential
utility of alternative approaches
designed to attain specified objectives
(Glass and Worthem, 1997)
Strategies that can be used in Evaluation
1. Paper-and-Pencil Strategy
- Essay
- Select Response

2. Performance –Based Strategy

- Performance Task
- Exhibition / Demonstration
Strategies that can be used in Evaluation
3. Observational Strategy

4. Personal Communication Strategy

- Conference (formal or informal meeting between or among
the teachers, students and/or parents)
- Interview (form of conversation in which all parties
(students, teacher and parents) increase their knowledge and
understanding)
Strategies that can be used in Evaluation

5. Oral Strategy
- Question & Answer (done by the teacher to determine if
the students understand what is being/has been presented or to
extend thinking, generate ideas or solve problems)
- Classroom Presentation (assessment which requires
the students to verbalize knowledge to present summary of
learning
Strategies that can be used in Evaluation

6. Reflective Strategy
- Self-Assessment (process of gathering information and
reflecting on one’s own learning)
- Response Journal (provides reflective responses to a
material that a student is reading viewing, listening to or
discussing)

7. Combination Strategy
- Portfolio (collection of samples of a student’s work that is
selective, reflective and collaborative)
2 Ways of Curriculum
Evaluation
1. School-Based Evaluation
- approach to curriculum evaluation which
places the content, design, operation and
maintenance of evaluation in the hands of the
school personnel
- it is a participative evaluation for the school
personnel participates in the conduct of school
evaluation activities
- the control and management of the process
rest on the school personnel themselves
2. Accreditation
- voluntary process of submitting a curriculum
program to an external accrediting body for
review in any level of education

- studies the statement of educational

intentions of the school and affirms a standard
of excellence
 Areas to be accredited under
Curriculum & Instruction
1. Curriculum and Program of Studies
2. Classroom Management
3. Instructional Processes or Methodologies
4. Graduation Requirements
5. Administrative Support for Effective
Instruction
6. Evaluation of Academic Performance of
Students
 PHASES OF CURRICULUM DEVELOPMENT

Inverted Deductive Model of Taba (1967)

A comparison of the two models of curriculum
development

Deductive Model Inverted Deductive Model of

Taba
Curriculum Organization
● SUBJECT CURRICULUM
● Subject matter classified and organized
● ACTIVITY CURRICULUM
● Basis of curriculum on student activities not mastery of
body of knowledge
● PROBLEM SOLVING CURRICULUM
● Based on social concerns not subjects
● SPIRAL CURRICULUM
● Method of organizing learning experiences
● -a four year program (1982-1986)
● -Is designed to strengthen policies,
management and institutional programs for
elementar y education
● -Is the plan extended to six years to cover the
tryout and implementation of the six grades
in the elementary curriculum during
s.y.1987-1988
The Tyler Evaluation model
Establish Classify Define Select
Objectives Objectives Objectives Indicators

Collect
Develop
Analyze Data Performance
Measurement
Data
Techniques

report
 “There are only really three
types of people: those who
make things happen, those
who watch things happen,
and those who say, ‘What
happened?’”
- Ann Landers