Professional Documents
Culture Documents
Curriculum Development
Curriculum Development
➢ The Educational Act of 1901 clearly defined the policy of the separation of
Church and State in education that the Americans promoted
➢ In the beginning of 1904, the General Office in the Manila prescribed and
implemented a standards curriculum consisted of Language that included
reading writing spelling object work and phonetics
1. God-centeredness
2. Christ-centeredness
3. Community-centeredness
PSYCHOLOGICAL
DIMENSIONS OF
CURRICULUM
DEVELOPMENT
Learning
- a process which brings
about a change in the
individual’s way of
responding as a result of
practice or other
experience or as a
relatively permanent
change in behavior.
Factors considered in every
learning situation:
•The raw data of sense perception
from the stimuli of the present
situation.
•The learning attached to these
stimuli.
•Data furnished by various organs of
the body that are more or less
concerned with the learning.
•Feeling tone.
Laws of Learning
Law of Readiness –
when the learner is set for
action, the activity
consonant to the set is
satisfying; activity
inappropriate to the set is
annoying or frustrating.
Law of Effect – affirms that if
the response is rewarded and
the reward is satisfying, the
connection is strengthened , if
the effect is unpleasant the
connection is weakened.
Law of Exercise – states that
when certain types of
response or adaptations have
been acquired.
Conditions Affecting Learning
• Learning will be most effective when the
learning situations are related to life as
realistically as possible.
• Learning will be most effective when the
learner gains confidence in his ability and
also acquires favorable attitudes and good
work habits.
• Learning will be most effective when the
environment contributes positively to the
learning situation.
•Learning will be most effective
when the learning experiences help
the learner gain an insight through
practical use of the relationship with
which he is having experiences.
• Learning situations will be most
effective when they are adapted to
the needs, capacities, and interest
of learners.
• Learning will be most effective when the
learners feel the need for the experiences and
outcomes.
•Learning will be most effective when the
students are free from emotional tensions.
•Learning experiences will be most effective if
they are adapted to the normal growth of the
learners.
•Learning will be most effective in situations
that provide satisfactorily for student
participation in planning and learning.
Curriculum
Development
and
Management of
Learning
Principles of New Behavior or
Learning
•Subjective Principles – concerned with what the learner
brings to the learning situation and includes self-concept,
past experiences, intelligence , motivation and emotions.
•Objective Principles – deal with factors relevant to
learning situations and include rates of learning and
forgetting, reviewing , rewards, self-rewards, generalization
and discrimination.
•Special learning Technique – which are used to increase
learning efficiency and include massed and distributed
learning , feedback and overlearning.
Experimental Approach To
Learning
-Focuses on the experiences and reactions of the
individuals in the group.
Factors of Learning:
• Concrete Experience
•Reflective Observation
•Abstract Conceptualization
•Active Experimentation
Social Dimensions
●Curriculum for individual development
●Curriculum for social development
●Curriculum for individual and social
development
Philippine Social Realities
Affecting the Curriculum
● Political Independence
● Overpopulation
● Growing middle class
● Different means of communications and
transportations
● Most of our degree courses are patterned abroad
without adequate local study of a basis.
Guidelines for Curriculum Dev’t
● A good curriculum must:
● Encourage inquiry and creativity
● Be democratic with regard to procedure
● Accept individual differences
● Take into consideration scientific and scholarly findings
and methods
● Minimize memorization and maximize discovery
● Take into consideration the potential for achievement
through either the individual learner or the group.
● Must employ teacher resources in a multi-dimension
role.
Is education for the
Society or for the
individual?
Principles and
Theories
of Curriculum
Development
CURRICULUM
DEVELOPMENT
- the process that produces a
written plan
Curriculum planning cycle
Needs assessment
Output Design
Curricular cycle
Implementation
Aims,
desired Teaching
outcomes and Assessment Evaluation
(will be learning
able to…)
and
content
Curriculum development
• What sort of teachers do we want?
• How will we reflect demands from external
agencies?
• What outcomes and content should we include?
• What teaching and learning methods should we
use?
• How will we assess learners?
• How should we establish links to evaluation?
Learning outcomes
Integrated Discipline-based
Community-based School-based
Systematic Apprenticeship
Kirkpatrick’s hierarchy
Level 4: Performance change
Level 1: Reaction
Kirkpatrick D, 1967
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
Change
Organization Policy
Internal Environment
Effective Leaders Know How To:
1. Reasonably motivate the stakeholders though effective
communication.
2. Adequately provide the needed training to carry out
the plan.
3. Decisively solve problems that may arise in the
implementation of the plan.
4. Carefully monitor as well as evaluate the system to
ensure the success of the process.
Implementation Models:
1. Overcoming Resistance to Change Model (ORC)
2. Leadership-obstacle Course Model (LOC)
3. Linkage Model
4. Organizational Development Model (OD)
5. The Rand Change Agent Model
a. the characteristics of the proposed change
b. the competencies of the teaching and
administrative staff
c. the support of the local community
d. the school organizational structure
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
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 Ways of Curriculum Evaluation
2. Accreditation
- voluntary process of submitting a curriculum
program to an external accrediting body for
review in any level of education
Collect
Develop
Analyze Data Performance
Measurement
Data
Techniques
report