CURRICULUM DEVELOPMENT AND PLANNING
Emerita Reyes, Ed. D.
Erlinda Dizon, Ed. D.
Danilo K. Villena, Ph. D.
Discuss the components of curriculum design and its
organization that impart essential concepts, attitude,
and skills to the learning experiences of the students.
At the end of this chapter, students are expected to:
• Identify the different models of curriculum
development and planning;
• Discuss the role of participants in curriculum
development and planning;
• Cite the curriculum planning challenges facing the
Philippines education in this 21st century;
• Name the three most important sectors in curriculum
planning in the Philippines;
• Explain the rationale for the curriculum review and
planning of Philippine education towards the K to 12
program; and
• Describe the goal-based model of curriculum
planning in the Philippines using a diagram.
Introduction
• The tempo of societal changes and technological
progress in our time is so fast that in order for
schools and universities to cope up with this new
innovations, they must participate in the educational
and social revolution.
• Thus, the curriculum as the foundation of the
teaching-learning process, has to be engaged to the
rapid societal changes and the new responsibilities
for the new breed of Filipinos.
• Therefore, the development of programs of study,
learning and teaching resources, lesson plans,
assessment of students, and even teacher education
all based in curriculum needs changes.
• According to De Coninck (2008), curriculum, more
than ever before, is now viewed as being at the
center of daily life and the responsibility of society as
a whole.
Models of
Curriculum Development
1.
2.
3.
4.
5.
6.
7.
8.
9.
AIM Model
Taba’s Inverted Model
Tyler’s Ends-Means Model
The Oliva’s Model
The Saylor and Alexander Model
MacDonald’s Model
Eisner’s Artistic Approach
The Diamond Model
Walker’s Naturalistic Model
AIM Model
- the most simple and clear model
- starts with objectives and moves in the single
direction
- consists of both student activities and teacher
activities
- no foundation elements and no philosophy
statement
Objectives
Content
Materials
Test
Activities
Student
Activities
Teacher
Activities
Taba’s Inverted Model
- referred as inverted model
- starts in the classroom with the teacher, as
differentiated with other models
- it has eight steps
Step 1. Diagnosing needs using a needs assessment
tool.
Step 2. Formulating specific objectives, including
concepts and attitudes to be learned, ways of
thinking to be enforced, and habits and skills to
be mastered.
Step 3. Selecting content by carefully choosing topics,
and writing a rationale to support each choice.
Step 4. Organizing the content, sequencing.
Step 5 and 6. Selecting and organizing experiences,
ensuring that each activity has a definite
function, and looking again at the development
level of the students; what kind of activities is
needed.
Step 7. Evaluating the unit continuously, noting the
students’ likes.
Step 8. Checking for balance and sequence, ensuring
that the activities provide opportunities to learn
how to generalize, that the content sequence
flows, that there is balance between written and
oral work and research and analysis, that
different forms of expression are possible, and
that the organization is open-ended, allowing
students to open up and talk.
Tyler’s Ends-Means Model
- this introduced a revolutionary idea to curriculum
planning
- start by deciding what purposes the curriculum is to
have and then plan accordingly
- today, this approach seems embarrassingly simple,
but it was revolutionary at the time, since no
curriculum developer has ever presented such model
Ends
Philosophy, Aims,
Goals, and Objectives
Means
Curriculum Content
and Activities
- this model uses:
• student as a source
• society as a source
• subject matter as a source
• philosophy as a source
• psychology as a source
The Oliva’s Model
- 1976, Oliva first introduced a curriculum development
model
- his target was to develop a model that was simple,
comprehensive, and systematic
Statement
of
Philosophy
Statement
of Goals
Statement
of
Objectives
Evaluation
Implementation
Design of
Plan
- 1992, he expanded his model as shown on the next
slide
- it is composed of twelve components
- the squares on the model represent planning phases,
the circles represent the operational phases
Uses of the Model
- 1st, this model offers a process for the complete
development of a school’s curriculum
- 2nd, this model can focus on the curricular
components of the model to make programmatic
decisions (components I to V and XII)
- 3rd, a faculty can concentrate on the instructional
components (VI to XI)
- the exact strength of the model is its inclusion of
foundations, societal and student needs
The Saylor
and Alexander Model
- Galen Saylor and William Alexander (1974) introduced
a model consisting of four steps
Bases (external
variables)
Goals,
Objectives, and
Domains
Curriculum
designing
feedback
Curriculum
Implementation
Curriculum
Evaluation
Macdonald’s Model
- by Macdonald and Leeper, 1965
- they perceived teaching as a personality system (the
teacher) acting in a professional role and learning as
a personality system (the student) performing taskrelated (learning) behaviors
- it used a Venn diagram in illustrating relationships
V. Concomitant Learning
VI. Behavior Modification
through Teacher Feedback
VII. In-service Experiences
VIII. Supervision Experiences
IX. Pupil-teacher Planning
Experiences
X. Pupil-teacher Planning
Experiences
- strength: its presentation of the relationships among
the model’s various elements
Eisner’s Artistic Approach
- by Elliot W. Eisner
- it is the combination of his interests in art education
and curriculum
- comprises with seven components
1.
2.
3.
4.
5.
6.
7.
The goals and their priorities
The content of the curriculum
The types of learning opportunities
The organization of learning opportunities
The organization of content areas
The mode of presentation and mode of response
The types of evaluation procedures
The Diamond Model
- formulated by Robert Diamond
- starts with an assessment of need from the student,
community and field of knowledge which is parallel
to Taba’s
- involves five stages
1.
2.
3.
4.
5.
Assessment of Needs
Statement of Goals
Designing Curriculum
Implementation Process and Assessment
Revision Process if the need arises
Benefits of the Model
- easy to use, sequential and cost-effective (according
to him)
- can be used for design or redesign of courses,
curricula, workshops and seminars in every subject
area
- politically sensitive
Walker’s Naturalistic Model
- this model used the deliberative approach in
curriculum planning
- Walker began studying what people actually do when
planning curricula
- he called it naturalistic because he wanted to show
how curriculum planning is actually being done as to
contest the other approaches that prescribe how it
should be done
- Walker’s naturalistic model is a descriptive model.
First Phase:
Second Phase:
Third Phase:
Platform
Deliberation
Creation of the Planned Curriculum
Participants in Curriculum
Development and Planning
•
•
•
•
•
•
•
Teachers
Students
Principals
Parents
Curriculum Specialists
Superintendents
School Boards
Teachers
- filling the main position in curriculum decision-making
- they decide which parts of the curriculum, newly
developed or on-going, to implement or stress in a
particular class
Students
- their input is significant in its own right, accepting
them to participate in curriculum developments also
inspires them and encourages them to take
responsibility for matters that concern them
Principals
- many principals are solely lacking in curricular and
instructional expertise
- when principals give attention to curricular activities,
they often do so from a largely managerial
perspective
Parents
- they support and influence the implementation of
the curriculum by means of financial resources, an
example is by their contribution for the public
schools while in private schools is by means of
payment of school fees
- they may also help in monitoring and evaluating
implementation
Curriculum Specialists
- they have broad knowledge in curriculum and are
experts in creating and implementing curricula
- In school, they may be the department heads or
chairs of elementary or secondary education
Superintendents
- they are the system’s chief administrators
- they respond to matters before the school board,
initiate curriculum activity, start programs for inservice training of teachers, inform all district
personnel of changes occurring in other schools, and
process demands from outside the system for
change or maintenance of educational offerings
School Boards
- they are the schools’ legal agents
- responsible for the overall management headed by
the local mayor or executive
- in our system, school board plays only a secondary
role in determining curriculum and policy; it is the
national government and its national agencies which
create the policy and mostly dictates the curricula to
be implemented
K to 12 Curriculum
(basic info)
- approved by President Aquino on May 15, 2013
- known as the Republic Act 10533
- Title: “An Act Enhancing the Philippine Basic
Education System by Strengthening Its Curriculum
and Increasing the Number of Years for Basic
Education, Appropriating Funds Therefore and for
Other Purposes,” otherwise known as the “Enhanced
Basic Education Act of 2013”
- took effect on June 8, 2013
- DepEd, CHED, and TESDA issue the rules and
regulations to implement the provisions of the Act
- Cycle: Kinder, 6-year elementary, 4-year junior high
school, 2-year senior high school
- Medium of Teaching and Learning:
• Kinder to Grade 3: MTB-MLE
• Grade 4 up: English and Filipino
Curriculum Consultative Committee
1. CHED
2. TESDA
3. DOLE
4. PRC
5. DOST
6. Business Chambers
K to 12 Standards and Principles (The curriculum shall
…)
1. be learner-centered, inclusive and developmentally
appropriate
2. be relevant, responsive and research-based
3. be gender- and culture-sensitive
4. be contextualized and global
5. use pedagogical approaches that are constructive,
inquiry-based,
reflective,
collaborative
and
integrative
6. adhere to the principles and framework of MTB-MLE
7. use the spiral progression approach
8. be flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on
their respective educational and social contexts
Goal-Based Model of
Curriculum Planning in the
Philippines
Outcome Goals of the K to 12 Basic Education Program
1. Be at par with international standards
2. Emotionally matured graduates equipped with skills
3. Address shortages or gaps in educational inputs
4. Broadened and strengthened stakeholders’ support
5. Improved internal efficiency
6. Improved system of governance in the Department
7. Improved quality of teachers
Process Goals of the K to 12 Basic Education Program
1. Decongest and reform the basic education
curriculum
2. Develop culture-sensitive, culture-responsive and
developmentally appropriate print/non-print online
learning resources
3. Conduct in-service training for teachers
4. Focus on integrated instruction
5. Universalize kindergarten by 2012
6. Institutionalize school-based management for
school empowerment
7. Institute reform in assessment framework
8. Address basic input shortages
9. Promote good education governance
10. Pursue legislation
11. Formulate transition management plan
12. Identify K to 12 model schools per region and per
specialization
Three Most Important Sectors of Society that give
direct input to the improvement of the curriculum:
1. Academe (institutions)
2. Industries (both public and private companies)
3. Government and its Agencies
- End of Lesson Submission of Module 4 Next Meeting