�CURRICULUM DEVELOPMENT�
♥️SABERTOOTH CURRICULUM - responsive to the environment
♥️SPIRALLED CURRICULUM - increasing level of difficulty
♥️CURRICULUM - planning, design, development, implement, evaluation, engineering
♥️CURRICULUM PLANNING - aligned to mission, vision, goals
☯️TYPES OF LESSON:
�• development lesson
�• review lesson
�• drill lesson
�• appreciation lesson
☯️ENCULTURATION TYPOLOGIES
�• pre-figurative
�• post figurative
�• co figurative
☯️ACCULTURATION TYPOLOGIES
�• adopted change
�• free borrowing
☯️SOCIETAL TRENDS - Alvin Teoffer
�• explosion
�• implosion
�• technoplosion
�• dysplosion
♥️PREFIGURATIVE - learn older generation
♥️POST FIGURATIVE - learn younger generation
♥️CO FIGURATIVE - learn same age
♥️ADOPTED CHANGE - acculturation that is imposed
♥️EXPLOSION - influx of people from rural to urban
♥️INPLOSION - influx of information
♥️TECHNOPLOSION - influx of ICT tools and gadgets
♥️DYSPLOSION - deterioration of human values
♥️KNOWLEDGE FOR PRACTICE – malaman | teacher preparation
♥️KNOWLEDGE IN PRACTICE – maranasan | artistry of practice
♥️KNOWLEDGE OF PRACTICE – maunawaan | systematic inquiries about teaching
☯️CURRICULUM DEVELOPMENT - decision making
☯️TYPES OF KNOWLEDGE
♥️• content knowledge
♥️• pedagogical knowledge
♥️• technological knowledge
♥️• context knowledge
☯️LEE S. SHULMANS - PCK model
♥️ELEMENT OF TIMELINESS – classic | transcends through generation
♥️ELEMENT OF TIMELESSNESS - can withstand the test of time
☯️TOTAL DEVELOPMENT
♥️• beginner survival
♥️• content survival
♥️• mastery survival
☯️TYPES OF ENVIRONMENT
♥️• social
♥️• economic
♥️• cultural
♥️• political
♥️• technological
♥️• ethico moral
☯️J. ABNER PEDDWELL (1939) - sabertooth curriculum
☯️4 DOMAINS
♥️1. planning and preparation
♥️2. classroom environment
♥️3. instruction
♥️4. professional response
☯️TRIVIUM - rhetoric (speech) | grammar (English) | logic
☯️QUADRIVIUM – arithmetic | geometry | music |astronomy
♥️ARITHMETIC - number itself
♥️GEOMETRY - number in space
♥️MUSIC - number in time
♥️ASTRONOMY - number in time and space
♥️HERACLITUS - one cannot bathe in the same river twice
☯️CURRICULUM - sum total of all the experiences provided by the school to students for optimum
growth and development
�HARD SKILLS - what do you want the students to learn?
�SOFT SKILLS - why do you want them to learn it?
☯️THEORY OF APPERCEPTION - familiar to unfamiliar
☯️EDUCATIONAL DELIVERY SYSTEM
♥️• instruction
♥️• research & extension library
♥️• communication school guidance
♥️• physical facilities canteen
♥️• curriculum
♥️SERVICE LEARNING - teaching method that combines meaningful service to the community with
curriculum based learning and education in action
♥️CLOZE TEST/ PROCEDURE - every 5th or 7th word is omitted
♥️ARBORESCENT - growth is vertical
♥️RHIZOMATIC - growth is horizontal
♥️PROGRESSIVE LEARNING - in order
♥️RETROGRESSIVE LEARNING - reverse order
♥️ROTE LEARNING - not progressive or retro
☯️5 MAJOR CLUSTERS OF STRATEGIES
♥️• direct instruction
♥️• indirect instruction
♥️• experiential learning
♥️• independent study
♥️• interactive instruction
♥️DIRECT INSTRUCTION - developing skills or providing information
♥️INDIRECT INSTRUCTION - involvement
♥️EXPERIENTIAL LEARNING - process not product
♥️INDEPENDENT STUDY - student initiative
♥️INTERACTIVE INSTRUCTION - social skills
♥️PHILIPS 66 - students group by 6 | 6mins time
☯️MUSIC TYPOLOGIES
♥️• story music
♥️• program music
♥️• pure or absolute music
�STORY MUSIC - tells a story
�PROGRAM MUSIC - describes
�PURE OR ABSOLUTE MUSIC - doesn’t tell or describe
�GESSELSCHAFTLICH – market | perspective of schooling | (efficiency, productivity, competition)
�GEMEINSHAFT – community | cultural relationship
☯️TECHNOLOGICAL FORCES OF CHANGE
�• acceleration- mabilis
�• novelty – new
�• diversity
☯️MAX SCHELLER - state of valuelessness | anomie
☯️EDUCATION TYPOLOGIES
�• formal
�• non formal- alternative learning system
�• informal - hidden curriculum
☯️STRATIFICATION - divided grouping
☯️PRIMARY GROUP – family |face to face | intimate and personal
☯️SECONDARY GROUP – impersonal | business like | casual
☯️IN GROUP – solidarity | camaraderie | sympathetic attitude
☯️OUT GROUP – indifference | avoidance | hatred
☯️PEER GROUP - same age | social and economic status including interest
☯️CLIQUE - different age | same interest
☯️INDIVIDUAL BENEFITS
�• knowledge
�• skills
�• values
☯️SOCIETAL BENEFITS
♥️• social
♥️• economic
♥️• cultural
♥️• technological
♥️• political
♥️• ethico moral
☯️SOCIOLOGICAL FOUNDATION OF CURRICULUM - belief will determine the practice
☯️CHARACTERS OF CULTURE
♥️• diverse - environment
♥️• gratifying – needs based
♥️• learned - instruction
♥️• adaptive – borrowed, imposed and invented
♥️• social - contact
♥️• transmitted - language
☯️HOW IS CULTURE LEARNED
♥️• enculturation – learning own culture
♥️• acculturation – Knowing the culture of other people
♥️• inculturation – adapt the culture of other people
☯️CULTURAL COMPONENTS
♥️1. means of living
♥️2. ways of living
☯️TYPOLOGIES OF CULTURE
♥️1. material
♥️2. non material
☯️CULTURAL VIEWS
♥️1. ethnocentrism – my culture is better
♥️2. xenocentrism – your culture is better
☯️THEORETICAL PERSPECTIVES OF CURRICULUM
♥️• traditional – cultural heritage
♥️• experiential – experience for the growth of individual
♥️• structure of discipline – structure of discipline of knowledge
♥️• behavioral ♥️• constructivist
⭐SCHOOL - a privileged place where cultural transmission occurs
⭐COLONIAL MENTALITY - preference for foreign
⭐CURRICULUM ENGINEERING - comprises all process and activities that are necessary to keep the school
curriculum dynamic and functional
☯️CURRICULUM PERSPECTIVES
�1. ideal – represents what scholars say and advocate
�2. formal – standards sets by the education agencies
�3. instructional – represents the course syllabus / lecture notes used by the teachers
�4. operational – represents the actual teaching learning process
�5. experiential – more powerful / what the students think about the lesson delivered by the teachers
�6. hidden – students learned experiences outside the classroom
☯️TRIARCHIC THEORY OF INTELLIGENCE - Robert Sternberg
ASSURE MODEL
�• analyses learners
�• state objectives
�• select media and materials
�• utilize media and materials
�• require learner participation
☯️SMITH AND NAGEL PPPF
�• prepare yourself
�• prepare your student
�• present material
�• follow up
☯️CURRICULUM IMPLEMENTATION - process of ensuring that the curriculum that has been planned or
developed is one being actually implemented or taught by the teacher
☯️CURRICULUM EVALUATION - process of determining the EFFECTIVENESS of a curriculum and the
EFFICIENCY with which it is implemented
☯️INSTRUCTIONAL DESIGN
♥️• used to create curricula
♥️• individual learning areas
♥️• instructional materials
☯️CURRICULUM DESIGN -determining the building blocks of curriculum
♥️• LEARNING CONTENT
♥️• LEARNING OBJECTIVES
♥️• LEARNING EXPERIENCES
☯️• LEARNING EVALUATION
☯️DESIGN BACKWARD and DELIVER FORWARD –
�• learning outcomes and course outcomes
�• program outcomes
• institutional outcomes
☯️PHILOSOPHY -common belief
☯️VISION - future
☯️MISSION - task
☯️STRATEGIES - core areas
☯️SUCCESS FACTORS - metric system
☯️STATEMENT OF PURPOSES
♥️• aim - national level
♥️• goal - school level
♥️• objectives - classroom level
♥️• target - individual
�RSEP - revised sec education program
�RBEC - restructured basic education curriculum
�BEHAVIORIST - correct answer | stimulus response
�COGNITIVIST - correct method
�CONSTRUCTIVIST - correct meaning thru sense making
GENERAL EDUCATION
UNESCO'S 5 PILLARS of EDUCATION..
Learning to Know
– the development of skills and knowledge needed to function in this world e.g. formal acquisition of
literacy, numeracy, critical thinking and general knowledge.
Learning to DO
– the acquisition of applied skills linked to professional success.
Learning to Live Together
– the development of social skills and values such as respect and concern for others, and the
appreciation of cultural diversity.
Learning to BE
– the learning that contributes to a person’s mind, body, and spirit. Skills include creativity and personal
discovery, acquired through reading, the Internet, and activities such as sports and arts.
Learning to Transform Oneself and Society
– when individuals and groups gain knowledge, develop skills, and acquire new values as a result of
learning, they are equipped with tools and mindsets for creating lasting change in organizations,
communities, and societies.
Prof Ed
CURRICULUM DEVELOPMENT
MET REVIEW
1. ESSENTIALISM
�The teacher is the sole athourity in her subject area or field of specialization
�Excellence in education ,back to basics and cultural literacy
2. PERENNIALISM
�Teachers help students think with reason based on socratic methods of oral exposition or
recitation ,explicit or deliberate teaching of traditional values
�Use of great books and return to liberal arts
3. PROGRESSIVSM
�Subjects are interdisciplinary,integrative and interactive
�Curriculum is focused on students interest,human problems and affairs
�School reforms ,relevant and contextualized curriculum,humanistic education
4. RECONSTRUCTIONISM
�Teacher act as agents of change and reform in various educational projects including research
�Equality of educational opportunities in education,access to global education
5. CURRICULUM
a. It is based on students needs and interest
b. It is always related to instruction
c. Subject matter is organized in terms of
knowledge ,skills and values
d.the process emphazise problem solving
e. Curriculum aims to educate generalist and
not specialist
6. BEHAVIORIST PSYCHOLOGY
�Learning should be organized so that students can experience success in the process of mastering the
subject matter
7. COGNITIVE PSYCOLOGY
�Learning constitutes a logical method for organizing and interpreting learning
8. HUMANISTIC PSYCHOLOGY
�Curriculum is concerned with the process not the products
�personal needs not subject matter
�psychological meanings and environmental situations
9. SOCIAL FOUNDATION OF CURRICULUM
�Society as ever dynamic,is a source of very fast changes which are difficult to cope with
10. PHILOSOPHICAL AND PSYCHOLOGICAL
FOUNDATION OF CURRICULUM
�Helps in answering what school are for ,what subject are important, how students should learn,and
what materials and methods should be used
11. HISTORICAL FOUNDATIONS OF CURRICULUM
�Shows different changes in the purposes ,principles and content of the curriculum
12. GOOD CURRICULUM
�Complements and cooperates with other programs of the community
�Provides for the logical sequence of subject matter
�Continuosly involving
�Complex of detail
13. WRITTEN CURRICULUM
�Teacher Charisse implements or delivers her lessons in the classroom based on a curriculum that
appear in school,district or division documents
14. RECOMMENDED CURRICULUM
�Proposed by schoolars and professional organization
15. HIDDEN CURRICULUM
�Unintended curriculum which is not deliberately planned but may modify behavior or influence
learning outcomes
16. TAUGHT CURRICULUM
�Teachers implement or deliver in the classrooms or schools
17. OBJECTIVES
�Implement or component of the curriculum provides the bases for the selection of content and
learning experience which also set the criteria against which learning outcomes will be evaluated
18. LEARNING EXPERIENCE
�What instructional strategies resources and activities will be employed
19. CONTENT
�What subject matter is to be included
20. EVALUATION APPROACHES
�What methods and instruments will be used to asses the results of curriculum
21. INTEREST
�A learner will value the content or subject matter if it is meaningful to him/her
22. SIGNIFICANCE
�When content or subject matter will contribute the basic ideas,concepts,principles and generalization
to achieve the overall aim of the curriculum then it is significant
23. LEARNABILITY
�Subject matter is the curriculum should be within the range of the experience of the learners
24. UTILITY
�Usefulness of the content or subject matter may be relative to the learner who is going to use it.
25. LEARNING CONTENT OF A CURRICULUM
�Frequently and commonly used in daily life
�Suited to the maturity levels and abilities of students
�Valuable in meeting the needs and the competences of a future career
26. LEARNING EXPERIENCES
�Elements or components of the curriculum includes instructional strategies and methods that put in
action the goals and use the contents in order to produce the outcome
27. AIMS,GOAL and OBJECTIVES
�They provide the bases for the selection of learning content and learning experiences
�They also set the criteria against which learning outcomes will be evaluated
28. SUBJECT MATTER/CONTENT
�It is the compendium of facts ,concepts,generalization,principles and theories.
�It is individuals personal and social world and how he or she defines reality
29. EVALUATION APPROACHES
�Refer to the formal determination of the quality,effectiveness or value of the program,process and
product of the curriculum
30. INPUT
�In the CIPP Model by Stufflebeam the goals,instructional strategies ,the learners ,the teachers the
content and all materials needed in the curriculum
31. CONTEXT
�Referes to the environment of the curriculum or the real situation where the curriculum is operating
32. PROCESS
�Refers to the ways and means of how the curriculum has been implemented
33. PRODUCT
�Indicates if the curriculum accomplishes its goal
34. HILDA TABA
�Grassroots approach-teachers who teach or implement the curriculum should participate in developing
it
35. RALPH TYLERS MODEL of CURRICULUM
�Purpose of the school
�Educational experience related to the purpose
�Organization of the experience
�Evaluatiom of the experience
36. PLANNING PHASE in curriculum development
�The needs of the learners
�The achievable goals and objectives to meet the needs
�The selection of the content to be taught
�The motivation to carry out the goals
�The strategies most fit to carry out the goals
�The evaluation process to measure learning outcomes
37. IMPLEMENTATION PHASE in curriculum develoment
�Requires the teacher to implement what has been planned
38. EVALUATION PHASE in curriculum development
�A match of the objectives with the learning outcomes will be made
39. CHILD CENTERED DESIGN
�Design model in developing curriculuk is attributed to Dewey,Rouseau,Pestallozi and Froebel
�Curriculum is ancored on the needs and interest of child
40. HUMANISTIC DESIGN
�Abraham Mashlow and Carl Rogers
�who said the development of the self is the ultimate objective of learning
41. EXPERIENCE CENTERED DESIGN
�Experiemces of the learners become the starting point of the curriculum
42. PROBLEM CENTERED DESIGN
�Draws on social problems ,needs,interest and abilities of the learners
43. MANAGERIAL APPROACH
�School principal is the curriculum leader and at the same time instructional leader
44. SYSTEM APPROACH
�Influenced by system theory,where the parts of total school district or school are determined in terms
of how they related to each other
45. BEHAVIORAL APPROACH
�Chagce of behavior indicates the measure of the accomplishment
46. HUMANISTIC APPROACH
�Consider the whole child
�believes that in a curriculum the total developmemt of the individual is the prime consideration
�The learner is the center of the curriculum
47. SYSTEMS APPROACH
�The organizational chart of the school shows the line staff relationships of personnel and how decision
are made
48. PROCESS OF FEEDBACK AND REFLECTION
�To give information as to whether the three phases were appropriately done and gave good results
49. EDUCATIONAL TECHNOLOGY'S ROLE
�Upgrading the quality of teaching and learning in school
�Increasing the capability of the teacher to effectively inculcate learning and for students to gain
mastery of lessons and courses
�Broadening the delivery of education outside school through non traditional approaches to normal and
informal learning such as open universities and lifelong learning to adult learners
50. CURRICULUM ASSESSMENT
�Teacher gathers information about his students know and can do.
51. PILOT TESTING
�A process of gathering empirical data to support wheter tje material or the curriculum is
useful,relevant,reliable and valid
52. MONITORING
�A periodic assessment and adjusment during the try out period
53. CURRICULUM EVALUATION
�Systematic process of judging the value effectiveness and adequacy of a curriculum
�process of obtaining informationfor judging the worth of educational
program,product ,procedure ,educational objectives or the potential utility orlf alternative approaches
design to attain specified objects
54. CURRICULUM DEVELOPMENT
�The process of selecting organizing executing and evaluating the learning experience on the basis of
the needs abilities and interest of the learners and on the basis of the nature of the society or
community for the possibilities of improving the teaching learning situation
55. CURRICULUM DESIGN
�Focuses on the content and porpuses of the curicculum
56. BACKWARD DESIGN (UbD-Based curriculum)
�Stage 1:IDENTIFYING RESULTS/DESIRED OUTCOMES
�Content/Performance standard
�Essential understanding
�Objevtives-KSA
�Essential Question
�Stage 2:DEFINING ACCEPTABLE EVIDENCE/ASSESSMENT
�Assessment-Product
�Performance
�Assessment criteria/tools
�Six facets of understanding
�
Explain
Interpret
Apply
Perspective
Empathy
Self knowledge
�Stage 3:LEARNING PLAN/INSTRUCTION
�Explore
�Firm up
�Deepen
�Transfer
57. K-12 CURRICULUM
�1. Universal Kindergarten
�2. Contextualization and Enhancement
�3. Spiral Progression
�4. Mother Tounge-Based Multilingual Education
�5. Senior High School
�6. College and Livelihood readiness,21st Century Skills
58. MEDIUM OF INSTRUCTION
RATIONALIZED
�President Aquinos 10 ways to fix Phil education refers to the use of mother tounge as a medium of
instruction from pre-school to grade 3
59. EVERY CHILD A READER BY GRADE 1
�By the end of SY 2015-2016 every child passing preschool must be reader by grade 1
CURRICULUM DEVELOPMENT INTENSIVE
1. ESSENTIALISM
�The teacher is the sole athourity in her subject area or field of specialization
�Excellence in education ,back to basics and cultural literacy
2. PERENNIALISM
�Teachers help students think with reason based on socratic methods of oral exposition or
recitation ,explicit or deliberate teaching of traditional values
�Use of great books and return to liberal arts
3. PROGRESSIVSM
�Subjects are interdisciplinary,integrative and interactive
�Curriculum is focused on students interest,human problems and affairs
�School reforms ,relevant and contextualized curriculum,humanistic education
4. RECONSTRUCTIONISM
�Teacher act as agents of change and reform in various educational projects including research
�Equality of educational opportunities in education,access to global education
5. CURRICULUM
a. It is based on students needs and interest
b. It is always related to instruction
c. Subject matter is organized in terms of
knowledge ,skills and values
d.the process emphazise problem solving
e. Curriculum aims to educate generalist and
not specialist
6. BEHAVIORIST PSYCHOLOGY
�Learning should be organized so that students can experience success in the process of mastering the
subject matter
7. COGNITIVE PSYCOLOGY
�Learning constitutes a logical method for organizing and interpreting learning
8. HUMANISTIC PSYCHOLOGY
�Curriculum is concerned with the process not the products
�personal needs not subject matter
�psychological meanings and environmental situations
9. SOCIAL FOUNDATION OF CURRICULUM
�Society as ever dynamic,is a source of very fast changes which are difficult to cope with
10. PHILOSOPHICAL AND PSYCHOLOGICAL
FOUNDATION OF CURRICULUM
�Helps in answering what school are for ,what subject are important, how students should learn,and
what materials and methods should be used
11. HISTORICAL FOUNDATIONS OF CURRICULUM
�Shows different changes in the purposes ,principles and content of the curriculum
12. GOOD CURRICULUM
�Complements and cooperates with other programs of the community
�Provides for the logical sequence of subject matter
�Continuosly involving
�Complex of detail
13. WRITTEN CURRICULUM
�Teacher Charisse implements or delivers her lessons in the classroom based on a curriculum that
appear in school,district or division documents
14. RECOMMENDED CURRICULUM
�Proposed by schoolars and professional organization
15. HIDDEN CURRICULUM
�Unintended curriculum which is not deliberately planned but may modify behavior or influence
learning outcomes
16. TAUGHT CURRICULUM
�Teachers implement or deliver in the classrooms or schools
17. OBJECTIVES
�Implement or component of the curriculum provides the bases for the selection of content and
learning experience which also set the criteria against which learning outcomes will be evaluated
18. LEARNING EXPERIENCE
�What instructional strategies resources and activities will be employed
19. CONTENT
�What subject matter is to be included
20. EVALUATION APPROACHES
�What methods and instruments will be used to asses the results of curriculum
21. INTEREST
�A learner will value the content or subject matter if it is meaningful to him/her
22. SIGNIFICANCE
�When content or subject matter will contribute the basic ideas,concepts,principles and generalization
to achieve the overall aim of the curriculum then it is significant
23. LEARNABILITY
�Subject matter is the curriculum should be within the range of the experience of the learners
24. UTILITY
�Usefulness of the content or subject matter may be relative to the learner who is going to use it.
25. LEARNING CONTENT OF A CURRICULUM
�Frequently and commonly used in daily life
�Suited to the maturity levels and abilities of students
�Valuable in meeting the needs and the competences of a future career
26. LEARNING EXPERIENCES
�Elements or components of the curriculum includes instructional strategies and methods that put in
action the goals and use the contents in order to produce the outcome
27. AIMS,GOAL and OBJECTIVES
�They provide the bases for the selection of learning content and learning experiences
�They also set the criteria against which learning outcomes will be evaluated
28. SUBJECT MATTER/CONTENT
�It is the compendium of facts ,concepts,generalization,principles and theories.
�It is individuals personal and social world and how he or she defines reality
29. EVALUATION APPROACHES
�Refer to the formal determination of the quality,effectiveness or value of the program,process and
product of the curriculum
30. INPUT
�In the CIPP Model by Stufflebeam the goals,instructional strategies ,the learners ,the teachers the
content and all materials needed in the curriculum
31. CONTEXT
�Referes to the environment of the curriculum or the real situation where the curriculum is operating
32. PROCESS
�Refers to the ways and means of how the curriculum has been implemented
33. PRODUCT
�Indicates
Sabihin mo:
Thank you Lord + name + LPT