greetings
TABLE OF SPECIFICATIONS (TOS)
TABLE OF SPECIFICATIONS (TOS)
Breakdown of items
DIFFICULTY LEVEL
THE TEACHER AND
THE SCHOOL
CURRICULUM
METHODS AND
STRATEGIES OF
TEACHING
EDUCATIONAL
TECHNOLOGY FOR
TEACHING
AND LEARNING
Easy (30%)
Moderate
(50%)
Difficult (20%)
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
CREATE
6
Items
6
Items
25
Items
4
Items
2
Items
2
Items
Total: 45 Items
LOTS- Remembering, Understanding, Applying
HOTS- Analyzing, Evaluating, Creating
Level 1: Remembering/ Recall
Knowledge; recalling facts and information
Level 1: Remembering/ Recall
How is …?
Where is …?
When did …?
How did..?
Level 2: Understanding/ Comprehension
Comprehension; Explaining the meaning of information
Level 2: Understanding/ Comprehension
How would you classify the type of …?
What facts or ideas show …?
Which statements support …?
How can you explain what is meant …?
What can you say about …?
How would you summarize …?
Level 3: Applying
Using learned knowledge in new situations or to solve a reallife problem
Level 3: Applying
How would you show your understanding of …?
What approach would you use to …?
How would you apply what you learned to develop …?
What facts would you select to show …?
Level 4: Analyzing
Breaking down a whole into component parts; Examining
critically)
Level 4: Analyzing
Why do you think …?
What is the theme …?
What motive is there …?
What conclusions can you draw …
Level 5: Evaluating
Making judgments about the merits of ideas, materials, or
phenomena based on criteria
Level 5: Evaluating
Why do you agree with the actions? The outcomes?
What is your opinion of …? (Must explain why)
How can you assess the value or importance of …?
Why was it better than …?
Level 6: Creating
Putting ideas together to form a new and different whole
Level 6: Creating
What changes would you make to solve …?
How would you improve …?
What could be done to minimize (maximize) …?
What way would you design …?
Memorizing Bloom’s Taxonomy…
ReUnApAnEvCre
Memorizing Bloom’s Taxonomy…
ReUnApAnEvCre
Remember, Understand, Apply, Analyze, Evaluate, Create
During the exam…
“The more you memorize, the more time to analyze.”
-Ctto
Taxonomy of the Affective Domain
(Krathwohl et al., 1964; Anderson et al., 2001)
ReReVaOrCha
ReReVaOrCha
Receiving, Responding, Valuing, Organizing, Characterizing
Please listen and take notes
during lectures.
Many studies show that active engagement with
read or heard materials, such as note-taking,
increases the attention of learners to materials,
and thus increases their comprehension.
Bohay, M., Blakely, D. P., Tamplin, A. K., & Radvansky, G. A. (2011). Note Taking, Review, Memory, and Comprehension. The American Journal of Psychology, 124(1), 63–73.
https://doi.org/10.5406/amerjpsyc.124.1.0063
Bahrami, F., & Nosratzadeh, H. (2017). The Effectiveness of Note-Taking on Reading Comprehension of Iranian EFL Learners. International Journal of Applied Linguistics
and English Literature, 6(7), 308-317. doi:https://doi.org/10.7575/aiac.ijalel.v.6n.7p.308
THE TEACHER AND THE
SCHOOL CURRICULUM
THE TEACHER
The Teacher
“licensed professional who possesses dignity and reputation… with
high moral values as well as technical and professional competence...
he/she adheres to, observes, and practices a set of ethical and moral
principles, standards, and values.” (Code of Ethics for Professional
Teachers)
Personal attributes of the teacher
PASSION
Teachers that are passionate about what they
are doing express enthusiasm and give off a
special type of energy that students pick up on,
it is a contagious type of positiveness
Personal attributes of the teacher
HUMOR
Teachers’ humor connects them with their students
like a magnet. They help in merging youth and
maturity. When students and teachers laugh
together, they cease to be conscious of their age
difference, thus creating a harmonious environment.
Personal attributes of the teacher
VALUES AND ATTITUDE
Teachers are models of values. Whether
conscious of them or not, values are exhibited
implicitly and explicitly. Values connote
standards, ethics, and strong beliefs.
Personal attributes of the teacher
PATIENCE
Patient teachers can forego momentous
frustrations and disappointments. They
calmly endure their students’ limitations and
difficulties.
Personal attributes of the teacher
ENTHUSIASM
Enthusiastic teachers shower the class with
excitement, enjoyment, and anticipation; engage
students to participate; and stimulate them to
explore. With enthusiastic teachers, children look
forward to any activity in class.
Personal attributes of the teacher
COMMITMENT
It is an unwavering pledge to perform all
teaching and learning activities with
consistency and selflessness in the best
interest of the learners.
Tip 2
Find your review buddies.
The
st
21
Century Teacher Skills
Effective
Communication
Skills
Information,
Communication and
Technology Skills
Learning and
Innovation Skills
Life and Career Skills
I.
Teaming
II.
Collaboration
III. Interpersonal Skills
IV. Locally, Nationally, and
Globally Oriented
V. Interactive
Communication
Effective
Communication
Skills
I.
Creativity
II. Curiosity
III. Critical Thinking
IV. Problem-Solving
V. Risk Taking
Learning and
Innovation
Skills
I. Visual and Information Literacies
Information,
Communication
and Technology
Skills
II. Media Literacy
III.Basic, Scientific, Economic, and
Technological Literacies
IV.Multicultural Literacy
I.
Flexibility and Adaptability
II. Leadership and Responsibility
III. Social and Cross-cultural skills
IV. Initiative and self-direction
V. Productivity and Accountability
VI. Ethical, Moral, and Spiritual Values
Life and
Career Skills
INTRODUCTION
Role of teachers
Teachers play a crucial role in nation-building.
Through quality teachers, the Philippines can develop holistic
learners who are:
üsteeped in values,
üequipped with 21st-century skills
üable to propel the country to development and
progress
The Philippine Professional Standards for Teachers defines teacher
quality in the Philippines. The standards describe the expectations of
teachers’ increasing levels of knowledge, practice, and professional
engagement. At the same time, the standards allow for teachers’
growing understanding, applied with increasing sophistication across a
broader and more complex range of teaching/learning situations.
The 7 Domains that are required by Teachers to
be Effective in the 21st Century Philippines:
DOMAIN 1, Content Knowledge and Pedagogy
DOMAIN 2, Learning Environment
DOMAIN 3, Diversity of Learners
DOMAIN 4, Curriculum and Planning
DOMAIN 5, Assessment and Reporting
DOMAIN 6, Community Linkages and Professional Engagement
DOMAIN 7, Personal Growth and Professional Development
PPST
DOMAIN 1, Content Knowledge and Pedagogy
1.
2.
3.
4.
5.
Content knowledge and its application within and across curriculum areas
Research-based knowledge and principles of teaching and learning
Positive use of ICT
Strategies for promoting literacy and numeracy
Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills
6. Mother Tongue, Filipino, and English in teaching and learning
7. Classroom communication strategies
DOMAIN 2, Learning Environment
1.
2.
3.
4.
5.
6.
Learner safety and security
Fair learning environment
Management of classroom structure and activities
Support for learner participation
Promotion of purposive learning
Management of learner behavior
DOMAIN 3, Diversity of Learners
1.
2.
3.
4.
5.
Learners’ gender, needs, strengths, interests and experiences
Learners’ linguistic, cultural, socio-economic and religious backgrounds
Learners with disabilities, giftedness and talents
Learners in difficult circumstances
Learners from indigenous groups
DOMAIN 4, Curriculum and Planning
1.
2.
3.
4.
5.
Planning and management of teaching and learning process
Learning outcomes aligned with learning competencies
Relevance and responsiveness of learning programs
Professional collaboration to enrich teaching practice
Teaching and learning resources including ICT
Domain 5, Assessment and Reporting
1.
2.
3.
4.
Design, selection, organization, and utilization of assessment strategies
Monitoring and evaluation of learner progress and achievement
Feedback to improve learning
Communication of learner needs, progress, and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices and
programs
Domain 6, Community Linkages and Professional
Engagement
1. Establishment of learning environments that are responsive to community
contexts
2. Engagement of parents and the wider school community in the educative
process
3. Professional ethics
4. School policies and procedures
DOMAIN 7, Personal Growth and Professional
Development
1.
2.
3.
4.
5.
Philosophy of teaching
Dignity of teaching as a profession
Professional links with colleagues
Professional reflection and learning to improve practice
Professional development goals
Let’s check our understanding
Having learning outcomes aligned with learning competencies belongs to
what domain of the PPST?
a. Diversity of Learners
b. Content Knowledge and Pedagogy
c. Assessment and Reporting
d. Curriculum and Planning
Let’s check our understanding
Having learning outcomes aligned with learning competencies belongs to
what domain of the PPST?
a. Diversity of Learners
b. Content Knowledge and Pedagogy
c. Assessment and Reporting
d. Curriculum and Planning
DOMAIN 4, Curriculum and Planning
1.
2.
3.
4.
5.
Planning and management of teaching and learning process
Learning outcomes aligned with learning competencies
Relevance and responsiveness of learning programs
Professional collaboration to enrich teaching practice
Teaching and learning resources including ICT
Let’s check our understanding
Upholding the dignity of teaching as a profession belongs to what domain of
the PPST?
a. Personal Growth and Professional Development
b. Community Linkages and Professional Engagement
c. Content Knowledge and Pedagogy
d. Curriculum and Planning
Let’s check our understanding
Upholding the dignity of teaching as a profession belongs to what domain of
the PPST?
a. Personal Growth and Professional Development
b. Community Linkages and Professional Engagement
c. Content Knowledge and Pedagogy
d. Curriculum and Planning
DOMAIN 7, Personal Growth and Professional
Development
1.
2.
3.
4.
5.
Philosophy of teaching
Dignity of teaching as a profession
Professional links with colleagues
Professional reflection and learning to improve practice
Professional development goals
Let’s check our understanding
TRUE or FALSE
Communication of learner needs, progress, and achievement to key
stakeholders belongs to the Community Linkages and Professional
Engagement Domain of the PPST
Let’s check our understanding
TRUE or FALSE
Communication of learner needs, progress, and
achievement to key stakeholders belongs to the Community
Linkages and Professional Engagement Domain of the
PPST
FALSE
Domain 5, Assessment and Reporting
1.
2.
3.
4.
Design, selection, organization, and utilization of assessment strategies
Monitoring and evaluation of learner progress and achievement
Feedback to improve learning
Communication of learner needs, progress, and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices and
programs
The Teacher as a
Curricularist
Recommended
Written
TYPES OF
CURRICULA
IN SCHOOLS
Taught
Supported
Assessed
Learned
Hidden
Recommended
• Curricula in the form of memoranda, policies, standards, and guidelines
• These standards are recommended by different national governing bodies:
• DepEd (Basic Education)
• CHED (Higher Education)
• TESDA (Vocational Technical Education)
• Example/s: DepEd Orders, PPST, Code of Ethics
Written
• Formally put down in writing and documented for teaching
• Come in different forms:
• Syllabi
• Modules
• Instructional Guides
• Lesson Plans
Taught
• Refers to how teachers actually teach
• These are the activities which are put
into action in the classroom in order to
arrive at the objectives of the written
curriculum
Supported
• Materials that the teacher needs to make learning and teaching
meaningful, such as:
• Print materials (books, charts, posters, worksheets, etc.)
• Nonprint materials (PPT presentation, movies,
models, realia, mock-ups, etc.)
• Facilities (science laboratory, audio-visual
rooms, zoo, museum, playground, etc.
Assessed
• Taught and supported curricula have to be evaluated to find out if
they are effective.
• Can be Assessment for Learning, Assessment as Learning,
Assessment for Learning
TYPES OF ASSESSMENTS
Assessment
Assessment
Assessment
Learning
Learning
Learning
Before Instruction
During Instruction
After Instruction
(Diagnostic Tests,
Pre-tests)
(Q&A During
Lesson)
(Graded Test,
Summative Test)
FOR
AS
OF
FOR- BEFORE
ASSESSMENT FOR LEARNING MANTRA
AS- DURING
OF- GRADED
Learned
• Change of behavior of the learner.
• From non-reader to reader
• From not knowing to knowing
• From being disobedient to being obedient
• Learned curriculum will also demonstrate higher-order critical thinking and
lifelong skills
Hidden
• Not deliberately planned but has a great impact on
the behavior of the learner which teachers must be
aware and sensitive about.
• Includes peer influence, school environment, mass
media, parental pressures, societal changes, cultural
practices, and natural calamities.
• Teachers must have good foresight to consider these
in the written curriculum, in order to bring to the
surface what is hidden.
Null
• That which is not taught
• Sometimes the teacher ignores some content or skill,
deliberately or unknowingly
• Brings to the field of curriculum studies an
important theoretical tool for considering that which
is not offered to students, and the potential
educational significance and effect of such neglect.
Expand your study network
Tip 3
Expand your study network
• Join Facebook groups
• Join Messenger group chats
Just be careful of scammers and false information online
He is/was best known for his writings about José Rizal and on
topics on Philippine history and Philippine art.
a.
b.
c.
d.
Kapitan Tiyago
Ambeth Ocampo
Angel Alcala
Pilósopo Tasyo
TEACHER:
A CURRICULARIST
WHO IS A CURRICULARIST?
• A professional who is a curriculum specialist
• A person who is involved in curriculum knowing,
writing, planning, implementing, evaluating,
innovating, and initiating
• A teacher is a curricularist
Why is a teacher a curricularist?
• The classroom is the first place of curricular engagement and the
teacher is responsible for the classroom including the following roles
and functions:
INSTRUCTION
ASSESSMENT
EVALUATION
LEARNING
PLANNING
The Teacher as a Curricularist
Knower
Innovator
Writer
Planner
Implementer
Initiator
Evaluator
Knower
üThe teacher knows the curriculum
üHe/she acquires academic knowledge
üHe/she learns from experiences
The teacher as a knower
FORMAL
INFORMAL
Education with a proper syllabus
acquired by attending an institution
(College, Certificate Programs)
Firsthand: When studying during free
time or as a hobby
Attending seminars or workshops
Vicarious: when someone attended a
seminar and shares to you about what
they learned
Pursuing graduate degrees (Master’s
degree, PhD, etc.)
Unintended: Surfing the web but
acquired a useful knowledge by
chance
Writer
A teacher records information, concepts, or content
through:
üModules
ülaboratory manuals
üinstructional guides
üBooks
Planner
üThe teacher prepares yearly, monthly, or daily plans
for the curriculum.
üThese will serve as guides in the implementation of
the curriculum.
Initiator
üA teacher initiates the curriculum. The word Initiates
means "to start”, or “to begin"
üThere will be many constraints and difficulties in doing
things first or leading, but a transformative teacher will
never hesitate to try
Innovator
ü Creativity and innovation are hallmarks of an excellent
teacher since the curriculum is always dynamic.
ü From the content, strategies, ways of doing, and blocks of
time, there is no single curriculum that would perpetually fit.
Implementer
üThe teacher implements recommended or written curriculum.
üThis is where the teaching, guiding, and facilitating skills of the
teacher are expected to the highest level.
Evaluator
üThis is where the teacher tries to answer the following questions:
• Is the curriculum working?
• How to determine if desired learning outcomes are achieved?
• Should the curriculum be modified, terminated, or continued?
Let’s check our understanding
Which of the following best describes a 21st-century teacher who regularly
undertakes professional training such as teacher seminars and workshops?
a. Servant leader
b. Entrepreneur
c. Optimist
d. Forever a learner
Let’s check our understanding
Which of the following best describes a 21st-century teacher who regularly
undertakes professional training such as teacher seminars and workshops?
a. Servant leader
b. Entrepreneur
c. Optimist
d. Forever a learner
Let’s check our understanding
When a teacher prepares a detailed lesson plan, what kind of a curricularist
is he/she?
a. Writer
b. Planner
c. Initiator
d. Implementer
Let’s check our understanding
When a teacher prepares a detailed lesson plan, what kind of a curricularist
is he/she?
a. Writer
b. Planner
c. Initiator
d. Implementer
Let’s check our understanding
The following are important personal attributes of a teacher, except?
a. Authoritarianism
b. Patience
c. Humor
d. Enthusiasm
Let’s check our understanding
The following are important personal attributes of a teacher, except?
a. Authoritarianism
b. Patience
c. Humor
d. Enthusiasm
Let’s check our understanding
Teacher Julie attended many webinars to gain further knowledge on how to
teach effectively in the new normal of online learning, what type of
curricularist is she exhibiting?
a. Initiator
b. Learner
c. Knower
d. Innovator
Let’s check our understanding
Teacher Julie attended many webinars to gain further knowledge on how to
teach effectively in the new normal of online learning, what type of
curricularist is she exhibiting?
a. Initiator
b. Learner
c. Knower
d. Innovator
CURRICULUM
FROM DIFFERENT
POINTS OF VIEW
TRADITIONAL
POV
PROGRESSIVE
POV
TRADITIONAL POV
PROGRESSIVE POV
written document or plan of action to
accomplish goals
syllabus, lesson plan
a course of study
subject matter prepared by teachers in
order for the students to learn
the total learning experiences of
individuals which means that students
be given all the opportunities to apply
what they learn.
Proponents of Traditional Curriculum
ROBERT HUTCHINS
ARTHUR BESTOR
JOSEPH SCHWAB
PHILLIP PHENIX
ROBERT HUTCHINS
(Perennialist)
College education -- liberal education
Basic education -- emphasizes the rules
of grammar, reading, rhetoric, logic, and
mathematics.
LIBERAL EDUCATION (PERENNIALISM)
• A liberal arts education emphasizes rational thought and aims
to develop robust critical thinking and analytical skills,
problem-solving abilities, and a strong moral compass.
• Fields of study include humanities, social sciences, physical
sciences, and mathematics
ROBERT HUTCHINS
The curriculum is permanent studies
which explain why some subjects are
repeated from elementary to college,
such as grammar, reading, and
mathematics.
A fierce proponent of using great
books (or Classics) as an educational tool
(Perennialism).
ARTHUR BESTOR
The mission of the school is to train
the intellectual capacity of learners.
Hence, subjects to be offered are
grammar, literature, writing,
mathematics, science, history and
foreign language.
Essentialist
JOSEPH SCHWAB
The sole purpose of the curriculum is a
discipline--- Science, Mathematics,
Social Studies, English, etc.
Coined the term “discipline” as a
ruling doctrine of curriculum
development.
PHILIP PHENIX
Curriculum should consist entirely of
knowledge that comes from various
disciplines.
Said that “the challenge of education is
to recognize the feeling of aesthetics,
the wonder of religion, and ethics are
an integral partner in knowing”.
What did the person in the photo propose
about the curriculum?
a. The curriculum is permanent studies
b. The mission is to train the intellectual
capacity of learners
c. The sole purpose of the curriculum is a
discipline
d. Curriculum should consist of various
disciplines
What did the person in the photo propose
about the curriculum?
a. The curriculum is permanent studies
b. The mission is to train the intellectual
capacity of learners
c. The sole purpose of the curriculum is a
discipline
d. Curriculum should consist of various
disciplines
ARTHUR BESTOR
What did the person in the photo propose
about the curriculum?
a. The curriculum is permanent studies
b. The mission is to train the intellectual
capacity of learners
c. The sole purpose of the curriculum is a
discipline
d. Curriculum should consist of various
disciplines
What did the person in the photo propose
about the curriculum?
a. The curriculum is permanent studies
b. The mission is to train the intellectual
capacity of learners
c. The sole purpose of the curriculum is a
discipline
PHILIP PHENIX
d. Curriculum should consist of various
disciplines
Proponents of Progressive Curriculum
JOHN DEWEY
HOLLIS CASWELL AND DOAK CAMPBELL
OTHANEL SMITH, WILLIAM O. STANLEY, AND HARLAN SHORES
COLIN J. MARSH AND GEORGE WILLIS
JOHN DEWEY
• Proponent of progressivism
• Reflective thinking is a tool to
unify all the curricular
elements
• Test the knowledge or thought
through application, or
learning by doing
HOLLIS CASWELL AND DOAK CAMPBELL
Curriculum is
“all experiences
children have under
the guidance of the
teachers”
SMITH, STANLEY, SHORES
Curriculum is the sequence of possible experiences instituted to
discipline the school and the students from group thinking and
work.
Smith, Stanley, Shores, Sequence
COLIN J. MARSH AND GEORGE WILLIS
Curriculum is
“experiences in the classroom which are planned and
enacted by the teacher, and also learned by the students”
Let’s check our understanding
Joseph Schwab used the term __________________ as the ruling
doctrine for curriculum development.
a.
b.
c.
d.
Experiences
Reflective thinking
Sequence
Discipline
Let’s check our understanding
Joseph Schwab used the term __________________ as the ruling
doctrine for curriculum development.
a.
b.
c.
d.
Experiences
Reflective thinking
Sequence
Discipline
Let’s check our understanding
He is the proponent of progressivism.
a.
b.
c.
d.
Joseph Schwab
John Dewey
Philip Phenix
Hollis Caswell and Doak Campbell
Let’s check our understanding
He is the proponent of progressivism.
a.
b.
c.
d.
Joseph Schwab
John Dewey
Philip Phenix
Hollis Caswell and Doak Campbell
Let’s check our understanding
According to Caswell and Campbell, curriculum is all experiences
___________ have under the guidance of the ________________.
a.
b.
c.
d.
Children; teachers
Schools; administrators
Classes; proctors
Learners; facilitators
Let’s check our understanding
According to Caswell and Campbell, curriculum is all experiences
___________ have under the guidance of the ________________.
a.
b.
c.
d.
Children; teachers
Schools; administrators
Classes; proctors
Learners; facilitators
Let’s check our understanding
According to Caswell and Campbell, curriculum should contain all the
experiences needed by the children to learn, and a teacher should only act as
a/an _______________________.
a.
b.
c.
d.
Administrator
Lecturer
Facilitator
Authority
Let’s check our understanding
According to Caswell and Campbell, curriculum should contain all the
experiences needed by the children to learn, and a teacher should only act as
a/an _______________________.
a.
b.
c.
d.
Administrator
Lecturer
Facilitator
Authority
APPROACHES TO
SCHOOL
CURRICULUM
THREE WAYS OF APPROACHING A CURRICULUM
• Curriculum as a Content/ Body of Knowledge
• Curriculum as a Process
• Curriculum as a Product
Curriculum as a Content/ Body of Knowledge
• Focus will be the body of knowledge to be transmitted to students.
• Has the following criteria (Scheffer, 1970; Bilbao et al., 2009):
ü Significance
ü Validity
ü Utility
ü Learnability
ü Feasibility
ü Interest
Significance
• Content should attain the overall purpose of the
curriculum.
Content Criteria
Validity
• There is a need for validity checks and verification at
regular intervals, because content may not continue to
be valid.
Content Criteria
Utility
• Usefulness of the content in the curriculum relative to
the learners who are going to use this.
Content Criteria
Learnability
• The complexity of the content must be within the
grasp of learners.
Content Criteria
Feasibility
• Can the subject be learned within the time allotment?
• Are the resources available?
• How about the expertise of the teachers?
• What is the nature of the learners?
Content Criteria
Interest
• Will the learners take an interest in the content?
• What value will the contents have in the present and
future of the learners?
• One of the driving forces for the students to learn
better.
Content Criteria
BASIC PRINCIPLES OF CONTENT
• Balance
• Articulation
• Sequencing
• Integration
• Continuity
Balance
• Content should be fairly distributed in depth and width.
• Content is inclusive of all subjects.
• Enhance cognitive, affective, and psychomotor domains
Articulation
• As the content complexity progresses with educational levels
smooth connections or bridging should be provided.
• Assures there are no gaps or overlaps in the content.
Sequencing
• The logical arrangement of the
content. The pattern is usually
from easy to complex, from what
is known to the unknown, from
the past to the future.
Integration
• Content in the curriculum does not
stand alone or in isolation. Its has
relatedness to other contents.
• Contents should be infused in other
disciplines whenever possible.
PPST Domain 1, Strand 1, Content knowledge and its application within and across
curriculum areas
Continuity
• Vertical repetition and recurring
appearances of the content provide
continuity. This process enables the
learner to strengthen the permanency
of learning and the development of
skills.
• In a Spiral curriculum, ideas have to
be developed and redeveloped in a
spiral fashion in increasing depth and
breadth as the learners advance.
Curriculum as a Process
• Curriculum is referred to as an action.
• It is the interaction among the teachers, students, and content.
• Every method or process should result in learning outcomes
that can be described as cognitive, affective, and psychomotor.
• Flexibility in the use of the process or methods should be
considered.
Curriculum as a Product
• Besides viewing curriculum as content that is to be taught, or
the process of teaching, it has also been viewed as a product.
• In other words, the product is what the students desire to
achieve as a learning outcome.
Who is the
proponent of the
Spiral Curriculum?
Who is the
proponent of the
Spiral Curriculum?
Jerome Bruner
CURRICULUM
DEVELOPMENT
CURRICULUM DEVELOPMENT
Curriculum development is defined as a planned, purposeful,
progressive, and systematic process in order to create positive
improvements in the educational system.
IMPORTANCE OF
CURRICULUM DEVELOPMENT
Curriculum development affects the learners, the teachers, and society in
general.
IMPORTANCE OF
CURRICULUM DEVELOPMENT
The curriculum is an instrument for reconstructing, changing, and
improving culture. Education helps the youths to adjust to changes in
their society and develop ways of dealing with problems.
Pla
Curriculum
nni
Development
Process
ng Des
igni
Imp
ng
lem
enti
Eva
ng
luat
ing
Planning
• Initial Step in Curriculum Development
• Includes determining the needs of the learners, teachers,
community, and society.
• The school’s or nation’s vision,
mission, and goals are also
considered.
Designing
The way curriculum is conceptualized through the selection and organization of:
• Content
• Time constraints
• Resources available
• Learning experiences
or activities
• Assessment procedure
and measurement tools
Implementing
• The designed curriculum will be put
into action in the learning
environment.
• Involves the activities that transpire
in every teacher’s classroom.
Evaluating
• After planning, designing, and
implementing, it is necessary to find out if
the curriculum was able to achieve the
desired learning outcomes.
• A comprehensive evaluation using a
variety of evaluation techniques is
recommended.
CURRICULUM
DEVELOPMENT MODELS
Taba, Tyler, Saylor & Alexander, Oliva
What is a curriculum model?
It is a conceptual framework and organizational
structure for decision-making about curriculum
development.
Why are curriculum models important?
Curriculum models are the first step in curriculum development,
and they help educators determine what type of curriculum
design is appropriate for their students and their learning goals.
They have long existed and act as formulaic guides for teachers
as they design their new or existing curricula.
Ralph Tyler Model
Tyler believed educational programs lack
defined purposes
Ralph Tyler’s most useful work is Basic
Principles of Curriculum and Instruction, a
course syllabus used by generations as a
basic reference for curriculum and
instruction development.
Tyler’s Rationale
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that will likely
attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether the purposes are being attained?
Tyler’s Model: Four basic principles
Hilda Taba: Grassroots Approach
i.
She improved Tyler’s Model
ii.
Believed that teachers should
participate in developing the curriculum
iii.
As a grassroots approach, it should
begin from the bottom, rather than from
the top as what Tyler proposed
Grassroots Approach
Curriculum development is driven
by the needs, experiences, and
perspectives of teachers, students,
and other stakeholders who are
directly involved with the use of
the curriculum.
Grassroots Approach
Diagnosis of Needs
Formulation of Objectives
Selection of the Content
Organization of the Content
Selection of Learning Experiences
Organization of Learning Activities
Evaluation
Saylor, Alexander, and Lewis (SAL) Model
(1981)
Curriculum development consists of four steps.
Goals and
Objectives
Curriculum
Design
Curriculum
Implementation
Evaluation
Let’s check our understanding
If the curriculum is designed following the traditional approach, which
feature(s) apply(ies)?
I. The aims of the curriculum are set by professionals and experts.
II. Interested groups (teachers, students, communities) are assumed to agree
with the aims of the curriculum.
III. Consensus building is not necessary.
a.
b.
III only
I, II and III
c. I and II
d. I and III
Let’s check our understanding
If the curriculum is designed following the traditional approach, which
feature(s) apply(ies)?
I. The aims of the curriculum are set by professionals and experts.
II. Interested groups (teachers, students, communities) are assumed to agree
with the aims of the curriculum.
III. Consensus building is not necessary.
a.
b.
III only
I, II and III
c. I and II
d. I and III
Let’s check our understanding
The following are features of the Basic Education Curriculum, except:
a. Increased time for tasks to gain mastery of competencies
b. Interdisciplinary modes of teaching
c. Greater emphasis on content, less on the learning process
d. Stronger integration of competencies and values, across the learning area
Let’s check our understanding
The following are features of the Basic Education Curriculum, except:
a. Increased time for tasks to gain mastery of competencies
b. Interdisciplinary modes of teaching
c. Greater emphasis on content, less on the learning process
d. Stronger integration of competencies and values, across the learning area
Let’s check our understanding
This phase of curriculum development involves the selection and
organization of content, experiences, and activities. Which phase is this?
a. Curriculum planning
b. Curriculum evaluation
c. Curriculum design
d. Curriculum implementation
Let’s check our understanding
This phase of curriculum development involves the selection and
organization of content, experiences, and activities. Which phase is this?
a. Curriculum planning
b. Curriculum evaluation
c. Curriculum design
d. Curriculum implementation
Let’s check our understanding
Who proposed the grassroots model of curriculum development?
a. Taba
b. Tyler
c. Saylor, Alexander, Lewis
d. Bruner
Let’s check our understanding
Who proposed the grassroots model of curriculum development?
a. Taba
b. Tyler
c. Saylor, Alexander, Lewis
d. Bruner
FOUNDATIONS OF CURRICULUM
Philosophical Foundations
Historical Foundations
Psychological Foundations
PHILOSOPHICAL FOUNDATIONS
Perennialism
Essentialism
Progressivism
Reconstructionism
Perennialism
Aim: To cultivate a rational and intellectual person
Role: Teachers assist students to think with reason
Focus: Classical subjects, the curriculum is enduring, timeless,
perennial
Trends: Use of classics (Great Books)
Perennialist: Robert Hutchins
Perennialism
subject-centered
importance of mastery of the content and development of reasoning
skills
aims to be a closely organized and well-disciplined environment,
which develops in students a lifelong quest for the truth
guide learner’s thought processes toward the understanding and
appreciation of the great works; works of literature written by
history’s finest thinkers that transcend time and never become
outdated
Perennialism
For example, reading, writing, speaking, and listening are emphasized in the
early grades to prepare students to study literature, history, and philosophy in
later grades.
Perennialist curricula tend to limit the expression of individuality and flexibility
regarding student interests in favor of providing students with an overarching,
uniformly applicable knowledge base.
Vocational training is expected to be the responsibility of the employer.
ESSENTIALISM
Aim: P romote intellectual growth of learners to become
competent
R ole: Teachers are the sole authorities of the subject area
F ocus: E ssential S kills (3R s--- R eading, Writing, Arithmetic)
Trends: Back to basics, excellence in education, cultural
literacy
E ssentialist: Arthur Bestor
ESSENTIALISM
• subject-centered
• focus on transmitting a series of progressively
difficult topics and promoting students to the
next level
ESSENTIALISM
A typical day at an essentialist school might have seven
periods, with students attending a different class each period.
The teachers impart knowledge mainly through conducting
lectures, during which students are expected to take notes.
ESSENTIALISM
The students are provided with practice worksheets or handson projects, followed by an assessment of the learning
material covered during this process.
The students continue with the same daily schedule for a
semester or a year.
When their assessments show sufficient competence, they are
promoted to the next level to learn the next level of more
difficult material.
Progressivism
Aim: Promote democratic social living
Role: Teacher leads for growth and development of lifelong
learners
Focus: interdisciplinary subjects, learner-centered,
outcomes-based
Trends: Equal opportunities for all, contextualized education,
humanistic approach
Progressivist: John Dewey
Progressivism
• individuality, progress, and change are fundamental to one's
education
• center the curricula on the needs, experiences, interests, and
abilities of students
• students learn through cooperative learning strategies
• It is antiauthoritarian, experimental, and visionary and aims
to develop problem-solving ability
Progressivism
• students should test ideas through active
experimentation
• Learning is rooted in the questions of learners that arise
through experiencing the world
• developed by John Dewey's pedagogic theory, being
based on Pragmatism
Reconstructionism
Aim: to improve or change society
Role: teacher acts as agent of change and reforms
Focus: present and possible future education landscape
Trends: curricular reform, globalization
Reconstructionism
• because all leaders are the product of schools, schools should provide a
curriculum that fosters their development
• aim to educate a generation of problem solvers
• also try to identify and correct many noteworthy social problems that face
our nation, with diverse targets including pollution, homelessness, and
poverty.
Let’s check our understanding
The Department of Education gives greater emphasis on the development of
basic skills. What is the philosophical basis for this?
a. Essentialism
b. Existentialism
c. Perennialism
d. Pragmatism
Let’s check our understanding
The Department of Education gives greater emphasis on the development of
basic skills. What is the philosophical basis for this?
a. Essentialism
b. Existentialism
c. Perennialism
d. Pragmatism
Let’s check our understanding
The progressivists emphasized the individuality of the child. What is the
concern of the reconstructionists?
a. Experiential learning
b. Socialization
c. Social reforms
d. Learning by doing
Let’s check our understanding
The progressivists emphasized the individuality of the child. What is the
concern of the reconstructionists?
a. Experiential learning
b. Socialization
c. Social reforms
d. Learning by doing
Let’s check our understanding
Teacher Danica demonstrated the technique of how to group students
according to their needs and interests and how to use self-paced instructional
materials. Which philosophy is manifested in this activity?
a. Essentialism
b. Progressivism
c. Realism
d. Social Reconstructionism
Let’s check our understanding
Teacher Danica demonstrated the technique of how to group students
according to their needs and interests and how to use self-paced instructional
materials. Which philosophy is manifested in this activity?
a. Essentialism
b. Progressivism
c. Realism
d. Social Reconstructionism
Let’s check our understanding
What philosophy of education advocates that the curriculum should only
include universal and unchanging truths?
a. Essentialism
b. Idealism
c. Perennialism
d. Pragmatism
Let’s check our understanding
What philosophy of education advocates that the curriculum should only
include universal and unchanging truths?
a. Essentialism
b. Idealism
c. Perennialism
d. Pragmatism
Let’s check our understanding
What philosophy is related to the practice of schools acting as laboratories
for teaching reforms and experimentation?
a. Essentialism
b. Existentialism
c. Progressivism
d. Social Reconstructionism
Let’s check our understanding
What philosophy is related to the practice of schools acting as laboratories
for teaching reforms and experimentation?
a. Essentialism
b. Existentialism
c. Progressivism
d. Social Reconstructionism
Let’s check our understanding
Teacher Myra says: "If it is billiard that brings students out of the classroom,
let us bring it into the classroom. Perhaps, I can use it to teach Math". To
which philosophy does teacher Myra adhere?
a. Essentialism
b. Idealism
c. Progressivism
d. Reconstructionism
Let’s check our understanding
Teacher Myra says: "If it is billiard that brings students out of the classroom,
let us bring it into the classroom. Perhaps, I can use it to teach Math". To
which philosophy does teacher Myra adhere?
a. Essentialism
b. Idealism
c. Progressivism
d. Reconstructionism
Let’s check our understanding
What philosophy of education gives importance to the development of the
3Rs (reading, writing, arithmetic)?
a.
b.
c.
d.
Perennialism
Existentialism
Essentialism
Progressivism
Let’s check our understanding
What philosophy of education gives importance to the development of the
3Rs (reading, writing, arithmetic)?
a.
b.
c.
d.
Perennialism
Existentialism
Essentialism
Progressivism
HISTORICAL FOUNDATIONS
Bobbit, Charters, Kilpatrick, Rugg, Caswell, Tyler, Taba, Oliva
FRANKLIN BOBBIT (1876–1956)
• Started the curriculum development
movement
• One of the first educators to promote
the identification of objectives as the
starting point for curriculum making
• "Education is a shaping process as
much as the manufacture of steel
rails."
FRANKLIN BOBBIT
In The Curriculum, the
first textbook published on
the subject in 1918, John
Franklin Bobbitt said that
curriculum, as an idea, has
its roots in the Latin word
for “race course”.
WERRET CHARTERS (1875–1952)
• Proposed that objectives and
activities should align.
• Subject matter or content should
relate to objectives.
Educators are indebted to the work of Bobbitt and
Charters.
These men laid down the idea of objectives.
The concept of objectives would blossom into goals,
aims, standards, learning outcomes, indicators, and
benchmarks.
WILLIAM KILPATRICK (1871-1965)
• The purpose of the curriculum is child
development, growth, and social relationship.
• Children should direct their own learning
according to their interests and should be
allowed to explore their environment,
experiencing their learning through the natural
senses
• Developed Project Method in early education
• A progressivist
HAROLD RUGG (1886–1960)
• A social reconstructionist
• With the statement of objectives and
related learning activities, the curriculum
should produce outcomes
• Focused on social studies
In 1928 Rugg co-wrote his first major
work, The Child-Centered
School, which described the historical
and contemporary basis for "childcentered" education. This work had a
major impact on Progressive
educators and remains an excellent
explanation and critique of this topic.
It also was one of the first treatises on
the two major emphases within
Progressive education–childcenteredness and social reconstruction.
HOLLIS CASWELL (1901-1989)
• He believes that subject matter is
developed around the interest of the
learners and their social functions. So, the
curriculum is a set of ex per i enc es .
Learners must experience what they learn
RALPH TYLER (1902–1994)
The Tyler Model, developed by
Ralph Tyler in the 1940s, is the
quintessential prototype of
curriculum development in the
scientific approach.
HILDA TABA (1902–1967)
• Curriculum development process should
be led by teachers, with input from other
educational professionals and community
members.
• Believed that involving teachers in the
curriculum development process would
lead to a curriculum that is more relevant,
meaningful, and effective for learners.
• Developed the Grassroots Model
PETER OLIVA (1922-2012)
• He described how curriculum change is a cooperative endeavor.
• Teachers and curriculum specialists constitute the professional
core of planners.
• There is a significant improvement in collaboration
• Developed the 10 Axioms for Curriculum Designing
Curriculum—or its plural, curricula or
curriculums—is built, planned, designed, and
constructed.
It is improved, revised, and evaluated. Like
photographic film and muscles, the curriculum is
developed.
It is also organized, structured, and restructured,
and like a wayward child, reformed.
With considerable ingenuity, the curriculum
planner—another specialist—can mold, shape,
and tailor the curriculum
(Oliva, 2005).
PSYCHOLOGICAL FOUNDATIONS
OF CURRICULUM
Pavlov, Thorndike, Gagne, Piaget, Vygotsky, Gardner,
Goleman, Maslow, Rogers, Dewey, Toffler
IVAN PAVLOV
(Classical Conditioning Theory)
Pavlov's started the building
blocks for the theory of
behaviorism in learning. The
key to learning early years of
life is to train them to become
what you want them to become
EDWARD LEE THORNDIKE
(Connectionism Theory, 3 Laws of Learning)
3 Laws of Learning:
• Law of Readiness
• Law of Exercise
• Law of Effect
Law of Readiness
Individuals learn best when they are physically,
mentally, and emotionally ready to learn, and they do
not learn well if they see no reason for learning.
Law of Exercise
Things most often repeated are best remembered.
The instructor must repeat important items of the
subject matter at reasonable intervals
Law of Effect
Learning is strengthened when accompanied by a
pleasant or satisfying feeling.
Learning is weakened when associated with an
unpleasant feeling.
ROBERT GAGNE
(Hierarchical Learning Theory)
Higher orders of learning
build upon the lower levels,
requiring progressively
greater amounts of
previous learning for their
success
JEAN PIAGET
(Stages of Cognitive Development
• Sensorimotor (0-2)
• Preoperational (2-7)
• Concrete operational (7-11)
• Formal operational (11onwards)
Some People Can Fly
LEV VYGOTSKY
(Social Development Theory)
• A child's cognitive
development and learning
ability can be guided and
mediated by their social
interactions
• Scaffolding
Vygotsky
HOWARD GARDNER
(Multiple Intelligences)
• There was not just a single intelligence that could be
measured by one IQ test, but multiple intelligences.
• With his best-known work, Howard Gardner shifted the
paradigm and ushered in an era of personalized
learning.
DANIEL GOLEMAN
(Emotional Intelligence Theory)
Goleman developed the
argument that non-cognitive
skills (Emotional Quotient)
can matter as much as IQ.
Five components of Emotional Intelligence:
1. Social Skills- Being able to create and maintain healthy relationships
2. Decision-making- The ability to make responsible choices and accept their
outcomes
3. Empathy- The capacity to empathize and appreciate another perspective
4. Self-regulation- The ability to regulate emotions and actions in a variety of
environments
5. Self-awareness- Knowledge of one’s own thoughts, feelings, and motivation
ABRAHAM MASLOW
(Hierarchy of Needs)
His theory suggested that people have a
number of basic needs that must be met
before people move up the hierarchy to
pursue more social, emotional, and selfactualizing needs.
CARL ROGERS
(Experiential Learning)
All human beings have a
natural propensity to learn;
the role of the teacher is to
facilitate such learning.
CARL ROGERS
(Experiential Learning)
The role of the teacher includes:
ü setting a positive climate for learning
ü clarifying the purposes of the learner(s)
ü organizing and making available learning resources
ü balancing intellectual and emotional components of
learning
ü sharing feelings and thoughts with learners but not
dominating
CARL ROGERS
(Experiential Learning)
Curriculum is concerned with:
Process, not product;
Personal needs, not subject matter;
Psychological meaning; not cognitive scores
JOHN DEWEY
(Learning by Doing)
He saw learning by doing and the development of
practical life skills as crucial to children's education.
Dewey's concept of education put a premium on
meaningful activity in learning and participation in
classroom democracy.
ALVIN TOFFLER
Argued that the traditional curriculum was outdated and
inadequate for preparing students for the challenges of
the 21st century. He believed that education needed to
be more adaptive, flexible, and responsive to the
changing needs of society.
Let’s check our understanding
A student collapsed in her Science class. It was found that she did not eat her
breakfast. What needs were not met by the student?
a.
b.
c.
d.
Love and belonging
Esteem
Safety
Physiological
Let’s check our understanding
A student collapsed in her Science class. It was found that she did not eat her
breakfast. What needs were not met by the student?
a.
b.
c.
d.
Love and belonging
Esteem
Safety
Physiological
Let’s check our understanding
Doing drills in review classes belongs to what law of learning?
a.
b.
c.
d.
Law of Readiness
Law of Exercise
Law of Effect
Law of Review
Let’s check our understanding
Doing drills in review classes belongs to what law of learning?
a.
b.
c.
d.
Law of Readiness
Law of Exercise
Law of Effect
Law of Review
Let’s check our understanding
Who was the proponent of Classical Conditioning Theory?
a.
b.
c.
d.
Jerome Bruner
Jean Piaget
Edward Thorndike
Ivan Pavlov
Let’s check our understanding
Who was the proponent of Classical Conditioning Theory?
a.
b.
c.
d.
Jerome Bruner
Jean Piaget
Edward Thorndike
Ivan Pavlov
Peter Oliva’s 10 Axioms
for Curriculum Designers
Axiom
üAn established rule, principle, or law
1. Curriculum change is inevitable, necessary,
and desirable.
1. Curriculum change is inevitable, necessary,
and desirable.
Institutions grow and develop in proportion to their
ability to respond to change
Changes such as:
• Changing values and cultural diversity
• Changing values and morality
• Family dynamics
• Macro electronics evolution
• Changing world of work
• Global interdependence
Change in the form of responses to contemporary
problems must be foremost in the minds of every
educator
Who are the 21st century learners?
• Digital media users
• Multi-taskers: online, phone, print
• Hyper communicators- socially and civically
• Gamers
Who are the 21st century learners?
• Risk-takers
• Pursuers of education
• Futurists and optimists
• Smarter
2. Curriculum reflects as a product of its time.
The curriculum is a product of its time
through:
• Social forces
• Philosophical processes
• Psychological conditions
• Accumulating knowledge
SOCIAL FORCES
• Changes in family structures
• Technological advancements
• Economic crisis
• Population growth
• Global warming
• STDs
• International conflicts
ADVANCEMENT OF KNOWLEDGE
• Vaccines
• Computers
• Advancement in Scientific Research
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes.
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes.
• The change that occurs in curriculum development
can co-exist; oftentimes overlaps for a long period of
time.
4. Curriculum change depends on people who
will implement the change
4. Curriculum change depends on people who will
implement the change
• To change the curriculum of the school is to
change the factors interacting to shape the
curriculum.
• This means bringing changes in people- in their
desires, beliefs, attitudes, in their knowledge
and skills
Lack of enthusiasm by teachers usually
affects the performance of students
5. Curriculum development is a cooperative
group activity.
Any change in the curriculum should involve all
the stakeholders. The students, teachers, parents,
administrators, community, government, etc
6. Curriculum development is a decision-making
process made from choices of alternatives.
Choices of the following alternatives:
• P hilosophies
• Different Views
• E mphases
• Methods
• Organization
7. Curriculum development is an ongoing
process.
As the needs of learners change, as society
unfolds, as new knowledge appears, there should
be a change.
Changes do not end in a few modifications
and newer implementations.
There should be continuous monitoring to assure
that the program is on track and the problem does
not recur.
8. Curriculum development is more effective if it is a
comprehensive process, rather than a “piecemeal”.
There is an importance in looking at the
whole picture
Curriculum development should not be a hit-ormiss proposition but should involve careful
planning and be supported by adequate resources,
needed time, and sufficient personnel.
9. Curriculum development is more effective
when it follows a systematic process.
The set of procedures should be made systematically
by following an established set of procedures
10. Curriculum development starts from where
the curriculum is.
Most curriculum planners begin with existing curriculum. Oliva advises
planners to "hold fast to that which is good."
FILL THE BLANKS
1. Curriculum change is _______, necessary,
and desirable.
1. Curriculum change is inevitable, necessary,
and desirable.
2. Curriculum reflects as a/an ________ of its
time.
2. Curriculum reflects as a product of its time.
3. Curriculum changes made earlier can exist
concurrently with ______ curriculum changes.
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes.
4. Curriculum change depends on people who
will __________ the change
4. Curriculum change depends on people who
will implement the change
5. Curriculum development is a/an __________
group activity.
5. Curriculum development is a cooperative
group activity.
6. Curriculum development is a decision-making
process made from choices of ____.
6. Curriculum development is a decision-making
process made from choices of alternatives.
7. Curriculum development is a/an ______
process.
7. Curriculum development is an ongoing
process.
8. Curriculum development is more effective if it is a
comprehensive process, rather than a/an
“________”.
8. Curriculum development is more effective if it is a
comprehensive process, rather than a “piecemeal”.
9. Curriculum development is more effective
when it follows a/an ________ process.
9. Curriculum development is more effective
when it follows a systematic process.
10. Curriculum development starts from where
the _______ is.
10. Curriculum development starts from where
the curriculum is.
CURRICULUM DESIGN
CURRICULUM DESIGN
organization of class curriculum
as educators prepare to deliver
lessons and course material
Elements or Components of Curriculum Design
AIMS, GOALS,
OBJECTIVES
CONTENT/
SUBJECT
MATTER
TEACHING AND
LEARNING
METHODS
REFERENCES
ASSESSMENT
AND
EVALUATION
AIMS, GOALS, OBJECTIVES (ELEMENTARY EDUCATION)
• Provide knowledge, develop skills, attitudes, knowledge and values
• Provide learning experiences that increase the child’s awareness of
and responsiveness to the changes in the society
• Promote and intensify knowledge identification with love for the nation
and the people
AIMS, GOALS, OBJECTIVES (SECONDARY EDUCATION)
• Continue to promote the objectives of elementary education
• Discover and enhance the different skills and interests of students
• Equip them with skills for productive effort and/or prepare them for
tertiary schooling
AIMS, GOALS, OBJECTIVES (TERTIARY EDUCATION)
• Provide general education programs
• Promote national identify, cultural consciousness, moral integrity and
spiritual strength
• Train the nation’s manpower in skills required for national
development
• Develop the professions and provide leadership for the nation
• Advance knowledge through research and apply new knowledge to
improve quality of human life and respond to changing society
TYPES OF CURRICULUM DESIGN MODELS
a. Subject-centered Design
b. Learner-centered Design
c. Problem-centered Design
SUBJECT-CENTERED DESIGN
ü Easy to deliver
ü Oldest and most familiar to teachers
• Subject Design
• Discipline Design
• Correlation Design
• Broad Field Design/ Interdisciplinary
SUBJECT-CENTERED DESIGN
ü Discipline Design
• Focuses on the academic disciplines (History,
Sociology, Psychology, Chemistry, Biology, Physics)
• Often used in tertiary education but not in elementary
and secondary levels
SUBJECT-CENTERED DESIGN
ü Subject Design
• Oldest school design and best known
• Reflects a mental discipline approach to learning
• Subjects that comprise this curriculum design include Language,
Math, Science, History, etc.
• The drawback is that sometimes learning is so compartmentalized.
SUBJECT-CENTERED DESIGN
ü Correlation Design
• Comes from a core, correlated curriculum design that links,
separate subject designs in order to reduce fragmentation.
• Subjects are related to one another, but each has its own identity.
• Examples: (Biochemistry, Social Psychology, Bio-Statistics, Music,
and Technology)
SUBJECT-CENTERED DESIGN
ü Broad Field Design
• A variation of the subject-centered design
• Prevent compartmentalization of subjects and integrate the
contents that are related to each other.
• Correlation design is similar to broad-field design in that it is
focused on integration. The difference is that correlation
design combines only two subjects while broad-field will
combine several subjects.
History
Geography
SOCIAL
STUDIE
S
Anthropology
Sociology
LEARNER-CENTERED DESIGN
ü Learner is the center of education
ü Emphasis is very strong in Elementary Education
• Child-centered Design
• Experience-centered Design
• Humanistic Design
LEARNER-CENTERED DESIGN
ü Child-centered Design
• Anchored on the needs and interests of the learners
• One learns by doing
• Learner engages with his/her environment
LEARNER-CENTERED DESIGN
ü Experience-centered Design
• Child remains to be the focus
• Experiences are the starting point
• Learners are made to choose from various activities
LEARNER-CENTERED DESIGN
ü Humanistic Design
• Development of the self is the ultimate goal
• Positive self-concept and interpersonal skills
• Integration of thinking, feeling, and doing
CARL ROGERS
(Experiential Learning)
All human beings have a
natural propensity to learn;
the role of the teacher is to
facilitate such learning.
PROBLEM-CENTERED DESIGN
ü Designs the curriculum around a problem that needs
to be solved
ü Inherently engaging and authentic since students
have real purpose to their inquiry- solving the problem
• Life Situations Design
• Core Problems Design
PROBLEM-CENTERED DESIGN
ü Life Situations Design
• Contents are organized in ways that allow learners to view
problem areas clearly
• Students will see direct relevance to what they are studying if
the content is organized around aspects of community life
PROBLEM-CENTERED DESIGN
ü Core Problems Design
• The central focus of core design includes the common
needs, problems, and concerns of the learners
PROBLEM-CENTERED DESIGN
ü Core Problems Design
• The central focus of core design includes the common
needs, problems, and concerns of the learners
Example
CURRICULUM
CHANGE
Curriculum change is important to react to
changing circumstances and outside
influences and be updated to research
CATEGORIES OF CURRICULUM CHANGE
Substitution
Alteration
Restructuring
Perturbations
Value Orientation
SUBSTITUTION
The current curriculum will be replaced or
substituted by a new one.
Ex. Changing an old book to an entirely new one,
not merely a revision
ALTERATION
Alteration exists when new content, items, materials,
or procedures are added to existing materials
and programs
ALTERATION
Minor changes to the current or existing curriculum.
RESTRUCTURING
Restructuring occurs when the changes modify the
The whole school system, such as schools
introducing a new curriculum to their teachers and
pupils.
RESTRUCTURING
Building a new structure that would mean major
change or modification in the school system.
Ex. Using an integrated curriculum for the K to 12
requires all levels to work as a team
PERTURBATIONS
Changes that are disruptive, but teachers have to
perform them within a fairly short amount of time.
Ex. The teacher has to shorten the schedule to
accommodate unplanned extracurricular activities
VALUE ORIENTATION
A type of curriculum change that was classified to
respond to the shift in the emphasis that the teacher
provides which are not within the mission of the school
or vice versa.
WHY IS CURRICULUM
CHANGE IMPORTANT?
WHY IS CURRICULUM CHANGE IMPORTANT?
1. Advancement of Knowledge
Knowledge is constantly changing. Knowledge is constantly
being improved. Curriculum has to keep up.
WHY IS CURRICULUM CHANGE IMPORTANT?
2. Progression of Technology
Along with knowledge, technology is also improving. In the
field of education, the use of various techniques in the
teaching-learning process has changed.
CURRICULUM
STAKEHOLDERS
CURRICULUM
STAKEHOLDERS
LEARNERS
At the core of the curriculum
LEARNERS
Make the curriculum alive
LEARNERS
Make the curriculum alive
TEACHERS
Curricularists
TEACHERS
Teachers are stakeholders who plan, design,
teach, implement, and evaluate the curriculum.
TEACHERS
Teachers are stakeholders who plan, design,
teach, implement, and evaluate the curriculum.
TEACHERS
Some of the roles that the teachers do in
curriculum implementation are:
1.Guiding, facilitating, and directing the
activities of the learners;
2.Choosing the activities and the methods to be
utilized;
3.Choosing the materials that are necessary for
the activity;
4.Evaluating the whole implementation
process; and
PARENTS
The first educators of their children.
PARENTS
Parental involvement in a child's learning process from the
early years to high school remains among the key factors
contributing to a child's success in school.
PARENTS
A school composed of parents who are positively involved
in school activities has better achievement than schools
with uninvolved parents. Disciplinary problems are minimal,
and students are highly motivated
PARENTS
Parents see to it that what children learn in school is
practiced at home. They follow up on lessons, they make
available materials for learning and they give permission for
the participation of their children
SCHOOL LEADERS
Curriculum Managers
SCHOOL LEADERS
They should be committed to change
and schools employ strategies to meet
the needs of the teachers and learners
like building, books, libraries, and other
needed resources.
SCHOOL LEADERS
Functions:
1. to lead the school in any curriculum innovation
2. make sure that the teachers understand any restructuring or alteration of the
school curriculum
3. call on the parents to participate in the change that will happen by keeping
them informed
4. make sure that the materials needed are available for the teachers and
students to use
COMMUNITY
Curriculum Resources and a Learning
Environment
COMMUNITY
The rich natural and human resources of the community
can assist in educating the children.
OTHER STAKEHOLDERS
GOVERNMENT AGENCIES
• DepEd, TESDA, and CHED
agencies that have regulatory and mandatory
authority over the implementation of the curricula
GOVERNMENT AGENCIES
• PRC
Certify and issue teacher licenses to qualify one
to teach
• CSC
affirms and confirms the appointment of teachers
in the public schools
GOVERNMENT AGENCIES
• Local Government Unit (LGU)
Support the implementation of the curriculum
Guess the Word
Guess the Word
CURRICULUM
Guess the Word
Guess the Word
STAKEHOLDER
Guess the Word
Guess the Word
PUPILS
HISTORICAL BACKGROUND OF
CURRICULUM IN THE PHILIPPINES
PRE-HISPANIC PERIOD
• No established formal schooling in the country
• No formal preparation for teachers
• The mothers, fathers, and tribal leaders served as teachers at
home and in the community.
PRE-HISPANIC PERIOD
• education was informal, unstructured, and devoid of methods
Fathers taught their
sons the following:
• Farming
• Hunting
• Fishing
• Barter change
Some are trained to
be leaders
Datu or Raja
Mothers taught their
daughters the following:
• Cooking
• Fetching water
• Farming
• Household chores
Some are trained
to be healers
Babaylan or
Katalonan
The Baybayin Script
CURRICULUM
DURING THE
HISPANIC
PERIOD
Augustinians: the first missionaries to have
arrived with Legazpi in Cebu in 1565.
Franciscans (1578)
Jesuits (1581)
Dominicans (1587)
During the early years of Spanish colonization, education was mostly
run by the Church. Spanish friars and missionaries educated the
natives and converted indigenous populations to the Catholic faith
CURRICULUM DURING THE
HISPANIC PERIOD
• The tribal tutors
were replaced by
the Spanish
Missionaries
CURRICULUM DURING THE HISPANIC PERIOD
• Education was religion-oriented.
CURRICULUM DURING THE HISPANIC PERIOD
Education was for the elite, especially in the early
years of Spanish colonization.
SPANISH ERA EDUCATIONAL DECREE (1863)
SPANISH ERA EDUCATIONAL DECREE (1863)
Liberalized access to education, which provided for the
establishment of at least one primary school for boys
and girls in each town under the responsibility of the
municipal government
SPANISH ERA EDUCATIONAL DECREE (1863)
Primary instruction was free and the teaching of
Spanish was compulsory.
SPANISH ERA EDUCATIONAL DECREE (1863)
Education during that period was inadequate, suppressed, and
controlled
SPANISH ERA EDUCATIONAL DECREE (1863)
There were three grades (evaluation):
• Entrada”- Passed/ Fair
• Termino- Average/ Good
• Ascenso- Advanced/ Excellent
CURRICULUM DURING THE
REVOLUTIONARY GOVERNMENT
CURRICULUM DURING THE
REVOLUTIONARY GOVERNMENT
The defeat of Spain by American forces paved the
way for Aguinaldo’s Republic
CURRICULUM DURING THE
REVOLUTIONARY GOVERNMENT
The schools maintained by Spain for more than
three centuries were closed for the time being but
were reopened on August 29, 1898, by the
Secretary of Interior.
CURRICULUM DURING THE
REVOLUTIONARY GOVERNMENT
A system of free and compulsory elementary
education was established by the Malolos
Constitution.
CURRICULUM DURING THE AMERICAN
PERIOD
Although the fighting
with Spain in the
Philippines had ended
in August 1898,
American troops found
themselves with more
battles to fight there in
order to assert U.S.
dominance over the
region.
CURRICULUM DURING THE AMERICAN
PERIOD
The revolution and
Philippine-American
war took their toll on
the public educational
system, with most
school structures
damaged or looted.
BENEVOLENT ASSIMILATION
ü American colonizer’s way of colonization by
restructuring the whole Educational system.
ü An adequate secularized and free public school
system during the first decade of American rule
was established.
BENEVOLENT ASSIMILATION
ü Free primary instruction that trained the people
for the duties of citizenship.
ü Chaplains and non-commissioned officers were
assigned to teach using English as the medium
of instruction.
Act No. 74 of the Philippine Commission
ü A highly centralized public school system was
installed in 1901.
ü Created a heavy shortage of teachers, so 600
teachers from the USA were brought to the
Philippines
Thomasites
ü Named after the ship
that transported them,
the United States
Army Transport
Thomas, the
Thomasites served as
educators.
The Department of Education today was
finally conceived in 2001, through RA 9155
The Department of Education today was
finally conceived in 2001, through RA 9155
The goal of basic education is to provide the school-age
population and young adults with skills, knowledge, and values
to become caring, self-reliant, productive, and patriotic
citizens.