CHAPTER 1
CURRICULUM ESSENTIALS
MODULE 2
THE TEACHER AS A KNOWER OF THE
CURRICULUM
Presented by:
Ronierex Malbueso
John Sherwin Delgado
LESSONS
2.1
The School Curriculum: Definition,
Nature, and Scope
2.2
Approaches to the School Curriculum
2.3
Curriculum Development: Processes
and Models
2.4
Foundations of Curriculum
LEARNING OUTCOMES
Lesson 2.1
A) Define curriculum from different perspectives
B) Describe the nature and scope of curriculum
LESSON 2.1
The School Curriculum: Definition, Nature,
and Scope
IN TODAY’S HEADLINES
• Marcos Orders Skills Training Integration into K to12
Curriculum
• DepEd targets to finish K to 12 curriculum review in May
2024
• PBBM lauds DepEd’s pilot test of new K to 10 curriculum
in 35 schools
SOME DEFINITIONS OF
CURRICULUM
▪ Curriculum
comes
from
the
Latin
word
currere referring to the oval track upon
which Roman chariots raced or the course of a
race.
SOME DEFINITIONS OF
CURRICULUM
▪ Curriculum is defined as the whole body of a
course in an educational institution or by a
department (New International Dictionary).
▪ Curriculum is a set of courses taught in schools or
universities (Oxford English Dictionary).
SOME DEFINITIONS OF
CURRICULUM
▪ Curriculum is a planned and guided set of
learning experiences and intended outcomes,
formulated
through
the
systematic
reconstruction of knowledge and experience
under auspices of the school, for the learners’
continuous and willful growth in personal social
competence (Tanner, 1980).
SOME DEFINITIONS OF
CURRICULUM
▪ Curriculum
is a written document that
systematically describes goals planned, objectives,
content, learning activities, evaluation procedures
and so forth. (Pratt, 1980)
SOME DEFINITIONS OF
CURRICULUM
▪ Curriculum refers to the contents of a subject,
concepts, and tasks to be acquired, planned
activities, the desired learning outcomes and
experiences, product of culture and an agenda to
reform society (Schubert, 1987).
SOME DEFINITIONS OF
CURRICULUM
▪ Curriculum includes all of the experiences that
individual learners have in a program of
education whose purpose is to achieve broad
goals and related specific objectives, which is
planned in terms of a framework of theory and
research or past and present professional
practice (Hass, 1987).
SOME DEFINITIONS OF
CURRICULUM
▪ Curriculum is a program of activities (by
teachers and pupils) designed so that pupils will
attain so far as possible certain educational and
other schooling ends or objectives
(Grundy,
1987).
SOME DEFINITIONS OF
CURRICULUM
▪ Curriculum is a plan that consists of learning
opportunities for a specific time frame and place, a
tool that aims to bring about behavior changes in
students as a result of planned activities and includes
all learning experiences received by students with the
guidance of the school. (Goodland and Su, 1992)
SOME DEFINITIONS OF
CURRICULUM
▪ Curriculum provides answers to three questions: 1.
What knowledge, skills, and values are the most
worthwhile? 2. Why are they most worthwhile? 3. How
should the young acquire them? (Cronbeth, 1992)
POINTS
OF VIEW OF
SOME
OTHER
CURRICULARISTS
TRADITIONAL
Name Here
Contents Here
PROGRESSIVE
TRADITIONAL
Views curriculum as “permanent
studies”
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where rules of grammar,
reading, rhetoric,
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logic and mathematics for basic
education are emphasized.
3Rs (reading, writing, and ‘rithmetic)
should be emphasized in basic education
while liberal education should be
emphasized in college.
Robert Hutchins
TRADITIONAL
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Believes that the mission of the school
should be intellectual training, hence
curriculum should focus on the
fundamental intellectual disciplines of
grammar, literature, writing, mathematics,
science, history and foreign language.
Arthur Bestor
TRADITIONAL
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He coined the word discipline as a
ruling doctrine for curriculum
development. Therefore, curriculum is
viewed as a field of study, and it should
only consist of knowledge that comes
from the disciplines.
Joseph Schwab
TRADITIONAL
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Asserts that curriculum should consist
entirely of knowledge which comes from
various disciplines. He writes, “because
people differ, no one curriculum
suffices for everybody.”
Phillip Phenix
TRADITIONAL PROGRESSIVE
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Believes that education is experiencing.
Reflective thinking is a means that
unifies curricular elements that are tested
by application.
John Dewey
TRADITIONAL PROGRESSIVE
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Viewed curriculum as all experiences
children have under the guidance of
teachers.
Holin Caswell &
Kenn Campbell
TRADITIONAL PROGRESSIVE
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Othaniel Smith,
William Stanley,
& Harlan Shore
Defined curriculum as a sequence of
potential experiences, set up in schools
for the purpose of disciplining children
and youth ingroup ways of thinking and
acting.
TRADITIONAL PROGRESSIVE
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Viewed curriculum as all the experiences
in the classroom which are planned and
enacted by the teacher and also learned
by the students.
Colin Marsh &
George Willis
SUMMARY
OF
INTERPRETATIONS
CURRICULUM is what is taught in school, a set of subjects,
a set of studies, a set of materials, a sequence of courses, a
set of performance objectives, everything that goes within
the school.
TRADITIONAL
CURRICULUM is what is taught inside and outside of the
school directed by the teacher, everything planned by
Name Here
school, a series of experiences undergone by learners in
Contents Here
school of what individual learner experiences as a result of
school.
PROGRESSIVE
In short, CURRICULUM is the total
learning experiences of the learner
under the guidance of the teacher.
LESSON 2.2
Approaches to the School Curriculum
LEARNING OUTCOMES
Lesson 2.2
A) Describe the different approaches to school curriculum
B) Explain by examples how the approaches clarify the definition of curriculum
C) Reflect on how the three approaches interrelate with each other
THREE
WAYS
OF
APPROACHING
A CURRICULUM
CURRICULUM AS A CONTENT
CURRICULUM AS A PROCESS
CURRICULUM AS A PRODUCT
CURRICULUM AS A CONTENT
❑ A curriculum is a topic outline, subject
matter, or concepts to be included in the
syllabus or books.
Examples are:
In Math curriculum, there are topics on shapes, areas,
perimeters, sequence, etc.
In secondary school science, we have physical science, earth
science, biology, physics, chemistry, etc.
CURRICULUM AS A CONTENT
❑ The curriculum focuses on the body of
knowledge to be transmitted to students using
appropriate teaching method.
❑ Teaching may be limited to acquisition of
facts, concepts, and principles of the subject
matter.
CURRICULUM AS A CONTENT
4 Ways in Presenting
Content in Curriculum
4 Ways in Presenting
Content in Curriculum
CURRICULUM AS A CONTENT
TOPICAL
❑ revolving of content around a
series of topics connected
together
❑ at each level, topics should be
suitable to learners’ age,
needs, and interests
T
4 Ways in Presenting
Content in Curriculum
CURRICULUM AS A CONTENT
TOPICAL
❑ revolving of content around a
series of topics connected
together
❑ at each level, topics should be
suitable to learners’ age,
needs, and interests
CONCEPTUAL
❑ content is taught through the
use of big ideas
❑ fewer topics in clusters
around a major and subconcepts, and their
interaction and relatedness
are emphasized
T
C
4 Ways in Presenting
Content in Curriculum
THEMATIC
CURRICULUM AS A CONTENT
TOPICAL
❑ revolving of content around a
series of topics connected
together
❑ at each level, topics should be
suitable to learners’ age,
needs, and interests
CONCEPTUAL
❑ content is taught through the
use of big ideas
❑ fewer topics in clusters
around a major and subconcepts, and their
interaction and relatedness
are emphasized
T
C
T
❑ the way of teaching and
learning where many areas of
the curriculum are connected
together and integrated within
a theme.
❑ powerful tool for integrating
the curriculum and eliminating
isolated and reductionist
nature of teaching
4 Ways in Presenting
Content in Curriculum
THEMATIC
CURRICULUM AS A CONTENT
TOPICAL
❑ revolving of content around a
series of topics connected
together
❑ at each level, topics should be
suitable to learners’ age,
needs, and interests
CONCEPTUAL
❑ content is taught through the
use of big ideas
❑ fewer topics in clusters
around a major and subconcepts, and their
interaction and relatedness
are emphasized
T
C
T
M
❑ the way of teaching and
learning where many areas of
the curriculum are connected
together and integrated within
a theme.
❑ powerful tool for integrating
the curriculum and eliminating
isolated and reductionist
nature of teaching
MODULAR
❑ dividing the curriculum into
small discrete modules or
units that are independent,
nonsequential, and typically
short in duration
CURRICULUM AS A CONTENT
6 Criteria in Selection of
Content
CURRICULUM AS A CONTENT
1. Significance
content should contribute to ideas, concepts,
principles, and generalization that should attain
the overall purpose of the curriculum.
6 Criteria in Selection of
Content
CURRICULUM AS A CONTENT
1. Significance
content should contribute to ideas, concepts,
principles, and generalization that should attain
the overall purpose of the curriculum.
2. Validity
refers to authenticity of the subject matter in
which we check the content is relevant the
current times.
6 Criteria in Selection of
Content
CURRICULUM AS A CONTENT
1. Significance
content should contribute to ideas, concepts,
principles, and generalization that should attain
the overall purpose of the curriculum.
2. Validity
refers to authenticity of the subject matter in
which we check the content is relevant the
current times.
3. Utility
refers to usefulness of the content as time
changes (now and future). The content should
be useful in solving current concerns/issues.
6 Criteria in Selection of
Content
CURRICULUM AS A CONTENT
6 Criteria in Selection of
Content
1. Significance
content should contribute to ideas, concepts,
principles, and generalization that should attain
the overall purpose of the curriculum.
2. Validity
refers to authenticity of the subject matter in
which we check the content is relevant the
current times.
3. Utility
refers to usefulness of the content as time
changes (now and future). The content should
be useful in solving current concerns/issues.
4. Learnability
the complexity of the content should be
within the range of experiences of the learners.
CURRICULUM AS A CONTENT
6 Criteria in Selection of
Content
1. Significance
content should contribute to ideas, concepts,
principles, and generalization that should attain
the overall purpose of the curriculum.
4. Learnability
the complexity of the content should be
within the range of experiences of the learners.
2. Validity
refers to authenticity of the subject matter in
which we check the content is relevant the
current times.
3. Utility
refers to usefulness of the content as time
changes (now and future). The content should
be useful in solving current concerns/issues.
5. Feasibility
the content should be learned within the
time allowed, resources available, expertise
of the teacher and nature of learners.
CURRICULUM AS A CONTENT
6 Criteria in Selection of
Content
1. Significance
content should contribute to ideas, concepts,
principles, and generalization that should attain
the overall purpose of the curriculum.
4. Learnability
the complexity of the content should be
within the range of experiences of the learners.
2. Validity
refers to authenticity of the subject matter in
which we check the content is relevant the
current times.
5. Feasibility
the content should be learned within the
time allowed, resources available, expertise
of the teacher and nature of learners.
3. Utility
refers to usefulness of the content as time
changes (now and future). The content should
be useful in solving current concerns/issues.
6. Interest
the content should be meaningful and have
value to the present and future life
of learners.
CURRICULUM AS A CONTENT
5 Guides in the Selection of
Content in the Curriculum
CURRICULUM AS A CONTENT
Commonly used
in the daily life.
5 Guides in the Selection of
Content in the Curriculum
5 Guides in the Selection of
Content in the Curriculum
CURRICULUM AS A CONTENT
Appropriate to the maturity levels
and abilities of the learners.
Commonly used
in the daily life.
5 Guides in the Selection of
Content in the Curriculum
CURRICULUM AS A CONTENT
Valuable in meeting the needs and
competencies of the future career.
Appropriate to the maturity levels
and abilities of the learners.
Commonly used
in the daily life.
5 Guides in the Selection of
Content in the Curriculum
CURRICULUM AS A CONTENT
Related to other subject fields or
discipline for integration
Valuable in meeting the needs and
competencies of the future career.
Appropriate to the maturity levels
and abilities of the learners.
Commonly used
in the daily life.
5 Guides in the Selection of
Content in the Curriculum
CURRICULUM AS A CONTENT
Important in the
transfer of learning.
Related to other subject fields or
discipline for integration.
Valuable in meeting the needs and
competencies of the future career.
Appropriate to the maturity levels
and abilities of the learners.
Commonly used
in the daily life.
CURRICULUM AS A CONTENT
Fundamental Principles of
Curriculum Content
CURRICULUM AS A CONTENT
B
A
S
I
C
S
Fundamental Principles of
Curriculum Content
CURRICULUM AS A CONTENT
B
A
S
I
C
S
BALANCE
Fundamental Principles of
Curriculum Content
content should be fairly distributed in depth and breadth. Significant contents
should be covered to avoid too much or too little of the content within the time
allocation.
CURRICULUM AS A CONTENT
Fundamental Principles of
Curriculum Content
B
BALANCE
content should be fairly distributed in depth and breadth. Significant contents
should be covered to avoid too much or too little of the content within the time
allocation.
A
ARTICULATION
the content complexity should progress with the educational level, vertically
or horizontally. It ensures no gaps or overlaps in the content.
S
I
C
S
CURRICULUM AS A CONTENT
Fundamental Principles of
Curriculum Content
B
BALANCE
content should be fairly distributed in depth and breadth. Significant contents
should be covered to avoid too much or too little of the content within the time
allocation.
A
ARTICULATION
the content complexity should progress with the educational level, vertically
or horizontally. It ensures no gaps or overlaps in the content.
S
SEQUENCING
a logical arrangement of the content. It is how the skills and content are ordered and
presented to learners over time.
I
C
S
CURRICULUM AS A CONTENT
Fundamental Principles of
Curriculum Content
B
BALANCE
content should be fairly distributed in depth and breadth. Significant contents
should be covered to avoid too much or too little of the content within the time
allocation.
A
ARTICULATION
the content complexity should progress with the educational level, vertically
or horizontally. It ensures no gaps or overlaps in the content.
S
SEQUENCING
a logical arrangement of the content. It is how the skills and content are ordered and
presented to learners over time.
INTEGRATION
the connectedness and relatedness of a content to other contents. Contents should
be infused in other disciplines whenever possible.
I
C
S
CURRICULUM AS A CONTENT
Fundamental Principles of
Curriculum Content
B
BALANCE
content should be fairly distributed in depth and breadth. Significant contents
should be covered to avoid too much or too little of the content within the time
allocation.
A
ARTICULATION
the content complexity should progress with the educational level, vertically
or horizontally. It ensures no gaps or overlaps in the content.
S
SEQUENCING
a logical arrangement of the content. It is how the skills and content are ordered and
presented to learners over time.
INTEGRATION
the connectedness and relatedness of a content to other contents. Contents should
be infused in other disciplines whenever possible.
CONTINUITY
the repetition of important concepts within the curriculum vertical or over time. It
should be perennial and endures time.
I
C
S
CURRICULUM AS A CONTENT
Fundamental Principles of
Curriculum Content
B
BALANCE
content should be fairly distributed in depth and breadth. Significant contents
should be covered to avoid too much or too little of the content within the time
allocation.
A
ARTICULATION
the content complexity should progress with the educational level, vertically
or horizontally. It ensures no gaps or overlaps in the content.
S
SEQUENCING
a logical arrangement of the content. It is how the skills and content are ordered and
presented to learners over time.
INTEGRATION
the connectedness and relatedness of a content to other contents. Contents should
be infused in other disciplines whenever possible.
CONTINUITY
the repetition of important concepts within the curriculum vertical or over time. It
should be perennial and endures time.
SCOPE
consists of all the contents, topics, learning experiences comprising the curriculum.
In layman's term scope refers to coverage.
I
C
S
CURRICULUMAS
ASAAPROCESS
CONTENT
CURRICULUM
❑ A curriculum is interaction among the
teachers, students, and content. It is seen as a
scheme about the practice of teaching.
Analogy:
In the recipe in a cookbook, a recipe is the content
while the ways of cooking is the process.
In a classroom, the syllabi (content) is given, the
teaching methods and learning activities are part of
the process.
CURRICULUMAS
ASAAPROCESS
CONTENT
CURRICULUM
❑ While content provides materials on what to teach,
the process provides how to teach the content.
❑ The intersection of the content and process is
called the Pedagogical Content Knowledge or
PCK. It will address the question: If you have this
content, how will you teach it?
CURRICULUMAS
ASAAPROCESS
CONTENT
CURRICULUM
❑ To teachers, the process is very critical. This is the
other side of the coin: instruction, implementation,
teaching.
❑ When educators ask teachers: What curriculum
are you using? Some of the answers will be:
1. Problem based.
2. Hands-on, Minds-on
3. Cooperative Learning
4. Blended Curriculum
5. On-line
6. Case-based, etc.
CURRICULUM AS A PROCESS
7 Guiding Principles for the
PROCESS Approach
7 Guiding Principles for the
PROCESS Approach
CURRICULUM AS A PROCESS
NO.1
Curriculum process in the form of teaching methods are
means to achieve the end/goal.
7 Guiding Principles for the
PROCESS Approach
CURRICULUM AS A PROCESS
NO.1
Curriculum process in the form of teaching methods are
means to achieve the end/goal.
NO.2
There is no single best process or method.
7 Guiding Principles for the
PROCESS Approach
CURRICULUM AS A PROCESS
NO.1
Curriculum process in the form of teaching methods are
means to achieve the end/goal.
NO.2
There is no single best process or method.
NO.3
Curriculum process should stimulate learners’ desire to
develop cognitive, affective, and psychomotor domains.
7 Guiding Principles for the
PROCESS Approach
CURRICULUM AS A PROCESS
NO.1
Curriculum process in the form of teaching methods are
means to achieve the end/goal.
NO.2
There is no single best process or method.
NO.3
Curriculum process should stimulate learners’ desire to
develop cognitive, affective, and psychomotor domains.
NO.4
In the choice of methods, learning and teaching styles
should be considered.
7 Guiding Principles for the
PROCESS Approach
CURRICULUM AS A PROCESS
NO.5
Every method or process should result to the desired
learning outcomes.
7 Guiding Principles for the
PROCESS Approach
CURRICULUM AS A PROCESS
NO.5
Every method or process should result to the desired
learning outcomes.
NO.6
Flexibility in the use of the process or methods should be
considered.
7 Guiding Principles for the
PROCESS Approach
CURRICULUM AS A PROCESS
NO.5
Every method or process should result to the desired
learning outcomes.
NO.6
Flexibility in the use of the process or methods should be
considered.
NO.7
Both teaching and learning are the two important processes
in the implementation of the curriculum.
CURRICULUM
CURRICULUMAS
ASAAPRODUCT
CONTENT
❑ A curriculum is what the students desire to
achieve as a learning outcome.
❑ The product from the curriculum is a student
equipped with the knowledge, skills, and
values to function effectively and efficiently.
❑ Curriculum product is expressed in the form of
outcomes which are referred to as achieved
learning outcomes.
Daghang
Salamat!