Professional Documents
Culture Documents
CURRICULUM DEVELOPMENT
1. Basic Education - this include Kindergarten, Grade 1 to 6, Grade 7 to 10, Grade 11 and 12
2. Technical Vocational Education – post-secondary technical vocational educational training.
(TechVoc track in SHS of DepEd) DepED and TESDA work in close coordination
3. Higher Education – Bachelor Degrees, Graduate Degrees (Masterate and Doctorate) under the
regulation of the Commission on Higher Education (CHED)
CURRICULUM – is what is taught in school, a set of subjects, a content, a program of studies, a set of materials,
a sequence of courses, a set of performance objectives, everything that goes within the school. In short,
Curriculum is the total learning experiences of the learner, under the guidance of the teacher.
TYPES OF CURRICULUM
1. Recommended Curriculum – for Basic Education, these are recommended by the Department of
Education (DepED) and for Higher Education by the Commission on Higher Education (CHED) and
Vocational Technical Education by Technical Education Skills and Development Authority (TESDA).
The recommendations come in the form of memoranda or policy, standards and guidelines.
2. Written Curriculum – documents based on the recommended curriculum. ( course study, syllabi,
modules, books, instructional guides). The most recent written curriculum is the K-12 for Basic
Education.
3. Taught Curriculum – from what has been written and planned, the curriculum has to be implemented
or taught. The teacher and the learners will put life to the written curriculum.
4. Supported Curriculum – is described as support materials that the teacher needs to make learning
and teaching meaningful. These include print materials ( books, charts, posters) and non-print
materials (powerpoint presentation, movies, slides, models, realias, mock ups). Also includes the
facilities where learning occurs (playground. Museum, zoo, classroom)
5. Assessed Curriculum – taught and supported curricula have to evaluated to find out if the teacher has
succeeded. (Assessment for learning, as learning and of learning)
6. Learned Curriculum – if a student changed behavior he/she has learned. Non-reader to a reader,
from not knowing to knowing.
7. Hidden /Implicit Curriculum – this curriculum is not deliberately planned, but has a great impact on
the behavior of the learner. Peer influence, school environment, media, parental pressures, societal
changes, cultural practices, natural calamities are some factors that create the hidden curriculum.
THE TEACHER AS A CURRICULARIST
1. Robert M. Hutchins – “permanent studies” where rules of grammar, reading, rhetoric, logic and
mathematics 3R’s for basic education are emphasized.
2. Arthur Bestor – mission of the school should be intellectual training, and the focus is on intellectual
disciplines of grammar, literature and writing, math, science, history and foreign language.
3. Joseph Schwab – sole source of curriculum is a discipline. He coined the word “discipline” as a ruling
doctrine for curriculum development.
4. Phillip Phenix – curriculum should consist entirely of knowledge which comes from various
discipline.
1. John Dewey – “education is experiencing”. Reflective thinking is a means that unifies curricular
element that is tested by application.
2. Holin Caswell and Kenn Campbell – “curriculum as all experiences children have under the guidance
of teachers.
3. Othaniel Smith, William Stanley and Harlan Shore – curriculum as a sequence of potential
experiences, set up in schools for the purpose of disciplining children and youth in group ways of
thinking and acting.
4. Colin Marsh and George Willis – curriculum as all the experiences in the classroom which are
planned and enacted by the teacher and also learned by the students.
THREE WAYS OF APPROACHING A CURRICULUM
1. Topical Approach – much content is based on knowledge and experiences are included.
2. Concept Aproach – fewer topics in cluster around major and sub concepts and their interaction,
with relatedness emphasized.
3. Thematic Approach - combination of concepts that develop conceptual structures
4. Modular Approach – leads to complete unit of instruction.
1. Significance – it is significant if the content becomes the means of developing cognitive, affective
or psychomotor skills of the learner.
2. Validity – the authenticity of the subject matter, forms it’s validity. It measures what it aims to
measure.
3. Utility – usefulness of the content in the curriculum is relative to the learners who are going to
use these. (relative to time)
4. Learnability – the complexity of the content should be within the range of experiences of the
learners.
5. Feasibility – the subject content be learned within the time allowed, resources available,
expertise of the teachers and and the nature of the learners.
6. Interest – will learners take interest in the content? Interest is one of the driving force for
students to learn better.
INTEGRATION – content does not stand alone or in isolation. It has some ways of relatedness or
Curriculum is not seen as physical thing or a noun, but as a verb or an action. It is the interaction
among the teachers, students and content.
The intersection of the content and process is called the Pedagogical Content Knowledge (PCK)
3. Curriculum as a Product
Product is what the students desire to achieve as a learning outcomes. The real purpose of
education is to bring about significant changes in student’s pattern of behavior. Curriculum product is
expressed in form of outcomes which are referred to as the achieved learning outcomes.
1. Curriculum planning – consider the school vision, mission and goals. It also includes the philosophy
or strong education belief of the school.
2. Curriculum designing – is the way curriculum is conceptualized to include the selection and
organization of content, the selection and organization of learning experiences or activities and the
selection of the assessment procedure and tools to measure achieved learning outcomes.
3. Curriculum implementing – putting into action the plan which is based on the curriculum design.
4. Curriculum evaluating – determines the extent to which the desired outcomes have been achieved.
This procedure is on-going as in finding out progress of learning (formative) or the mastery of learning
(summative).
1. PHILOSOPHICAL FOUNDATIONS
a. Perennialism (curriculum is enduring)
Aim: to educate the rational person; cultivate intellect.
How to teach : centered around teachers-students engaged in Socratic dialogues or mutual inquiry
sessions to develop an understanding of history’s most timeless concepts.
Focus: curriculum is universal or general- heavy on the humanities, general education-less
emphasis on vocational and technical education- they use great books (bible, Koran, classics)
b. Essentialism
Aim : learners to acquire basic knowledge, skills and values. to promote intellectual growth of
learners to become competent.
How to teach: emphasize mastery of subject matter- teachers are the fountain of information and
paragon of virtue- rely heavily on the use of prescribed textbooks. Teachers are sole authorities in
the subject area.
Focus: the basic skill or the fundamental 3R’s, right conduct needed in preparation for adult life.
c. Progressivism
Aim: promote democratic social living
How to teach: employ experiential methods-learning by doing –John Dewey- heavily rely on the
problem-solving method (scientific method) hands-on-minds-on; teacher leads for growth and
development of lifelong learners.
Focus: need-based and relevant curriculum-curriculum that respond to students’ need and relates
to students’ lives and experiences-accept the impermanence of life and inevitability of change,
everything else change. Interdisciplinary subjects. Humanistic education
d. Reconstructionism
Aim : to improve and reconstruct society. Education for change
How to teach : teacher acts as agent of change and reforms
Focus : global education, collaboration and convergence. Standards and competencies.
2. PSYCHOLOGICAL FOUNDATION
- Ivan Pavlov (1849-1936)
* father of the Classical Condition Theory the S-R Theory
* the key to learning is early years of life is to train them what you want them to become.
* S-R Theory is a foundation or learning practice called indoctrination.
- Lev Vygotsky
* children could, as a result of their interaction with society, actually perform certain cognitive
actions prior to arriving at developmental stage.
- Howard Gardner
- Daniel Goleman
* Emotional Quotient
Humanistic Psychology
- Gestalt
* learning is explained in terms of “wholeness” of the problem.
* Human beings do not respond to isolated stimuli but to an organization or pattern of stimuli.
* learning is complex and abstract
* learners will perceive something in relation to the whole.
- Abraham Maslow
* Self-Actualization Theory
* classic theory of human needs.
* A child whose basic needs are not met will not be interested in acquiring knowledge of the world.
* put importance in human emotions, based on love and trust.
- Carl Rogers
*Nondirective and Therapeutic Learning
* children’s perceptions, which are highly individualistic, influence their learning and behavior in
class
*curriculum concerned with process, not product; person needs, not subject matter, psychological
meaning, not cognitive scores.
Social Foundations of Curriculum
- John Dewey
*schools and civil society as major topics needing attention and reconstruction to encourage
experimental intelligence and plurality
- Alvin Toffler
*author of Future Shock
* believed that knowledge should prepare students for the future
Begin with the end in view. It is a desired learning outcome that is to be accomplished in a particular
learning episode, engaged in by the learners under the guidance of the teacher. Intended learning
outcomes are expressed in action words found in the revised Bloom’s Taxonomy of Objectives
(Andersen and Krathwohl) for cognitive skills. For the affective skills, the taxonomy made by Krathwohl
and for psychomotor domain by Simpson.
3. References
1. SELF-ASSESSMENT- through which a student learns to monitor and evaluate their own learning.
(reflective and self-critical)
2. PEER-ASSESSMENT – in which students provide feedback on each other’s learning. This can be
viewed as an extension of self-assessment and presupposes trust and mutual respect. Students can
learn to judge each other’s work.
3. TEACHER ASSESSMENT – in which the teacher prepares and administers tests and gives feedback
on the student’s performance.
1. Subject-Centered Design
Subject Design – is the oldest and so far the most familiar design for teachers. The drawback of this
design is that sometimes, learning is so compartmentalized. It stresses so much the content and
forgets about students’ natural tendencies, interests and experiences. The teacher becomes the
dispenser of knowledge.
Discipline design – focuses on academic disciplines. Discipline refers to specific knowledge learned
through a method which the scholars use to study a specific content of their fields
Correlation design – subjects are related to one another and still maintain the identity of the
subject. Ex. English literature and social studies correlate well in the elementary level. While
History is studies, different literary pieces are being studied. The same true when science become
the core, mathematics is related to it, as they are taken in chemistry, physics and biology.
Broad field design/interdisciplinary – thus subjects such as geography, economics, political
science. Anthropology, sociology, and history are fused into one subject called social studies.
Language arts will include grammar, literature, linguistics, spelling and composition.
2. Learner-Centered Design
Child-centered design – attributed to the influence of John Dewey, Rouseau, Pestallozi and Froebel.
The curriculum design is anchored on the needs and interests of the child.
Experience-centered design – experience of the learners become the starting point of the
curriculum, thus the school environment is left open and free. Learners are made to choose from
various activities that the teacher provides. The emergence of multiple intelligence theory blends
well with experience-centered design curriculum.
Humanistic design – the key influence in this design are Abraham Maslow and Carl Rogers.
Maslow’s theory of self-actualization and self-directed learning. It stresses the whole person and
the integration of thinking, feeling and doing.
3. Problem-Centered Design
Life-situations design – the connections of subject matter to real situations increases the relevance
of the curriculum.
Core problem design – it centers on general education and problems are based on the common
human activities. The central focus includes the common needs, problems, concerns of the
learners.
It is a process that follows curriculum designing. This process was introduced by Heidie Hayes Jacobs
in 2204. This approach is an ongoing process or “work-in-progress”.
Curriculum Map – are visual timelines that outline desired learning outcomes to be achieved, contents, skills
and values taught, instructional time, assessment to be used. It provides quality control of what are taught in
schools to maintain excellence, efficiency and effectiveness.
This is the phase where teacher action takes place. It is one of the most crucial processes in curriculum
development. “A good plan is work half done”. If this is so the other half to the success of curriculum devt rest
in the hands of the implementer who is the teacher.
Kurt Levin as the father of social psychology explains the process of change.
In the education landscape, there are always two forces that oppose each other. These are driving force and
the restraining force. When these two forces are equal, the state is equilibrium, or balance. However, when
the driving force overpowers the restraining force, then change will occur. If the restraining force is stronger
than the driving force, change is prevented.
1. Substitution – the curriculum will be replaced or substituted by a new one. Sometimes we call this a
complete overhaul. Ex. Changing an old book to entirely new one, not merely a revision.
2. Alteration – there is a minor change to the current or existing curriculum. Ex. Graphing paper –
graphing calculator.
3. Restructuring – major change or modification in the school system. Ex. K-12, parents guidance in the
school instead leaving everything to the teacher.
4. Perturbations – changes that are disruptive. Ex. Shortened time, change of schedule to accommodate
unplanned extracurricular activities.
5. Value orientation –
1. Developmental – there will be continuous reflection, feedback and refinement. Progressive steps
from orientation to reflection.
2. Participatory – participation of the people that are involve in the curriculum implementation.
3. Supportive – material support like supplies, equipment, conducive learning environment. Likewise,
human support is very needed.
Time is an important commodity for a successful change process. 3-5 years innovation is needed to
institutionalize a curriculum.
IMPLEMENTING A CURRICULUM DAILY IN THE CLASSROOM
DepED Order No. 70 s. 2012 – teachers of all public elementary and secondary schools will not be
required to prepare detailed lesson plans. They may adopt DAILY LESSON LOGS (DLL) which contain the
needed information and guide from the teacher guide and teacher manual.
1. Objectives
This will be the focus of the lesson. It is based on Taxonomy of Objectives presented to us as
cognitive, affective and psychomotor.
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING
LEVELS OF KNOWLEDGE
1. Factual Knowledge – ideas, specific data or information
2. Conceptual Knowledge – words or ideas known by common name, common features, specific
examples. This are facts that interrelate with each other to function together.
3. Procedural Knowledge – how things work, step by step actions
4. Metacognitive Knowledge – knowledge of cognition in general, awareness of knowledge of
one’s own cognition., thinking about thinking.
CONE OF LEARNING
THE ROLE OF TECHNOLOGY IN DELIVERING THE CURRICULUM
1. Practicality – is the equipment (hardware) or already prepared lesson material (software) available?
If not what would be the cost?
2. Appropriateness – is the medium suitable to the learners’ ability to comprehend?
3. Activity /suitability – will the chosen media fit the set instructional event?
4. Objective-matching – overall, does the medium help in achieving the learning objectives?
Non-Government Agencies
As a process it follows a procedure based on models and frameworks to get to the desired results. As a tool, it
will help teachers and program implementers to judge the worth and merit of the program and innovation of
curricular change.
1. Identifies the strengths and weaknesses of an existing curriculum that will be the basis of the intended
plan, design or implementation. (needs assessment)
2. Related to monitoring
3. Curriculum evaluation will guide whether the results have equalled or exceeded the standards, thus
can be labeled as success. (terminal assessment)
4. Basis for decision making
CURRICULUM EVALUATION MODELS
1.Context Evaluation – assess needs and problems in the context for decision makers to determine
the goals and objectives of the curriculum.
2.Input Evaluation – assess alternative means based on the inputs for the achievement of objectives
to help decision makers to choose options for optimal means.
3.Process Evaluation – monitors the process both to ensure that the means are actually being
implemented and make necessary modifications.
4.Product Evaluation – compares actual ends with intended ends and leads to series of recycling
decisions.
4.Stake Responsive Model – evaluation focuses more on the activities rather than intent or purposes.
5. Scriven Consumer Oriented Evaluation – Michael Scriven introduced this when education products
flooded the market. Consumers of educational products which are needed to support an implemented
curriculum often use consumer oriented evaluation. (uses criteria and checklist as a tool for either
formative or summative evaluation purposes.)
Achieved Learning Outcomes
Is defined in OBE as a product of what are have been intended in the beginning of the learning
process. Indicators of the learning outcomes which are accomplished are called “achieved learning
outcomes”. (standards and competencies as indicators)
1. Objective Tests – requires only one correct answer. Difficult to construct but easy to check.
a. Pencil and Paper Test – test written on paper and requires a pencil to write.
b. Simple recall – the most common tool to measure knowledge.
- Fill in the Blanks
- Enumeration
- Identification
- Simple recall
Evaluation follows
implementation
The Enhanced Basic Education Act of 2013 (K-12)
Republic Act 10533, otherwise known as the Enhanced Basic Education Act of 2013, is the latest
educational reform in the Philippine Education signed into law by President Benigno Aquino III last May
15, 2013. The Enhance Basic Education Act of 2013 popularly known as K to 12 includes 1 year of kinder
garten education, 6 years of elementary education, and 6 years of secondary education. This 6 years
includes 4 years of junior high school and 2 years of senior high school. With k -12 the existing 10
years of basic education is increased to 12 years with Kindergarten education as a prerequisite to entry
in Grade 1.
Why K-12?
Senior High School Curriculum (15 core subjects, 7 contextualized subjects, 9 specialization subjects)
1. ACADEMIC TRACK
STEM (Science, Technology, Engineering and Math)
HUMMS (Humanities and Social Sciences)
ABM (Accounting, Business and Managemen)
GAS (General Academic Strand)
2. TEC VOC TRACK
3. SPORTS AND ARTS
4. DESIGN TRACK
OUTCOMES-BASED-EDUCATION: BASIS FOR ENHANCED TEACHER EDUCATION CURRICULUM
It became the fundamental philosophy of higher education in the Philippines.
W. Spady defined OBE as clearly focusing, and organizing everything in the educational system
around the essential for all the students to do successfully at the end of their learning experiences. It
starts with the clear picture of what is important for students to be able to do.
All students can learn and succeed, but not at the same time or in the same way.
Successful learning promotes even more successful learning.
Schools and teachers control the conditions that will determine if the students are successful
in school learning.