EDUC 113

CURRICULUM DEVELOPMENT

Name of Course Curriculum Development

Course Number EDUC 113
Credit Units 3 Units
Course Description

This course discusses curriculum

development as a process that meets the
needs of curriculum developers and
implementers in designing and developing
instructional plan, school activities, and
school systems that will ensure inclusive-
learning-friendly environment.
PRELIMS
›  Topic1: Concepts, Nature, and Purposes
of Curriculum
›  Topic2: Elements / Components, Models,
and Types of Curriculum
›  Topic3: Understanding Curriculum Guide
MIDTERMS
Topic4: Curriculum and Philosophy
Topic5: Curriculum Planning and Designs
Topic6: School’s Philosophy in Action
FINALS
Topic7: Curriculum Evaluation
Topic8: Teachers as Curriculum Planners
Topic9: Teachers as Curriculum
Implementers
Topic10: Teachers as Curriculum Evaluators
REQUIRED OUTPUT
›  School’sVMO
›  School Program
Mga  Bakit  Ques)ons:  
1. Why  does  my  school  exist?  

2. Why  do  I  teach?  

3. Why  do  students  have  to  enroll  

in  our  school?  
4. What  evidences  of  learning  do  
we  need  to  see  from  them?
Types  of  Curriculum  
 Recommended curriculum- Most of the
school curricula are recommended. The
curriculum may come from a national
agency like Department of Education,
Commission on Higher Education (CHED),
Department of Science and Technology
(DOST) or any professional organization
who has stake in education.
 Written curriculum- This includes documents,
course of study or syllabi handed down to schools,
districts, division, departments or colleges for
implementation. Most of the written curricula are
made by curriculum experts with participation of
teachers. These were pilot- tested or tried out in
sample school or population. Example of this is the
written lesson plan of each classroom teacher made
up of objectives and planned activities of the
teachers.
 Supported curriculum- In order to have a successful
teaching, other than the teacher, there must be
materials which should support or help in the
implementation of the written curriculum. These refer
to the support curriculum that includes material
resources such as textbooks, computers, audio-
visual materials, laboratory equipment, playgrounds,
zoos and other facilities. Support curriculum should
enable each learner to achieve real and lifelong
learning.
 Taught curriculum- The different planned
activities which are put into action in the
classroom compose the taught curriculum.
These are varied activities that are implemented
in order to arrive at the objectives or purposes of
the written curriculum. These are used by the
learners with the guidance of the teachers.
Taught curriculum varies according to learning
styles of the students and the teaching styles of
teachers.
 Assessed curriculum- This refers to a tested or
evaluated curriculum. At the duration and end of
the teaching episodes, series of evaluations are
being done by the teachers to determine the
extent of teaching or to tell if the students are
progressing. This refers to the assessed
curriculum. Assessment tools like pencil- and –
paper tests, authentic instruments like portfolio
are being utilized.
 Learned curriculum- This refers to the learning
outcomes achieved by the students. Learning
outcomes are indicated by the results of the tests
and changes in behavior which can either be
cognitive, affective or psychomotor.
 Hidden curriculum- This is unintended
curriculum which is not deliberately planned but
may modify behavior or influence learning
outcomes. There are lots of hidden curricula that
transpire in the schools. Peer influence, school
environment, physical condition, teacher- learner
interaction, mood of the teachers and many other
factors make up the hidden curriculum.
Topic1: Concepts,
Nature, and
Purposes of
Curriculum
 Definitions of Curriculum
  Some authors define curriculum as the total
effort of the school to bring about desired
outcomes in school and out-of-school
situations.
  It is also defined as a sequence of potential
experiences set up in school for the purpose of
disciplining children and youth in group ways
of thinking and acting.
 Definition(s) of Curriculum

 Curriculum – is a structured set of

learning outcomes or task that
educators usually call goals and
objectives. ( Howell and Evans 1995)
 Curriculum – is the “what” of
teaching.
 Curriculum – listings of subjects to be
taught in school.
CURRICULUM
  A document which describes a structured
series of learning objectives and outcomes for
a given subject matter area
  Includes a specification of what should be
learned, how it should be taught, and the
plan for implementing/assessing the learning
 Curriculum Planning

  A curriculum Plan is the advance

arrangement of learning opportunities for a
particular population of learners.
  A Curriculum guide is a written
curriculum.
 Curriculum Planning

  A Curriculum Planning is the process

whereby the arrangement of curriculum
plans or learning opportunities are created.
 Curriculum Planning

  It is the process of preparing for the duties

of teaching, deciding upon goals and
emphases, determining curriculum content,
selecting learning resources and classroom
procedures, evaluating progress, and
looking toward next steps.
 Curriculum Development

  It is defined as the process of selecting,

organizing, executing, and evaluating
learning experiences on the basis of the
needs, abilities and interests of the learners
and the nature of the society or
community.
TWO SCHOOLS OF THOUGHT ON
CURRICULUM DEVELOPMENT
 Two Schools of Thought
Predominated Throughout
History of Curriculum
Development:
 The Essentialist School
 The Progressive School
 The Essentialist School
  It considers the curriculum as something
rigid consisting of discipline subjects.
  It considers all learners as much as the same
and it aims to fit the learner into the existing
social order and thereby maintain the status
quo
  Its major motivation is discipline and
considers freedom as an outcome and not a
means of education.
 The Essentialist School

  Its approach is authoritative and the

teacher’s role is to assign lessons and to
recite recitations.
  It is book-centered and the methods
recommended are memory work , mastery
of facts and skills, and development of
abstract intelligence.
 The Essentialist School

  It has no interest in social action and life

activities.
  Its measurement of outcomes are standard
tests based on subject matter mastery.
 Traditional Points of View of Curriculum

  Body of subjects or subject matter prepared

by the teachers for the students to learn.
  Synonymous to “course study”.
  “Permanent studies” where the rule of
grammar, reading, rhetoric, logic and
mathematics for basic education
emphasized.(Hutchins)
  Most of the traditional ideas view
curriculum as written documents or plan of
action in accomplishing goals.
 The Progressive School

  It conceives of the curriculum as something

flexible based on areas of interest.
  It is learner-centered, having in mind that
no two persons are alike.
  Its factor of motivation is individual
achievement believing that persons are
naturally good.
 The Progressive School

  The Role of the teacher is to stimulate

direct learning process.
  It uses a life experience approach to fit the
student for future social life.
 The Progressive School

  Constant revision of aims and experimental

techniques of teaching and learning are
imperatives in curriculum development in
order to create independent thinking,
initiative, self-reliance, individuality, self-
expression and activity in the elarner.
The Progressive School

  Its measurement of outcomes are

now devices taking into
consideration subject matter and
personality values.
 Progressive Points of View of Curriculum

  Listing of subjects, syllabi, course of study and

list of courses or specific discipline can only be
called curriculum if these written materials
are actualized by the learner.
  Total learning experiences of the individual.
  All experiences children have under the
guidance of teachers. – Caswell & Campbell
  Experiences in the classroom which are
planned and enacted by the teacher, and also
learned by the students. – Marsh and Willis
 Different Theories
 Conflicting philosophies of education
have influenced curriculum principles
and practices.
 A NUMBER OF “self-evident
educational truths” in the past are now
seen to be rather educational myths;
such as teachers know, children or
learners don’t; all learners should be
treated alike.
 Different Theories

 The fundamental concepts of some

curricula have changed.
 In many areas, new methodologies:
programmed instruction, Computer
Assisted Instruction, Tutorials, Large
and Small Group Instruction, and a
variety of individualized instruction
procedures have been developed.
 Different Emphases

 There is the curricular emphasis on

the subject matter for the mind, with
priority in value to literature,
intellectual history, ideas of religion,
philosophy, studies.
 There is the curricular emphasis on
the observable facts, the world of
things.
 Different Emphases

 Another curricular emphasis is the

school’s dependence on Scholasticism,
 Another curriculum stresses the
importance of experience – process.
 Different Emphasis

 A recent curricular emphasis is that

of existing choice.
 The learner must learn skills, acquire
knowledge, and make decisions.
 Ralph Tyler Model: Four Basic Principle

1.  Purposes of the school

2.  Educational experiences related to the
purpose
3.  Organization of the experiences
4.  Evaluation of the experiences
 Hilda Taba : Grassroots
Approach
1. Diagnosis of learners needs and
expectations of the larger society.
2. Formulation of learning objectives.
3. Selection of the learning content.
4. Organization of learning content.
5. Selection of the learning experiences.
6. Organization of learning activities.
7. Determination of what to evaluate and the
means of doing it.
 Steps in Curriculum
Development
• Tyler’s Questions of Curriculum Development
will provide 4 steps:
• What educational purposes should the school
seek to attain?
• What educational experiences can be provided
that are likely to attain these purposes?
• How can these educational experiences be
effectively organised?
• How can we determine whether these
purposes are being attained?
 Steps...
  In answering Tyler’s questions, we arrive the following
basic steps of curriculum development:

  Selection of aims, goals and objectives;

  Selection of learning experiences and content;
  Organisation of learning experiences; and
  Evaluation of the extent to which the objectives have
been achieved.

  The 4 steps above are basic, because they can be more

than 4
 Curriculum Development
  Some curriculum experts
like Tyler say that the
•  Selection of Aims
1
steps are followed in a
sequence or a straight line. •  Selection of Content &
  This model that assumes 2 Learning Experiences
that curriculum decision
making follows a straight •  Organizsation of content
line is called linear model & Learning Experiences
3

•  Evaluation of Learning
4 outcomes
 Curriculum Development
  Other scholars argue that
curriculum decision making Aims, Goals
Evaluation
is not a simple linear & Objectives

process that necessarily

starts with aims.
  One of them is Wheeler
(1978) who believes that Organisation &
Selection of
Integration of
curriculum decision making Learning Experiences
Learning
Experiences
can start from any point & Content

and can come back to any of

the points e.g. like a cycle Selection of
Content
 Curriculum Development
 Kerr (1968) also
believes that
curriculum Objective

process is a very
comlex set of
activities and Evaluation Content

decisions and
they interact a
Learning
lot. Experience

 Changes made in
content may
 Selection of Aims and
Objectives
  Every curriculum is aimed at developing in the learners
certain competencies or abilities. The curriculum process
must therefore clearly identify the aims that the
curriculum is intended to achieve.
  Curriculum aims range from the very broad to the more
specific. In fact, that is why we use the terms aims, goals
and objectives to refer to them. Aims are broad statements
which cover all of the experiences provided in the
curriculum; goals are tied to specific subjects or group of
contents within the curriculum; while objectives describe
the more specific outcomes that can be attained as a result
of lessons or instruction delivered at the classroom.
 Factors in Selecting Aims
  Analysis of our culture: we should take into account our cultural
values, norms and expectations when selecting aims,
  The present status of the learner: what has the learner already
known? What are his/her characteristics? What is he/she ready for?
  The state of our knowledge of the subject matter or content: We
should examine new developments in knowledge to see if they
contain things that are of real value to the learner and society.
  Relevance to school’s philosophy of education: each nation has its
own philosophy of education which its schools try to implement.
Nigeria’s philosophy of education is contained in its National Policy
on Education. We should ask whether the objectives we select are
relevant to this philosophy;
  Consistency with our theory of learning: at any time in any society,
there is a dominant conception of learning i.e. our understanding
what learning is and how it takes place. For instance, the National
Policy on Education anticipates that the Nigerian child is active,
exploratory and imaginative.
 Selection of Content &
Learning Experiences
  Content is what we teach; learning experience is an activity
which the learner engages in which results in changes in his
behaviour;
  We should select those contents and learning experiences
that will in attaining the goals of the curriculum;
  There are some factors to consider in selecting both learning
experiences and content.
  We shall first examine those criteria for selecting learning
experiences
 Factors in Selecting
Learning
 Validity: Experiences
this refers to the relevance
of the stated learning experience to
the stated goals of the curriculum;
 Relevance to life: learning experience
must be related to the learner’s real
life situations in and out of school;
 Variety: learning experiences must
cater to the needs of different types of
learners by providing different types
of experiences;
 Selection of learning
experiences…
 Cumulation: even though experiences
provided may be different, they
should all lead to the attainment of
the same goal; subsequent
experiences should build on earlier
ones;
 Multiple Learning: a single learning
experience may bring about multiple
outcomes. Such learning experiences
are important because of their
multiple benefits.
 Factors in Selecting Content
 Validity: means two things, is the content
related to the objectives, and is the
content true or authentic;
 Significance: is the content significant or
will lead it to the more mastery or more
understanding of the course or subject;
 Utility: here the question is whether the
content selected is useful i.e. will lead to
the acquisition of skills and knowledge
that are considered useful by society?
CURRICULUM IN
THE PHILIPPINES
Curriculum Development in
the Philippines
 Touched on the religion, economic,
political, and social influences and
events that took place in the country.
 Colonial rules in the Philippines
tailored the curriculum to serve colonial
goals and objectives.
 The Need for Curriculum
Framework
  What learning objectives should be included?
  What will be the bases for the choice of objectives?
  Will the choice be based on the learners’ needs and
interests, or rather on the needs of the society?
  Will the selection depend on tradition, the nature of
knowledge, or the learners’ characteristics?
  What philosophical and psychological theories
regarding the nature of learners as well as the
learning process will underpin the organization of the
content?
  Will the choice of methodology be in line with accepted
teaching-learning principles?
  Will the evaluation procedure be able to measure the
learning that is taking place?
 The result of lack of
Framework
 Sari-sari (hodgepodge)
 Pira-piraso (piemal)
 Tagpi-tagpi (patchwork)
 Sabog (lack of focus)
 Malabo (vague)
 Lakas ng kutob (gutfeel)
 Hula-hula (hunches)
 Gaya-gaya (patterned from an
existing model)
 The Areas of Concern
  Cultural Values
  Knowledge of Learner
  Knowledge Of Teaching-Learning Theories
and Principles
  Body of Knowledge
 Cultural Values
Non-Visible
•  Philosophy
Visible •  Beliefs
 Rules •  Value System
 Food
 Dress
 Language
 Music
 Dance
 Means of
 Knowledge of the Learner
•  The Basic Education
Curriculum (BEC) and
 Program for Secondary Education
Decentralized Development Program
Educational (SEDP) – addresses
the learner and
Development learning process
(PRODED) -
Content Based
(not on the
learner and
learning process)
 Determinants of Learning in
Philippines
Factors:
•  Use of electricity
 Educational
•  Parental education
Development •  Parents’ perception of
Project academic abilities and
Implementing interests of the
children
Task
•  Parents’ attitude
Force(EDPITAF)
•  Geography (Region)
– revealed that •  School Type
community and •  Socio economic status
home variables of the Family
have greater
 Knowledge of Teaching-
Learning
 Behaviorism Principles
The New Elementary School
Curriculum (NESC) and
 Cognitive New Secondary Education
Development Curriculum (NSEC) -
Psychology demonstrate ample
evidence of the inclusion of
 Cognitive behaviorist psychological
Field principles through the use
Psychology of behavioral objectives,
drills, practices, and
homeworks reinforces
learning.
 HISTORICAL CONTEXT
 Before 1521 – Education before the
coming of the Spaniards
 1521-1896 –Education during the
Spanish Regime
 1896 -1898 – Education during
Philippine Revolution
 1899 – 1935 – Education during the
American Occupation
 1935 – 1941 – Education during the
Philippine Commonwealth
 The Pre-Spanish Curriculum

 The Filipino possessed a culture of

their own.
 They had contacts with other foreign
peoples from Arabia, India, China,
Indo-China, and Borneo.
 The inhabitants were civilized people,
possessing their systems of writing,
laws and moral standards in a well
organized government.
 The Pre-Spanish Curriculum

 As shown in the rule of Barangays,

their code of laws –the code of
Kalantiao and Maragtas, their belief
in Bathala, and the solidarity of the
family were obedience and respect
had been practiced.
 Pre-Spanish Devised-Cur

 The Spanish Missionaries aim to

control of the Filipinos, both body and
soul.
 The curriculum then consisted of 3 R’s
(reading, writing and religion) to
attain goals were the acceptance of
Catholicism and the acceptance of
Spanish rule.
 The Spanish Devised Cur.

 The schools were parochial or convent

schools.
 The main readings were the
catecismo.
 The method of instruction was mainly
individual memorization.
 AMERICAN Devised Cur.

 The motive of the Americans was to

conquer the Filipinos not only
physically but also mentally.
 The curriculum was based on the
ideals and traditions of America and
her hierarchy of values.
 English was the medium of
instruction.
 American Devised Cur.

 The primary curriculum prescribed

for the Filipinos consisted of three
grades which provides training in two
aspects:
1. Body Training – physical education
2. Mental Training – English, Nature
Study, and Arithmetic.
 Commonwealth Curriculum

 (1935-1946) considered as the period

of expansion and reform in the
Philippine curriculum.
 The educational leaders expanded the
curriculum by introducing course in
farming, domestic science, etc.
 Commonwealth Curriculum

 Commonwealth Act 586, also known

as educational Act of 1940, recognized
the elementary school system.
 Japanese Devised
Curriculum
 They devised a curriculum for the
Filipinos to suit their vested interest.
 They introduced many changes in the
curriculum by including Nippongo,
and abolishing English as the medium
of instruction and as a subject.
 Japanese Devised
Curriculum
 All textbooks were censored and
revised.
 It caused a “black out” in Philippine
education and impeded the
educational progress of the Filipinos.
 Liberation Period
Curriculum
 (1945) Steps were taken to improve
the curriculum existing before the
war, some steps taken were to restore
grade VII, to abolish the double-single
session, and most especially to adopt
the modern trends in education taken
from the U.S.
 Liberation Period
Curriculum
 The curriculum remained basically
the same as before and was still
subject-centered.
 Philippine Republic Cur.
 Great experiments in the community
school and the use of vernacular in
the first two grades of the primary
schools as the medium of instruction
were some of them.
 Philippine Republic Cur.

 An experiment worth mentioning that

led to a change in the Philippine
Educational Philosophy was that of
school and community collaboration
pioneered by Jose V. Aguilar.
 Schools are increasingly using
instructional materials that are
Philippine-oriented.
 Philippine Republic Cur.
 Memorandum No. 30, 1966 sets the
order of priority in the purchase of
books for use in the schools were as
follows:
 Books which are contributions to Phil.
Literature
 Books on character education and other
library materials
 Library equipment and permanent
CURRICULUM
APPROACHES
 Curriculum Approaches
  1. Technical – Scientific Approaches
  2. Behavioral-rational Approach
  3. System-managerial Approach
  4. Intellectual –Academic Approach
  5. Non-Technician / Non-Scientific Approach
  6. Humanistic – aesthetic Approach
  7. Re-conceptualist Approach
  8. Reconstructionism
  9. Eclectic Models
 Technical – Scientific Approach

  The curriculum developers which may

include specialists, superintendents,
principals and coordinators are likened to
engineers and architects who use
instruments and empirical methods in
preparing a blueprint with well defined
elements orderly-sequenced procedures,
and quality control measures to increase
the probability of success in its
implementation
 Bases of Technical Scientific
Approach

  1. The curriculum will improve as the professional

competence of teachers improves.
  2. The competence of teachers will improve when they
participate in curriculum development
  3. When teachers share in shaping the goals and
selecting the content and method of instruction as well
as evaluating results, their involvement is assured.
  4. When people interact during face-to-face sessions,
they will better understand one another.
Behavioral-Rational Approach
 It is a means-end approach. Curricula
developed through this approach become
the actual blueprints which prescribe
the roles of key figures in the educative
process.
 Viewing the curriculum as the means
and instruction as the end is a
behavioral orientation.
Systems-Managerial Approach
 1. Motivate interest of all stakeholders
 2. Encourage participation and
involvement of all stakeholders
 3. Synthesize divergent viewpoints
 4. Monitor curriculum implementation
 5. Create a climate of innovation and
change
 Intellectual- Academic
Approach

 Emphasizes the importance of

theories and principles in curriculum
planning.
 This model is influenced by the
philosophy of John Dewey
Non-Technical / Non-Scientific
Approaches

 Flexible and less structured without

predetermined objectives to guide the
learning-teaching process
 Contends that not all ends of
education can be known nor indeed to
be known in all cases.
 Humanistic-Aesthetic
Approach

 Argues that those who favor the

rational approach miss the artistic and
personal aspects of curriculum and
instruction.
 It is rooted in progressive philosophy
which promotes the liberation of
learners from authoritarian teachers.
 Reconceptualist Approach

 Criticizes the technocratic – scientific

models as not sensitive to the inner
feelings and experience of individuals.
 Reflects on existentialist orientation.
 The aim of education is not to control
instruction in order to preserve
existing order.
 Reconstructionism

 The school is an institution of social

reform.
 Criticizes the progressivists for
putting too much emphasis on the
individual learner to the neglect of the
needs of society.
 Eclectic Models

  Oftentimes, Filipino educators, in

particular, prefer eclectic models (halo-halo)
which are a combination of several
approaches, rather than commit themselves
to one particular approach only.
  Eclectic models are not mere patchwork
(pagtagpi-tagpi) but a synthesis. (pagbuo o
paghahabi) where desired features from
several models are selected and integrated
into a new whole.
 Curriculum Design

 The Subject-Area Design

 The Integrated Design
 The Core-Curriculum Design
 The Child-Centered Design
 The Social Reconstruction Design
 The De-schooling Design
 Subject – Centered Design

 FOCUS - A group of subjects or

subject matter that represent the
essential knowledge and values of
society that have survived the test of
time.
 PHILOSOPHICAL ORIENTATION –
Essentialism
 PROPOENT / S – Adler, Hutchins
 Integrated Design

 FOCUS - the integration of two or

more subjects, both within and across
disciplines, into an integrated course.
 PHILOSOPHICAL ORIENTATION –
Experimentalism
 PROPONENT / S – Broudy,
Silberman
 Core Curriculum Design

 FOCUS – a common body of

curriculum content and learning
experience that should be encountered
by all students – The great books
 PHILOSOPHICAL ORIENTATION –
Perennialism
 PROPONENT /S – Goodlad / Boyer
 Child-Centered Design

 FOCUS – Learning activities

centered around the interests and
needs of the child, designed to
motivate and interest the child in the
learning process.
 PHILOSOPHICAL ORIENTATION –
Progressivism
 PROPONENT / S – Dewey , Eisner
 Social Reconstructionist
 FOCUS – critical analysis of the
political, social, and economic problems
facing society; future trends; social
action projects designed to bring about
social change.
 PHILOSOPHICAL ORIENTATION –
Social Reconstruction
 PROPONENT / S – Shane , Bramald
 Deschooling

 FOCUS – in-school experiences,

primarily in the social sciences, designed
to develop the child’s sense of freedom
from the domination of the political,
social, and economic systems; out of
school experiences of equal value.
 PHILOSOPHICAL ORIENTATION –
Social Reconstructionism
 PROPONENT /S - Freire , Goodman