2. There is no single best process or method.

Its
effectiveness will depend on the desired learning
BASICS: Fundamental Principles for Curriculum
outcomes, the learners, support materials and the
Contents
teacher.
● (B)alance, 3. Curriculum process should stimulate the learner’s
● (A)rticulation desire to develop the cognitive, affective,
● (S)equence, psychomotor domains in each individual.
● (I)ntegration, 4. In the choice of methods, learning and teaching
● (C)ontinuity, and styles should be considered.
● (S)cope. 5. Every method or process should result to learning
B - Balance outcomes which can be described as cognitive,
● Content should be fairly distributed in depth and affective, and psychomotor
breadth. This will guarantee that significant contents 6. Flexibility in the use of the process or methods.
should be covered to avoid too much or too little of 7. Both teaching and learning are the two important
the contents needed within the time allocation. processes in the implementation of
A - Articulation
Curriculum as a Product
● As the content complexity progresses with the
educational levels, vertically or horizontally, across ● Product is what the students desire to achieve as a
the same discipline smooth connections or bridging learning outcome.
should be provided. ● It is important that any statement of objectives or
S – Sequence intended outcomes of the school should be a
● The logical arrangement of the content. statement of changes to take place in the students.
I – Integration ● Central to the approach is the formulation of
● Contents should be infused in other disciplines behavioral objectives stated as intended learning
whenever possible. outcomes or desired products so that content and
C – Continuity teaching methods may be organized and the results
● Should continuously flow as it was before, to where evaluated.
it Is now, and where it will be in the future
● It should be perrimal. It endures time
S – Scope
● Hunkins and Orstein, 2018. Added Scope
● The scope shall consider the cognitive level,
affective domain, and psychomotor skills in
identifying contents.
● More contents is not always better

Curriculum as a Process
● is the interaction among the teachers, students and
content.
● Curriculum happens in the classroom as the
questions asked by the teacher and the learning
activities engaged in by the students.
● How to teach?
● Pedagogical Content Knowledge (PCK)
○ Intersection of the content and process
○ If you have this content, how will you teach
it?
● Ways of teaching, ways of managing the content,
guiding learning, methods of teaching and learning,
and strategies of teaching or delivery modes.
Guiding principles (Curriculum as Process)
1. Curriculum processes in the form of teaching
methods or strategies are means to achieve the end.

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 ● Galen Saylor and William Alexander Curriculum
Model (1974)
Module 2: The Teacher as a Knower of Curriculum
Ralph Tyler Model: Four Basic Principles
● A.K.A. Tyler’s Rationale
What is the Curriculum Development Process?
● Emphasizes the planning phase
● Is a dynamic process involving many different 1. What education purposes should school seeks to
people and procedures. attain?
● A change for the better means alteration, 2. What educational experiences can be provided that
modification, or improvement of existing condition. are likely to attain these purposes?
● To produce positive changes, development should be 3. How can these educational experiences be
purposeful, planned, and progressive. effectively organized?
Curriculum Development Process 4. How can we determine whether these purposes are
● Curriculum Planning being attained or not?
● Curriculum Designing Considerations to be made:
● Curriculum Implementing 1. Purposes of the school
● Curriculum Evaluating 2. Educational experiences related to the purposes
3. Organization of the experiences
1. Curriculum Planning 4. Evaluation of the experience
a. Consider school vision, mission, and goals.
Hilda Taba Model: Grassroots Approach
b. It also includes the philosophy or strong
education beliefs of the school. ● Hilda Taba improved on Tyler’s Model
i. All of these will eventually be ● She believed that teachers should participate in
translated to classroom desired developing a curriculum.
learning outcomes for the learners. ● Taba begins from the bottom, rather than from the
2. Curriculum Designing top.
a. Is the way curriculum is conceptualized to 6 Major Steps to Linear Model
include the selection and organization of 1. Diagnosis of learners’ needs and expectations of the
content, the selection and organization of larger society.
learning experiences or activities and the 2. Formulation of learning objectives
selection of the assessment procedure and 3. Selection of learning contents
tools to measure achieved learning 4. Organization of learning contents
outcomes. 5. Selection of learning experiences
b. A curriculum design will also include the 6. Determination of what to evaluate and the means of
resources to be utilized and the statement of doing it.
the intended learning outcomes.
Galen Saylor and William Alexander Curriculum
3. Curriculum Implementing
Model (1974)
a. Is putting into action the plan which is based
on the curriculum design in the classroom ● Viewed curriculum development as consisting of
setting or the learning environment. four type
4. Curriculum Evaluating ● “a plan for providing sets of learning opportunities
a. Determines the extent to which the desired to achieve broad educational goals and related
outcomes have been achieved. specific objectives for an identifiable population
b. This procedure is on-going as in finding out served by a single school center.”
the progress of learning (Formative) or the ○ Goals, Objectives, and Domains
mastery of learning (Summative) ○ Curriculum Designing
c. The result of evaluation is very important ○ Curriculum Implementation
for decision- making of curriculum planners ○ Evaluation
and implementers.

Curriculum Development Process Models

● Ralph Tyler Model
● Hilda Taba Model

2
4 Types of Curriculum development Process Galen
Saylor and William Alexander Curriculum Model
(1974)

1. Goals, Objectives, and Domains

● Curriculum planners begin by specifying the major
educational goals and specific objectives they wish
to accomplish.
● Each major goal represents curriculum domain:
○ Personal Development
○ Human Relations
○ Continued Learning Skills
○ Specialization
● The goals, objectives, and domains are identified
and chosen based on research findings, accreditation
standards, and views of the different stakeholders.
2. Curriculum Designing
● Will the curriculum be designed along the lines of
academic disciplines, or according to students needs
and interests or along themes?
3. Curriculum Implementation
● A designed curriculum is now ready for
implementation
● Then, teachers prepare instructional plans, where
instructional objectives are specific and appropriate
teaching methods and strategies are utilized to
achieve the desired learning outcomes among
students.
4. Evaluation
● Last step of curriculum model.
● Through the evaluation process, curriculum planners
and developers can determine whether or not the
goals of the school and the objectives of instruction
have been met.

3
 ● Encourage your students to identify links between
concepts or events.
Theories of Education
● Engage your students in group or class discussions.
Constructivism or Constructivist Learning Theory
Descriptive Theory of Education (CLT)
● students learn new information by building upon the
knowledge they’ve already gained.
● Provides descriptions or explanations of the process ● Cognitive Constructivism is associated with Jean
of education. Piaget, while Social Constructivism is linked to
○ Curriculum Theory pioneer Lev Vygotsky.
■ Explain how curricula, “benefit of ○ Cognitive Constructivism
harm public it touches ■ It is how people make sense of their
■ One descriptive concept from experience.
curriculum theory is that of hidden ○ Social Constructivism
curriculum,” some of the outcomes ■ the view that learning occurs
or by-products of schools or of through social interaction and the
non-school settings particularly help of others, often in a group.
those states which are learned but Humanism
not openly intended.” ● learner-centric approach to education.
○ Instructional Theory ● places a heavier emphasis on the learner themselves
■ Focuses on the methods of — and their untapped potential — rather than the
instruction for the teaching methods of learning or the materials being taught.
curricula. ● Built on the premise that humans are fundamentally
Five Major Learning Theories good and will act appropriately if their basic needs
are met.
1. Behaviorism ● prioritizes meeting the unique emotional and
2. Cognitivism academic needs of each learner so that they are
3. Constructivism empowered to take greater control over their own
4. Humanism education.
5. Connectivism Implementing Humanism
Behaviorism ● Identify ways to provide your students with more
● children learn by observing the behavior of others, control over the direction and pace of their learning.
whether adults and authority figures or friends and ● Provide ample support, encouragement, and
peers their own age. motivation to your students to help them build
● •In Behaviorism, the learner’s mind is a “blank confidence and connect with the material.
slate” ready to absorb knowledge — and repetition Connectivism
and reinforcement play a key role in communicating ● learning theory for the 21st century
with students. ● makes effective use of technology, which is an
Implementing Behaviorism essential tool for learning — particularly among
● Provide positive reinforcement, like rewards and Generation Z students and future generations.
recognition, to students who show outstanding ● places a strong emphasis on the ability to find and
improvement, effort, or performance. sift through information in order to conduct reliable
● Repeatedly use body language and nonverbal or research.
physical cues to reinforce and manage behavior Implementing Connectivism
Cognitivism ● might be to have your students write a blog or
● place a heavier emphasis on the internal thoughts of launch a podcast together — activities that merge
the observer. technology with group and community interaction.
● Cognitivism holds that learning chiefly takes place ● Bring more educational technology into the
while the student is working to break down and classroom.
organize new information in their mind. ● Teach students how and where to find quality
Implementing Cognitivism information and conduct solid research — a critical
● Journaling is frequently suggested as a helpful skill that will aid them with tasks like writing and
classroom exercise that uses the principles of studying throughout their whole academic careers.
Cognitivism.

4
 b. Aims to put learners in a relatable scenario
Importance of Understanding Learning Theory
c. Story telling
● Theories of learning can provide clarity and 4. Scenario- Based Learning (SBL)
direction by offering a set of principles or guidelines a. Leverages interactive scenarios or real-life
to build your teaching approach around. situations to impart knowledge.
● More strategies you can connect with a diverse range b. Used for topics that are too complex to
of students who come from different backgrounds, explain in a course
learn at different paces, and face different academic c. More direct and realistic than story-based
challenges or obstacles. design.
● Learning theories facilitate clear communication d. Placing them in realistic situations.
between teachers and students (including nonverbal e. Ex: VR Learning, videos, images, animation
communication like body language), along with to present real-life scenarios
parents, families, and school administrators.
● As learning outcomes improve, students will also
build confidence and self-esteem.
The Bigger Picture
● Every student learns differently.
● By incorporating theories of learning into their
teaching methods and course materials, educators
can help students stay more engaged and achieve
greater success in — and beyond — the classroom.
5. Infographics
Prescriptive Learning Theory a. visual representation of data.
● Concerned with guidelines that describe what to do b. Ability to present and explain cumbersome
in order to achieve specific outcomes. topics and processes in a highly engaging
● Often based in descriptive theories; sometimes manner.
derived from experience. c. Easier on the eyes than PDF.
● Instructional Design 6. Screencasting
○ Assembles the prescriptive theories. a. process of recording all your activities and
1. Microlearning images on your computer or tablet screen.
2. Gamification/Gamified Learning . b. Screencasting allows learners to learn by
3. Story-based Design example, making it easier for them to
4. Scenario based Learning remember a concept.
5. Infographic 7. Guided Learning
6. Screencasting a. learners are in control of their learning, and
7. Guided Learning they are simply guided by their supervisors
8. Case Study or more experienced colleagues
9. Peer Learning 8. Case Study
10. Spaced Repetition a. case study is a good instructional design
example that can be used to develop and
1. Microlearning improve a learner’s problem-solving skills.
a. Structuring materials in short and targeted 9. Peer Learning
segments that won’t take more than 20 mins a. requires social interaction.
to complete. b. Learning is best acquired through
b. Small segments meaningful and relevant interactions with
c. Bite sized informations people of similar age, role status, or
2. Gamification interests.
a. Epic meaning, accomplishment, social c. improvement of communication skills, self-
influence, unpredictability, avoidance, confidence, and critical
scarcity, ownership, empowerment d. results in higher retention as learners are
b. Making use of games to make classes more more likely to engage and explore ideas
engaging and interactive. when they’re working with their peers.
c. Regularly sees completion rates up to 90%. thinking skills.
3. Story-based Design 10. Spaced Repetition
a. Includes a storyline or narrative
5
a. Effects of Ebbinghaus’ Forgetting Curve
theory, which states that human beings
forget 80% of what they’ve learned in 30
days
b. By continuously retaking and revisiting a
concept, learners will be able to keep
processing the information and avoid
forgetting it later on.

6
 ● true ideas are ongoing universal constants, so
learners can discover knowledge but not necessarily
PHILOSOPHIES OF EDUCATION
create it
LIBERALISM
WHAT IS TEACHING PHILOSOPHY? ● aimed at cultivating free human beings through
● a set of beliefs concerning the practice of pedagogy exposure to a broad array of subjects and skills and
and the process of learning. the development of civic values tested via
● The expression of a teaching philosophy often takes engagement with important ideas and issues.
the form of an essay or a verbal response, usually in ● "well-rounded education."
the context of a cover letter or response to an ● A liberalist approach to education is necessarily
interview question. multidisciplinary, allowing learners some freedom to
WHAT SHOULD BE IN A TEACHING choose their path while allowing them the
PHILOSOPHY? opportunity to develop knowledge in a wide range of
● educator states their core education principles, subjects.
discusses a rationale for each and provides practical PERENNIALISM
examples to support their beliefs. ● This approach focuses on the teaching of ideas that
12 TEACHING PHILOSOPHIES have everlasting and universal value and truth.
● The educator is responsible for guiding students in
BEHAVIORISM their efforts to think critically and logically and
● According to behaviorists, an individual's intrinsic showing them how to appreciate great everlasting
qualities have little bearing on how they behave works.
within an environment. POSITIVISM
● the teacher can directly and intentionally influence ● stemming from the Latin "a posteriori," meaning
the students behavior through conditioning. "based on reasoning and facts“
● Example: Giving Reinforcements ● a teaching philosophy based on evidence- based
CONSERVATISM learning and verifiable notions.
● refers to the belief that the original intended purpose ● relies on concrete data and knowledge gained
of education was to prepare learners for entry into an through experiments.
established culture, with its traditional values and PRAGMATISM
social pathways. ● teach learners the knowledge and skills that are
● Theology likely to be of practical use to them.
● states that learners develop knowledge by building ● What qualifies as pragmatic is often dependent on
on the foundations of previous learning. the circumstances of the learner, their environment
● Constructivists acknowledge that learners come and their time.
from different backgrounds, so they carry their PROGRESSIVISM
unique set of circumstances and experiences into the ● student-oriented approach that considers the
shared environment of the classroom. significance of individuality and its connection to
ESSENTIALISM active learning.
● focuses primarily or entirely on the teaching and ● often try to reveal the relevance of academic topics
mastery of core basic subjects and skills. to stoke the curiosity and engagement of their
● subjects or skills : reading, writing, mathematics, students. often try to reveal the relevance of
science, history, art, music and foreign languages, academic topics to stoke the curiosity and
and technology. engagement of
● rely on rote practice and standardized assessment.
HUMANISM WHAT SHOULD BE IN MY TEACHING
● centers on the needs of the student. PHILOSOPHY?
● aim to establish a safe, nonthreatening environment ● Concept of Learning
for learners and openly validate students' feelings as ● Concept of teaching
part of the learning process. ● Student goals
● Grades play little to no role in a humanistic learning ● Teaching Methods and Strategies
environment since self-evaluation is the only ● Teacher-student Interactions
meaningful form of assessment. ● Assessment
IDEALISM ● Professional Development
● posits that ideas are the only true reality and the
objective of the learner is to seek the truth.
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CONCEPT OF LEARNING
● What does it means for a person to learn/master a
concept?
● Ideal learning situation
CONCEPT OF TEACHING
● Educational values and aspirations.
● Define your understanding of the teacher’s role in
education
● Describe ideal teaching scenarios
STUDENT GOALS
● Discuss the ideal learning outcomes and
improvements you hope to produce in your students.
TEACHING METHODS AND STRATEGIES
● Describe the various ways in which you intend to
achieve the students goals.
● How you want to facilitate and implement a teaching
and learning process?
TEACHER STUDENT INTERACTION
● What is your ideal dynamic between you and the
students?
● Why do you wish to work with your preferred level
of learners?
ASSESSMENTS
● Methods of measuring improvement.
● The type of assessment you use and your belief
about the accuracy or efficacy of grading,
particularly in certain contexts.
PROFESSIONAL DEVELOPMENT
● Addresses your personal and professional goals.
● How do you plan to keep your pace or grow as a
teacher?
● How do you believe you can measure your own
development?