Unit III: Phases and

Process of Curriculum
Development
(Prof.Ed. 109-The Teacher & the School Curriculum)
Generating Ideas:
Introduction
to Curriculum
Planning
 Introduction to Curriculum Planning
Definition: Systematic process of designing,
implementing, and evaluating educational
experiences
Importance in higher education: Ensures
quality, relevance, and effectiveness of
programs
Key stakeholders: Faculty, administrators,
students, and industry partners
Generating Ideas:
Core Components
of Curriculum
Planning
 Core Components of Curriculum Planning

1. Learning Objectives: Clear, measurable goals for

student outcomes
2. Content Selection: Relevant and up-to-date
material
3. Teaching Methods: Effective instructional strategies
4. Assessment Techniques: Tools to measure student
progress
5. Resource Allocation: Time, materials, and
technology needed
 Unit III: Phases and
Process of Curriculum
Development
(Focus: Curriculum Planning, Design, and Organization)
Generating Ideas:
Peter Oliva’s 10
Axioms for
Curriculum
Designers
Peter Oliva’s 10 Axioms for Curriculum Designers

1. Curriculum Change is inevitable, necessary, and

desirable – respond to changes
2. Curriculum is a product of its time
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes
4. Curriculum change depends on people who will
implement the change
5. Curriculum development is a cooperative group
activity.
6. Curriculum development is an ongoing process.
Peter Oliva’s 10 Axioms for Curriculum Designers

7. Curriculum development is an ongoing process.

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 systematic process.
10. Curriculum development starts from where the
curriculum is.
Generating Ideas:
Elements/Components
of Curriculum Design
Elements/Components of Curriculum Design

1. Behavioral Objectives / Intended Learning

Outcomes
- Reasons for undertaking the learning lesson.
- To be accomplished
* SMART
Elements/Components of Curriculum Design

2. Content / Subject Matter

- Topic to be covered.
- Relevant to learning outcomes.
- Build on the previous topic.
Elements/Components of Curriculum Design

3. References
- Should follow the content where the subject
matter has been taken.

Bilbao, Purita P. and Corpuz, Brenda B. et al

(2012). The Teaching Profession 2nd Ed. Lorimar
Publishing Inc. Quezon City.
Elements/Components of Curriculum Design

4. Teaching and Learning Methods

- Activities where the learners derive experiences.
- lectures, laboratory classes, fieldwork etc.
* Cooperative Learning Activities – work together
* Independent Learning Activities – personal
responsibility
* Competitive Activities – test their competencies against
another in a healthy manner.
Generating Ideas:
Elements/Components
of Curriculum Design
(Some Behaviorist Teaching
Learning Methods)
Elements/Components of Curriculum Design

A. Direct Instruction: Barak Rosenshine Model

Steps:

1. State Learning Objectives/Outcomes

2. Review - short
3. Present new materials – small, sequenced
manner
4. Explain – detailed & clear
5. Practice – active
Elements/Components of Curriculum Design

A. Direct Instruction: Barak Rosenshine Model

Steps:

6. Guide
7. Check for understanding – ask several questions
8. Provide feedback - & corrections
9. Assess performance – 80% or more
10. Review and test
Elements/Components of Curriculum Design

B. Guided Instruction: Madeline Hunter Model

Steps:

1. Review
2. Anticipatory Set – stimulate to new learnings
3. Objective
4. Input – identify needed knowledge & skills for
learning new lesson
5. Modeling – provide several examples/demo
Elements/Components of Curriculum Design

B. Guided Instruction: Madeline Hunter Model

Steps:

6. Check for understanding – monitor the students

7. Guided practice – guide & monitor
8. Independent practice – assign such work
reasonably.
Elements/Components of Curriculum Design

C. Mastery Learning: JH Block & Lorin Anderson Model

Steps:

1. Clarify – explain what to learn

2. Inform – whole group instruction
3. Pretest – formative quiz & a no-fault basis,
check own paper
4. Group – based on results. Mastery & non-
mastery
Elements/Components of Curriculum Design

C. Mastery Learning: JH Block & Lorin Anderson Model

Steps:
5. Enrich and correct – Enrichment:Mastery group/
Drill:non-mastery group.
6. Monitor – group population:amt of
time:attention
7. Posttest – summary, non-mastery group
8. Assess performance – summative test
9. Reteach
Elements/Components of Curriculum Design

D. Systematic Instructions: Thomas Good & Jere Brophy

Steps:
1. Review
2. Development – promote understanding, controlled
practice
3. Assess comprehension – ask, controlled
practice
4. Seatwork – uninterrupted seatwork; everyone is
involved; sustain momentum
Elements/Components of Curriculum Design

D. Systematic Instructions: Thomas Good & Jere Brophy

Steps:

5. Accountability – check students work

6. Homework – regularly, review
7. Special reviews – weekly reviews to check,
maintain, and enhance learning
Elements/Components of Curriculum Design

Teaching-Learning Environment
1. Adequacy – refers to actual learning space or
classrooms.
- Floor capacity? Light? Ventilation?
2. Suitability – suitable –chronological;
developmental ages of learners
3. Efficiency – operational & instructional
effectiveness
4. Economy – cost effectiveness
Elements/Components of Curriculum Design

6. Assessment/Evaluation
- Feedbacking
Three Main Forms of Assessment:
1. Self-Assessment- monitor & evaluate their own
learning; Curriculum-reflective & self-critical
2. Peer Assessment – students provide on each
other’s learning; extension of self-assessment.
3. Teacher-Assessment – prepares & administers
test to give feedback to student’s performance.
Generating Ideas:
Fundamental
Components to Other
Curriculum
 Fundamental Components to Other Curriculum

Major components of a Course Design/Syllabus

1. Intended Outcome (or Objectives)

2. Content/Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment)
Generating Ideas:
Approaches to
Curriculum Design
 Approaches to Curriculum Design
1. Subject-Centered Design
- Focuses on the content of the curriculum
- Textbooks
- School hours are allocated to different subjects.
Aim: Excellence in the specific subject
Focus: Individual subject, specific discipline & a
combination of subjects which are interdisciplinary.
 Approaches to Curriculum Design
1. Subject-Centered Design
1.1. Subject Design
- Oldest & most familiar among teachers.
- Easy to deliver
Drawback: Learning is compartmentalized w/c stresses
so much in content & forget about students’ natural
tendencies
Teachers: Dispensers of knowledge
Learners: Empty vessels to receive information
Emphasis: Separate subject
 Approaches to Curriculum Design
1. Subject-Centered Design
1.2. Discipline Design
Discipline refers to specific knowledge learned
through a method w/c scholars use to study a
specify content of their fields.
- This design focuses on academic disciplines.
- Often used in college where knowledge increases
in difficulty & students are more mature.
 Approaches to Curriculum Design
1. Subject-Centered Design
1.3. Correlation Design
- from core, correlated curriculum design links
separate subject designs in order to reduce
fragmentation.
Emphasis: Separate subject, disciplines linked but
identities maintained.
 Approaches to Curriculum Design
1. Subject-Centered Design
1.4. Broad field Design/interdisciplinary
- Variation of subject-centered design.
- Made to cure the compartmentalization of the
separate subjects & integrate the contents that are
related to one another.
- Holistic Curriculum: Social Studies – geography,
economics, pol sci, anthropology, sociology
Emphasis: Interdisciplinary subjects, scholarly
discipline
 Approaches to Curriculum Design
1. Learner-Centered Design
1.1. Child-Centered Design
- John Dewey, Rousseau, Pestallozi & Froebel
- Anchored on the needs & interest of the child.
- Learning by doing
 Approaches to Curriculum Design
1. Learner-Centered Design
1.1. Child-Centered Design
- John Dewey, Rousseau, Pestallozi & Froebel
- Anchored on the needs & interest of the child.
- Learning by doing
- Constructivist learners w/ collaboration
- Learning process is a product of child’s interaction
with the environment.
 Approaches to Curriculum Design
1. Learner-Centered Design
1.2. Experience-Centered Design
- Believes that the interests & needs of learners
cannot be pre-planned.
- Experiences of the learners are the starting point of
curriculum.
- Learners are empowered to shape their own
learning from the different opportunities given by the
teacher.
- Emergence of MI
 Approaches to Curriculum Design
1. Learner-Centered Design
1.3. Humanistic Design
- Carl Rogers & Abraham Maslow
- Sympathy towards the less fortunate
- Enhance self-directed learning by improving self-
understanding.
Goal: Development of Self (objectives)
 Approaches to Curriculum Design
2. Problem-Centered Design
- Draws on social problems, needs, interests and
abilities of the learners.
- Content of the subject matter cuts across
subject boundaries and must be based on the
needs, concerns & abilities of the students
 Approaches to Curriculum Design
2. Problem-Centered Design
2.1. Life-situations design
- Contents are organized in ways that allow students
to clearly view problem areas.
- Uses the past & present experiences of learners to
analyze the basic areas of living.
- The connection of subject matter to real situations
increases the relevance of the curriculum.
- Anchored on what sustains, enhance, & aid life.
 Approaches to Curriculum Design
2. Problem-Centered Design
2.1. Life-situations design
In a nutshell:
Emphasis: Life (social) problem
Underlying Philosophy: Reconstructionism
Focus: Child
 Approaches to Curriculum Design
2. Problem-Centered Design
2.2. Core problem design
- Centers on general education & focuses on the
common needs, problems, & concerns of the core
design includes common needs, problems, &
concerns of the learners.
Generating Ideas:
Approaches to
Curriculum Design
Model
Approaches to Curriculum Design Model
1. Child or Learner-Centered Approach
- Based on the underlying philosophy that the
child/learner is the center of educational process.
- Curriculum is constructed based on the needs,
interest, purposes & abilities of the learners.
- C is also built upon the learners’ knowledge, skills,
previous & potential learnings
Approaches to Curriculum Design Model
Principles of Child-Centered Curriculum Approach
1. Acknowledge & respect the fundamental rights of the
child.
2. Make all activities revolve around the overall
development of the learner.
3. Consider the uniqueness of every learner in a
multicultural classroom.
4. Consider using differentiated instruction or teaching.
5. Provide a motivating supportive learning environment
for the learners.
Approaches to Curriculum Design Model
Principles of Child-Centered Curriculum Approach
Example:
Caratland Integrated School is anchored on the theory of
multiple intelligences in all its curricular and co-curricular
activities. Every classroom provides activity centers where
children can learn on their own with the different learning
resource materials. Learners can just choose which learning
center to engage in with different resources. This arrangement
allows for the capacity of every learner to be honed. It also
allows learning how to learn, hence will develop
independence. The teacher acts as guide for every leaner.
Approaches to Curriculum Design Model

2. Subject-Centered Approach
- Anchored on the curriculum design w/c
prescribes distinct subjects for every educational
level: basic education, higher education,
vocational-teaching education.
Approaches to Curriculum Design Model

2. Subject-Centered Approach
Things to Consider:
1. Primary Focus-Subject matter
2. Emphasis: Bits & pieces of information
3. Subject Matter serves as a means of identifying
problems of living.
4. Learning means accumulation of content, or
knowledge.
5. Teacher’s role is to dispense the content.
Approaches to Curriculum Design Model
2. Subject-Centered Approach
Example:
In another setting, School X aims to produce the best graduates in the
school district. Every learner must excel in all academic subjects to be
on top of every academic competition. The higher the level of
cognitive intelligence the better the learner. Hence the focus of
learning is mastery of the subject matter in terms of content. Every
student is expected to be always on top in terms of mastery of
discipline. Memorization & drill are important learning skills. The school
gives emphasis to intellectual development, and sets aside emotional,
psychomotor, & even value development. Success means mastery of
content.
Approaches to Curriculum Design Model

3. Problem-Centered Approach
- Based on a design w/c assumes that in the
process of living, children experience problems.
- Problem solving enables the learners to become
increasingly able to achieve complete or total
development as individuals.
Approaches to Curriculum Design Model
3. Problem-Centered Approach
Views & Beliefs:
1. The learners are capable of directing & guiding themselves in
resolving problems, thus developing every learner to be
independent.
2. The learners are prepared to assume their civic responsibilities
through direct participation in different activities.
3. The curriculum leads the learners in the recognition of
concerns & problems in seeking solutions. Learner are problem
solvers themselves.
Approaches to Curriculum Design Model
3. Problem-Centered Approach
Example:
School Z believes that a learner should be trained to solve real life
problems that come about because of the needs, interest, and
abilities of the learners. Problems persistent in life and society that
affect daily living are also considered. Most of the school activities
revolve around finding solutions to problems like poverty, drug
problems, climate change, natural calamities and many more. Since
the school is using a problem-based design, the same approach is
used. Case study and practical work are the teaching strategies that
are utilized. Problem-centered approach has become popular in
many schools.
Generating Ideas:
Implementing the
Curriculum
 Implementing the Curriculum
Curriculum Implementation
Defined:
- Putting into practice the written curriculum that has been
designed in syllabi, course of study, curricular guides, &
subjects.
- Process wherein the learners acquired the planned or
intended knowledge, skills, and attitudes.
 Implementing the Curriculum
Ornstein & Hunkins: C.I. implies the following:
1. Shift from what is current to a new or enhanced
curriculum.
2. Change in knowledge, actions, attitudes of the process
involved;
3. Change in behavior using new strategies & resources;
4. Change w/c requires efforts hence goals should be
achievable.
Curriculum Implementation as a Change
Kurt Lewin’s Force Field Theory and Curriculum Change
- Driving force and restraining force.
- Driving force (overpowers) R.F. = change

- Restraining force than D.F. = change is prevented

- Change will be better if RF is

 Curriculum Implementation as a Change

Kurt Lewin’s Force Field Theory and Curriculum Change

Driving Force E Restraining Force

Q
Government Intervention U Fear of Unknown
I
Society’s Value L Negative Attitude to Change
I
Technological Changes B
Tradition Values
Knowledge Explosion R Limited Resources
I
Administrative Support U Obsolete Equipment
M
 Implementing the Curriculum
Categories of Curriculum Change: McNeil (2000)
1. Substitution: Current curriculum will be
replaced/substituted by a new one. Complete overhaul.
2. Alteration: Minor change to the current/existing
curriculum.
3. Restructuring: Building a new structure; major
change/modification in the school system.
4. Perturbations: Disruptive changes; but teachers have to
adjust to them within a fairly short time.
5. Value Orientation: Respond to the shift w/c are not
within mission or vision.
 Implementing the Curriculum
Categories of Curriculum Change: McNeil (2000)
Three Important Elements of Curriculum Implementation:

1. Developmental – develop multiple perspectives,

increase integration & make learning autonomous, create
a climate of openness & trust, and appreciate & affirm
strengths of the teacher.
- Support teachers in trying new tasks, reflection on the
new experiences and challenge.
 Implementing the Curriculum
Categories of Curriculum Change: McNeil (2000)
Three Important Elements of Curriculum Implementation:

2. Participatory – key for successful implementation with

the different stakeholders.
- Characteristics of teacher styles, commitment, willingness
to change, skills, and readiness are critical to
implementation.
 Implementing the Curriculum
Categories of Curriculum Change: McNeil (2000)
Three Important Elements of Curriculum Implementation:

3. Supportive – material support like supplies, equipment &

conducive learning environment like classrooms &
laboratory.
- Human support (school leader/head)
Generating Ideas:
Implementing a
Curriculum Daily in
the Classrooms
 Implementing the Curriculum Daily in the CLASSROOMS

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 DLL w/c contains the needed information &
guide from the TG & TM reference material w/ page
number, interventions given to the students & remarks to
indicate how many students have mastered the lesson
or/are needing remediation.
Generating Ideas:
Starting the Class
Right: Laying Down
the Curriculum Plan
 Starting the Class Right
Main Parts of the Lesson Plan:
1. Intended Learning Outcomes (ILO)/Objectives
Blooms Taxonomy (1956) Revised Blooms by Anderson
(2001)
EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING
 Starting the Class Right
Revised Bloom’s Taxonomy: A Quick Look
Three major changes in the revised taxonomy:
a. Changing the names in the six categories from nouns to
verbs.
b. Rearranging these categories.
c. Establishing the levels of the knowledge level in the
original version.
 Starting the Class Right
Revised Bloom’s Taxonomy: A Quick Look
Categories Example Key Words

Remembering. Recall or retrieve Defines, describes, identifies, labels,

previous learned information. lists, outlines, selects, states
Understanding. Comprehend Comprehends, explains,
meaning, translation, state problem distinguishes, estimates, gives
in own words, making meaning. examples, interprets, predicts,
rewrites, summarizes.
Applying. Use concept in the new Applies, changes, computes,
situation, applies what has been operates, constructs, modifies, uses,
learned in new situation. manipulates, prepares, shows,
solves
 Starting the Class Right
Revised Bloom’s Taxonomy: A Quick Look
Categories Example Key Words

Analyzing. Separate materials or concepts into Breaks down, compares, contrasts, diagrams,
component parts so that the organization is differentiates, discriminates, identifies, infers,
clear. Distinguishes between facts & influences. outlines, relates, selects, separates.
Evaluating. Make judgements about the value Appraises, compares, criticizes, defends,
of ideas or materials. describes, discriminates, evaluates, interprets,
justifies, summarizes.

Creating. Build a structure or pattern from Composes, compiles, designs, generates,

various elements. Put parts together to create a modifies, organizes, rearranges, reorganizes,
whole, to make new meaning and structure. revise, rewrites, summarizes, creates.
 Starting the Class Right
Unpacking: LOTS and HOTS
Higher-Order Thinking Skills HOTS
Doing
Creating Active
Receiving and
Evaluating
Participating
Analyzing

Applying

Understanding Visual Receiving

Passive
Remembering Verbal Receiving
LOTS
Lower-Order Thinking Skills
 Starting the Class Right
Unpacking: LOTS and HOTS: Levels of Knowledge:
1. Factual K. – ideas, specific data or information.
2. Conceptual K. –words/ideas; common name &
features, multiple specific examples w/c can either be
concrete or abstract.
3. Procedural K. – how things work, step-by-step actions,
methods of inquiry.
4. Metacognitive K. – knowledge of cognition, awareness
of knowledge of one’s own cognition, thinking about
thinking.
 Starting the Class Right
Unpacking: Lesson Planning
✓ Intended Learning Outcomes (ILO) – SMART
o Procedure/Methods and Strategies
1. Direct Demonstration Methods: Guided
Inquiry/Discovery Approach, Inquiry Method, PBL, &
PJM.
2. Cooperative Learning Approaches: Peer tutoring,
Learning Action Cells, Think-Pair Share
3. Deductive or Inductive Approaches: PJM, Inquiry-B.L.
4. Other Approaches: Blended learning, Reflective
teaching, Integrated learning, Outcomes-Based A.
 Starting the Class Right
Unpacking: Lesson Planning
✓ Intended Learning Outcomes (ILO) – SMART
o Students learning styles
Common Characteristics Tips for Teachers
Visual- uses graphs, charts, pictures; tends Turn notes into pictures, diagrams, maps.
to remember things that are written in Lean the big picture first than details.
form. Make mind maps & concept maps.
Auditory- recalls information through Record lectures & listen to these. Repeat
hearing & speaking; prefers to be told materials out loud “parrots”. Read aloud.
how to do things orally; learns aloud.
Kinesthetic- prefers hands-on approach; Learning something while doing another
demonstrates how to do, rather than thing. Work while standing. Like fieldwork.
explain; likes group work with hands on- Do many things at one time.
minds on.
 Starting the Class Right
Unpacking: Lesson Planning
o Teaching & Learning must be supported by IMs

The Cone of Learning, also known as Dale’s Cone of

Experience, is a theoretical model that illustrates the
relationship between the concreteness of learning
experiences and their retention rates.
 Starting the Class Right
Unpacking: Lesson Planning: The Cone of Learning
 Starting the Class Right
Unpacking: Lesson Planning
✓ Finding out what has been achieved: Assessing
achieved outcomes
- Find out if the ILO have been converted into achieved
learning outcomes (ALO).
❑ Rule of  :
What has been taught should be measured, to find out if
the ILO set at the beginning has been achieved.
What Knowledge, Process, Understanding, and
Performance (KPUP) are demonstrated by the learners?
Generating Ideas:
Stakeholders in the
Curriculum
Implementation
 Stakeholders in the Curriculum Implementation

Learners are at the core of the curriculum.

✓ Learners have more dynamic participation from the
planning, designing, implementing, & evaluating.
However, the degree of their involvement is dependent
on their maturity.
✓ At the end of the curriculum development process, the
fundamental question asked is:
Have the students learned?
 Stakeholders in the Curriculum Implementation

Students: The Focus of Curriculum Implementation

• Primary beneficiaries of the curriculum

• Active participants in the learning process
• Provide feedback on curriculum effectiveness
• Their engagement and outcomes measure success
• Diverse needs and backgrounds influence
implementation strategies
 Stakeholders in the Curriculum Implementation

1. Teachers are curricularists

✓ Techers are stakeholders who plan, design, teach, implement
and evaluate the curriculum.
✓ Designs, enriches and modifies the curriculum to suit the
learners’ characteristics.
Roles of the Teachers in C.I.:
1. Guiding, facilitating & directing the activities of the learners;
2. Choosing the activities & the methods to be utilized.
3. Choosing the materials that are necessary for the activity.
4. Evaluating the whole implementation process &
5. Making a decision whether to continue, modify/terminate the
curriculum.
 Stakeholders in the Curriculum Implementation

1. Teachers as Primary Implementers

✓ Front-line executors of the curriculum
• Responsibilities:

✓ Interpreting curriculum guidelines

✓ Designing lesson plans
✓ Adapting content to student needs
✓ Assessing student progress
• Crucial role in bridging theory and practice
 Stakeholders in the Curriculum Implementation

2. School leaders are curriculum managers

✓ They should be ready to assist the teachers and the

learners in the implementation. (buildings, books, library, and
other needed resources)
✓ Convincing the parents on the merits of the new
curriculum is the job of school heads.
 Stakeholders in the Curriculum Implementation

2. School leaders are curriculum managers

School Administrators: Leadership in Implementation
• Principals, department heads, and coordinators
Key functions:
✓ Providing resources and support
✓ Monitoring implementation progress
✓ Facilitating professional development
✓ Ensuring alignment with school goals
• Create conducive environment for effective
implementation
 Stakeholders in the Curriculum Implementation

3. Parents & Guardians

- Monitors the progress of their child at home (assignments,
and take-home activities)
- Supports in school activities and extra-curricular activities.
- PTA
- Reinforce learning at home
• Collaborate with teachers on student progress
• Provide valuable feedback on curriculum impact
• Participate in school decision-making processes
• Bridge between school and community expectations
 Stakeholders in the Curriculum Implementation

4. Community as Curriculum Resources & Learning

Environment
- Provide local context and real-world connections
• Support extracurricular and experiential learning
• Offer resources and expertise
• Influence curriculum relevance to community needs
• Participate in school-community partnerships
 Stakeholders in the Curriculum Implementation
5. Other Stakeholders in Curriculum Implementation &
Development
a. Government Agencies:
1. DepEd, TESDA, & CHED
2. Professional Regulation Commission (PRC) and Civil Service
Commission (CSC) – agency that certifies & issues teacher
licenses to qualify one to teach and affirms and confirms the
appointment of teachers in public schools.
3. Local Government Units (LGUs) – municipal & barangay
officials. Some are paid through the budget of LGUs.
Construct school buildings, equipment, support the
professional development of teachers.
 Stakeholders in the Curriculum Implementation
5. Other Stakeholders in Curriculum Implementation &
Development
b. Non-Government Agencies:

1. Gawad Kalinga (GK) – build communities means to include

education. Full Support: In each village, a school for pre-
school education & out-of-school youth have been
established.
2. Synergia – an organization/foundation that supports basic
education to elevate education through Reading, Science,
Mathematics, & English.
 Stakeholders in the Curriculum Implementation
5. Other Stakeholders in Curriculum Implementation &
Development
b. Non-Government Agencies:

3. Metrobank Foundation – supports continuing teacher

development programs.
4. Professional Organizations like Philippine Association For
Teachers and Educators (PAFTE), State Universities & Colleges
Teacher Educators Association (SUCTEA), National Organization
of Science Teachers & Educators (NOSTE), Mathematics
Teachers Association of the Philippines (MTAP)
Generating Ideas:
The Role of
Technology in
Delivering the
Curriculum
 The Role of Technology in Delivering the Curriculum

The integration of ICT in the curriculum: Vision of

the e-Philippine Plan “an electronically enabled
society where all citizens live in an environment
that provides quality education, efficient
government services, greater sources of livelihood
and ultimately a better way of life through
enhanced access to appropriate technologies.”
 The Role of Technology in Delivering the Curriculum

Instructional Media/Media Technology/Learning Technology

Non-projected media Projected media

Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials (books, worksheets) Films
Visuals (drawing, photographs, graphs, Video, DVD
charts, posters)
Computer/multimedia
Visual boards (chalkboard, whiteboard) presentations
Audio materials
 The Role of Technology in Delivering the Curriculum

Factors in Technology Selection:

1. Practicality
2. Appropriateness in relation to the learners
3. Activity/suitability
4. Objective-matching
 The Role of Technology in Delivering the Curriculum

The Role of Technology in Curriculum Delivery:

1. Upgrading the quality of teaching-and-learning in
schools.
2. Increasing the capability of teachers to effectively
inculcate learning, and for students to gain mastery of
lessons and courses.
3. Broadening the delivery of education outside schools
(Formal & Informal Learning, Open Universities)
4. Revolutionizing the use of technology to boost
educational paradigm shift—student centered &
holistic learning.
 The Role of Technology in Delivering the Curriculum

These primary roles are based on the framework of

Technology-Driven Teaching and Learning called TPACK
(1. Technology Knowledge, 2. Pedagogical Knowledge, 3.
Content Knowledge)
1. What shall I teach? (Content Knowledge)
2. How shall I teach? (Pedagogical Knowledge)
3. What technology will I use? (Technological K)
Generating Ideas:
Levels of
Curriculum
Implementation
 Levels of Curriculum Implementation
Basic Education Level:
1. National Level (Secretary of Education, Undersecretaries, Assistant Secretaries, Bureau
Officers)
✓ Formulating National Educational Policies
✓ Formulating National Basic Ed. Plan
✓ Promulgating National Educational Standards
✓ Monitoring and Assessing National Learning Outcomes
✓ Undertaking Nat’l Educational Research & Studies
✓ Enhancing the employment status, professional competence,
welfare, & working conditions
✓ Enhancing the total development of learners through local &
national programs and/or projects.
 Levels of Curriculum Implementation
Basic Education Level:
2. Regional Level
✓ Defining the Regional Policy Framework w/c reflects the values,
needs & expectations of the communities they serve
✓ Developing a Regional Basic Ed. Plan
✓ Developing Regional Educational Standards
✓ Monitoring, evaluating, & assessing Regional Learning Outcomes
✓ Undertaking research projects & developing & managing region-
wide projects
✓ Ensuring strict compliance with prescribed nat’l criteria for the
recruitment, selection, & training of all staff in the region & division
✓ Formulating in coordination with the Regional Development
Council, and the budget to support the Regional Educational Plan
 Levels of Curriculum Implementation
Basic Education Level:
2. Regional Level
✓ Determining the organization component of the Divisions and
Districts and approving the proposed staffing pattern
✓ Hiring, placing, & evaluating employees in Regional Office.
✓ Evaluating all School Division Superintendents & Assistant Division
Superintendents in the Region
✓ Planning & managing the effective and efficient use of all personal
physical and fiscal resources
✓ Managing database & management information system of the
region
✓ Approving the establishment of public & private elementary and
high schools and learning centers
 Levels of Curriculum Implementation
Basic Education Level:
3. Division Level (Division Superintendent)
✓ Developing and implementing Division Education development
plans
✓ Planning and managing the effective & efficient use of all
personnel, physical, & fiscal resources of the division
✓ Hiring, placing, & evaluating all Division Supervisors & School District
Supervisors
✓ Monitoring the utilization of funds provided by the national
government & local government
✓ Ensuring compliance of quality standards for basic ed. programs *
for this purpose, strengthening the role of Division Supervisors as
subject area specialist
 Levels of Curriculum Implementation
Basic Education Level:
3. Division Level (Division Superintendent)
✓ Promoting awareness of and adherence by all schools & learning
centers
✓ Supervising the operations of all public and private elementary,
secondary and integrated schools, and learning centers
 Levels of Curriculum Implementation
Basic Education Level:
4. District Level (District Supervisor)
✓ Providing Professional and Instructional advice and support to the
school heads and teachers/facilitators of schools and learning
centers in the district or cluster
 Levels of Curriculum Implementation
Basic Education Level:
5. Local School Level (School Heads)
✓ Setting the mission, vision, goals, and objectives of the school
✓ Creating an environment within the school that is conducive to
teaching and learning
✓ Implementing the school curriculum and being accountable for
higher learning outcomes
✓ Developing the School Education Program and School
Improvement Plan offering the educational programs, projects,
and services
✓ Introducing new and innovative modes of instruction to achieve
higher learning outcomes
 Levels of Curriculum Implementation
Basic Education Level:
5. Local School Level (School Heads)
✓ Administering and managing all personnel, physical and fiscal
resources of the school
✓ Recommending the staffing complement of the school based on
its needs
✓ Encouraging staff development
✓ Establishing school & community networks & encouraging the
active participation of teacher organizations, non-academic
personnel of public schools, and parents-teacher-community
associations
✓ Accepting donations, gifts, bequests, and grants for the purpose of
upgrading teachers learning facilitators competencies
 Levels of Curriculum Implementation
Higher Education Level: National Level
Commission on Higher Education (CHED)
2 Levels of CHED
1. Central Office (Nat’l Level)
✓ Focuses on the development of policies and sets national direction
for Higher Education in the country.

CHED Office for Program Standards (OPS)

✓ Responsible for curricular matters.
 Levels of Curriculum Implementation
Higher Education Level: National Level
Commission on Higher Education (CHED)
2 Levels of CHED
2. Regional Office
✓ Responsible for monitoring and implementation of the policies and
guidelines developed by Central Office

Regional Quality Assurance Teams (RQAT)

✓ Duty to ensure that all HEIs in their regions must comply to CHED
requirements and policies
 Levels of Curriculum Implementation
Higher Education Level: National Level
Commission on Higher Education (CHED)

For the changes in curriculum to be approved, the proposal in the SUs

must be proposed to:
✓ Academic Council
✓ Board of Regents
Generating Ideas:
Curriculum
Evaluation
 Curriculum Evaluation
Curriculum evaluation is the process of assessing the value or worth of
a curriculum program to determine its effectiveness in achieving its
intended goals and objectives.
Types of Curriculum Evaluation:
Formative Evaluation: Ongoing assessment during curriculum
development to ensure alignment with goals and objectives.
Summative Evaluation: Comprehensive assessment after curriculum
implementation to evaluate its overall effectiveness.
Process Evaluation: Assessment of the curriculum development and
implementation process.
Product Evaluation: Assessment of the curriculum itself, including its
content, structure, and quality.
Generating Ideas:
Reasons for
Curriculum
Evaluation
 Reasons for Curriculum Evaluation
1. Identifies the strengths and weaknesses of an existing
curriculum that will be the basis of the intended plan,
design, or implementation. This is referred to as the
needs assessment.
2. Evaluation is done in the middle of the curriculum
development.
3. Results will be equal or exceed the standards.
4. Provides necessary information for teachers, school
managers, curriculum specialist for policy
recommendation –enhancement.
Generating Ideas:
Curriculum
Evaluation Models
 Curriculum Evaluation Models
1. Bradley Effectiveness Model
- Identify what curriculum you will evaluate (subjects)
Indicators Descriptive Questions Yes or No

Vertical Curriculum Continuity Does the curriculum reflect the format (i.e. K to 12,
OBE, Inquiry) that enables teachers to quickly
access what is being taught in the grade/year
levels below or above the current level. Ex.
Science 5 below, 4, above 6
Horizontal Curriculum Continuity Does the curriculum provide content and
objectives that are common to all classes of the
same grade level?
Instruction based on Curriculum Are lesson plans/syllabi/course design derived from
the curriculum & strategies? Are materials used
correlated with the content, objectives, &
activities?
 Curriculum Evaluation Models
1. Bradley Effectiveness Model
- Identify what curriculum you will evaluate (subjects)
Indicators Descriptive Questions Yes or No

Broad Involvement Is there evidence of involvement of the

different curriculum stakeholders in the
planning, designing, and implementation
and review of the curriculum?
Long Range Planning Is review cycle followed within the period of
planning and implementation of the
curriculum?
Positive Human Relations Did the initial thoughts about the curriculum
come from teachers, principals, curriculum
leaders and other stakeholders?
 Curriculum Evaluation Models
1. Bradley Effectiveness Model
- Identify what curriculum you will evaluate (subjects)
Indicators Descriptive Questions Yes or No

Theory-Info Practice Is there clarity of vision, mission, graduation

outcomes, program philosophy, learning
outcomes in the curriculum?
Planned Change Are there tangible evidence to show that
the internal and external publics accept the
developed program?
If any of the indicators is answered with a “NO”, actions should be made to make it a
YES.
 Curriculum Evaluation Models
2. Tyler Objectives-Centered Model
- entitled: Basic Principles of Curriculum and Instruction
Curriculum Elements Evaluation Process Action Taken:
Yes or No
1. Objectives/ILO Pre-determined

2. Situation/Context Identify the situations/context that gives

opportunity to develop behavior or
achieve objectives
3. Evaluation Select, modify & construct evaluation
Instrument/Tools tools. Check its objectivity, reliability &
validity.
 Curriculum Evaluation Models
2. Tyler Objectives-Centered Model
- entitled: Basic Principles of Curriculum and Instruction
Curriculum Elements Evaluation Process Action Taken:
Yes or No
4. Utilization of tools Utilize the tools to obtain result.
Compare the results obtained from
several instruments before & after –
CHANGE
5. Analysis of Results Analyze the results obtained to determine
the S & W.
6. Utilization of Results Use the results to make the necessary
modifications
YES the curriculum PASSED
 Curriculum Evaluation Models
3. Daniel Stufflebeam’s Context, Input, Process, Product Model (CIPP)
- Emphasizes the result of EVALUATION in decision making.
Four Stages:
a. Context Evaluation- assesses needs & problems in the context for
decision makers to determine the goals & objectives of the
curriculum.
b. Input E – assesses alternative means based on the inputs for the
achievement of objectives to help decision makers to choose
options for optimal means.
c. Process E- monitors the processes to ensure the means are
actually being implemented & make necessary modifications.
d. Product E – compares actual ends w/ intended ends & leads to a
series of recycling decisions.
 Curriculum Evaluation Models
3. Daniel Stufflebeam’s Context, Input, Process, Product Model (CIPP)
- Emphasizes the result of EVALUATION in decision making.
STEPS:
Stages of CIPP Model Steps Taken in All the Stages

1. Context Evaluation S1: Identify the kind of decision to be made.

S2: Identify the kinds of data to make that decision.
2. Input E S3: Collect the data needed.
S4: Establish the criteria to determine quality of
3. Process E data.
S5: Analyze the data based on criteria.
4. Product E
S6: Organize needed information needed for
decision for makers.
 Curriculum Evaluation Models
4. Stake Responsive Model
- Evaluation focuses more on the activities rather than intent/purpose.
The C.E. follows the steps below:

S1 Meets with stakeholders to identify their perspectives & intentions regarding

CE
S2 Draws from S1 documents to determine the scope of the evaluation.

S3 Observes the curriculum closely to identify the unintended sense of

implementation & many deviations from announced intents
S4 Identifies the stated real purposes of the program & the various audiences.

S5 Identifies the problems of the CE at hand and identifies an evaluation

design with needed data.
 Curriculum Evaluation Models
4. Stake Responsive Model
- Evaluation focuses more on the activities rather than intent/purpose.
The C.E. follows the steps below:

S6 Select the means needed to collect data/information.

S7 Implements the data collection procedure.

S8 Organizes the information into themes.

S9 Decides with stakeholders the most appropriate formats for the report
 Curriculum Evaluation Models
5. Scriven Consumer Oriented Evaluation
- Consumers of Educational products will often use consumer-oriented
evaluation in purchasing textbooks, nodules, educational technology
and others.
- Uses criteria or checklist.
Instructional Materials Review Form Adapted from Patterson, Marvin, FSU, USA

Preliminary Information Recommendation

Title: ______ Retain for further review

Author(s)
Publisher: ______ Reject (comments)
Copyright date:
Material Evaluator:
 Curriculum Evaluation Models
5. Scriven Consumer Oriented Evaluation
Criteria + yes/
good
0 all right
but not
- No/
poor
N/A

so good
1. Content covers significant portion of the course
competencies.
2. Contents are up-to-date

3. Reading level is appropriate for most students who will use the
material.
4. ILO, competencies are states.

5. Formative and summative assessments are included.

6. Activities are varied to meet the needs of students.

 Curriculum Evaluation Models
5. Scriven Consumer Oriented Evaluation
Criteria + yes/
good
0 all right
but not
- No/
poor
N/A

so good
7. TG is included w/ management suggestions.

8. Materials are presented in logical order.

9. LO, competencies and/or tasks.

10. Degree of match between learning activities and ILO.

11. Quality of test items and degree of match w/ intended ILO.

And moreeeeee
 Curriculum Evaluation Models
Steps in Conducting a Curriculum Evaluation (for general)

Steps What to consider

1. Identifying primary audiences C. Program Sponsors, managers &

administrators, School Heads, Participants
(Teachers & Students) Content Specialist;
other stakeholders.
2. Identifying critical issues/problems Outcomes (expected, desired, intended)
Process (Implementation) Resources (Inputs)
3. Identifying data source People (teachers, students, parents,
curriculum developers) existing documents;
available records; evaluation studies.
 Curriculum Evaluation Models
Steps in Conducting a Curriculum Evaluation (for general)

Steps What to consider

4. Identifying techniques for collecting Standardized test, informal test; samples of

data students work; interviews; participant
observations, checklist, anecdotal records.
5. Identifying established standards & Standards previously set by agency (DepEd,
criteria CHED, Professional Organization)
6. Identifying techniques in data Content analysis, process analysis, statistics,
analysis comparison, evaluation process
 Curriculum Evaluation Models
Steps in Conducting a Curriculum Evaluation (for general)

Steps What to consider

7. Preparing evaluation report Written; oral; progress; final; summary;

descriptive; graphic, evaluative and
judgmental; list of recommendations
8. Preparing modes of display Case studies; test scores summary;
testimonies; multi media representation;
product display (exhibits); technical report
 Curriculum Evaluation Models
6. A Simple Way of Curriculum E.P.
- NO will require a serious curriculum E.P..
1. Does the C emphasize L.O.?
2. Does the implemented C require less demands?
3. Can this C be applied to any articular level? (K-12, Tertiary)
4. Can the C aspects be assessed as a. written, b. taught, c.
supported, d. tested, and e. learned?
5. Does the C include Formative & Summative A?
6. Does the C provide qualitative & quantitative methods of
A?
7. Can the C provide the data needed for decision making?
8. Are the findings of E available to stakeholders?
 Activity:
1. Lesson Plan
Writing
2. Curriculum
Review & Analysis