REVIEWER IN CURRICULUM

TYPES OF CURRICULUM

1. Recommended Curriculum
- a set of guidelines or suggestions for what should be taught, often provided
by a governing body or educational authority.
- DEPED, CHED, TESDA

2. Written Curriculum
- the official, documented plan for instruction, outlining the specific topics,
learning objectives, and activities to be covered.
- ex: a syllabus, textbook, or lesson plans that teachers use to guide their
instruction

3. Supported Curriculum
- the resources and materials available to teachers and students to help
implement the written curriculum.
- ex: textbooks, technology tools, classroom materials, professional
development opportunities for teachers.

4. Assessed Curriculum
- the aspects of the curriculum that are formally evaluated through tests,
assignments, or other assessments.
- example: Standardized tests, teacher-made quizzes, projects, or portfolios
used to measure student learning

5. Hidden curriculum
- the unspoken, unwritten, and often unintended lessons, values, and
behaviors that students learn in school.
- ex: Social norms, expectations for behavior, power dynamics, and cultural
messages that are not explicitly taught.

6. Implemented Curriculum
- the curriculum that is actually taught in the classroom, which may differ from
the written curriculum due to teacher choices, student needs, or other factors.
- example: a teacher might modify a lesson plan based on the specific interests
of their students or adjust the pace of instruction to meet their learning needs.
- strategies/techniques/methods
- how teacher implement the curriculum

7. Tested Curriculum
- the curriculum that is specifically designed to be assessed through
standardized tests or other high-stakes assessments.
- ex: a curriculum that focuses heavily on test-taking strategies or emphasizes
content that is frequently tested.
 8. Standardized Test Curriculum
- answer the same questions
- NCAE, LET, CDM Entrance Exam

9. Entitlement Curriculum
- expectation of the society
- can contribute to society

10. Null or Censored Curriculum

- subjects that are not essential
- subjects removed

CURRICULUM

● List of subjects
● Learning Experiences
● Intended Learning Outcomes
● Planned Learning Experience
● Disciplines
● Content or Subject Matter

CHAPTER 1:

I. Curriculum Foundations

1. Psychology
- studies of learners and learning theory
2. Sociology and Anthropology
- studies of life
3. Philosophy
- studies of the nature and value knowledge

II. Curriculum Conceptions

Curriculum workers have different ideas about curriculum matters and curriculum
development processes.

a. Six Curriculum Conceptions

1. Academic Rationalist Conception

- subject/list
2. Cognitive Processes Conception
 - depend on the students ability to absorb knowledge
- how student think
- level of thinking
3. Humanistic Conception
- help student to grow as an individual
- nurture should be able to do on curriculum provided
4. Social Reconstructionist Conception
- spread awareness to the student about social issues
- help students to solve issues problems
- Functionalist Theory - help students to discover how they function ot
the society
5. Technological Conception
- integrating technology to have smooth flaw
6. Eclectic Conception
- relating 2 curriculum conception

III. Elements of Curriculum

1. Curriculum Intent
- the direction that curriculum develop, wish to take as a result of participating
curriculum
a. Aims
- broad statement of social and educational expectations
b. Goals
- more specific than aims
- general statement of the concepts, course, and description
c. Objectives
- specific outcomes
- put in daily lesson

2. Content
- the skills that teachers need to know and master to be effective in their own
class
- mastery
- from subject

3. Learning Experience
- include all instructional strategies that are useful for the implementation of the
curriculum
- how student learn the content

4. Evaluation
- evaluate if the curriculum if effective or not
 CHAPTER 2:

I. Curriculum Planning

● it is a process concerned with making decisions about what to learn, why, and how to
organized.
● organizing
● teachers, professionals, faculties, stakeholders, learners
● there is need to change

II. Curriculum Sources and Influences

1. Society
- aligned the need and interest on changes within society
- science and technology
- the world of economy
- multicultural education: open of everyone
- lesson is relevant
- issues
- demands
- Conflict Theory: in every action there’s a positive and negative
- Reconstructivism: social issues

2. Learners
- development, skills, knowledge, learning style, talents, gifts, preferences.
- understand that they came from different provinces, cultural differences,
beliefs and religion.

3. Subject Matter
- professional organizations (CHED, DEPED)
- content, disciplines

III. Curriculum Influences

Stark and Lattuca (1997) identified 3 majors:

1. External Influence
- society, government
- discipline associations
- market place
- alumni

2. Organizational Influence
- program relationships
 - resources
- governance

3. Internal Influence
- faculty
- students
- discipline
- program mission
- economic status
- religion

Mission, Vision, Core Values is the foundation of Curriculum.

Faculty Members
- faculty members educational background, experiences, expertise, and personal
views significantly influence curriculum planning and implementation
- who deliver the contents subject matter and learning experience.
- must achieve the learning competencies
- in elem: role model
- in high level: expert

School Administrators and Board of Trustees

- school of administrators including the board of trustees plays an important role in
providing curriculum leadership in school, colleges, and university
- apart from setting and approving rules for school they administer the planning,
implementation, and evaluation of the curriculum

Accrediting Agencies
- set the necessary standard for curriculum

Government Policies and Agencies

- most influential in curriculum planning and development

Market Demand
- it is imperative that students are prepared in terms of knowledge values and skills to
meet the needs and demands of different institution in the society

Alumni
- donating money to support programs for student
- give evaluation of the past experience

ICT and Media

- two of the internal curriculum influences
- enable students and teachers to access almost all the information they need to
teaching and learning

The Church and Agencies

 - for religious school, the different religious orders and the church play an important
role in school
1. Extension Program or Mission Program
a. Institutional Requirements
- Bible Subject
- Theology
- Christian Living
b. Religious Activities
- Retreats
- Chapel Service

School Facilities & Other Resources

- classroom
- laboratories
- libraries
- ICT equipments
- school clinics
- canteen
- counselling offices

Student Service
- campus ministry spiritual nourishment
- guidance and counselling
- health service
- financial assistance
- student affairs office

CHAPTER 3:

I. Curriculum Design

notes:
● Macro-Level
- philosophy to subject matter
- functions of curriculum design

● Micro-Level
- focused on subject matter
- organizing the content
- organization

Print (1998) classified the different curriculum design in four groups:

1. Subject-Centered Design
 - most popular among four types

a. Subject Design
- focus on elementary level
- general information
- math, science, filipino english

b. Academic Disciplines Design

- highschool / college
- highly specialized
- specific
- biology, algebra, earth science, economics

c. Integrated Design
- merge two or more related subjects

a. Interdisciplinary
- 2 subjects
- science + health

b. Multidisciplinary or Broad Fields

- 2 or more subjects
- geography + history + economics + civic and
culture

c. Core
- community, family, self

2. Learner-Centered Design
- focus on the needs, nature, and interests of the learners in the curriculum.
- aims to develop the potentials and abilities of the learners.
- the curriculum is relevant and responsive to them.

a. Activity/Experience Design
- concentrates on the activities that are meaningful and
interesting for the learners.

b. Humanistic Design
- focuses on the holistic development of an individual. Aims to
develop a well-rounded individual.

3. Problem-Centered Design
- focus on the understanding and finding solutions to individual and social
issues and problems.

a. Thematic Design
 - some models emphasize human activities as themes while
others use interesting topics for students
- broad problems

b. Problem Design
- learners are exposed to different lessons in problem solving
involving real-life problems
- specific problems

4. Core Learning Design

- focus on learning a set of subjects, disciplines, courses, skills, or knowledge
that is necessary for students to master.
- aims to provide an education that is transformative and relevant to all types of
learners.
- aims to develop a habit of mind or cultivate the critical and creative thinking of
students that can be used in daily-life.

a. Core Design
- consists of common subjects, disciplines, or courses that are
required for students to study before they graduate or move to
a different level

b. National Core Curriculum Design

- set of subjects that are required to be taught to all students
across the country.
- prescribed by the state through the Department of Education
or the Commissioner on Higher Education.

II. Things to Consider in Designing Curriculum

- refers to the arrangement of the elements of a curriculum

There are two major forces considered in designing curriculum. These are the horizontal and
vertical organizations.

1. Horizontal Organization
- is often referred to as the scope and horizontal integration that is concerned
with the arrangement of curriculum components at any point in time
- it focuses on establishing relationships and integration among subject areas
in elementary or secondary curriculum.
-
2. Vertical Organization
- focuses on the spiral progression of curriculum contents.
 III. Sequencing Curriculum Content
- sequencing curriculum content is essential in curriculum design.
- sequence is defined as the order in which contents are presented to the
learners

Print (1993) identified the following design principles that are most commonly used to
sequence the curriculum contents:

a. Simple to Complex
- the topics are arranged in a progressive spiral sequence
b. Prerequisite Learning
- students should learn the basic prerequisite knowledge and concepts
c. Chronology
- this design principle suggests sequencing of content according to the
chronology of events
- history is an example
d. Whole-to-Part Learning
- general to specific
- deductive approach to designing contents
- one must see the big picture of ideas to understand the specific concepts and
skills
e. Increasing Abstraction
- student can learn most effectively if the concept or skill is related or relevant
to own personal experiences

CHAPTER 4:

I. Curriculum Development

A. Tyler’s Rational Linear Model

- Ralph Tyler at the University of Chicago, developed the first model of
curriculum development.
- Tyler argued that curriculum development should be logical and systematic
 (hahahaha dinrawing na lang amp)

Tyler argued that to develop any curriculum, curriculum workers should respond to
four basic questions:

1. What educational purposes should the school seek to attain?

2. What educational experiences are likely to obtain these objectives?
3. How can these educational experiences be organized?
4. How can we determine whether these purposes are being attained?

B. Taba’s Grassroots Rational Model

- a follower of Tyler is another curriculum scholar, Hilda Taba
- her model is a modified version of Tyler’s Model
- taba argued that curriculum development should follow a sequential and
logical process, and she suggested for more information input in all phases of
curriculum development

In her model, Taba outlined seven steps that should be followed when developing a
curriculum:

1. diagnosis of needs
2. formulation of objectives
3. selection of content
4. organization of content
5. selection of learning experiences
6. organization of learning experiences
7. determination of what to evaluate and ways and means of doing it

C. Standards-based Curriculum Development Model (hindi ni-report)

- was developed by Allan Glatthorn
- the model was intended for developing curriculum standards for any discipline
from basic education to higher education

Phase 1: Development Standards

Phase 2: Develop Benchmarks

Phase 3: Develop Final Products

D. Understanding by Design Model (UBD)

- was developed by Wiggins and Mctinghe (2002)
- it was used to design the basic education curriculum in school year, 2010 to
2011 before the K-12 education curriculum was implemented
 - the model is also called as the “backward design” for putting emphasis on
starting with the goals and objectives in designing curriculum

The Three Stages of Backward Design

1. Identify Desired Results

- includes what students should know, understand and be able
to do
2. Determine Acceptable Evidence
- calls for designing assessment evidence for documenting our
validating whether the desired learning has been achieved
3. Plan Learning Experiences
- Includes planning learning experiences that are useful in
implementing the curriculum
- teacher decides on the type of activities that students will do
and the materials that will be needed for the planned activities

SCHOOL OF THOUGHTS (isms)

1. Essentialism
- focuses on 3R’ls
 - reading, writing, arithmetic
- basic ones/skills
- traditional teachers
- one way teaching
-
2. Existentialism
- let the student to have freedom to choose or how they learned
-
3. Perennialism
- everlasting truth
- ex: applying the topic you learned in past
-
4. Pragmatism
- work/ability
- focuses on change/new
- adapt to changes
- must help students
- ex: in farm, farming
-
5. Progressivism
- learner-centered
- must have outcome based
- learn by doing (John Dewey)
- outcome based learning, inquiry-based learning, and project-based learning
-
6. Empiricism
- talk about senses
- experience
- student must experience
-
7. Rationalism
- rationale - reason
- have reason about something
- not must experience
- father of rationalism: PLATO
-
8. Naturalism
- have something to do in learning
- environment
-
9. Constructivism
- must construct their own knowledge/according to their experience
- Jean Piaget: Cognitive Development Theory
a. Sensory Motor
- 0-2
- they learned their senses
- out of sight - out of mind (object permanent)
- stranger anxiety - crying at strangers
 - separate anxiety
b. Pre-Operational
- 2-7
- sarili lang iniisip
- don’t care about the perspective/feelings of other
- egocentrism
c. Concrete Operational
- 7-11
1. Centration
- don’y have mathematical conception
2. Conservation
- have mathematical conception
3. Schema
- like file case on the mind
4. Assimilation
- accept new knowledge
5. Accomodation
- how adult teacher the child about new
knowledge
-
10. Behaviorism
- behavior
- simulate the mind of learners

2 Theories of Behaviorism

a. Classical Conditioning
- type of learning that occurs when a neutral stimulus is repeatedly
paired with a stimulus that naturally elicits a response.
- pavlov's experiment with dogs.
- Pavlov observed that dogs salivated naturally when presented with
food. He then paired the presentation of food with a bell sound. After
repeated pairings, the dogs learned to associate the bell sound with
food, and they began to salivate when they heard the bell alone.
-
b. Operant Conditioning
- operant conditioning, also known as instrumental conditioning, is a
type of learning where behaviors are modified based on their
consequences.
- skinner boxes to study how rats learned to perform behaviors through
reinforcement.
- reward and punishment
-
11. Idealism
- focus on mind and ideas
- exists in the mind of a person/student
-
12. Recontructivism
 - find solutions for social issues
- past experience
-
13. Realism
- is about showing things as they really are, without sugarcoating or idealizing
them.
- it's about portraying the world with all its flaws, struggles, and complexities,
just as they exist in reality.

- merleen -
- baka ibenta niyo -