THE TEACHER

AS CURRICULIST
Differentiate the traditional teacher from a
curricularists teachers.
INTENDED LEARNING Determine the strategies that can be use in
OUTCOME: teaching.
Recognize the importance of teaching and
learning strategies.
 INTRODUCTION
We will star using the word “Curricularist” to describe a
professional who is a curriculum specialist (Hayes,1991;
Ornstein 7 Hunkins,2004; Hewitt,2006) A person who is involved
in curriculum knowing, writing, planning, implementing,
evaluating, innovating, and initiating may be designated as
curriculist. A TEACHER’S role is broader and inclusive of other
function and so a teacher is a curriculist.
 DISCUSSION
WHAT DOES A TEACHER DO TO DESERVE THE LABEL AS CURRICULARIST?
THE TEACHER AS E CURRICULARIST……….

1. Know the curriculum. Learning begins with knowing. The Teacher as a learner starts with knowing
about curriculum, the subject matter or the content.(knower)
2. Writes the curriculum. A classroom teacher takes record of knowledge concepts, subject matter
or content. These need to be written or preserved.(writer)
3. Plans the curriculum. A good curriculum has to be planned. It is the role of the teacher to make a
yearly, monthly or daily plan of the curriculum. This will serve as a guide in the implementation in the
curriculum.(planner) LITERARY PREVIEW
4. Initiates the curriculum. In cases where the curriculum is recommended to the schools from
DepEd, CHED, TESDA or other educational agencies for improvement of quality education, the
teacher is obliged to implement. Implementation of a new curriculum requires the open-
mindedness of the teacher. (initiator)
5. Innovates the curriculum. Creativity and innovation are hallmarks of an excellent teacher. A
curriculum is always dynamic, hence keeps on changing. (innovator)
6. Implements the curriculum. The curriculum that remains recommended or written will never serve
its purpose. Somebody has to implement it. (Implementor)
EVALUATES THE CURRICULUM. HOW CAN ONE DETERMINE IF THE DESIRE LEARNING OUTCOMES
HAVE BEEN ACHIEVED? IS THE CURRICULUM WORKING? THESE ARE SOME FEW QUESTIONS
THAT NEED THE HELP OF THE CURRICULUM EVALUATOR(EVALUATOR). CURRICULUM FROM
TRADITIONAL POINTS OF VIEW

ROBERT M. HUTCHINS VIEW CURRICULUM AS “PERMANENT STUDIES” WHERE RULES OF

GRAMMAR, READING, RHETORIC, LOGIC AND MATHEMATICS FOR BASIC EDUCATION ARE
EMPHASIZED. THE 3R’S (READING, WRITING,’ A’RITHMETIC) SHOULD BE EMPHASIZED IN BASIC
EDUCATION WHILE LIBERAL EDUCATION SHOULD BE THE EMPHASIS COLLEGE.

LITERARY
ARTHUR BESTOR AS AN ESSENTIALIST BELIEVES THAT THE MISSION OF THE PREVIEW
SCHOOL SHOULD BE
INTELLECTUAL TRAINING, HENCE CURRICULUM SHOULD FOCUS ON THE FUNDAMENTAL
INTELLECTUAL DISCIPLINES OF GRAMMAR, LITERATURE AND WRITING. IT SHOULD INCLUDE
MATHEMATICS, SCIENCE, HISTORY AND FOREIGN LANGUAGE.

JOSEPH SCHWAB THINK THAT THE SOLE SOURCE OF CURRICULUM IS A DISCIPLINE, THUS THE
SUBJECT AREAS SUCH AS SCIENCE, MATHEMATICS, SOCIAL STUDIES, ENGLISH AND MANY
MORE.
PHILIP PHENIX ASSERTS THAT CURRICULUM SHOULD CONSIST ENTIRELY OF KNOWLEDGE
WHICH COMES FROM VARIOUS DISCIPLINES. CURRICULUM FROM PROGRESSIVE POINTS OF
VIEW

JOHN DEWEY BELIEVES THAT EDUCATION IS EXPERIENCING. REFLECTIVE THINKING IS A MEANS

THAT UNIFIES CURRICULAR ELEMENTS THAT ARE TESTED BY APPLICATION.

HOLIN CASWELL AND KENN CAMPBELL VIEWED CURRICULUM AS ALL EXPERIENCES CHILDREN
HAVE UNDER THE GUIDANCE OF TEACHERS.

OTHNIEL SMITH, WILLIAM STANLEY AND HARLAN SHORE LIKEWISE DEFINED CURRICULUM AS A
LITERARY OF
SEQUENCE OF POTENTIAL EXPERIENCES, SET UP IN SCHOOL FOR THE PURPOSE PREVIEW
DISCIPLINING CHILDREN AND YOUTH IN GROUP WAYS OF THINKING AND ACTING.

COLIN MARSH AND GEORGE WILLIS ALSO VIEWED CURRICULUM AS ALL THE EXPERIENCES IN
THE CLASSROOM WHICH ARE PLANNED AND ENACTED BY THE TEACHER AND ALSO LEARNED BY
THE STUDENTS.
 GUIDE IN THE SELECTION OF THE
CONTENT IN THE CURRICULUM
1. COMMONLY USED IN THE DAILY LIFE.
2. APPROPRIATE TO THE MATURITY LEVELS AND ABILITIES OF THE
LEARNERS.
3. VALUABLE IN MEETING THE NEEDS AND COMPETENCIES OF THE
FUTURE CAREER.
4. RELATED TO OTHER SUBJECTS FIELDS OR DISCIPLINE FOR
COMPLEMENTATION AND INTEGRATION.
5. IMPORTANT IN THE TRANSFER OF LEARNING TO OTHER DISCIPLINES.
 FOUNDATION OF CURRICULUM
1. PHILOSOPHICAL FOUNDATIONS.
➢ PERENNIALISM
AIM: TO EDUCATE THE RATIONAL PERSON; CULTIVATE INTELLECT
ROLE: TEACHERS ASSIST STUDENTS TO THINK WITH REASONS ( CRITICAL THINKING :
HOTS)
FOCUS: CLASSICAL SUBJECTS, LITERARY ANALYSIS, CURRICULUM IS ENDURING
TRENDS: USE A GREAT BOOK (BIBLE, KORAN, CLASSICS) AND LIBERAL ARTS.

➢ ESSENTIALISM

AIM: TO PROMOTE INTELLECTUAL GROWTH OF LEARNERS TO BECOME COMPETENT.

ROLE: TEACHERS ARE SOLE AUTHORITIES IN THE SUBJECT AREA.
FOCUS: ESSENTIAL SKILLS OF THE 3R’S; ESSENTIAL SUBJECTS
TRENDS: BACK TO BASICS, EXCELLENCE IN EDUCATION, CULTURAL LITERACY.
➢ PROGRESSIVISM
AIM: PROMOTE DEMOCRATIC SOCIAL LIVING.
ROLE: TEACHERS LEADS FOR GROWTH AND DEVELOPMENT OF LIFELONG LEARNERS.
FOCUS: INTERDISCIPLINARY SUBJECTS, LEARNER-CENTERED
TRENDS: EQUAL OPPORTUNITIES FOR ALL, CONTEXTUALIZED CURRICULUM,
HUMANISTIC EDUCATION.

➢ RECONSTRUCTIONISM
AIM: TO IMPROVE AND RECONSTRUCT SOCIETY, EDUCATION FOR CHANGE.
ROLE: TEACHER ACTS AS AGENT OF CHANGE AND REFORMS.
FOCUS: PRESENT AND FUTURE EDUCATIONAL LANDSCAPE.
TRENDS: SCHOOL AND CURRICULAR REFORMS, GLOBAL EDUCATION,
COLLABORATION AND CONVERGENCE, STANDARDS AND COMPETENCIES.
2. HISTORICAL FOUNDATION
Persons Contribution/Theories and Principles

He started the curriculum development

movement.
Franklin Bobbit Curriculum is a science that emphasizes
( 1876-1956 ) students needs.
Objectives and activities should group
together when tasks are classified.

Like Bobbit, he posited that curriculum is a

science and emphasize students needs.
Werret Charter Objectives and activities should group
( 1875-1952 ) match, Subject matter or content relates
to objectives.
 Curricula are purposeful activities which
are child-centered
The purpose of the curriculum is child
William Kilpartick
development and growth. He introduced
( 1875-1952 ) this project method where teacher and
students plan the activities.
Curriculum develops social relationship and
small group instruction.

Curriculum should develop the whole child.

It is child-centered.
With the statement of objectives and
Harold Rugg
related learning activities, curriculum
( 1886-1960 ) should produce outcomes.
Emphasized social studies and suggested
that the teacher plans curriculum in
advance.
 Curriculum is organized around social
functions of themes, organized knowledge
and learner’s interest.
Hollis Csawell
Curriculum, instruction and learning are
( 1901-1989 ) interrelated.
Curriculum is a set of experiences. Subject
matter is developed around social
functions and learner’s interest.

Curriculum is a science and an extension of

school’s philosophy. It is based on students’
needs and interest.
Ralph Tyler
Curriculum is always related to instruction.
( 1902-1994 ) Subject matter is organized in terms of
knowledge, skills, and values.
The process emphasize problem solving,
curriculum aims to educate generalists and
not specialists.
 She contributed to the theoretical and
pedagogical foundations of concepts
Hilda Taba development and critical thinking in social
( 1902-1967 ) studies curriculum.
She helped lay the foundation for diverse
students population

He described how curriculum change is a

cooperative endeavor.
Peter Oliva Teachers and curriculum specialists
( 1992-2012 ) constitute the professional core of
planners.
Significant improvement is achieved
through group activity