Week 2

Types of Curricula Simultaneously Operating in the Schools

1. Recommended curriculum

– almost all curricula found in our schools are recommended.

For DepEd – Basic Education (department of education)

For CHED – Higher Education (commission on higher education)

For TESDA – Vocational Education (technical education skills and development authority)

- These three government agencies oversee and regulate Philippine Education

2. Written curriculum

– this includes documents based on the recommended curriculum. They come in the form of course of
study, syllabi, modules, books or instructional guides, among others.

- A packet of this written curriculum is the teacher’s lesson plan. The most recent written curriculum is
the K to 12 for Philippine Basic Education

3. Taught curriculum

From what has been written or planned, the curriculum has to be implemented or taught.

4. Supported curriculum

this is described as support materials that the teacher needs to make learning and teaching meaningful.

5. Assessed curriculum

– taught and supported curricula must be evaluated to find out if the teacher has succeeded or not in
facilitating learning.

6. Learned curriculum

The positive outcome of teaching is an indicator of learning. These are measured by tools in assessment
which can indicate the cognitive, affective and psychomotor outcomes.

7. Hidden implicit curriculum

– This curriculum is not deliberately planned but has a great impact on the behavior of the learner.
 Week 3 : the teacher as a curricularist

curricularist referred to those who developed curriculum theories.

- a curriculum specialist

- a teacher is also a curricularist

- The classroom is the first place of curricular engagement

- Curriculum is the heart of schooling

the study conducted by Sandra Hayes (1991), the most influential curricularist in America include John
Dewey, Ralph Tyler, Hilda Taba and Franklin Bobbit.

(KNOWER) Knows the curriculum – the teacher as a learner starts with knowing about the curriculum,
the subject matter or the content.

(WRITER)Writes the curriculum – a classroom teacher takes record of knowledge concepts, subject
matter or content.

(PLANNER) 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.

(INITIATOR) Initiates the curriculum – in cases where the curriculum is recommended to the schools
from DepEd, CHED, TESDA, UNESCO, UNICEF or other educational agencies for improvement of quality
of education, the teacher is obliged to implement it.

(INNOVATOR) Innovates the curriculum – creativity and innovation are hallmarks of an excellent
teacher.

(IMPLEMENTOR) implements the curriculum – the curriculum that remains recommended or written
will never serve its purpose.

(EVALUATOR) Evaluates the curriculum – How one can determine if the desired learning outcomes
have been achieved

- The seven different role mentioned are those which a responsible teacher does in the classroom
everyday!

- Doing these multi-faceted work qualifies a teacher to be a curricularist

- To be a teacher is to be a curricularist even if a teacher may not equal the likes of John Dewey,
Hilda Taba, Ralph Tyler or Franklin Bobbit.
 WEEK4

• Robert M. Hutchins views curriculum as “permanent studies” where rules of grammar, reading,
rhetoric, logic and mathematics for basic education are emphasized. The 3Rs (Reading, Writing,
rithmetic) should be emphasized in basic education while liberal education should be the
emphasis in college.

• Arthur Bestor as an essentialist believes that the mission of the school should be intellectual
training, hence curriculum should focus on fundamental intellectual disciplines of grammar,
literature, and writing.

• Joseph Schwab thinks that the sole source of curriculum is a discipline, thus the subject areas
such as Science, Mathematics, Social Studies, English and many more.

• Phillipn Phenix asserts that curriculum should consist entirely of knowledge which comes from
various disciplines.

• John Dewey believes that education is experiencing.

• Holin Caswell and Kenn Campbell viewed curriculum as all experiences children have under the
guidance of teachers.

• Othaniel Smith, William Stanley and Harlan Shore likewise defined curriculum as a sequence of
potential experiences, set up in schools for the purpose of 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.

• Curriculum is what is taught in school, a set of subjects, a content, a program of studies, a set of
materials, a sequence of courses, a set of performance objectives, everything that goes within
the school. It is what is taught inside and outside of school directed by the teacher, everything
planned by the school or what individual learner experiences as a result of school. In short,
curriculum is the total learning experiences of the learner under the guidance of the teacher.
 WEEK 5; Curriculum Development: Processes and Models

Four Phases of Curriculum Development:

 Curriculum Planning considers the school vision, mission and goals.

 Curriculum Designing is the way curriculum is conceptualized to include the selection and
organization of content, the selection and organization of learning experiences or activities and
the selection of the assessment procedure and tools to measure achieved learning outcomes.
 Curriculum Implementing is putting into action the plan which is based on the curriculum design
in the classroom setting or the learning environment.
 Curriculum Evaluating determines the extent to which the desired outcomes have been
achieved.

Curriculum Development Models

1. Ralph Tyler Model: Four Basic Principles - Also known as Tyler’s Rationale, the curriculum
development model emphasizes the planning phase.

2. Hilda Taba Model: Grassroots Approach- As a grassroots approach, Taba begins from the bottom
rather than from the top as what Tyler proposed.

3. Galen Saylor and William Alexander Curriculum Model- viewed curriculum development as
consisting of four steps.

1. Goals, Objectives and Domains.

2. Curriculum Designing.
3. Curriculum Implementation
4. Evaluation

Foundations of Curriculum

 Philosophical
 Historical
 Psychological
 Social

PHILOSOPHICAL

 Philosophy provides educators, teachers, and curriculum makers with framework

 Perennialism – it teaches concept and focuses on knowledge and the meaning of knowledge.
- discovery approach and methods
 Essentialism – it believes that children should learn the traditional basic subjects thoroughly.
- it focus on the 3Rs
 Progressivism- the curriculum is focused on the childrens interest, human problems and affairs
 -learning by doing
 Reconstructionism- present and future trends and issues of national and international interest
- it supports the child centered education.

Historical Foundations

 show to us the chronological development along a timeline.

A. Franklin Bobbit (1876-1956)

He started the curriculum development movement.
B. Werret Charters (1875-1952)
Subject matter or content relates to objectives.
C. William Kilpatrick (1871-1965)
The purpose of curriculum is child development and growth
D. Harold Rugg (1886-1960)
Curricula should develop the whole child. It is child-centered.
E. Hollis Caswell (1901-1989)
Curriculum is a set of experiences.
F. Ralph Tyler (1902-1994)
Curriculum aims to educate generalists and not specialists.
G. Hilda Taba (1902-1967)
She helped lay the foundation for diverse student population.
H. Peter Oliva (1992-2012)
He described curriculum change as a cooperative endeavor.

Psychological foundation

 Psychology provides a basis to understand the teaching and learning process.

 It unifies elements of the learning process.

Ivan Pavlov (1849-1936)

He is the father of the classical conditioning theory, the S-R Theory.
Edward Thorndike (1874-1949)
He proposed the three laws of learning
- Law of readiness - Law of exercise - Law of effect
Robert Gagne (1916-2002)
He proposed the hierarchical learning theory. Learning follows a hierarchy.
Jean Piaget (1896 - 1980)
Cognitive Development has stages from birth to maturity
Lev Vygotsky (1896 - 1934)
Sociocultural development theory.
 Howard Gardner (1943)
There are eight intelligences; linguistic, logico-mathematical, musical, spatial, bodily /
kinesthetic, interpersonal, intrapersonal, and naturalistic.
Daniel Goleman (1946)
He called this Emotional Quotient.
Gestalt Theory
Learning is complex and abstract.
Abraham Maslow (1908-1970)
He advanced the Self-Actualization Theory.
Carl Rogers (1902-1987)
He establish counselling procedures and methods for facilitating learning.

Schools and Society

 Society as a source of change

 Schools as agents of change
 Knowledge as an agent of change

Emile Durkheim (1858-1917)

Influence of society and social context in education
Alvin Toffler (1858-1917)
Wrote the book Future Shock

WEEK 6 designing the curriculum

 Week 7 implementing the curriculum

Curriculum Implementation

 Ornstein and Hunkins in (1998) defined curriculum implementation as the interaction between
the curriculum that has been written and planned the persons (teachers) who are in charge to
deliver it.
 Loucks and Lieberman (1983) define curriculum implementation as the trying out of a new
practice and what it looks like when actually used in a school system.

Kurt Lewin’s Force Field Theory and Curriculum Change

 two forces that oppose each other.

 These are the driving force and the restraining force.
 When these two forces are equal, the state is equilibrium, or balance.
 There will be a status quo, hence there will be no change. The situation or condition
stay the same.
 when the driving force overpowers the restraining force, then change will occur.
 when the restraining force is stronger than the driving force, change is prevented.

DRIVING FORCES E RESTRAINING FORCES

Government Intervention Q Fear of the Unknown
U
Society’s Values I Negative Attitude to Change
L
Technological Chage I Traditional Values
B
Knowledge Explosion R Limited Resources
I
U
Administrative Support M Obsolete Equipment

Categories of Curriculum Change(McNeil, 2000)

1. Substitution
 The current curriculum will be replaced or substituted by a new one. Sometimes, we call this a
complete overhaul.
2. Alteration
 there is a minor change to the current or existing curriculum.
3. Restructuring
 major change or modification in the school system, degree program or educational system.
4. Perturbations
 These are changes that are disruptive, but teachers have to adjust to them within a fairly short
time.
5. Value Orientation
 respond to shift in the emphasis that the teacher provides which are not within the mission or
vision of the school or vice versa.

Three Important Elements in the Process of Change in Curriculum Implementation

1. Developmental
 adjustments are made to better meet the needs of the learners and achieve the learning
outcomes.
2. Participatory
 other stakeholders like peers, school leaders, parents and curriculum specialists are necessary.
3. Supportive
 Material support like supplies, equipment and conductive learning environment like classrooms
and laboratory should be made available.

Week 8 Implementing A Curriculum Daily in the Classrooms