ICCT COLLEGES FOUNDATION INC.

V.V Soliven Avenue II, Cainta, Rizal

COLLEGE OF TEACHER EDUCATION

PROFED08: Curriculum Development

Course facilitator:
Ms.Hazel Estrella
 Prepared by:
Alayon, Rachell Cialbo, Karen Quina, Christine
Almonte, Abigail Cobal, Rose Ann Ramos, Mary Jane
Balisi, Charlie Corpuz, Judy Ann Rano, Cherrie Lou
Belarmino, Alaiza Dalma, Chadrick Reazon, Milky
Bicera, Jenny May De Guzman, Sheryl Solayao, Donita Rose
Cadavez, Stephanie Dela Cruz, Annamie Torres, Melma
Calvelo, May Dela Cruz, John Paul Uban, Irona Khaye
Casin, Cristine Escorido, Darwin
Cave, Francisco Mateo, Allyza
Cesista, Christine Parayno, Princess

A41 / T-TH-S / 04:00PM – 05:00PM / B2-35

2
Introduction to Curriculum
Development

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 Introduction to Curriculum
Development
• Key ideas
A plan for learning which Contains:
→ statement of aims and objectives
→ selection of organization of content
→ patterns of teaching
→ evaluation of outcomes (Taba,H.)

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 Introduction to Curriculum
Development
→ a program of studies
which includes sequences
of courses (Zais, R.)
→ a planned actions for
instruction (McDonald,I.)

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 Introduction to Curriculum
Development
→ a set of panned learning experiences and
intended outcomes formulated through
systematic reconstruction of knowledge and
experiences, under the auspices of the
school for the learner`s continuous and
wiseful growths in personal social
competence

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 Introduction to Curriculum
Development
• A plan for learning which is taught in school with :
→ set of subjects
→ performance objectives
• Everything that goes on within the school including:
→ extra curricular activities
→ guidance
→ enterpersonal, relationships
→ that which an individual learner experiences as a result
of schooling.

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Introduction to Curriculum
Development
• A structured by sequence (order of
topics) and hierarchical relationships
between various content elements
• Learning at times usually comes from
three sources.
→ knowledge
→ skills
→ values

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Other curriculum conceptions, aims and
sources
Curriculum Aim`s Sources/Focus
• Cumulative • To develop • Subject matter
tradition of cognitive academic
organized skills/intellect discipline
knowledge/subj
ect matter

• Social • to gain skills in • Needs/values/pr

relevance/recon living In a oblems of
structions in changing society
• Self world/to deform • Needs, abilities
actualization society interests of
• technology • Develop learners
individual to • Any source
fullest potential
• Make living
systematic and
efficient
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 The relationship of curriculum,
instruction and learning
• Curriculum
→ Refers to what is taught to students,
including the intended and unintended
information skills, and attitudes that are
communicated to students in school

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 The relationship of curriculum,
instruction and learning

• Instruction
→ refers to how curriculum is delivered or
communicated to students; interaction
between teaching agents and learners

• Learning
→ refers to knowledge or skills.

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 Curriculum and instruction taken
from two models
Johnson`s Model Schelrer`s Model

• A technical, traditional approach • Curriculum and instruction not readily

• Curriculum and instruction are separated
separated but interrelated entities: • The planner is also the implementor
what changes that happen in one is like the teacher
fused into the other. • Model relies heavily on the teacher
• Curriculum and instruction are each • The sources of content is primarily the
handled by a set of people; sequence major needs and interests of the
content; instructional planners/ students, hence, learnings are not
implementers deliver instructions to easily predicted
students with specific learning • Teachers plan learning for specific
outcomes in mind. contexts: assists students in all
• Curriculum serves as a guide to meaningful learning, through different
instruction activity where different skills,
knowledge are developed.

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 The Curriculum Processes and
Curriculum Products

• Curriculum process refers to the

procedures involved in :
→ Creating
→ Using
→ Evaluating

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The Curriculum Processes and
Curriculum Products
•Curriculum products usually
→ result from curriculum processes.
→ provide the basus for instructional
decisions in classrooms which
includes curriculum guide, syllabi,
resource units, course of study, etc.

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The Levels of Curriculum

• Societal Curriculum
→ farthest from the learners
→ designed by the public ( politicians, special
interest groups/administrators/professional and
specialists) which identifies the:
a. goals
b. topics to be studied
c. time to be spent
d. materials to be used

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The Levels of Curriculum

•Institutional Curriculum
→ derived from societal curriculum with
modifications by local educators and lay
people.
→ often organized according to subject
and modules topics and themes to be
studied.
→ may include standards, philosophies,
lesson, plans, and teaching guides

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The Levels of Curriculum

• Instructional Curriculum
→ what the teachers plan and deliver in school
→ based on what the authorities have determined
→ may take on the individual teacher`s priorities, views
and styles.
→ may vary from the planned curriculum, becomes
students responses or other unforeseen circumstances.

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The Levels of Curriculum

• Experiential Curriculum
→ perceived and experienced by students
which differ from one another because of
differences in background motivations, level of
aspirations, etc.

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The two Major types of Curriculum

• Subject – centered curriculum

→ origins traced back to older time when the 7 liberal
arts comprised the curriculum.
→ focused on mastery of the subject matter, a set of
standard and well organized context on how and how
much time needed to cover.
→ learning sequences in a step by step pattern
→ emphasis on well organized subject by lecture.
→ textbook is the primary instructional tool.

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The two Major types of Curriculum

• Subject – centered curriculum

→ subject contains fragmented, unique content, different from other
subjects / disciplines.
→ teacher is in full control
→ emphasis on teaching facts and knowledge for future use
→ habits and skills taught as separate aspects of learning
→ emphasis on conformity to patterns set by the curriculum
→ no interrelations between subject areas
→ covers much content in a short time.

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 The two Major types of Curriculum

• Subject – centered curriculum

→ structures developed by external authority
→ lack consideration for the learners capacity growth
→ low level of cooperative interaction
→ closure activities mean cessation of movement

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The two Major types of Curriculum
• Experienced/Learner – Centered Curriculum
→ focuses on the learner`s interests and the integration of content
from many subject matter.
→ emphasis on all around growth of learner
→ subject matter selection based on learner`s needs interests as
needed for a task.
→ cooperative control by learners, parents and teachers.
→ habits and skill integrated in learning experiences.

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The two Major types of Curriculum

• Experienced/Learner – Centered Curriculum

→ emphasis on understanding and improving
through active, dynamic process.
→ parts flow together as whole, with continuous
fusion and merging
→ structures developed as a result of on going
process.

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The Patterns of Subject-Centered Curriculum
• Separate subject curriculum
→ subjects independent in content and time.
• Correlated Subject Curriculum
→ subjects related in content and time.
→ maybe factual (facts related subjects)
→ descriptive (generalization relate subjects)
→ normative(social-moral principles relate subjects)

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The Patterns of Subject-Centered Curriculum

• Broad Fields Curriculum

→ Broadening and integration
→ fusion of several subject on long time blocks
→ maybe integrated through
a. principles or themes
b. historical integration of subjects

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 The Patterns of Subject-
Centered Curriculum

• Core Curriculum
→ aims at creating universal sense of inquiry, discourse
and understanding among learners of different
background.
→ assumes that some context is essential to students;
this context would become the core.

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The Patterns of Subject-Centered Curriculum

• Core Curriculum
→ stresses integration of learning by systematic correlation of
subject matter aroung themes drawn from the contemporary
problems of living.
→ encourages problem solving through reflective thinking
→ examines broad areas of concern
→ promotes a common body of learning experiences and
knowledge which are carefully prepared.

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 The Patterns of Subject-Centered Curriculum

• Spiral Curriculum
→ recognizes that students are not ready to learn certain
concepts until:
a. They reach the required level of development and maturity.
b. They have the necessary experiences
c. Some topics treated with corresponding degree of complexity
across levels.
d. Provides for widening horizontal organization of scope,
integration.
e. Deepening of knowledge(vertical sequence, continuation)

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The Patterns of Subject-Centered Curriculum

• Mastery Learning Curriculum

→ offers an opportunity for all students to succeed by giving them all
the time they need to master subject through remembering and
formative evaluation without penalty.
• Open Education Curriculum
→ another name for open classroom
→ allows students to be free to discover important knowledge,
making teachers as major curriculum developers

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The Patterns of Subject-Centered Curriculum

• Problem Solving Curriculum

→ Learning Centered
→ Students Guided to:
a. Discover answers to problem
b. Understand concepts and generalization

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 The Patterns of Experience-Centered
Curriculum
• Based on child’s needs
• No advanced planning
Activity- • May necessitate special subjects
based • Use of problem-solving method
• Cooperative learning

• Focuses on normal, “custom-made”

activities for children
Child- • No advanced planning
Centered • Use of experiential rather than rote learning
• Research-based
• Large use of motivation

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 The Patterns of Experience-Centered
Curriculum
• Centered around major cultural life activity of
Social mankind
Process • Based on analysis of life activities
• Relate learners and society
and Life • Use of experiential learning and social process
Functions- approach
Focused • Structured around the various aspects of
problems and processes of community
• Focuses on personal attributes and skills of
individual learner in widening self, others and
society
Process- • Emphasizes development of skills traits that will
Oriented serve the learner for life
• Develops balance between affective and
cognitive considerations

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 What is Curriculum Development?
• A process of development that creates educational
experiences to meet the intentions of planners
(Weldes and Bondi,1998), which include total
development of learners and their being able to live
well in a democratic society

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What is Curriculum Development?
• Basic Tasks:
Identifies purpose
Set goals and objectives
Assigns curriculum content
Focuses on critical needs of the learners
Delivers the program
Evaluates the curriculum
Makes decision/retain/revise or change curriculum

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 What is Curriculum Development?

• Requires curriculum planners to use taxonomies (cluster

skills) and behavior objectives to focus on instructional
activities
• Synthesis of process in designing a program of experiences
for the students and for which school accepts responsibility
• Involves processes/phases of curriculum planning
Design and organization Evaluation
Implementation Change or/improvement

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 The Two Curriculum Models
• The Two Curriculum Models
Starts in the classroom with the teacher
Ties curriculum with instruction
Eight steps are:

1. Diagnosing needs 5. Selecting activities

2. Formulating specific
6. Organizing activities
objectives
3.Selecting content 7.Evaluating
8. Checking for balance
4. Organizing content
and sequences

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The Two Curriculum Models
• Tyler’s Ends- Means Model
Steps:
1. Defining the school’s and teacher’s philosophy
2. Identifying desired outcomes
3. Designing
4. Evaluating on the following bases:
Learners
Life in the community and Subject matter

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Foundations of Curriculum

• Sociological and Cultural Foundations

Subject matter Family concerns
Societal/community Poverty
factors affecting Laws
curriculum Technology
Traditional/cultural Textbook
heritage Medial
Moral values Research
Cultural discontinuity

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Foundations of Curriculum

• Philosophical Foundations
Basic philosophies
a. Idealism- offers essential for mental, moral and
spiritual
b. Realism- gives direction to individual’s basic
potentials and talents
c. Pragmatism- individuals prepared for problem
solving/adjust to ever-changing society

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Foundations of Curriculum
d. Perennialism- Internalizes truth that are
universal and constant
e. Essentialism- Learning essential facts and
concepts
f. Reconstructionism- Responsibility to identify
problems and ability to solve them.

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 Foundations of Curriculum
Areas of Philosophies:
a. Metaphysics- Systematic analyzes questioning ultimate
reality; fundamental existence of reality
b. Logic- focuses on normal on formal structure of truth and
argument
c. Epistemology- Recognizes importance of education;
effective approaches to teaching
d. Axiology- set of values desirable to live, anytime, or place

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Foundations of Curriculum
• Historical Foundations
PreSpanish Period – era Japanese Period- from
before the Spanish came 1942-1945
to the Philippines Third Republic Period-
Spanish Period- from from 1945-1972
1521-1898 New Society Period- from
American Period- from 1972-1986
1898-1935 Fourth Republic Period-
Commonwealth Period- from 1986- present
from 1935-1942

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 Psychological Foundations
• Learners
Levels of development
Nature/characteristics
Needs/interest/ability level
Motivation to learn
• Conditions and Principles of Learning
Motivation Exercise Participation
Transfer Practice Socialization
Retention Effect Meaningful
Reinforcement Feedback materials

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 Psychological Foundations

• Teaching and Learning styles

Traditional Atmosphere/climate
Task-oriented Problem focused
Cooperative Inquiry-based
Child/learner centered Humans/humanistic
Subject centered

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Curriculum Development

Curriculum Planning
• A process that involves
Situational analysis
Need to examine:
• Societal/governmental
Cultural/Social changes Teacher-support
Educational systems systems
Changing nature of Resources of the school
subject matter

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Curriculum Development
Curriculum Planning
• School level
Pupils- aptitudes, abilities, needs
Teachers- values, attitudes, knowledge, experience,
strength, weaknesses
School organizational climate/structure
Materials resources- buildings, school plant,
equipment, etc.,

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Curriculum Development
Curriculum Planning
Good setting/needs identification
a. Fomulating educational intent
Goals- broad ad general statement of society’s
intention
Aim- general statement of intent at the school system
Objective- a specific statement of planned learning
outcomes

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Curriculum Development

Curriculum Planning
Budget determination- Required resources and
estimate of expenditure and revenue
Decision- making about curriculum implementation and
evaluation

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Curriculum Organization

• Subject Curriculum - subject matter classified and

organized.
• Activity Curriculum - basis of curriculum on student
activities not mastery of body of knowledge.
• Problem Solving Curriculum - based on social
concerns not on subjects.
• Spiral Curriculum - method of organizing learning
experiences.

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 Curriculum Organization
Selection of Content
Criteria for Selecting Content:
a. Validity - can achieve stated objective
b. Significance - whether content is fundamental to the
subject in question
c. Interest - whether content of interest to students
d. Learnability - whether content is easily learnable

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Curriculum Organization

• Consistency with Social Realities - whether content

represents most useful orientation
• Utility - whether content is helpful in coping with real life
 Elements of Curriculum Content
a. Sequences
b. Integration
c. Focus

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 Curriculum Organization

 Grade Placement
a. Allocation of content to grade levels
b. Consider the following factors:
- child’s ability - experience/background
- difficulty of items
- importance of content
- maturation hours
- mental age

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Curriculum Organization
 Time Allotment
a. Specification of definite terms for
subject/course, amount of time
given to a subject
b. Factors to Consider – importance
of subject/child’s ability, grade level

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Curriculum Implementation

• A process by which curricula are used in schools

• The instructional phase of curriculum development
process
• Evolves through a jargon of strategies that encourage
participants mainly teachers, to make personal
transitions, develop their own meanings, and reduces
their ambiguities about using modified curriculum
• Requires planning and managing major operations that
occur in using the curriculum in classroom

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Curriculum Evaluation
• Process of delineating, obtaining and
processing useful information for
judging decision alternatives
• Formal determination of the quality,
effectiveness, or value of curriculum
• Involve judgement about the curriculum
• Consists of processes and product
assessment

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Curriculum Evaluation
• Process Assessment
a. Provide information on the content on which plans for
curriculum implementation are executed
b. Provide assistance for changing or classifying
implementation plans
c. Assess the degree to which curriculum implementers
carry out their roles
d. Use in gathering, interpreting and appraising curricular
attainments, determine how the curriculum meets the
needs of the students it is intended to serve.

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Curriculum Evaluation
Procedure of
Curriculum evaluation
a. Focusing d. Analyzing
b. Preparing e. Reporting
c. Implementing

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Curriculum Evaluation
Criteria for Evaluation
a.Consistency in objective d.Validity
b.Comprehensive scope e.Unity of evaluative
c.Sufficient diagnostic value judgement
f. Continuity
Consider these questions
a.Why evaluate?
b.What to evaluate?
c.How to evaluate?

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Curriculum Improvement/Change

• Curriculum Improvement - refers to the alteration of

certain parts of curriculum without changing the
fundamental curriculum elements/structures/concepts.
• Curriculum change- refers to the basic alteration in
the structure and design in learning experiences based
on new concepts

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