Curriculum Development: Presented By: Marvelyn Fuggan Maneclang
Curriculum Development: Presented By: Marvelyn Fuggan Maneclang
DEVELOPMENT
PRESENTED BY:
MARVELYN FUGGAN
MANECLANG
CONCEPTS, NATURE and
PURPOSES OF CURRICULUM
Curriculum is as dynamic as the
changes that occur in the society.
In its narrow sense, curriculum is
viewed merely as a listing of subjects
to be taught in school.
It its broader sense, it refers to the
learning experiences of individuals not
only in schools but in society as well.
CURRICULUM FROM DIFFERENT
POINTS OF VIEW
Traditional points Progressive points
Curriculum is a body of Curriculum is defined
subjects or subject as “ the total learning
matter prepared by the experiences of the
teachers for the students individual”( John Dewey
to learn (“course of
study”, “syllabus”)
Robert Hutchins views
curriculum as “
permanent studies’’
CURRICULUM FROM DIFFERENT
POINTS OF VIEW
Traditional points Progressive points
Arthur Bestor, an Caswell and Campbell
essentialist believes that viewed curriculum as all
the mission of the school experiences children
should be intellectual have under the guidance
training. of the teachers.”
Joseph Schwab views Smith, Stanley and
discipline as the sole Shores defined “
source of the curriculum curriculum as a sequence
of potential experiences
set up in schools for the
CURRICULUM FROM DIFFERENT
POINTS OF VIEW
Traditional points Progressive points
To Phenix, curriculum Purpose of disciplining
should consists entirely of children and youth in group
knowledge which comes ways of thinking and acting.
from various disciplines.
Thus, curriculum can be Marsh and Willis view
viewed as a field study. curriculum as all the
Most of the traditional experiences in the
ideas view curriculum as classroom which are
written documents or plan planned and enacted by
of action in accomplishing the teacher, and also,
goals learned by the students
POINTS OF VIEW ON
CURRICULUM DEVELOPMENT
TWO MODELS OF CURRICULUM DEVELOPMENT
1. RALPH TYLER MODEL/RATIONALE
Four fundamental Principles
1. What educational purposes should the
school seek to attain?
2. What educational experiences can be
provided that are likely to attain these
purposes?
3. How can these educational experiences be
effectively organized?
4. How can we determine whether these
purposes are being attained or not?
Steps of the Tyler Model
Considerations:
Purposes of the school
Philosophical
Historical
Psychological
Social
Philosophical foundations of
Curriculum
Philosophy provides educators, teachers
and curriculum makers with framework for
planning, implementing and evaluating
curriculum in schools.
It helps in answering what schools are for,
what subjects are important, how students
should learn and what materials and
methods should be used.
It provides the starting point and will be
used for the succeeding decision making
Ralph Tyler’s View of Philosophy in
Relation to School Purposes
Suggestions
from the
subject
Studies from
Studies of specialists
Contemporary life
learners
School
purposes
Use of Use of
Philosophy psychology
of learning
Educational Philosophies and how
these relate to curriculum
A. Educational philosophy- Perennialism
Aim of Education- To educate the rational
person; to cultivate the intellect
Role of Education- Teachers help students
think with reason
Based on Socratic methods of oral exposition or
recitation Explicit or deliberate teaching of
traditional values
Focus in the curriculum- Classical subjects,
literary analysis and curriculum is constant
Curriculum trends- Use of great books and
return to liberal arts
Educational Philosophies and how
these relate to curriculum
Educational Philosophy- Essentialism
Aim of Education- To promote the intellectual
growth of the individual
Role of Education- The teacher is the sole
authority in his or her subject area or field of
specialization
Focus in the curriculum- Essential skills of the
3 R’s and essential subjects of English,
Science, History, Math and foreign Language
Curriculum trends- Excellence in education,
Back to Basics and cultural Literacy
Educational Philosophies and how
these relate to curriculum
Educational Philosophy- Progressivism
Aim of Education- To promote democratic and
social living
Role of Education- Knowledge leads to
growth and development of lifelong learners who
catively learn by doing.
Focus in the curriculum- Subjects are
interdisciplinary, integrative and interactive.
Curriculum is focused on students’ interest,
human problems and affairs
Curriculum trends- School reforms, relevant and
contextualized curriculum, humanistic education
Educational Philosophies and how
these relate to curriculum
Educational Philosophy- Reconstructionism
Aim of Education- To improve and
reconstruct society. Education for change
Role of education Teachers act as agents
of change and reforms in various
educational projects including research.
Focus in the curriculum-focus on present
and future trends and issues of national
and international interests
Curriculum trends- Equality of educational
opportunities, access to global education
Historical Foundations of Curriculum
1. Franklin Bobbit( 1876-1956)- presented curriculum
as a science that emphasizes on students’ need. It
prepares students for adult life. Objectives with
activities should be grouped and sequenced.
2.Werret Charters ( 1875-1952)- The subject matter
and the activities are planned by the teacher.
3. William Kilpatrick ( 1871-1965)- Child centered.
The purpose of the curriculum is child growth and
development. The project method was introduced.
The curriculum develops social relationships and
small group instruction
4. Harold Rugg ( 1886-1960)- Curriculum should
develop the whole child. He emphasized social
studies and the teacher plans curriculum in advance
Historical Foundations of
Curriculum
5. Hollis Caswell ( 1901-1989)- Sees curriculum as
organized around social functions of themes,
organized knowledge and learner’s interests. He
believes that curriculum is a set of experiences.
Subject matter is developed around social
functions and learners’ interests.
5. Ralph Tyler( 1902-1994)- He believes that
curriculum is a science and an extension of
school’s philosophy. It is based on students needs
and interests. It is always related to instruction.
Subject matter is organized in terms of knowledge,
skills and values. The process emphasizes
problem solving. It aims to educate the generalists.
Psychological Foundations of
Curriculum
3 Groups of Learning theories
1. Behaviorist Psychology
- Connectionism of E. Thordike
influenced Tyler and Taba.
- Ivan Pavlov’s classical Conditioning
and B.F Skinners’ operant Conditioning
- Bandura’s modelling and observation
theory
Psychological Foundations of
Curriculum
- Robert Gagne’s hierarchical learning or sets of
behavior and five learning outcomes became
classic examples.
Learning outcomes:
1. intellectual skills “Knowing how”
2. information or “knowing what”
3. cognitive strategies or learning
skills
4. motor skills
Psychological Foundations of
Curriculum
5. attitudes, feelings and emotions learned
through experiences.
- Behaviorists believe that learning should be
organized in order that students can
experience success in the process of
mastering the subject matter.
2. Cognitive Psychology
- focus attention with how individuals process
information and how they monitor and
manage thinking.
Psychological Foundations of
Curriculum
- Jean Piaget – Cognitive Development
Stages
- Lev Vygotsky- Social Constructivism
- Howard Gardner- Multiple Intelligences
- Felder and Silverman- Learning Styles
- Daniel Goleman- Emotional
Intelligences
Psychological Foundations of
Curriculum
They believe that learning constitutes
a logical method for organizing and
interpreting learning.
Learning is rooted in the tradition of
subject matter and is similar to the
cognitive development theory.
Psychological Foundations of
Curriculum
3. Humanistic psychology
- concerned with how human learners can
develop their potential.
- the third force learning theory after
behaviorism and cognitive development.
-Curriculum is concerned with the process
not the products; personal needs, not
subject matter; psychological meaning and
environmental situations
Social Foundations of Education
Schools are recognized as one of the many
institutions that educate the society.
The home, the family and the community
also educate the society.
Schools are made to help to understand
the changes globalization brings.
School curricula address diversity,
explosion of knowledge , school reforms
and education for all.
Question:
Question: How do
philosophy, psychology, history
and society influence the
development of the curriculum?
Philosophy……
Recording Devices/Tools
1. Anecdotal record
2. checklist
3. rating scale
4. rubric
5. learning log
Tools to Assess Curriculum
Non-Test Monitoring and Assessment
1. Oral and written Reports 11. models
2. Teacher Observation 12. notes
3. journal 13. daily assignments
4. portfolio of student’s work 14. anecdotal record
5. slates or hands signals 15. panel
6. games 16. learning centers
7. projects 17. demonstration
8. debates 18. problem solving
9. checklist 19. discussions
10. cartooning 20. note sheets
/study guides
Curriculum and Instruction
Curriculum- According to Howell and
Evans ( 19995) and Sands et. Al ( 1995) is
a structured set of learning outcomes or
tasks that educators usually call goals and
objectives.
Instruction is the actual engagement of
learners of the planned learning activities.
It is the implementation of the curriculum
plan. Meaningful instruction can be
achieved through the different learning
experiences provided.
Curriculum and Assessment
Curriculum determines what assessment
should be done and how to do it.
Assessment is the process of collecting
information which describes student
achievement in relation to curriculum
expectations.
Kinds of assessment
1. diagnostic assessment
2. formative assessment
3. summative assessment
Instruction and Assessment
Instruction refers to the various ways of
teaching, teaching styles, approaches,
techniques, and steps in delivering the
curriculum.
It is a complex activity that requires the
teachers to use variety of action to
accomplish a variety of functions.
Assessment will provide the teacher or
curriculum maker the value of their work.
It will also tell the general public the quality
or kind of product that resulted from
instruction. It gives the quantitative
measure of instruction
Local and national Curricular
Innovations
2002 Basic Education Curriculum
-Its aim is to raise the quality of
education of Filipino Learners and
graduates.
- It empowers life long learners
through attainment of functional
literacy.
Third Elementary Education
Program( TEEP)
A flagship program of DepEd in response
to the Social Reform Agenda initiatives of
the government.
The goals are improved learning
achievement, improve completion rates,
access to quality elementary education.
Further, it aimed to build institutional
capacity of the DepEd to manage change
and actively involve stakeholders for quality
education.
It was funded by World Bank and Japan
Bank for International Cooperation.
It began in 1996 and concluded in 2005
Third Elementary Education
Program( TEEP)
Major components:
a. In-Service Training for Teachers
( INSET)
b. School Improvement and Innovation
Facility ( SIIF)
c. Student Assessment (SA)
d. Educational management and
Information System ( E- MIS)
e. Procurement
f. Monitoring
and Evaluation
Local and national Curricular
Innovations
Secondary Education Improvement
and Development Program ( SEDIP)
- A curricular Innovation which
dovetailed the Third Elementary
Education program
- Its purpose was to improve
equitable access to secondary
education in poverty affected areas.
Local and national Curricular
Innovations
Curricular reforms in SEDIP
a. Improving Teaching and Learning
b. Improving access to Secondary
Education
c. Facilitating Decentralized
Secondary education management
Local and national Curricular
Innovations
The New Teacher Education Curriculum for
BEED and BSEd
- This was implemented by CMO 30, s,
2004.
3 Components of the curriculum
General education( Both BEEd and BSEd- 63
units) CHED memo no. 59.s. 1996
Professional Education( BEEd)- 54 units
( BSEd)- 51 units
Specialization or Content Courses( BEED)-
57 units
( BSED)- 60 units
Both- 174 units
Local and national Curricular
Innovations
The Ladderized Curriculum for
Bachelor of Technical Teacher
Education Program
- prepares teachers in technical
vocational education institution who
are equipped not only with strong
theoretical understanding of teaching
and technology but also with
exposure to industry
Local and national Curricular
Innovations
Instructional and Curricular Excellence in
School Leadership and Management-
DepEd eXCELS
- ICeXCELS( Instructional and Curricular
Excellence in School Leadership for South
East Asia)- a short package of SEAMEO
INNOTECH for elementary and secondary
school administrators on developing
instructional and development leadership.
- The course was based on a Competency
Framework for Southeast Asian School
Heads which SEAMEO INNOTECH
developed and validated with the Ministries
of Education from ten SEAMEO member
states.
Global Curricular Innovations
Project Child ( Computer Helping
Instruction and Learning Develiopment)- a
research based instructional delivery
system that enables one to intensify the
curriculum with technology and hands on
learning.
- developed originally by Dr. Sally Butzin of
the Florida State University, CHILD bridges
today ‘s school with the schools of the
future
Global Curricular Innovations
Brain Based Learning- an approach to
teaching based on research in
neuroscience. It suggests that our brain
learns naturally.
- This encompasses education concepts
like mastery learning, problem- based
learning, cooperative education, multiple
intelligences, learning styles, and
experiential learning.
Curricular Issues and Concerns
Poor academic performance of learners
Curricular Innovations lack the sense of
ownership from stakeholders.
Some curricular innovations are results of
bandwagon but are not well supported by
managers.
Lack of regular monitoring and evaluation
Innovations results to teacher burn out.
Innovations are not communicated to all.
Thank you………