GUIDE NOTES

Types of Curricula in Schools

1. Recommended - This type of curriculum stems from what experts in education suggest.
Recommended curriculum can come from a variety of different sources, including nationally recognized
researchers, policy makers and legislators, and others.

2. Written - he written curriculum refers to a lesson plan or syllabus written by teachers. Another
example is the one written by curriculum experts with the help of subject teachers.

3. Taught - This is about the implementation of the written curriculum. Whatever is being taught or an
activity being done in the classroom is a taught curriculum. So, when teachers give a lecture, initiate
group work, or ask students to do a laboratory experiment with their guidance, the taught curriculum is
demonstrated.

4. Supported - A supported curriculum involves the additional tools, resources and learning experiences
found in and outside a classroom. These include textbooks, field trips, software and technology, in
addition to other innovative new techniques to engage students.

5. Assessed - When students take a quiz or the mid-term and final exams, these evaluations

are the so-called assessed curriculum.

6. Learned - This type of curriculum indicates what the students have learned.

7. Hidden/ Implicit - The hidden curriculum refers to the unplanned or unintended

curriculum but plays a vital role in learning.

Criteria in Selection of Knowledge/ Subject Matter

1. Self-sufficiency - To help learners attain maximum self-sufficiency most economically is

the central guiding principle of subject matter or content selection. This criterion means

that students should be given a chance to experiment, observe, and do field study. This

system allows them to learn independently.

2. Significance - The subject matter or content is significant if it is selected and organized to develop
learning activities, skills, processes, and attitudes. It also develops the three domains of learning, namely
the cognitive, affective, and psychomotor skills, and considers the learners’ cultural aspects.

3. Validity - Validity refers to the authenticity of the subject matter or content you selected.

4. Usefulness/Utility - Another criterion is the usefulness of the content or subject matter.

6. Feasibility - Feasibility means the full implementation of the subject matter. It should consider the
school’s real situation, the government, and society in general. Students must learn within the allowable
time and the use of resources available.

7. Interest - This criterion is valid to the learner-centered curriculum. Students learn best if the subject
matter is interesting, thus makes it meaningful to them.

Principles of Curriculum Content

1. Balanced - When designing curriculum educators strive to give appropriate weight to each aspect of
design

2. Articulation - Refers to the vertical and horizontal interrelatedness

3. Scope - It is the breadth and depth of the content. According to Ralph Tyler, scope is consisting of all
the content, topics, learning experiences and organizing threads comprising the educational plan

4. Integration - Refers to linking all types of knowledge and experiences contained within the curriculum
plan

5. Continuity - Is vertical repetition of curriculum components.

6. Sequence - The order or arrangement in which the content should be taught for the best

learning (building on past knowledge) throughout the course.

Types of Curricularists

1. Knower - The teacher as a student begins with knowing about the curriculum, the subject matter, and
the content.

2. Writer - As a curriculum writer or reviewer, the knowledge concepts, subject matte or content that has
been recorded by the teacher need to be written or preserved through books, modules, laboratory manuals,
instructional guides, and reference materials in paper or electronic media

3. Planner - As a curriculum planner, the teacher will take into attention several factors which include the
learners, the support material, time, subject matter or content, the desired outcomes, the context of the
learners among others in planning the curriculum.

4. Initiator - The teacher is obliged to implement when a curriculum is recommended to the schools
from, DEPED, CHED, TESDA, UNESCO, and other educational agencies for improvement of quality of
education. Delivery of a new curriculum requires the broadmindedness of the teacher, and the full
conviction that the curriculum will augment learning.

5. Innovator - As curriculum is always dynamic, an outstanding teacher will always be creative and
innovative in order to keep at pace with the changes in the curriculum.
6. Implementer - It is in this role that the teacher gives life to the curriculum plan. Implementation of the
curriculum by the teacher will define the success of the recommended, well-written and planned
curriculum.

7. Evaluator - How can one conclude if the intended learning outcomes have been met or attained? Is the
curriculum operational? Does it convey the intended results? What do results divulge? Are the learners
accomplishing? Are there some practices that should be revised or improved? Should the curriculum be
reformed, terminated, or sustained?

Ralph Tyler Model - Four Basic Principles

1. Determine the school’s purposes (aka objectives)

2. Identify educational experiences related to purpose

3. Organize the experiences

4. Evaluate the purposes

Hilda Taba – Grassroots Approach

1. Diagnosis of learners need: - The teacher who is also the curriculum designer starts the process by
identifying the needs of the students for whom curriculum is to be planned.

2. Formulation of Objectives: - After the teacher has identified the needs of learner that require attention,
he or she Specify the objectives by which needs will be fulfilled.

3. Selection of Content: - The objective selected or created suggest the subject matter or content of the
curriculum. Not only objectives and content should match, but also the validity and significance of the
chosen content needs to be determined. i.e. the relevancy and significance of the content.

4. Organization of content: - A teacher cannot just select content but must organize it in a particular
sequence taking into consideration the maturity of learners, their academic achievement and their
interests.

5. Selection of learning experiences: - Content must be presented to students and they must be engaged
with the content.

6. Organization of learning activities: - The learning activities be organized in a sequence depending both
on content sequence and learner characteristics. The teacher needs to keep in mind the student he or she
will be teaching.

7. Evaluation: - The curriculum planner must determine that what objectives have been accomplished. To
assess the achievement of learning objectives, evaluation procedures need to be designed.

Galen Saylor and William Alexander – Curriculum Model

Curriculum Designing: Once the goals, objectives and domains have been established, planners move into
the process of designing the curriculum.

Curriculum Implementation: After the designs have been created the next step is implementation of the
designs by teachers.

Evaluation: Finally, curriculum planner and teachers engage in evaluation. The model proposed that
evaluation should be comprehensive using a variety of evaluation techniques.

Ten Axioms for Curriculum Designers

1. Curriculum change is inevitable, necessary, and desirable.

2. Curriculum both reflects and is a product of its time.

3. Curriculum changes made at an earlier period of time can exist concurrently with newer curriculum
changes.

4. Curriculum change depends on people to implement the change.

5. Curriculum development is a cooperative group activity.

6. Curriculum development is a decision-making process in which choices are made from a set of
alternatives.

7. Curriculum development is an ongoing process.

8. Curriculum development is more effective if it is a comprehensive process, rather than a “piecemeal”

9. Curriculum development is more effective when it follows a systematic process.

10. Curriculum development starts from where the curriculum is.

Types of Curriculum Design Model

1. Subject-centered

 Has variations which are focused on the individual subject, specific discipline and a combination of
subjects or disciplines thus interdisciplinary

a. Subject - Focuses on the content of the curriculum. Corresponds to textbooks, written for specific
subject
b. Discipline - Focuses on the academic discipline. Often used in college, but not in elementary and
secondary levels.

c. Correlation - Comes from a core, correlated curriculum design that links separate subject designs in
order to reduce fragmentation. Subjects are related to one another but each subject maintains its identity

d. Broad Field Design/ Interdisciplinary - A variation of the subject-centered design. Made to prevent
compartmentalization of subjects and integrate the contents that are related to each other

2. Learner-centered

 The learner is the center of the educative process

a. Child-centered - Anchored on the needs and interests of the child. One learns by doing Learner engages
with his/her environment

b. Experience-centered - believes that the interest and needs of learners cannot be preplanned.
Experiences are the starting point of the curriculum

c. Humanistic - A person who achieves the level of self-actualization is accepting of self, others and
nature; Abraham Maslow’s Hierarchy of Needs

3. Problem-centered

 Draws on social problems, needs, interests and abilities of the learners

a. Life-situations - Life situations involving real problems of practice. Problems that revolve around life at
a given school

b. Core problem - The central focus of the core design includes common needs, problems, concerns, of
the learners.

Categories of Curriculum Change

1. Substitution – replace the present with a new one

2. Alteration – introduce minor changes or modification on the current one

3. Restructuring – introduce major modification of the current curriculum

4. Perturbation – changes happen within a fairly short time

5. Value orientation – respond to shift in emphasis within the vision/mission of the school

Stakeholders of the Curriculum Development

1. Learners
2. Teachers

3. School Leader/Administrator

4. Parents

5. Community

6. Other Agencies

Philippine Qualifications Framework

 The Philippine Qualifications Framework describes the levels of educational qualifications and sets the
standards for qualification outcomes. It is a quality assured national system for the development,
recognition and award of qualifications based on standards of knowledge, skills and values acquired in
different ways and methods by learners and workers of the country.

I. National Certificate I

II. National Certificate II

III. National Certificate III

IV. National Certificate IV

V. Diploma

VI. Baccalaureate Degree

VII. Post-Baccalaureate Program

VIII. Doctoral Degree and Post-Doctoral Programs

GUIDE NOTES

Taxonomy of Objectives for the Three Domains of Learning

Bloom’s Taxonomy (Cognitive) (KC ApAnSE)

1. Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the
recall of a pattern, structure, or setting.”

2. Comprehension “refers to a type of understanding or apprehension such that the individual knows what
is being communicated and can make use of the material or idea being communicated without necessarily
relating it to other material or seeing its fullest implications.”
3. Application refers to the “use of abstractions in particular and concrete situations.”

4. Analysis represents the “breakdown of a communication into its constituent elements or parts such that
the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made
explicit.”

5. Synthesis involves the “putting together of elements and parts so as to form a whole.”

6. Evaluation engenders “judgments about the value of material and methods for given purposes.”

Revised Version of Bloom’s Taxonomy (Anderson & Krathwohl)

1. Remembering

- Retrieve relevant knowledge from long-term memory.

2. Understanding

- Construct meaning from instructional messages, including oral, written and graphic communication.

3. Applying

- Carry out or use a procedure in a given situation.

4. Analyzing

- Carry out or use a procedure in a given situation.

5. Evaluating

- Make judgments based on criteria and standards.

6. Creating

- Put elements together to form a coherent whole; reorganize into a new pattern or structure.

Kendall and Marzano’s New Taxonomy

I. Cognitive System
a. Knowledge Retrieval - Recall execution
b. Comprehension - Synthesis representation
c. Analysis – Matching; classifying; error analysis; generalizing; specifying
d. Knowledge Utilization - Decision Making Problem Solving Experimental Inquiry
Investigation

II. Metacognitive System - Specifying learning goals; monitoring the execution of knowledge
 III. Self-System - Beliefs about the importance of knowledge; beliefs about efficacy

Simpson’s Taxonomy (Psychomotor)

1. Perception - Sensory cues guide motor activity.

2. Set - Mental, physical, and emotional dispositions that make one respond in a certain way to a
situation.

3. Guided Response - First attempts at a physical skill. Trial and error coupled with practice lead to better
performance.

4. Mechanism - The intermediate stage in learning a physical skill. Responses are habitual with a medium
level of assurance and proficiency.

5. Complex Overt Response - Complex movements are possible with a minimum of wasted effort and a
high level of assurance they will be successful.

6. Adaptation - Movements can be modified for special situations.

7. Origination - New movements can be created for special situations.

Dave’s Taxonomy (Psychomotor)

1. Imitation - Observing and copying someone else.

2. Manipulation - Guided via instruction to perform a skill.

3. Precision - Accuracy, proportion and exactness exist in the skill performance without the presence of
the original source.

4. Articulation - Two or more skills combined, sequenced, and performed consistently.

5. Naturalization - Two or more skills combined, sequenced, and performed consistently and with ease.
The performance is automatic with little physical or mental exertion.

Harrow’s Taxonomy (Psychomotor)

1. Reflex movements - Automatic reactions.

2. Basic fundamental movements - Simple movements that can build to more complex sets of movements.

3. Perceptual - Environmental cues that allow one to adjust movements.

4. Physical activities - Things requiring endurance, strength, vigor, and agility.

6. Non-discursive communication - Body language.

Krathwohl’s Taxonomy (Affective)

1. Receiving: shows awareness, willingness to listen, controlled attention, notices values, dispositions,
and attitudes in life and literature.

2. Responding: accepts responsibility and duty to comply

3. Valuing: accepts the values and expresses a preference for the values and attitudes

4. Organization: holds and expresses an organization of a system of inter-related values and attitudes

5. Characterization: aligns behaviors and values, acts out of one‟s values, develops a consistent
philosophy of life and adopts a professional identity

EDGAR DALE’S CONE OF LEARNING EXPERIENCE

Meaningful Learning vs. Rote Learning

Meaningful learning refers to the concept that the learned knowledge is fully understood by the individual
and that the individual knows how that specific fact relates to other stored facts

Rote learning is where you memorize something without full understanding and you don't know how the
new information relates to your other stored knowledge

Convergent vs. Divergent Thinking

Converging (closed) questions are those which can be answered with one or two words, generally just
„yes‟ or „no‟. They are good at establishing facts and forcing choices, but are not effective at creating a
proper relationship.

Diverging (open) questions cannot be answered with simple „yes‟ or „no‟ answers. They are useful for
gaining a greater level of knowledge and information, whilst also being good at building relationships.

Type of Questions

1. Convergent – Answers to these types of questions are usually within a very finite range of acceptable
accuracy. What are words that are example of an adjectives?

2. Divergent – These questions allow students to explore different avenues and create many different
variations and alternative answers or scenarios. What is the purpose or functions of an adjectives in a
sentence?
3. Evaluation – These types of questions usually require sophisticated levels of cognitive and/or
emotional judgment. How does differ adjectives from adverb?

4. Inference – The process of deriving the strict logical consequences of assumed premises. An adverb
describes a verb, how about adjectives?

5. Affective - What can you feel when you describe something?

6. Comparison - What is the difference between adjectives and adverb?

Question Types

 Managerial: questions which keep the classroom operations moving;

 Rhetorical: questions used to emphasize a point or to reinforce an idea or statement;

 Closed: questions used to check retention or to focus thinking on a particular point; and

 Open: questions used to promote discussion or student interaction.

I. Probing Questions

- Series of questions which require students to go beyond the first response. Subsequent teacher questions
are formed on the basis of the student's response.

Types:

1. Clarifying – Ex: "What, exactly do you mean?"

2. Increasing Critical Awareness – Ex: "What are you assuming?"

3. Refocusing – Ex: "If this is true, what are the implications for?

4. Prompting – Ex: Teacher: "John, what's the square root of 94?"

John: "I don't know."

Teacher: "Well, what's the square root of 100?"

John: "Ten."

Teacher: "And the square root of 81?"

John: "Nine."

Teacher: "Then what do we know about the square root of 94?"

John: "It's between nine and ten."

5. Redirecting to Another Student

- Questions which require the student to recall specific information s(he) has previously learned. Often
these questions use who, what, when, where, etc.

III. Divergent Questions

- Questions with no right or wrong answers, but which encourage exploration of possibilities. Requires
both concrete and abstract thinking to arrive at an appropriate response

IV. Higher Order Questions

- Questions which require students to figure out answers rather than remember them.

Requires generalizations related to facts in meaningful patterns.

Types:

1. Evaluation: Requires judgment, value or choice based upon comparing of ideas or objects to
established standards.

2. Inference: Requires inductive or deductive reasoning

Inductive: Discovery of a general principle from a collection of specific facts.

Deductive: Logical operation in which the worth of a generalization is tested with specific issues

3. Comparison: Requires student to determine if ideas/objects are similar, dissimilar, unrelated, or

4. Application: Requires student to use a concept or principle in a context different from that in which
she/he learned it.

Concept = Classification of events/objects that have common characteristics.

Principle = A relationship between two or more concepts.

5. Problem-solving: Requires a student to use previously learned knowledge to solve a problem.

V. Affective Questions

- Questions which elicit expressions of attitude, values, or feelings of the student.

VI. Structuring Questions

- Questions related to the setting in which learning is occurring.

1. Constructivist – connected to past experiences of learners; learners constructed new lesson meanings

2. Inquiry-based – teaching approach that emphasizes students' questions, ideas and observations

3. Developmentally appropriate – learning activities that fit the developmental stage of children

4. Reflective - when the coach enables the client to think about their situation in a deeper way, see things
in a new light and possibly develop new perspectives

5. Inclusive – no learner was excluded; teacher taught everybody

6. Collaborative – students worked together

7. Integrative – lesson was multidisciplinary