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Competencies:
Apply appropriate approaches to
lesson planning and curriculumdevelopment (6%)
Align curriculum components to
instruction and assessment (5%) Distinguish the roles of stakeholders
(students, teachers, employers,parents, and community) in the
delivery of curriculum (1%)
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CURRICULUM DEVELOPMENT(PHILIPPINE CONTEXT)
Galileo C. Alesna
Suarez Review Center
Region IX, Philippines
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Curriculum: Concepts,Nature and Purposes
FUNDAMENTAL CONCEPTS IN
CURRICULUM FOUNDATIONS OF CURRICULUM
TYPES AND PATTERNS OFCURRICULUM
ROLE OF STAKEHOLDERS INCURRICULUM DEVELOPMENT
CURRICULUM PROCESS
CURRICULUM ALIGNMENT
CURRICULUM INNOVATION
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FUNDAMENTAL CONCEPTSIN CURRICULUM
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Basic Concepts of Curriculum
Definition of the “CURRICULUM”.
Curriculum is derived from the Latin word ‘currere’ which means “to run”. Based on the
definition, Pinar (1974) highlighted the term “torun” which for the term means to live anexperience. Indeed, for many students, theschool curriculum is a race to be run, a series ofobstacles or hurdles to be passed.
It is the “what” of teaching.
It is considered as a dynamic process.
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CURRICULUM MAY ACTUALLY BEDEFINED IN TWO WAYS:PRESCRIPTIVE AND DESCRIPTIVE
Prescriptive definitions- provides with what “ought” to happen, and are more often than nottake the form of a plan, an intended program, orsome kind of expert opinion about what needs to
take place in the course of study” (Ellis, 2004).
Descriptive definition- they force thought aboutcurriculum, “not merely in terms of how thingsought to be…but how things are in real classrooms”
(Ellis, 2004). Another term that could be used todefine the descriptive curriculum is experience.The experienced curriculum provides “glimpses” ofthe curriculum in action.
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Tyler’s model shows that in curriculumdevelopment, the following considerationshould be made:
What re the purposes of the school? What educational experiences are related to
the purposes?
How was the experiences organized? And
What is the result of the evaluation of theexperiences?
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FOUNDATIONS OFCURRICULUM
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Different Points of Viewof the Curriculum
Prescriptive definitions- provides with what “ought” to happen, and are more often than nottake the form of a plan, an intended program, orsome kind of expert opinion about what needs to
take place in the course of study” (Ellis, 2004).
Descriptive definition- they force thought aboutcurriculum, “not merely in terms of how thingsought to be…but how things are in real classrooms”
(Ellis, 2004). Another term that could be used todefine the descriptive curriculum is experience.The experienced curriculum provides “glimpses” ofthe curriculum in action.
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MAJOR FOUNDATIONSOF CURRICULUM
The curriculum in order to be effective should bebased on the following foundation:
Sociological and cultural
Philosophical
Historical
Psychological
The curriculum needs to be securely established insociological and cultural, philosophical, historical andpsychological bases for all-around development of theleaner.
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Sociological and CulturalFoundations
Society and culture relate to curriculum in thesense that they are part of the bases and sourcesof many curriculum matters and decisions.
Whatever changes there are in them, educationin general and curriculum in particular areaffected.
The societal changes/forces affect school, andhence, the curriculum: these forces include:
Cultural tradition Textbooks
Laws
Moral values
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It should be based on research and able toaddress multi-cultural concerns, poverty and theadaption of technology
May be a basis for curricularchanges/improvement, upon which curriculumshould be based
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The school influences society through its traditional, butimportant purpose, which is the development amonglearners of the following:
Citizenship - teaching of cultural heritage,
desire to protect and improve society,development of desirable values
Intellectualism - essential to having animproved/developed national economy
Vocational Preparation - developing grouporiented, problem solving, abstraction skillsamong learners
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Philosophical Foundations
Philosophy gives direction to curriculum in terms of itsgoals and objectives;
The schools underlying beliefs and values have impacton curriculum content and choice of appropriate
instructional strategies and learning activities inimplementing the curriculum.
Philosophical beliefs that undergrid the curricula of schools:
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Basic PhilosophicalSystem
Fundamentalidea(s)
Curricular implications
Idealism (Plato) Importance of mind andspirit and of developingthem in the learner
Reality is in the ideasindependent of sense andexperience
Subject matter/content focused on believing that this is essential tomental and oral development
Realism (Aristotle) Truth can be tested/provenKnowledge is derived fromsense experience
Curriculum is a subject-centered organized from simple to complexand stressing to mastery of fact and dev’t of process and objectiveskills and focused to Science and Math
Pragmatism ( Dewey,Rousseau, W. James)
The world is world ofchange; man can knowanything within his
experienceBelief in “learning by doing”
Provisions for direct experiencesActivity /learner-centeredBasis- problem of democratic society
Perennialism human being are rationaland their existence remainthe same throughoutdiffering environments
Subject matters consist of perennial basic education of rationalmen: history, language, math, logic, science, arts.
Existentialism Reality is a matter ofindividual existence
Focus on conscious
awareness of choice
Curriculum stresses activityRecognition of individual differencesOpportunities for making choice
Essentialism There are certain ideas thatmen should know for socialstability
Curriculum focused on assimilation of prescribed basic matter3Rs, History, science math
Reconstructionism School are the chief meansfor building new socialorder
Curriculum should include subject that deal with social and culturalcrises
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Historical Foundations ofCurriculum Development
It refers the educational focusprevalent during a particular period
or event in Philippine history. The focus could be made basis or
model curriculum development ofrecent years.
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Period Characteristics Curricular Focus 1. Pre-Spanish Practical training – satisfy
basic needs and to transmitsocial ideas, beliefs andtraditions
Broad/not writtenReading and writing-study ofKoran
2. Spanish Learning of the Christian Doctrine Parochial Schools /Vernacular
3. American Public school system 3RsGMRCHygiene and sanitationEnglish instruction
4. Commonwealth Dev’t of moral characterPersonal disciplineVocational efficiency
Filipino as mediumElementary (6 years) age 7Double single sessionsFilipino subject introduced
5. Japanese Prosperity sphere educationalobjective
Diffusion of elementary educationPromotion of vocational educationTermination of the use of Englishas medium of instruction
Third Republic 1935.situation
1. New society National dev’t goalsManpower trainingHigh level profession
Self-actualization
Bilingual Education PolicyDev’t of moral character, self-discipline, scientific efficiency
Love of countryGood citizenship
2. Fourth Republic Right of all citizen to qualityeducation
Teaching of valuesEmphasis on the basic in the newelementary and secondary schoolscurriculum
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Psychological Foundations
Essentials of psychology to education
How do we learn (and think)?
Why do students respond to teaching? And why do they respond differently?
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Psychology Curriculum
basis of understanding – John Dewey
a “screen” – Ralp Tyler modes of thinking – Jerome Bruner
“Unifying elements of the learning process.It forms the basis for the methods,materials, and activity of learning … serves. . . for many curriculum decision”
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TYPES AND PATTERNSOF CURRICULUM
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Two models of curriculumdevelopment & concepts
1. Ralph Tyler Model: Tyler’s rationalefour basic principles.
What educational purposes should the
school seek to attain? What educational experiences can be
provided that is likely to attain thesepurposes?
How can these educational experiences beeffectively organized?
How can we determine whether thesepurposes are being attained or not?
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Two models of curriculumdevelopment & concepts
2. Hilda Taba Model: Grassrootsapproach
She improved Tyler’s Rationale by making a
linear model. She believed that teacherswho teach or implement the curriculumshould participate in developing it? Heradvocacy was commonly called the
grassroots approach
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The following are the seven major stepswhich she presented where teacher couldhave a major input:
Diagnosis of learners needs and expectations of thelarger society
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences Organization of learning activities
Determinations of what to evaluate and the means ofdoing it.
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Three Interacting Processesin Curriculum Development:
1.Planning
2.Implementing
3.Evaluating
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Allan Glatthorn’s types ofCurriculum Operating in schools
1. Recommended curriculum – is thecurriculum that is proposed by individualscholars, professional associations, and reform
commissions: it also encompasses thecurriculum requirements of policy-makinggroup, such as federal and state governments.It is a curriculum that stresses “oughtness,”identifying the skill and concepts that ought to
be emphasized, according to the perceptionand value systems for the sources.
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Allan Glatthorn’s types ofCurriculum Operating in schools
2. Written curriculum – it appears in school,district, division or country documents. Thewritten curriculum seems intended primarily to
ensure that the educational goals of the systemare being accomplished; it is curriculum ofcontrol.
3. Taught curriculum – it is the deliveredcurriculum, a curriculum that an observerwould see in action as the teacher taught.
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Allan Glatthorn’s types ofCurriculum Operating in schools
4. Supported curriculum – it is the curriculumas reflected in and shaped by the resourcesallocated to support or deliver the curriculum.
It includes materials resources that supportand help in the implementation of the writtencurriculum such as textbook, computers,audio-visual materials, laboratory equipment,playgrounds, zoos, and other facilities.
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Allan Glatthorn’s types ofCurriculum Operating in schools
5. Assessed/tested curriculum – this refers totested or evaluated curriculum. It is the set oflearning that are assessed in teacher-made
classroom test, in district developedcurriculum-referenced test, and in standardizedtest. Assessment tools like pencil-and-papertest, authentic instrument like portfolio arebeing utilized.
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Allan Glatthorn’s types ofCurriculum Operating in schools
6. Learned curriculum – the tern learnedcurriculum is used hereto denote all thechanges in values, perceptions, and behaviorthat occur as a result of school experiences. Itusually includes what the student understands,learns, and retains from both the intentionalcurriculum and the hidden curriculum. In short,it refers to the learning outcomes achieved by
the students, these are indicated by the resultof tests and changes in behavior which caneither be cognitive, affective, or psychomotor.
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Allan Glatthorn’s types ofCurriculum Operating in schools
7. Hidden curriculum – the hidden curriculum,which is sometimes called the “unstudiedcurriculum” or the “implicit curriculum” might bestbe define as those aspects of schooling, other than
the intentional curriculum that seem to producechanges in student values; perceptions, andbehavior. Or in a more specific way, it is theunintended curriculum which is not deliberatelyplanned but may modify behavior or influenceoutcomes. It is made up of peer influence, socialenvironment, physical condition, teacher-learnerinteraction, mood of the teacher and many otherfactors.
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ROLE OF STAKEHOLDERS INCURRICULUM DEVELOPMENT
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The role of the stakeholdersin the curriculum
Stakeholders are individuals or institutionsthat are interested in the school curriculum
Their interest vary in degrees and
complexity They get involved in many ways in the
implementation, because the curriculumaffects them directly or indirectly
These stakeholders shape the schoolcurriculum implementation
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Learners at the Center of the curriculum
Teachers as curriculum developers andimplementers
Curriculum managers andadministrators
Parents as supporters to the curriculum
Community members as curriculumresources
Other stake holders in curriculumimplementation
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Characteristics of an effectivecurriculum
Curriculum objective should be conciseand understandable
Curriculum objective should integrate
and apply certain knowledge, skills andattitude.
o Durable- useful to student to
considerable period of his lifetimeo Significant- has a major effect upon how
the student will function
o Transferable- used in meeting needs
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Evaluating the Curriculum
Herrick (1962) identifies the roles that can be assumedby person’s involved in curriculum assessment:
The doer- child, teacher, or person whose behavior is beingevaluated
The observer- person who is looking at what the learner is
doing The judge- person who is taking the results of observations
and judging their value and adequacy. The actor- the individual who acts on the results of the
evaluation
Measuring Devices in Assessment
Paper-pencil test Observation
Self-Evaluation Analysis of projects Unobtrusive measure
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There are two types of assessment (Scrivens, 1967) Formative Evaluation - the purpose is to provide the
developer with useful information for on-goingadjustments during the program. Formal/informal-used during period of instruction
Embedded tests- as part of instructions strategies Use of data- diagnose and remedial actions by teachers to
monitor their instruction
Summative Evaluation- the purpose is making thesummary or judgment on the quality or adequacy of acourse (Nation, 1996). Presented in a report Use of date- to determine if students have mastered the
preceding instruction To reveal whether or not pre-specified learning outcomes
have been achieved To revise program and methods of subsequent groups.
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CURRICULUM PROCESS
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Principles of Curriculum Design A curriculum includes
Formal and Informal Overt and Covert Recognized and Overlooked Intentional and Unintentional
Values which influences curriculum design are those of:
The curriculum designers The teachers The learners The society in which it is delivered
Three levels of the Curriculum: Planned What is intended by designer (objectives) Delivered What is organized by institution (philosophy)
What is taught by teachers (content) Experienced What is learned by student (goals)
Designing the Curriculum
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Curriculum Approaches
Subject Centered Child is the center of the education process and the curriculum should be built
upon interests, abilities, purposes, and needs. A framework in which the child is guided toward maturity within the context of
the social group. It assumes that in the process of living, children experiencedproblem.
Behavioral Approach Goals and objectives are specified, contents and activities are also arranged tomatch the learning objectives.
Learning outcomes are evaluated in terms of goals and objectives set at thebeginning Started with Frederick Taylor aimed to achieve efficiency.
Begins with educational plans that start with the setting of goals or objective.
Managerial Approach The principal is the leader/instructional leader who is also a general manager
The general manager sets the policies and priorities, establish direction, plan andorganize curriculum instruction. School administrators are less concerned about the content than about
organization and implementation. Curriculum managers look at curriculum changes and innovations as they
administer the resources and restructure the schools.
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Systems Approach Administration
Counseling
Curriculum
Instruction
Evaluation
Humanistic Approach Child-centered movement
Formal or planned curriculum and informal or hidden curriculum
Whole child believes that in curriculum the total development of
individual is the prime consideration. The learner is the center of the curriculum.
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Role of curriculum supervisor Help develops the schools education goal
Plan curriculum with students, parents, teachers andother stakeholders
Design programs of the study by grade levels
Plan or schedule classes or school calendar
Prepare curriculum guides or teacher guides by gradelevel or subject area
Help in the evaluation and selection of textbooks
Observe teachers
Assist teachers in the implementation of the curriculum
Encourage curriculum innovation and change
Develop standard for curriculum and instructionalevaluation
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People who are involved
Internal
o Teachers
o Students
o Administrationo DepEd/CHED/TESDA
External
o Alumni
o Parents
o Professional organization
o Business organization
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CURRICULUM MODELS
1. Subject-Centered Curriculum Subject Design Discipline Design Correlation Design Board filed design/interdisciplinary
2. Learner-Centered Curriculum3. Problem-Centered Curriculum Life situation design Core design
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The six features of thecurriculum
1.Teachers
2.Students or learners
3.Knowledge, skills and attitudes4.Strategy and methods
5.Community
6.School performance
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CURRICULUM ALIGNMENT
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Major Theories of Learning
1. behaviorism – stimulus and reinforces2. cognitivism – mental operation3. humanistic psychology – whole child ( social,
psychology, and cognitive development)
1. Behaviorism connectionism (Thorndike)
laws of learning (learning connection) law of readiness, law of exercise, law of effect specific stimuli and specific response
influences Tyler – generalized view of learning Bobbitt and Charters – specific habits to be acquired Taba – problem-solving and inquiry-discover Bruner – “learning how to learn
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Classical conditioning ( Pavlov )
Stimuli association (bell and food)
Key to learning is to condition the child in early years of life totrain them what you want them to be
Operant Conditioning ( skinner )
Elicited responses – definite stimulus Emitted responses - unrelated identifiable stimulus
Key to learning – operant behavior where the role of stimuli is lessdefinite (emitted); reinforcement (positive and negative)
Lead to acquisition of new operant leading to behavior modification
Observational learning and modeling (bandura)
People learn through observation and modeling
Key to learning – through models, learner can learn how toperform at sophisticated levels of performance
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Hierarchical learning ( Gagne )
The behavior are based on prerequisite conditions.
8 types of learning: signal learning, stimulus response,motor chains, verbal associations, multiple discrimination,concepts, rules, and problem solving.
Key to learning - cumulative process of learning: learningoutcomes can be measured
Behaviorism and curriculum
Curriculum should be organized so students experiencesuccess in master the subject matter
Behaviorist are very prescriptive and diagnostic in theirapproach
Rely on step-by-step structured methods for learning
Behaviorist in curriculum includes careful analyzing andsequencing of the learners’ needs and behaviors.
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2. Cognitivism
Theories of Jean Piaget
Describes cognitive development in terms of stages frombirth to maturity;
Cognitive Stages of Development Sensorimotor stage (0-2)
Preoperational stage (2-7)
Concrete stage (7-11)
Formal operation (11-ownwards);
Key to learning – assimilation (incorporation of newexperience), accommodation (learning modification andadaptation) and equilibration (balance between previousand later learning)
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Influence
Tyler’s method:
1. Continuity – Vertical curriculum
2. Sequence – Spiral curriculum of which pastexperience builds upon the preceding one
3. Integration – Horizontal curriculum Taba - curriculum strategies for learning (Based
on assimilation, accommodation and equilibration)
Bruner – acquisition, transformation andevaluation
Kohlberg – preconventional (no sense of right orwrong), conventional (concerned about whatpeople think), postconventional (morality is basedon what other people feel)
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Theory of Lev Vygotsky Zone of Proximal Development Cultural transmission and development Children could, as a result of their interaction with
society, actually perform certain cognitive actionsprior to arriving at developmental stage Learning precedes development Sociocultural development theory Key to learning
Pedagogy creates learning process that lead todevelopment
Child is an active agent in his or her educationalprocess
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Thinking and Learning Theories Gardner’s multiple intelligences
Learning styles: Myth Goleman’s emotional intelligence. – Emotion contain the
power top affect action.
Constructivism (Vygotsky) Individual as the active person in the process of thinking,
learning and coming to know Learner is the key player Key to learning
The learner constructs understanding from the inside, not from
an external source. Learners must make knowledge personally relevant Individual must construct own knowledge – make meaning
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Other Problem Solving and Thinking Theories Reflective thinking (Dewey) Critical thinking (Ennis, Lipman and Sternberg) Creative thinking (Fromm, Sternberg, Picasso, Dylan) Intuitive thinking (Bruner)
Discover Learning (Phenix, Bruner, Taba)Cognitivism and Curriculum Why use cognitivism in curriculum making? Cognitive approach constitutes a logical method for
organizing and interpreting learning Rooted in the traditional of subject matter
Educators been trained in cognitive approaches Schools are the place for cognitive learning Students should not afraid to ask, not afraid of being
wrong, not afraid of not please teacher, and not afraid iftaking risk and playing with ideas.
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3. Phenomenology/Humanistic Psychology Gestalt Theory
Learning is explained in terms of “wholeness” of theproblem
Human beings do not respond to isolated stimuli bit anorganization or pattern of stimuli.
Key to learning:
Learning is complex and abstract
Learner analyzes the problem, discriminates betweenessential and nonessential data, and perceive
relationships Learners will perceive something in relation to the whole.
What/how they perceive it’s related to their previousexperiences.
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Self-Actualization Theory (Maslow) Classic theory of human needs A child whose basic needs are not met will not be interested in
acquiring knowledge of the world Put importance in human emotions, based on love and trust
Key to learning – produce a healthy and happy learner whocan accomplish, grow and actualize his or her human self
Nondirective and Therapeutic Learning (Rogers) Established counseling procedures and methods for facilitating
learning Children’s perceptions, which are highly individualistic,
influence in their learning behavior in class Key to learning – Curriculum concerns with process, notproduct; personal needs, not subject matter, psychologicalmeaning, not cognitive scores.
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Phenomenology/Humanistic Psychology and Curriculum
Motivation and Achievement Self-esteem and self-concept must be recognized as essential factors
Affective needs are more important than cognitive needs
Support and nurture
The concept of Freedom Freedoms permits learner to probe, explore and deepen understanding
Enhance learning opportunities and alternatives
In search Curriculum Learners draw on experiences, subject matter, and intellectual skills to
attain full potential
Affection is measured thorough testimonials
Curriculum that enhance the self-actualizing and self-determininglearning process
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PsychomotorCognitiveAffective
Components of the Curriculum Curriculum has an important role in an
educational system. It is somehow a blueprintwhich leads the teacher and the learner to reach
the desired objectives. As a result, authoritieshave to design in such a way that it could leadthe teacher and the learner meet the desiredlearning outcomes.
Domains that affect learning process
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These four components of thecurriculum are essential. These areinterrelated to each other. Each of these
has a connection to one another.The four components of Curriculumare:
1. Curriculum Aims, Goals and Objectives
2. Curriculum Content or Subject Matter3. Curriculum Experience
4. Curriculum Evaluation
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1. Curriculum Aims, Goal and Objectives Tries to capture what goals are to be achieved, the
vision, the philosophy, the mission statement andobjectives
It clearly defines the purpose and what thecurriculum is to be acted upon and try what to deriveat
Education is purposeful
It is concerned with outcomes that are expressed atseveral levels:
AIMS- the most general GOALS- reflect the purpose with some outcomes in mind
OBJECTIVES- reflect the most specific level of educationaloutcomes
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2. CURRICULUM CONTENT OR SUBJECT MATTER Contains information to be learned in school An element or medium through which the objectives are accomplished A primordial concern of formal education is primarily to transmit organized
knowledge in distilled form to a new generation of young learners The traditional sources of what is taught and learned in school is precisely
the foundation of knowledge, therefore, the sciences and humanities
provide the basis of selecting the content of school learning In organizing the learning contents, balance, articulation, sequence,
integration, and continuity form a sound content Content must take account of the environment in which the course will be
used, the needs of the learner, and principles of teaching and learning.(Nation, 1996)
Contents of the Curriculum should consider the following:
Learner
Teachers Situation
Needs Lacks Wants Necessities
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3. Curriculum Experiences Curriculum experience together with the different instructional strategies
and methods are the core of the curriculum. These instructional strategies and methods will put into action the goals and
use of the content in order to produce an outcome. These would convert the written curriculum to instruction. Mastery is the function of the teacher direction and student activity with the
teacher supervision Curriculum experienced simply means the extension of the normal activities
of daily life into direct instructional situations. (Johnson, 1938) Curriculum encompasses the entire scope of formative deed and experience
occurring in and out of school, and not only experiences occurring inschool; experiences that are unplanned and undirected, and experiencesintentionally directed for the purposeful formation of adult members ofsociety. (Bobbit, 1918)
Quality and nature of the learning experience in developing attributes and
capabilities and in achieving active engagement, motivation and depth oflearning.
The totality of experiences which are planned for children and youngpeople, including the ethos and life of the school and interdisciplinarystudies as well as learning within curriculum areas and subjects.
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4. Curriculum Evaluation An element of an effective curriculum Identifies the quality, effectiveness of the program, process and product of
the curriculum Tyler (1949) defines assessment as – essentially the process of
determining to what extent of educational objectives are actually beingrealized by the program of curriculum and instruction
Tyler suggested 4 fundamental questions in connection with anycurriculum:1. What educational purposes should the school seek to obtain?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?
Assessment sets to ascertain students’ achievement and to identify thequality and quantity of the curriculum/syllabus.
It is concerned with deciding on the value or the purpose of a learningprocess and the effectiveness with which it is being carried out.
Concern with preparing adequate and efficient measuring devices forevaluating purposes.
Evaluation is the process in which a decision is made on how well thestudents have done to whatever they were trying to do (Beane, 2004)
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SUMMARY
The components of a curriculum aredistinct but interrelated to each other
These four components should be
always present in a curriculum
These are the essential items to havean effective curriculum
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In a Curriculum, evaluation isimportant so one could assesswhether the objectives and aims have
been meet or if not, he could employanother strategy which will easilywork out.
Curriculum experience could not beeffective if the content is not clearlydefined.
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The aims, goals and directions serve as theanchor of the learning journey, the contentor subject matter serves as the meat of theeducational journey
Curriculum experience serves as the hands-on exposure to the real spectrum oflearning
The curriculum evaluation serves as thebarometer as to how far had the learnersunderstood on the educational journey.
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CURRICULUM INNOVATION
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CURRICULUM INNOVATION
Local and National Curricular Innovations:
1. The 2002 Basic Education Curriculum(BEC)
2. Third Elementary Education Program(TEEP)
3.Secondary Education Developmentand Improvement Program (SEDIP)
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Local and National Curricular Innovations:
4. The New Teacher EducationCurriculum for BEEd and BSEd
5. The Ladderized Curriculum forBachelor of Technical Teacher
Education (BTTE)6.Understanding by Design (UbD)-
Based Curriculum
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Local and National Curricular Innovations:
7. K-12 Basic Education Curriculum
Republic Act 10533 (May 15, 2013)
“The Enhanced Basic Education Act of 2013”
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K-12 Basic Education Curriculum
The Overall Goal of the K to 12 Curriculum
• “The holistic development of every
Filipino learner, with 21st-centuryskills to be adequately prepared forwork, entrepreneurship, middle-level skills development and higher
education.”
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K-12 Basic Education Curriculum
Structure of the K to 12 Curriculum
• Kindergarten + (6) six years
primary education + (4) four yearsof junior high school + (2) twoyears senior high school
Salient Features of the K 12
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Salient Features of the K-12Curriculum
Strengthening Early ChildhoodEducation (Universal Kindergarten)
Making the Curriculum Relevant tothe Learners (Contextualization andEnhancement)
Ensuring Integrated and SeamlessLearning (Spiral Progression)
Salient Features of the K 12
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Salient Features of the K-12Curriculum cont’d
Building Proficiency ThroughLanguage (Mother Tongue-Based
Multilingual Education) Gearing Up for the Future (Senior
High School)
Nurturing the Holistically Developed(College and Livelihood Readiness,21st Century Skills)
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K to 12 Model as developed by DepEd
Phases of Implementation Universal Kindergarten offered starting SY 2011-2012
DepEd began unclogging the basic educationcurriculum in SY 2012-2013
The enhanced 12 year curriculum was implementedstarting with incoming Grade 1 students of SY 2012-2013
Incoming freshmen last SY 2012-2013 was the firstbeneficiary of a free Senior High School educationthat was made available by DepEd in public schoolsbeginning SY 2016-2017
Electives to be offered in Senior HS (arts, music,tech-vocational, etc.)
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CORE CURRICULUM There are seven Learning Areas under the Core Curriculum.
These are Languages, Literature, Communication,Mathematics, Philosophy, Natural Sciences, and SocialSciences. Current content from some General Educationsubjects are embedded in the SHS curriculum.
TRACKS Each student in Senior High School can choose among three
tracks: Academic; Sports; Arts and Design; and Technical-Vocational-Livelihood. The Academic trackincludes three strands: ACCOUNTANCY, BUSINESS ANDMANAGEMENT (ABM) STRAND; HUMANITIES AND SOCIALSCIENCES STRAND (HUMSS); SCIENCE, TECHNOLOGY,
ENGINEERING AND MATHEMATICS (STEM) STRAND; andGENERAL ACADEMIC STRAND. Students undergo immersion, which may include earn-while-
you-learn opportunities, to provide them relevant exposureand actual experience in their chosen track.
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TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING)NATIONAL CERTIFICATE
After finishing Grade 10, a student can obtain Certificatesof Competency (COC) or a National Certificate Level I (NCI). After finishing a Technical-Vocational-Livelihood track inGrade 12, a student may obtain a National CertificateLevel II (NC II), provided he/she passes the competency-based assessment of the Technical Education and SkillsDevelopment Authority (TESDA).
NC I and NC II improves employability of graduates infields like Agriculture, Electronics, and Trade.
AIMS of the K-12 Curriculum
Every graduate will be equipped with:
Information, media and technology skills, Learning and innovation skills, Effective communication skills, and Life and career skills.
THE 21ST CENTURY TRENDS
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THE 21ST CENTURY TRENDSIN PHILIPPINE EDUCATION
Relevance and Responsiveness:
Industry-Academe Linkages
Benefits from Industry-University
Collaboration
1. For Students – ensure workplaceorientation and opportunity to apply
their skills, knowledge and properwork attitudes; opportunities toenhance employability.
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Industry-Academe Linkages
Benefits from Industry-UniversityCollaboration cont’d
2. For Industry – prospective workersare developed according to the
companies’ specifications.
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Industry-Academe Linkages
Benefits from Industry-UniversityCollaboration cont’d
3. For the University – reduced need forsophisticated equipment and
facilities; responsiveness to industryneeds and better employment forgraduates
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Efficiency and Effectiveness:
Pres. Aquino’s 10 Ways to Fix PhilippineEducation
1. 12-Year Basic Education Cycle
2. Universal Pres-Schooling for All
3. Madaris Education as a Sub-systemwithin the Education System
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Pres. Aquino’s 10 Ways to Fix PhilippineEducation cont’d
4. Technical Vocational Education as anAlternative Stream in Senior HighSchool
5. “Every Child a Reader” by Grade 1
6. Science and Mathematics Proficiency
7. Assistance to private schools asessential Partners in Basic Education
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Pres. Aquino’s 10 Ways to Fix PhilippineEducation cont’d
8. Medium of Instruction Rationalized
9. Quality Textbooks
10.Covenant with Local Government tobuild more schools
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Access and Equity in Education:
Legal Bases on the Access Equity ofEducation in the Philippines
• The 1987 Philippine Constitution(Section 1, Article IV) – “The stateshall protect and promote the right
of all citizens to quality education atall levels, and shall take appropriatesteps to make such educationaccessible to all.”
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Legal Bases on the Access Equity ofEducation in the Philippines cont’d
• RA 9155 (Governance of Basic
Education Act of 2001) – RenamingDECS to DepEd and reiterating theconstitutional mandate. Establishfree a compulsory public education
at the elementary and high schoollevel education.
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Legal Bases on the Access Equity ofEducation in the Philippines cont’d
• RA 6655 (The Free Secondary
Education Act) – providing free fouryears of secondary schooling forthose ages 12 to 15 in the publicschools.
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Alternative Modes of Learning / AcquiringQualification
• Ladderized Education Program (LEP)
• Expanded Tertiary EducationEquivalency and AccreditationProgram (ETEEAP)
•Ladderized Model Curricula
• Distance Education Learning
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Accreditation: Enhancing the Quality ofEducation
Accreditation – is a component of self-
regulation which focuses on self-studyand evaluation and on the continuingimprovement of educational quality. Itis both a process (form of peer review)
and a result (form of certificationgranted by recognized and authorizedaccrediting agency)
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Accreditation: Enhancing the Quality ofEducation cont’d
• Program accreditation –
accreditation of academic course
• Institutional accreditation – accreditation of the school, college,university or institution as a whole.
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The EFA 2015 Plan of Action
EFA means Education For All. EFA is a UNESCO Program.Who are referred to by the catchword ALL?
• The 1987 Philippine Constitution affirms thateducation is the birthright of all Filipinos. This
means that education should be available to allFilipinos whatever their age, creed, abilities, socialand economic status. Educating all Filipinos is avery great challenge to our educational system. Asa teacher, you are partly responsible for addressingthis educational challenge.
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Who are these educationally challenged Filipinos? The EFA2015 Plan of Action (DepEd, 2004) identifies thefollowing:
1. Those who are disadvantaged because of inadequate
competencies. Inadequate competencies translate into thefollowing conditions:
Those who are:
not fully functionally literate in the regional language (Ex.Cebuano, Tagalog, Ilocano) Filipino or English;
unable to communicate in English and therefore cannotmake use of available knowledge and opportunities inEnglish; and
able to communicate in Filipino, but get limited benefitsfrom less abundant existing knowledge and opportunities in
the Filipino language,
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2. Those who are disadvantaged in terms of schooling are thosechildren and youth who:
were unable to enter school. They are found in the farflung barangays where there are no schools, or in otherareas where because of poverty or neglect, they don’t avail
of the opportunities for schooling,
were unable to finish the full 10 years of basic education.In other words these are the children who drop out beforethey finish their elementary/ secondary schooling, and
were able to finish 10 years of basic schooling, but havenot attained the standard 75% mastery of basiccompetencies.
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Choose who among these children areeducationally challenged.
A. Pedro, Grade III, can read in Filipino but not in English
B. Nancy, drop-out at Grade IV
C. Jose and Greg, street children
D. Jane, finished high school, lacks numeracy skills
question
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WHY RESTRUCTURE THE CURRICULUM
The studies and the findings follow:
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LET'S REVIEW
Q: Among the following curriculumstakeholders who has the most
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stakeholders, who has the mostresponsibility in curriculum implementation?
A. The learners
B. The school heads
C. The teachers
D. The parents
Q: Everytime Mr. Robles passed by the school on his way to the farm heobserved a number of students loitering around the school premises. Hewas wondering why the students were out of the classrooms whenclasses were going on During a PTA meeting Mr Robles reported his
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classes were going on. During a PTA meeting, Mr. Robles reported hisobservations which the principal did not like. Does Mr. Robles have theright to report his observations?
A. No, because he is not a member of the school staff.
B. No, because he is not paid to observe what ishappening in the school.
C. Yes, because he was asked by the mayor to
observe the principal.D. Yes, because he is a community member and a
stakeholder in the school.
Q: The use of mother tongue-based multi-lingual education (MTB MLE) in the curriculum
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lingual education (MTB-MLE) in the curriculumof basic education, means that learners ____.
A. continue to use the local dialect all throughoutschooling
B. shifts only to the second language after themastery of the first language
C. are not allowed to learn the second or the thirdlanguage
D. Should immediately master the second language
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References
Conception, B. et al (2015). Reviewer: LicensureExamination for Teachers, NCBTS Oriented – 2015Edition. Manila, Philippines.
Gines, A. et al (2013). A Reviewer for the Licensure
Examination for Teachers: Professional Education.PNU Press, Manila, Philippines.
Santos, L. (2010). Module 2: The Philippine BasicEducation Curriculum. Teacher Induction Program.Teacher Induction Council, Department of Education,
Philippines. Experiential Learning Courses Handbook. (2006)
Philippines: Department of Education and TeacherEducation Council