Let Curriculum Development

CURRICULUM DEVELOPMENT
Curriculum – heart of teaching/institution/education/learning experience

- Currere –race
Course study – bases of guidelines
Subject centered – focusing in the content, cognitive, traditional
result oriented – john dewey – curriculum is a total learning experience
recommended-
instruction – implementation of curriculum
“standing by design” - old curriculum
Core of teaching
Evaluated
Learning experienced
Outcomes – result
Methods of teaching
Curriculum development – is a planned systematic process
TWO POINT OF VIEW

TRADITIONAL POINT OF VIEW
-syllabus
-course study
-4 r’s (reading, writing, arithmetic, religion)
-subject centered (more on content)
PROGRESSIVE POINT OF VIEW
-Leaner centered
-experience centered
-Collaborative learning – working as a group
“WHAT”- curriculum
”HOW” – instruction
”RESULT” – learning
”HOW WELL” – evaluation
PHASES OF CURRICULUM
PLANNING – situation analysis
- Goal setting
CONTENT AND METHODS – intended out-comes
IMPLEMENTATION – resources
EVALUATION - result
LEVELS OF CURRICULUM
SOCIETAL INSTITUTIONAL INSTRUCTIONAL EXPERIENTIAL

-people -local educators -teachers -student
-politicians -principles -strategy -individual
-public stake holders -philosophers -style -differences
-administrators -standards implement -nearest level
-public organization -planning -highest level
-interest group
-farthest level
-lowest level
-topic
-time allotment
TYPES OF CURRICULUM
W-RITTEN – syllabus, lp
A-SSESSED – tested evaluated
S-UPPORTED – materials, text books
H-IDDEN – implicit, unplanned, unintended
L-EARNED – knowledge, skills, affective
T-AUGHT – instruction
R-ECOMMENDED – CHED, DEPED, TESDA, scholars/experts
SCHOLARS WHO DEFINED CURRICULUM

FRANKLIN BOBBIT – group and sequence
WILLIAM KILPATRICK – growth and development
HAROLD RUGG – whole child
HOLLIS CASWELL – set of experience
RALP TYLER – extension of philosophies
COMPONENTS OF CURRICULUM
1. AIMS – general, broadest (ph institution)

GOALS – neutral (Universities, schools)
OBJECTIVES – specific
2. SUBJECT MATTER – content, knowledge and cognitive
3. LEARNING EXPERINCE – strategies and methods
4. EVALUATION – intended outcomes
PROJECT METHOD – learning by doing
STUFFLESBEAN MODEL
C-ONTEXT – environment
I-NPUT – ingredients, teacher, learner, strategies, materials
P-ROCESS – ways and means
P-RODUCTS – output
CRITERIA IN SELECTING CONTENT
S-COPE – breath and depth
S-EQUENCE – organization
S-IGNIFICANCE - (CAP) cognitive, affective, psychomotor
A-RTICULATION – interconnectedness
I-NTEGRATION – holistic
A-PPROPRIATENESS – parallel needs of learners
I-NTEREST – (KSA) – knowledge, skills, affective
B-ALANCE – fairness
V-ALIDITY – authenticity
C-ONTINUITY – vertical alignment
MODEL OF CURRICULUM
A. RALP TYLER MODEL
1. PURPOSE OF SCHOOL
2. EDUCATIONAL EXPERIENCE
3. ORGANIZATION OF EXPERIENCE
4. EVALUATION OF EXPERIENCE
B. HILDA TABA – GRASSROOT APPROACH
1. DIAGNOSIS OF LEANERS NEEDS
2. FORMULATION OF LEARNING OBJECTIVES
3. SELECTION OF LEARNING CONTENT
4. ORGANIZATION OF LEARNING CONTENT
5. SELECTION OF LEARNING EXPERINCE
6. ORGANIZATION OF LEARNING ACTIVITIES
7. DETERMINATIONOF WHAT TO EVALUATE
DESIGN PATTERN OF CURRICULUM

1. SUBJECT CENTERED – mastery of content, knowledge, reference syllabus, text book
2. EXPERIENCE/LEANER CENTERED – performance, teacher is a facilitator of learning
3. SOCIETY/CULTURE BASED – social problem
DESIGN AND PATTERN OF SUBJECT CENTERED CURRICULUM

1. SEPARATE/SINGLE SUBJECT
2. CORRELATED -2 or more subject related to each other
3. FUSED SUBJECT – individual identity lost
4. BROADFIELDS – several subject (MAPEH)
5. CORE CURRICULUM – major subjects
6. SPIRAL –simple to complex
7. MASTERY LEANRING – mastery of objectives
8. PROBLEM SOLVING – leaner-centered
DESIGN OF LEARNER-CENTERED
1. ACTIVITY BASED – cooperative learning
2. CHILD-CENTERED- experience
3. SOCIALPROCESS – leaners and society
4. PROCESS-ORIENTED – development of skills and traits
HISTORICAL FOUNDDATION OF CURRICULUM
PRE-SPANISH – survival
SPANISH – religion
AMERICAN – public school
COMMONWELTH – democracy
JAPANESE – vocational courses
3RD REPUBLIC – patriotism and advocacy
4TH REPUBLIC – human rights, quality EFA
PHILOSOPICAL EDUCATION
P-RAGAMATISM – practical learning
R-EALISM – reality
I-DEALISM – mind and spirit
M-ETAPHYSICS – explore, go beyond natural
E-XISTENTIALISM – choice, decision
EDUCATIONAL FOUNDATION
PE-RENNIALISM – rational, forever
E-PISTEMOLOGY – nature of knowledge
L-OGIC – logical thinking
E-SSENTIALISM – basic 4rs
R- ECONSTRUCTIONNISM – social problem, dealing with society
SOCIOLOGICAL NAD CULTURAL FOUNDATION OF CURRICULUM

1. CULTURAL
2. LAWS
3. SOCIETAL
4. MORAL VALUES
SPIRAL PROGRESSION – simplest to complex
TRACK IN K-12
TECHNICAL VOCATIONAL
ACADEMIC – STEM, HUMS, ABM, STEM, GAS
SPORTS AND ARTS
GRADE 10- NC1

GRADE 12- NC2
21ST CENTURY SKILLS

1. Information, media and technology skills
2. Learning and innovation
3. Communication skills
4. Life and career skills

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CURRICULUM DEVELOPMENT

Curriculum – heart of teaching/institution/education/learning experience

Curriculum development – is a planned systematic process

TWO POINT OF VIEW

SOCIETAL INSTITUTIONAL INSTRUCTIONAL EXPERIENTIAL

SCHOLARS WHO DEFINED CURRICULUM

1. AIMS – general, broadest (ph institution)

DESIGN PATTERN OF CURRICULUM

DESIGN AND PATTERN OF SUBJECT CENTERED CURRICULUM

SOCIOLOGICAL NAD CULTURAL FOUNDATION OF CURRICULUM

SPIRAL PROGRESSION – simplest to complex

GRADE 10- NC1

21ST CENTURY SKILLS

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