DEFINITION OF TERMS

Curriculum Curriculum Design

 planned learning opportunities  conceptualizing and arranging
offered to learners by the the elements of curriculum into
educational institution and a coherent pattern
 the experiences learners Philosophy
encounter when that  nature and value of knowledge
curriculum is implemented  what is real, true, & good
Schooling consists of the beliefs about MAN, education
 (overt) curriculum together and schooling
with all the unplanned Sociology
 (hidden) learning’s that  life and culture
students acquire  basis of content of curricula the
Curriculum Development school curriculum
 process of planning, designing,  reflects the nature of society
implementing, and evaluating Psychology
learning opportunities intended  learners and learning theory
to produce desired changes in  educational objectives, student
learners characteristics, learning
processes, teaching methods
and evaluation procedures
Philosophical Foundations
 What is the best education?
 What are schools for?
 What subjects are important?
 What outcomes should the schools achieve? Why?

Sociological Foundations
 What is the nature of society?
 What is the source of change?
 How can the schools become agents of change?
 What challenges/problems in society can affect education?
 How can education manage change?

Psychological Foundations
 provides basis to understand the teaching and learning process
 How do students learn ?
 What is the best way to teach students?
 unifies elements of the learning process.
 answers the following questions:
 How should curriculum be organized to enhance learning?
 What is the optimal level of students’ participation in learning the various contents of the
curriculum?
 What conditions for learning can maximize abilities of students?
 Peter Oliva’s 10 Axioms for Curriculum 6. Curriculum development is a cooperative group
Designers activity
1. Curriculum change is inevitable, necessary and 7. Curriculum development is an ongoing process.
desirable. 8. Curriculum development is more effective if it is
2. Curriculum is a product of its time. a comprehensive process, rather than a
3. Curriculum changes made earlier can exist “piecemeal”.
concurrently with newer curriculum changes. 9. Curriculum development is more effective when
4. Curriculum change depends on people who will it follows a systematic process.
implement the change. 10. Curriculum development starts from where the
5. Curriculum development is a decision-making curriculum is.
process made from choices of alternatives.

Major components of the Curriculum answer the following questions:

1. What learning outcomes need to be achieved? (intended learning outcomes or learning objectives)
2. What content should be included to achieve the learning outcomes? (subject matter or learning
content)
3. What learning experiences and resources should be employed? (teaching-learning methods or learning
experiences)
4. How will the achieved learning outcomes be measured? (assessment of achieved learning outcomes or
learning evaluation)
5. Behavioural: SMART (Specific, Measurable, Attainable, Result-oriented, Time bound)

Different Kinds of Outcomes Reference

 Cognitive objectives – learning facts, theories,  Follows content
formulae, principles  Tells where content has been taken
 Performance outcomes – learning how to carry  Ex. Bilbao, Purita P. and Corpuz, Brenda R. et al
out procedures, calculations and processes (2012) The Teaching Profession 2nd Edition
 Affective outcomes - developing attitude and Lorimar Publishing Inc. Quezon City
values ( those required as a person and for a Learning Experiences or Teaching and Learning
particular profession) Methods
Learning Content or Subject Matter  Cooperative learning activities should allow
 Subject matter should be relevant to the students to work together. Teacher guides the
outcomes of the curriculum (purposive and learners. Democratic process is encouraged.
clearly focused to the outcomes)  Independent activities allow learners to
 It should be appropriate to the level of lesson or develop personal responsibilities.
unit. (progressive, building on previous  Competitive activities should allow students to
lessons) perform to their maximum and grow in
 Subject matter should be up to date, and, if maturity.
possible, should reflect current knowledge and  Use of various delivery modes to provide
concept. learning experiences.
Assessment - Learning occurs most effectively when students receive feedback.
Three main forms:
 Self – assessment
 Peer assessment
 Teacher assessment
 Formative – provides feedback to help students learn more
 Summative – helps the teacher make decision about the progress or performance of the students.
Approaches to Curriculum Designing
Types of Curriculum Design Models
Subject – Centered Design
 Subject design ( individual subject )
 Discipline design (specific discipline)
 Broad field design ( combination of subjects)
 Interdisciplinary ( combination of disciplines )
 Correlation design ( design links separate subject designs in order to reduce fragmentation)

Principles Considered in the Subject-Centered Approach

1. The primary focus is the subject matter.
2. The emphasis is on the bits and pieces of information which may be detached from life.
3. The subject matter serves as a means of identifying problems of the living.
4. Learning means accumulation of content or knowledge.
5. Teacher’s role is to dispense content.
Learner – Centered Design
 Child-Centered Design (John Dewey, Rouseau, Pestallozi, Froebel)
 Experience-Centered Design –
 Humanistic Design ( Abraham Maslow, Carl Rogers)
Principles of Child-Centered Curriculum Approach
1. Acknowledge and respect individual rights of children.
2. Make all activities revolve around the overall development of the learner.
3. Consider the uniqueness of every learner in a multi-cultural classroom.
4. Consider using differentiated instruction or teaching.
5. Provide a motivating learning environment for all learners.
Problem - Centered Design
1. Life – Situation Design (Herbert Spenser) pressing immediate problems of society and students’ existing
concerns
2. Core – Problem Design (Faunce and Bossing) general education and problems are based on common
human activities
Views and Beliefs of Problem – centered Approach
 The learners are capable of directing and guiding themselves in resolving problems, thus, developing
every learner to be independent.
 The learners are prepared to assume their civic responsibilities through direct participation in different
activities.
 The curriculum leads the learners in the recognition of concerns and problems in seeking solutions.
Learners are problem solvers themselves.
Curriculum Map
 Content Standard:
 Performance Standard:
 Learning Competencies:
 Cognitive Objectives
 Psychomotor Objectives
 Affective Objectives

CONTEXTUALIZATION
 Instructional strategies designed to more seamlessly link the learning of foundational skills and
academic or occupational content by focusing teaching and learning squarely on concrete
applications in a specific context that is of interest to the student. (Mazzeo et al., 2003, pp. 34)
Contextualization of Basic Skills
 instructional approach that creates explicit connection between the teaching of reading,
writing, or math on one hand, and instruction in a discipline area on the other
 Example - writing skills are taught with direct reference to topics covered in a history class
Write about  Topic in History
Other terms for contextualization
 contextual teaching & learning  workplace literacy,
 contextualized instruction,  and functional context
 content-area, education
 embedded instruction,
 writing-to-learn, Components of Contextualization
 integrative curriculum  interdisciplinary learning
 situated curriculum,  use of students’ informal, out-of-school
 theme-based instruction, knowledge
 anchored instruction,  active, student-learning,
 curriculum integration,  student collaboration
 academic-occupation  use of explicit literacy strategies
integration,  authentic assessment
 infused instruction,  teacher collaboration to identify real
 developmental education, world examples
 learning communities,
 POLICY BASIS
Governance of Basic Education Act of 2001 (RA 9155)
- encourage local initiatives for improving the quality of basic education.
- the values, needs and aspirations of a school community are reflected in the program of education.
- Schools and learning centers shall be empowered to make decisions on what is best for the
learners they serve.

Enhanced Basic Education Act of 2013 (RA 10533)

The DepEd shall adhere to the following standards and principles in developing the enhanced basic
education curriculum:
(d)… contextualized and global
h) … flexible enough to enable and allow schools to localize, indigenize and enhance the same based
on their respective educational and social contexts. ...

Governance (RA 9155)  Highlight the LOCAL LEVEL  K to 12 (RA 10533)

KEY CONCEPTS
 CONTEXTUALIZATION
 LOCALIZATION
 INDIGENIZATION

CONTEXTUALIZATION
 Contextualized Teaching and Learning is a group of instructional strategies designed
 To link the learning of basic skills, and
 academic or occupational content
by focusing teaching and learning directly on concrete applications in a specific context that is of
interest to the student.
The Integration of Academic and Technical Skills in K to 12 and Community College Classrooms:
Contextualized Teaching and Learning as a Key Strategy

LOCALIZATION
 Examples used in lessons start with those in the locality
 Names, situations, setting needed to give context to test questions or problem-solving
exercises are those of the immediate community
 Local materials are used as often as possible in making instructional materials
 Local stories are used in the language learning areas
 Translating a story written in another language to the language of one’s learners for use in
MTB-MLE

INDIGENIZATION

 Curriculum framework
 Curriculum design
 Curriculum standards
 Learning resources
 Teaching–learning processes

CONTEXTUALIZATION
- (indigenization of the curriculum design)
- design and content can be enhanced in relation to the socio-cultural background of learners (i.e.,
for an Indigenous Cultural Community (ICC),
- designed and discussed primarily from the worldview, philosophy, and spirituality of the
community itself (DO 32, s. 2015)
- competencies to guide the discussion of additional religions or belief systems (i.e., indigenous
belief systems)
- competencies related to understanding the histories and interrelationships of
various Christian churches
- Competencies for making pastries, jewelry making, etc.

CONTEXTUALIZATION
- (indigenization of the learning standards)
Topic: literature from the Philippines and the World
• Content Standard: to understand and appreciate the elements and contexts of 21st Century
Philippine literature from the regions
 first region to be discussed would be the region where the school belongs, then
neighboring regions, then other regions
 selections should consider the authors of various ethnicities in the region
CONTEXTUALIZATION
- (indigenization of the competencies)
Earth and Life Science
 Competency: describe how the different terrestrial and aquatic ecosystems are linked with
one another
 The initial focus of the discussion could be the terrestrial and aquatic ecosystems that
are in the community
 Content: Different dance forms in the Philippines (pre-colonial: suggested dance, Pantomina)
 Competency: identifies the historical background, the traditional dress and music of the
dance
e.g. for the pre-colonial dance, learners can share the pre-colonial dance of their ethnic group

Contextualization and Globalization

- Global issues and concerns manifest differently given local dynamics and realities, and are
experienced and responded to in the local setting
- “In order to understand globalization and how it specifically impacts upon our lives, it is increasingly
important to study globalization in terms of how its processes are encountered by various social
groups in different social contexts.”
- Brown and Labonté Globalization and Health 2011, 7:29
http://www.globalizationandhealth.com/content/7/1/29 )

Five Curriculum Approaches

1. Behavioural Approach.
 goals and objectives are specified,
 contents and activities are also arranged to match with the learning objectives.
 learning outcomes are evaluated in terms of goals and objectives set at the beginning.
 (Frederick Taylor) aimed to achieve efficiency
 Behavioural Approach begins with educational plans that start with the setting of goals or
objectives
 Evaluating the learning outcomes as a change of behaviour. The change of behaviour indicates
the measure of the accomplishment.
2. Managerial Approach
 The principal is the curriculum leader and at the same time instructional leader who is
supposed to be the general manager.
The general manager
2. sets the policies and priorities,
3. establishes the direction of change and innovation,
4. and planning and organizing curriculum and instruction.
 School administrators are less concerned about the content than about organization and
implementation.
5. They are less concerned about subject matter, methods and materials than improving
the curriculum.
6. Curriculum managers look at curriculum changes and innovations as they administer
the resources and restructure the schools.
3. Systems Approach
- This approach was influenced by systems theory, where the parts of the total school district or
school are examined in terms of how they relate to each other.
- The organizational chart of the school represents a systems approach.
- It shows the line-staff relationships of personnel and how decisions are made.
- The following are of equal importance:
1. administration
2. counselling
3. curriculum
4. instruction
5. evaluation.
4. Humanistic Approach
- This approach is rooted in the progressive philosophy and child-centered movement.
- It considers the formal or planned curriculum and the informal or hidden curriculum.
- It considers the whole child and believes that in curriculum the total development of the
individual is the prime consideration. The learner s at the centre of the curriculum.

Elements/Components of the Curriculum

 The nature of the elements and the manner in which they are organized may comprise which
we call a curriculum design.

Component 1: Curriculum Aims, Goals and Objectives

 Aims: Elementary, Secondary, and Tertiary

 Goals: School Vision and Mission
 Objectives: educational objectives
Domains:
1. Cognitive – knowledge, comprehension, application, analysis, synthesis, evaluation
2. Affective – receiving, responding, valuing, organization, characterization
3. Psychomotor – perception, set, guided response, mechanism, complex overt response, adaptation,
origination

Component 2: Curriculum Content or Subject Matter

 Information to be learned in school, another term for knowledge ( a compendium of facts,

concepts, generalization, principles, theories.)

1. Subject-centered view of curriculum: The Fund of human knowledge represents the repository
of accumulated discoveries and inventions of man down the centuries, due to man’s exploration
of his world
2. Learner-centered view of curriculum: Relates knowledge to the individual’s personal and social
world and how he or she defines reality.
Gerome Bruner: “Knowledge is a model we construct to give meaning and structure to
regularities in experience.”

Criteria used in selection of subject matter for 3. Validity – meaningful to the learner
the curriculum based on maturity, prior experience,
educational and social value
1. Self-sufficiency – “less teaching effort 4. Utility – usefulness of the content
and educational resources, less either for the present or the future
learner’s effort but more results and 5. Learnability – within the range of the
effective learning outcomes – most experience of the learners
economical manner (Scheffler, 1970) 6. Feasibility – can be learned within the
2. Significance – contribute to basic ideas tile allowed, resources available,
to achieve overall aim of curriculum, expertise of the teacher, nature of
develop learning skills learner
Criteria in the Selection of Curriculum Content
1. BALANCE . Content curriculum should be fairly distributed in depth and breath of the particular
learning are or discipline. This will ensure that the level or area will not be overcrowded or less
crowded.
2. ARTICULATION. Each level of subject matter should be smoothly connected to the next, glaring
gaps or wasteful overlaps in the subject matter will be avoided.
3. SEQUENCE. This is the logical arrangement of the subject matter. It refers to the deepening and
broadening of content as it is taken up in the higher levels.
4. The horizontal connections are needed in subject areas that are similar so that learning will be
elated to one another. This is INTEGRATION.
5. Learning requires a continuing application of the new knowledge, skills, attitudes or values so
that these will be used in daily living. The constant repetition, review and reinforcement of
learning is what is referred to as CONTINUITY.
Component 3 – Curriculum Experience

 Instructional strategies and methods will link to curriculum experiences, the core and heart of
the curriculum.

 The instructional strategies and methods will put into action the goals and use of the content
in order to produce an outcome.

 Teaching strategies convert the written curriculum to instruction.

1. Among these are time-tested methods, inquiry approaches, constructivist and other
emerging strategies that complement new theories in teaching and learning
2. Educational activities like field trips, conducting experiments, interacting with computer
programs and other experiential learning will also form part of the repertoire of
teaching.

Some Guides in the Selection and Use of Teaching Methods

1. Teaching methods are means to achieve the end

2. There is no single best teaching method
 3. Teaching methods should stimulate the learner’s desire to develop the cognitive, affective,
psychomotor, social and spiritual domain of the individual
4. In the choice of teaching methods, learning styles of the students should be considered
5. Every method should lead to the development of the learning outcome in three domains
6. Flexibility should be a consideration in the use of teaching methods

Component 4 – Curriculum Evaluation

 To be effective, all curricula must have an element of evaluation.

 Curriculum evaluation refers to the formal determination of the quality, effectiveness or value
of the program, process, and product of the curriculum.
 The most widely used tool for evaluation is Stufflebeam's CIPP Model. The process in CIPP
model is continuous and very important to curriculum managers.
CIPP MODEL
 CIPP Model :
 Context (environment of curriculum),
 Input (ingredients of curriculum),
 Process (ways and means of implementing),
 Product accomplishment of goals)- process is continuous.
Steps In The Curriculum Evaluation Process
1. Specify objectives of evaluation.
- Focus on one particular component of the curriculum.
- Will it be subject area, the grade level, the course, or the
degree program?
2. Collect or gather the information.
- Information is made up of data needed regarding the object of evaluation.
3. Organize the information.
- This step will require coding, organizing, storing and retrieving data for interpretation.
4. Analyze information.
- An appropriate way of analyzing will be utilized.
5. Report the information.
- The report of evaluation should be reported to specific audiences.
- It can be done formally in conferences with stakeholders, or informally through round table discussion
and conversations.
6. Recycle the information for continuous feedback, modifications and adjustments to be made.
Major Foundations of Curriculum
 Philosophical Foundations of Curriculum:
- Philosophy provides educators, teachers and curriculum makers with framework for planning,
implementing and evaluating curriculum in school.
 It helps in answering :
 what schools are for,
 what subjects are important,
 how students should learn and what materials and methods should be used.
In decision-making, philosophy provides the starting point and will be used for the succeeding decision-
making.

PHILOSOPHICAL FOUNDATIONS OF CURRICULUM

Four Educational Philosophies Relate to Curriculum
1. Perennialism. The focus in the curriculum is classical subjects, literary analysis and considers
curriculum as constant.
2. Essentialism. The essential skills of the 3 R's and essential subjects of English, Science, History, Math
and Foreign Language is the focus of the curriculum.
3. Progressivism. The curriculum is focused on students' interest, human problems and affairs. The
subjects are interdisciplinary, integrative and interactive.
4. Reconstructionism. The focus of the curriculum is on present and future trends and issues of national
and international interests.
PERENNIALISM
Aim of Education: To educate the rational person; to cultivate the intellect.
Role of Education: Teachers help students think with reason.
Focus in the Curriculum: Classical subjects, literary analysis and curriculum constant.
Curriculum Trends: Use of great books and return to liberal.
Focus in the Curriculum: Subjects are
ESSENTIALISM interdisciplinary, integrative and interactive.
Aim of Education: To promote the intellectual Curriculum is focused on student’s interest,
growth of the individual and educate a human problems and affairs.
competent person. Curriculum Trends: School reforms, relevant
Role of Education: The teacher is the sole and contextualized curriculum, humanistic
authority in his or her subject area or field of education.
specialization.
Focus in the Curriculum: Essential skills of the RECONSTRUCTIONISM
3R’s and essential subject. Aim of Education: To improve and reconstruct
Curriculum Trends: Excellence in education, society. Education for change.
back to basics and cultural literacy. Role of Education: Teachers acts as agents of
change and reform in various educational
PROGRESSIVISM projects including research.
Aim of Education: To promote democratic and Focus in the Curriculum: Focus on present and
social living. future trends and issues of national and
Role of Education: Knowledge leads to growth international interest.
and development of lifelong learners who Curriculum Trends: Equality of educational
actively learn by doing. opportunities in education, access to global
education.

Educational philosophy lays the strong foundation of any curriculum. A curriculum planner or
specialist, implementer or the teacher, school heads, evaluator anchors his/her decision making
process on a sound philosophy.
 How does a strong belief or philosophy influence curriculum?

Historical Foundations of the Curriculum

 Philippine education came about from various foreign influences. This can be traced back to the
glorious history. Of all foreign educational systems, the American educational system has the
greatest influence on our educational system.

Historical Foundations on Curriculum

Six Curriculum Theorists: Contributions and 4. Harold Rugg (1886-1960) -

views emphasized social studies in the
1. Franklin Bobbit (1876-1956)- curriculum and the teacher plans the
presented curriculum as a science that lesson in advance.
emphasizes on students' need. Majority 5. Hollis Caswell (1901-1989) - sees
of scholars would place its beginning in curriculum as organized around social
1918 with the publication of Franklin functions of themes, organized
Bobbit's book."The Curriculum“ knowledge and earner's interests.
2. Werret Charters (1875-1952) - 6. Ralph Tyler (1902-1994) - believes
considered curriculum also as a science that curriculum is a science and an
which is based on students' need, and extension of school's philosophy. based
the teachers plan the activities. on students' need and interests.
3. William Kilpatrick (1871-1965) - The historical development shows the different
viewed curriculum as purposeful changes in the purposes, principles and content
activities which are child-centered. of the curriculum.

PSYCHOLOGICAL FOUNDATION
PSYCHOLOGY
 Derived from the greek work psyche (soul)
 Study of behavior, mind and thought
  Deals with mental processes that deals with behavior, thinking
PSYCHOLOGY IN LEARNING
 Provides basis for understanding of human learning process
- Psychology provides basis for the teaching and learning process.
- It unifies elements of the learning process and some of the questions which can be addressed by
psychological foundations.

Three major groups of Learning Theories

Behaviorists Psychology - considers that learning should be organized in order that
 students can experience success in the process of mastering the subject matter, and
thus,
 method of teaching should be introduced in a step by step manner with proper
sequencing of task.
Cognitive Psychology
 Focuses attention on how individuals process information and how they monitor and manage
thinking.
 For the cognitive theorists, learning constitutes a logical method for organizing and interpreting
learning.
 Learning is rooted in the tradition of subject matter where teachers use a lot of problem and
thinking skills in teaching learning.
 These are exemplified by practices like reflective thinking, creative thinking, intuitive thinking,
discovery learning, etc.

Constructivism  It is the learner who interacts with his

or her environment and thus gains an
 Learning is a process of knowledge understanding of its features and
construction instead of absorption. We characteristics.
construct knowledge based on our own  The learner constructs his own
perceptions and conceptions of our conceptualizations and finds his own
world; therefore, each of us constructs solutions to problems, mastering
a different meaning or concept. autonomy and independence.
 Learning occurs only when the learners  According to constructivism, learning is
are actively involved in the construction the result of individual mental
and reorganization of concepts. construction,
 Knowledge is highly related to the  The learner learns by matching ‘new’
environment in which the learner against ‘given’ information and
experiences and constructs the establishing meaningful connection,
knowledge . rather than by internalising mere given
 Constructivism gives importance to information to regurgitate later on.
learner as the agent who plays pivotal  In constructivist thinking, learning is
role in the learning process, rather than inescapably affected by the context
trying to get the power from the and the beliefs and attitudes of the
teacher. learners.

Constructivism Principles Humanistic Psychology

 concerned with how learners can
1. Instruction must be concerned with the develop their human potential.
experiences and contexts that make the student  Based on Gestalt psychology where
willing and able to learn (readiness). learning can be explained in terms of
2. Instruction must be structured so that it can the wholeness of the problem and
be easily grasped by the student (spiral where the environment is changing
organization). and the learner is continuously
3. Instruction should be designed to facilitate reorganizing his/her perceptions.
extrapolation and or fill in the gaps (going  Curriculum is concerned with the
beyond the information given). process not the products, personal
needs not subject matter; psychological
meaning and environmental situations.