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PEDSC 311 – The Teacher and the School Curriculum

Course Description: This course includes the fundamental concepts and principles
in curriculum and curriculum development as a foundation to engage prospective
teachers as curricularists. The more active role of the teacher in planning,
implementing and evaluating school-curriculum as well as in managing school
curriculum change vis-a-vis various context of teaching-learning and curricular
reforms shall be given emphasis.
Course Developer: Jane Evita S. Ngo
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TABLE OF CONTENTS PAGE

MODULE1: Module 1: The School and the Teacher 3

Lesson 1: Nature of Curriculum Development
Lesson 2: Teacher as a Curricularist
Lesson 3: Meaning of Curriculum
Lesson 4: Curriculum Development Processes and Models

MODULE 2: Foundations of Curriculum Development

Lesson 1: Philosophical Foundations of Curriculum Development
Lesson 2: Historical Foundations of Curriculum Development
Lesson 3: Cognitive & Psychological Foundations of Curriculum Development
Lesson 4: Sociological Foundations of Curriculum Development

Module 3: History of Curriculum Development in the Philippines

Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:

MODULE 4:
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:
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Module 1: The School and the Teacher

Overview

Module 1 covers the essential concepts, meanings, nature, models and purpose of
curriculum as well as various roles of teachers in curriculum development. The
curriculum is considered the “heart” of any educational institution which means
that schools or universities cannot exist without a curriculum.

Reflections, synapse strengtheners, activity tasks are fused into the discussions to
ensure mastery. You will navigate your coursework on your own, but consultations
and communications will be made available through Canvas, message board or
email. At the end of every lesson, you must show the completion of tasks or
assignments in your journal. Label them with the appropriate lesson number and
task number.

LEARNING OUTCOMES:
At the end of the module, students will be able to:

Lesson 1: Nature of o Infer the relationship between government

Curriculum Development and education.
o Point out the curricula operating in school

Lesson 2: Teacher as a o Identify the what teacher do as a curricularist

curricularist o Appraise the complex roles of teacher.
Lesson 3: Meaning of a o Differentiate Traditional and Progressive
Curriculum perspectives of a curriculum
o Construct personal meaning and
philosophical views of a curriculum
Lesson 4: Curriculum o Compare and contrast the Curriculum models
Development Processes o Appraise the curriculum models
and Models
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Lesson 1: The Nature of Curriculum

Introduction

Sputnik Satellite

When Sputnik's "beep" first reached Earth on Oct. 4, 1957, many Americans
dreaded that the Russian satellite was spying on them.

The Soviets' history-making accomplishment — launching a satellite into orbit —

created both paranoia and concern that the Soviets had beaten Americans into
space. That concern sparked a much-needed revolution in scientific education in
the U.S.

America's scientific community, which had long been pushing for a new direction in
science education, seized on the national mood to rejuvenate the curriculum.

Washington gave the new science curriculum an infusion of more than a billion
dollars when it passed the National Defense Education Act in 1958 — big money
back then.

In classrooms, educational tools began to change. Lab kits and overhead

projectors were added, and educational films became part of the curriculum.

Many educators feel that that the U.S. is again losing its science lead to countries
like Korea and Italy, where more advanced degrees are awarded. Science
education needs a slow, steady approach rather than another short-lived boomlet.
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Task 1: Journal Writing

Reflect and Write:
1. Is there a relationship or connection between government and
education curriculum? Explain your answer.
2. Research and read about the “Sabre-Tooth Curriculum”. What is
curriculum all about at that time?

Without a curriculum, no education exists. Teachers will have nothing to do

without a curriculum. Curriculum is at the heart of the teaching profession.
Education in the Philippines is provided by public and private schools, colleges,
universities, and technical and vocational institutions in the country.

The educational system in the country has three government

agencies to handle each level of education. At the basic education
level, the Department of Education (DepEd) sets overall educational
standards and mandates standardized tests for the K–12 basic
education system, although private schools are generally free to
determine their own curriculum in accordance with existing laws and
Department regulations.
At the higher education level, the Commission on Higher Education
(CHED) supervises and regulates colleges and universities.
The Technical Education and Skills Development Authority
(TESDA) regulates and accredits technical and vocational
education programs and institutions in the country.
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Whatever type of learning environment, several curricula exist.

TYPES OF CURRICULA OPERATING IN SCHOOLS

1. Recommended Curriculum
 For basic education, these are recommended by the Department of
Education (DepED)
 For higher education by the Commission on Higher Education (CHED)
 For the Vocational Technical Education by Technical Education Skills
Development and Authority (TESDA).
 Recommendations come from memoranda or policy, standards or
guidelines.
 Proposed by professional organization or international agencies like
UNESCO

2. Written Curriculum
 Based on the recommended curriculum
 Includes documents, course of study or syllabi, modules, books,
instructional guides handed down to the schools, districts, division,
departments or colleges for implementation
 A lesson plan, packet of this written curriculum and the K-12
curriculum are examples of written curriculum

3. Taught Curriculum
 Different plan activities which are put into action in the classroom
 Used by the learners with the guidance of the teachers
 Depends largely on the teaching styles of the teachers and the
learning styles of the students.

4. Supported Curriculum
 Materials which support or help in the implementation of the written
curriculum ( books, charts, posters, laboratories, audio-visual,
playground. Zoo, museum, etc.)
 Should enable each learner to achieve real and life-long learner.

5. Assessed Curriculum
 Tested or evaluated curriculum
 A series of evaluations done by the teacher to determine the extent of
teaching or to tell If the students are progressing
 Assessment of learning , Assessment for learning or Assessment as
learning
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6. Learned Curriculum
 Learning outcomes achieved by the students
 Indicated by the results of the tests
 Changes in behavior which can either be cognitive, affective or
psychomotor

7. Hidden Curriculum
 Unintended curriculum
 Not deliberately planned but may modify behavior or influence learning
outcomes
 Peer influence, cultural practices, natural calamities, are some factors
that create the hidden curriculum.

Tasks #2: Observation

Type of Curriculum What have I observed about this type of

curriculum? You can opt to give examples of the
type of curriculum that you have experienced in
or outside of school.

1. Recommended e.g. I have read and studied the K-12.

2. Written
3. Taught
4. Supported
5. Supported
6. Learned
7. Hidden
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Lesson 2: Teacher as a Curricularist

A Curricularist is a professional who is curriculum specialist. A person who is

involved in curriculum knowing, writing, planning, implementing, evaluating,
innovating, and initiating. A teacher’s role is broader and inclusive of other
functions and so teacher is a curricularist.

The teacher as a curricularist …….

1) Knows the curriculum – The teacher

o Starts with knowing about the curriculum, the subject matter or the content.
o Has to master what are included in the curriculum.
o Acquires academic knowledge about formal (disciplines, logic) or informal
(derived from experiences).
o Has mastery of the subject matter (knower).

2) Writes the curriculum – The teacher

o Takes record of knowledge concepts, subject matter or content.

o Writes books, modules, laboratory manuals, instructional guides, and
reference materials in paper or electronic media (writer)

3) Plans the curriculum - The teacher

o Makes a yearly, monthly or daily plan of the curriculum.

o Takes into consideration the learners, support material, time, subject
matter or content, desired outcomes and context of the learners (planner)

4) Initiates curriculum - The teacher

o Initiates the implementing of the curriculum which are recommended by

DepEd, CHED, TESDA, UNESCO, UNICEF or other educational agencies for
improvement of quality education.
o Must be open-minded with the full belief that the curriculum will enhance
learning (initiator)
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5) Innovates the curriculum – The teacher

o Must be creative and innovative which are hallmarks of an excellent teacher.

o Innovates the curriculum because a curriculum is always dynamic, so it keeps
on changing.
o Innovates from the content strategies, ways of doing, timing, evaluating,
dealing with students and acquiring skills, because there is no a single eternal
curriculum that would perpetually fit (innovator)

6) Implements the curriculum – The teacher

o implements the recommended or written curriculum because the curriculum is

the heart of schooling.
o Engages actively with the learners, with support materials in order to achieve
the desired outcome.
o Is expected to be the highest level because it is where teaching, guiding and
facilitating skills of the teacher takes place (implementor)

7) Evaluates the curriculum – The teacher asks

o How can one determine if the desired learning outcomes have been achieved?
o Is the curriculum working? Does it bring desired results?
o What does outcomes reveal? Are the learners achieving?
o Should the curriculum be modified, terminated or continued? (evaluator)
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Tasks #3: Quiz

Identify “Who am I as a curricularist?”

1. I master the subject matter that I teach. ________

2. I have a daily schedule of tasks and activities. ________
3. DepEd sent the standards which I will study & use. ________
4. I learned new ideas from seminars which I will use in class. ________
5. I monitor my students’ performance regularly. _______
6. I cannot use one size fits all strategy. _______
7. I enrolled in the graduate school to advance my learning. _______
8. I develop and record my modules. ________
9. A transformative teacher will try something new and relevant. ________
10. I give life to the curriculum. ________

Task # 4: Case Analysis

The teachers in the following cases demonstrate that they are indeed a
curricularist. What specific role do the teachers play as a curricularist?
1. Teacher Mae was asked by the principal to attend an online lesson planning
training. She did not hesitate to attend as she was very eager to learn the
new trends. In developing the output for the training, she reflected on her
past performance as a teacher as well as her students’ performance in class.
After producing online lesson planning exemplar, her co-teachers were
grateful and did not hesitate to try the new and relevant lesson planning
method.
2. Teacher Ann finds hardest part of online learning delivery method would be
how to assess whether the students’ are really engaged in the online lessons
and whether are honest in taking their quizzes or exams. Teacher Ann then
used the new online apps for quizzes as well as journals, reflection paper
and performance assessment.
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Lesson 3: The Meaning of Curriculum

As an idea, curriculum came from the Latin word, curere, which means for race
course.
Reflect: Have you ever been to a race track or seen one? Why do you think
that the name curriculum show some connection to a race track? Do you agree
with its analogy?
From the Traditional Points of View:
Curriculum is mostly written documents such as syllabus, course of study, books
and references where knowledge is found but is used as a means to accomplish
intended goals.
Robert Hutchins- views curriculum as “permanent studies,” where the rules of
grammar, reading, rhetoric and logic and mathematics and the 3r’s (reading,
wRiting, ‘rithmetic) for basic education and liberal arts for college are
emphasized.
Arthur Bestor- believes that the mission of the schools should be intellectual
training.
Joseph Schwab-thinks that the source of curriculum is discipline or academic
discipline for the college level. He coined the word discipline as a ruling doctrine
for curriculum development.

From the Progressive Points of View:

“Curriculum is defined as the total learning experiences of the individual.”
John Dewey – believes that reflective thinking is a means that unifies curricular
elements. thought that is not derived from action, but tested by application.
Caswell and Campbell- viewed curriculum as “all experiences children have
under the guidance of teachers.”
Smith, Stanley and Shores- defined curriculum as “a sequence of potential
experiences set up in the schools for the purpose of disciplining children and youth
in group ways of thinking and acting.”
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o Construct personal meaning and philosophical views of a

curriculum

Task # 5
Make a Graphic Organizer on the Traditional vs Progressive
Views of Curriculum
Task # 6: Journal Writing: Write in your own words what is your meaning
and philosophical views of curriculum.

Lesson 4: Curriculum Development: Processes and Models

Curriculum Development Process Curriculum is a dynamic, systemic process
involving many different people and procedures. Development connotes change.
Change for the better means alteration, modification, or improvement of existing
condition.
The four major components or elements of a curriculum are:

Learning
Outcomes

Components
Subject
Evaluation of a Matter
Curriculum

Learning
Experiences
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3 Ways of Approaching a Curriculum:

1. Curriculum as a Content:
the focus will be the body of knowledge to be transmitted to students using
appropriate teaching method.

2. Curriculum as a Process: Curriculum process in the form of teaching

methods or strategies are means to achieve the end. Both teaching and
learning are the two important processes in the implementation of the
curriculum.

3. Curriculum as a Product: Central to the approach is the formulation of

behavioral objectives stated as intended learning outcomes. These learned or
achieved learning outcomes are demonstrated by the person who has
meaningful experiences in the curriculum. All these results of planning, content
and processes in the curriculum.
Development should be purposeful, planned and progressive in logical step-by-
step fashion involving four (4) phases:
1. Curriculum planning
 considers the school vision, mission and goals.
 includes the philosophy of strong education belief of the school.
 be translated to classroom desired learning outcomes for the learners.

2. Curriculum designing
 the way curriculum is conceptualized
 includes the selection and organization of the content, the selection and
organization of learning experiences or activities and the selection of the
assessment procedure and tools to measure achieved learning outcomes.
 includes the resources to be utilized
 includes the statement of the intended learning outcomes.

3. Curriculum implementing
 putting into action the plan, based on the curriculum design
 The teacher is the facilitator of learning
 uses the curriculum as design guides to what will transpire in the classroom
 the end in view is achieving the intended learning outcomes.
 This is where action takes place.
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4. Curriculum evaluating
 determines the extent to which the desired outcomes have been achieved.
 procedure is on-going as in finding out the progress of learning (formative) or
the mastery of learning (summative).
 evaluation will determine the factors that have hindered or supported the
implementation.
 Pinpoints where improvement or corrective measures is introduced.
 The result of evaluation is very important tor decision making of curriculum
planners, and implementors.

Task # 6: Journal writing. What you have observed that you think may
already be the processes of Curriculum Development? You may give some
examples:
1.Planning-
2.Designing
3.Implenting
4. Evaluating

Curriculum Development Models

1. Ralph Tyler’s Model:
Four questions and considerations in examining any school curriculum:
a) What educational purposes should the school seek to attain?

Purposes of the school

b) What educational experiences can be provided that are likely to attain

these purposes?

Educational experiences related to the purpose

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c) How can these educational experiences be effectively organized?

Organization of the experiences

d) How can we determine whether these purposes are being attained or

not?

Evaluation of the experience

Take Note: The teacher’s problem is to select learning experiences that will foster
active involvement in order to accomplish the learning outcomes and so Tyler
provided what to consider in selecting the learning experiences for students.

LEARNING EXPERIECES MUST:

 Give students the opportunity to practice the desired behavior. If the objective
is to develop problem-solving skills, the students should have ample
opportunity to solve problems.

 give the students satisfaction. Satisfying experiences develop and maintain

interest in learning; unsatisfying experiences hinder their learning.

 “fit” the students’ needs and abilities.

 Multiple learning experiences can achieve the same objective.

A wide range of experiences is more effective for learning than a limited range.

 Integrate to accomplish several learning outcomes. While students are

acquiring knowledge of one subject or concept, they are able to integrate.
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2. Hilda Taba: Grassroots Approach

Teachers who teach or implement the curriculum participate in developing it.
Seven major steps where teachers could have major input.
1) Diagnosis of learner’s needs and expectations of the larger society

2) Formulation of learning objectives

3) Selection of learning content

4) Organization of learning content

5) Selection of learning experiences

6) Organization of learning activities

7) Determination of what to evaluate and the means of doing it.

3. Galen Saylor and William Alexander

Viewed Curriculum development as consisting of four steps to achieve goals and
objectives:
1) Goals, Objectives and Domains:
a) Specify the goals and objectives
b) Identify the Curriculum Domain taken from the goals
o Personal development
o Human relations
o Skills and specialization
c) Choose the Goals, objectives and domains based on :
o Research findings
o Accreditation standards
o View of the different stakeholders

2) Curriculum Designing:
a) Determine the appropriate learning opportunities.
b) Determine how each opportunity is provided.
c) Design the curriculum and ask:
o Will it be based on the academic discipline?
o or to students’ needs and interests?
o or themes?

3) Curriculum implementation:
The designed curriculum is now ready for implementation.
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Teachers then prepare instructional plans, teaching methods and strategies

to achieve the desired learning outcomes.

4) Evaluation:
a) Use variety of evaluation techniques
b) Involves the total educational program of the school and the curriculum
c) Evaluate: Effectiveness of instruction
d) Evaluate: Achievement of students
e) Determine whether the goals are met

Other scholars like Wheeler and Kerr argued that curriculum decision making is
not a simple linear process that necessarily starts with aims.

4. Wheeler
o Curriculum decision making can start from any point and can come back
to any of the points e.g. like a cycle Aims, Goals & Objectives Selection
of Learning Experiences Selection of Content Organization & Integration
of Learning Experiences & Content Evaluation

5. Kerr
o Curriculum process is a very complex set of activities and decisions and
they interact a lot.
o Changes made in content may necessitate changes in experiences, which
may again bring about changes in evaluation etc. Objective Content
Learning Experience Evaluation

Task # 7
Graphic Organizer: Create a Mind Map of the Tyler, Taba & Saylor &
Alexander, Kerr & Wheeler Models curriculum models.
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Assessment Tasks
I. Checklist of Tasks # 7 and Scoring
Points
Ralph Tyler  20
Hilda Taba  20
Saylor and Alexander  20
Wheeler  20
Kerr  20
Total 100

II. ASSESSMENT : Quiz:

1. He/she stated that learning experiences should give the students satisfaction.
Satisfying experiences develop and maintain interest in learning; unsatisfying
experiences hinder their learning.
a. Tyler
b. Taba
c. Saylor & Alexpander

2. Hilda Taba’s advocacy in curriculum development is commonly called:

a. Teacher’s Approach
b. Student centered Model
c. Grassroots Approach

3. It is a “program of all experiences which the learner encounters under the direction of
a school”
a. Curriculum development
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b. Curriculum
c. Curriculum design

4. These are the following steps taken into consideration in a Ralph Tyler’s Model of
Curriculum Development, EXCEPT:
a. Purposes of the school
b. Educational experience
c. Diagnosis of learner's needs

5. This Curriculum model developer believes it should be the teachers who should design
the curriculum rather than the higher authorities:
a. Tyler
b. Taba
c. Kerr

6. This phase in the curriculum development process includes the philosophy or the
educational belief of the school.
a. Curriculum planning c. Curriculum implementing
b. Curriculum designing d. Curriculum evaluating

7. If the focus of the curriculum is the body of knowledge to be transmitted to students

using appropriate teaching method, what approach is employed?
a. Product
b. Process
c. Content

8. This phase in the curriculum development process includes the selection and
organization of content, learning experiences, and the selection of the assessment
procedures and tools to measure achieved learning outcomes.
a. Curriculum planning
b. Curriculum implementing
c. Curriculum designing

9. According to Saylor and Alexander, when choosing the goals and objectives, the
domains should be based on the following, EXCEPT:
a. Research findings
b. Government standards
c. Views of the different stakeholders

10. At which phase in the curriculum development are you at when the teacher is the
facilitator of learning?
a. Curriculum planning
b. Curriculum implementing
c. Curriculum designing
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References:

Bilbao,P., Dayagbil,F. & Corpuz, B.(2014). Curriculum Development for Teachers.

Quezon City: Lorimar Publishing, Inc.

Additional Readings and Links

Ogwora. E. T., Kuria, G., Nyamwaka,E. &Nyawaka, E. Philosophy as a Key

Instrument in Establishing Curriculum
Educational Policy, Objectives, Goals of Education, Vision and Mission of Education.
Journal of Education and
Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.4,
No.11, 2013
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Module 2: Foundations of Curriculum Development

OVERVIEW:

This module contains the very solid foundations of Curriculum Development which
are Philosophical, Historical, Cognitive, Psychological and Sociological and how
these foundations reflect the development of curriculum in the current classrooms
and learning environment. In addition, this module also mentions the
contributions of people to curriculum development.

Keywords or ideas are highlighted to facilitate your learning. Reflections, synapse

strengtheners, activity tasks are fused into the discussions to ensure mastery.

You will navigate your coursework on your own, but consultations and
communications will be made available through the message board or email. At
the end of every lesson, you must show the completion of tasks or assignments in
your journal.
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LEARNING OUTCOMES:
At the end of the module, students will be able to:

Lesson 1: Philosophical o Appraise the applicability of Philosophies in the

Foundations of Curriculum development of a curriculum in the current
Development society.
o Integrate the 5 Philosophies and compose a
teaching Philosophy statement.

Lesson 2: Historical o Identify the contributions of the men and women

Foundations of Curriculum to curriculum development.
Development o Articulate appreciation of the contribution of the
people in history to curriculum development.

Lesson 3 : Psychological o Differentiate the contributions of men to

Foundations of Curriculum curriculum development
Development o Appraise learning theories and select the top 3
based on the usefulness of its ideas in the
current society.

Lesson 4 Sociological o Recommend Sociological foundations in the

Foundations of Curriculum development of curriculum in light of the new
Development normal.
o Compose a teaching Philosophy statement.

There are so many ideas, concepts and people that you need to
remember that is why it is necessary that you devote enough
time for study. You will need to perform tasks like comparing,
inferring, appraising or appreciating and you can only do this
when you are able to recall critical details from the very start.

LESSON 1: Philosophical Foundations of Curriculum

Development

Introduction

The term philosophy is derived from the Greek word Philein meaning to love, to
strive after or search for and from the word Sophia which means wisdom.
Therefore, Philosophy is the search for wisdom by philosophers.
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Philosophy is the foundation, the mother and engine of all other disciplines. It is
wide since it involves all other studies. Philosophy is a systematic, vigorous, critical
objective study of the reality. Philosophy recognizes three kinds of realities namely
God, Universe and Man.

Education borrows from philosophy and puts that knowledge into practice. In this
regard, philosophy is the theory about knowledge while education is the practice of
the said knowledge. Philosophy is closely related to education. For example, all
educational programs are generally philosophical in nature hence any educational
theory is related to philosophy.

LEARNING ACTIVITIES:

Discussion

Educational Philosophies in Relation to Curriculum

1. Perennialism –

Aims/Goal in Education: Develop reasoning, cultivate intellect and moral

qualities.
What to Teach? Everlasting ideas, universal truths, classical subjects,
literary analysis, skills, values and knowledge
Role of a Teacher: lecture, direct or coach rational and critical thinking
skills
How do I Teach? Time-tested Methods
Focus: Great Books (Bible, Classics) Liberal Arts

2. Essentialism –

Aims/Goal in Education: Prepare for the future; intellectual growth to become

competent
What to Teach? 3 Rs Reading, wRiting & ‘Rithmetic, English, Science,
History, Mathematics and Foreign Language
Role of a Teacher: Sole authority of the subject area; an expert of
knowledge

How do I Teach? Mastery learning, teacher and subject-centered,

memorization, drill method, lecture, long hours of
study
Focus: Back to basics, Excellence in Education

3. Progressivism –
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Aims/Goal in Education: Education is now; promote democratic social living

What to Teach? Learner centered, based on students’ interest, needs
Role of a Teacher: Facilitates learning; develop life-long learners
How do I Teach? Experimentation, hands on learning
Focus: Interdisciplinary subjects, contextualization

4. Re-constructionism –

Aims/Goal in Education: Change and reform of society

What to Teach? present and future trends and issues of national and
international interest.
Role of a Teacher: Agents of change and reform
How do I Teach? Guide students by exploring social issues, presenting
alternative viewpoints, facilitating student analysis of
the issues Moral dilemmas, Community based
projects, problem-oriented method.
Trends: Curricular reforms, Global education, Collaboration
and Convergence. Standards and Competencies

5. Existentialism

Aims/Goal in Education: Individuality, educate the whole child; optimize

potential
What to Teach? liberal education, humanization
Role of a Teacher: To help students define their own essence, relates
with each student openly and honestly, questioner.
How do I Teach? Self-paced, Scientific method, question and answer
method, case study
Focus: Self-realization; accountability and own-up
responsibility

TASKS: ASSIGNMENT
o Research on the 5 Philosophies. Expand the ideas provided in
Lesson 1 and present the them in a char
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Assessment Tasks:
I. Checklist of task

Task Points
1. Perennialism  20

2. Essentialism  20

3. Progressivism  20

4. Re-constructivism  20

5. Existentialism  20

Total 100

II. Reflective Essay

Consider John Dewey’s famous quote “We don’t learn from experience. We learn
from reflecting on experience.”

To help you with your reflective essay, refer to the statements or questions and
the rubrics to guide you in your writing.

Task: Appraise the applicability of Philosophies in the development of a

curriculum in the current society.
a. What are the advantages or benefits of each of the 5 Philosophies for
students, schools? Are the Philosophical views still useful toda

Tasks: Integrate the 5 Philosophies and compose a teaching Philosophy

statement.
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b. What are schools for? What subjects are important? How should students
learn? What methods should be used? What outcomes should be achieved?
Select from the ideas of the 5 Philosophies to answer the questions. When you
put them together, you will have your own Philosophy.
Levels of Performance
Very Good Good Fair Poor total
Essay 4 3 2 1
Demonstrat Demonstrates Demonstrates Demonstrate X 40
Depth of es a clear basic s slight 10
Reflection compelling understanding understanding understandin
understandi of the subject of the subject g of the
ng of the matter matter subject
subject matter
matter.
Use of Uses Uses relevant Uses examples Uses X 36
textual specific and examples to to support incomplete or 9
evidence convincing support most claims. vaguely
examples claims. developed
to support examples to
claims partially
support
claims.
Exceptionall Adequate Some sense of Absence of X 24
Organizatio y clear sense of unity, unity, order sense, unity 6
n sense of order and and some and clear
unity, mostly logical logical transitions.
order, transitions. transitions.
logical
transitions.
Total 100

Lesson 2: Historical Foundation of Curriculum

Where is curriculum development coming from? Let us see how one contributed to
curriculum development during their own time. Here are among the many who
are considered to have great contribution. Reflect on why the contributions of
these people are considered great.

Franklin Bobbit (1876-1956)

o Curriculum as a science that emphasizes on students’ need.

o Curriculum is tailored in such a way that the experiences of students ought to
prepare them for adult life.
o Started the curriculum development movement.
o When task are clarified, objectives and (learning) activities are grouped
together.
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Werret Chaters (1875-1952)

o Curriculum also as a science which is based on student’s need and the

role of the teachers plan the activities.
o Objectives and activities should match and subject matter is related to
objectives.

William Kilpatrick (1871-1965)

o Viewed curriculum as purposeful activities which are child-centered.

o Introduced the Project Method where teachers and students plan the
activities.
o Curricula are purposeful activities which are child-centered.

Harold Rugg (1886-1960)

o emphasized social studies in the curriculum and the teachers plan the lesson
in advance.
o Curriculum should develop the whole child. It is child-centered.
o Objectives and learning activities should produce outcomes.

Hollis Caswell (1901-1989)

o curriculum is organized around social functions of themes and organized

knowledge and learners’ interests.
o Curriculum, instruction and learning are interrelated.

Ralph Tyler (1902-1994)

o Curriculum is a science and an extension of the school’s philosophy.

o It is based on the students’ needs and interest.
o Curriculum is related to instruction.
o Subject matter is organized it terms of knowledge, skills and values.
o Emphasis is on problem solving.
o Curriculum aims to educate the generalists and not specialist.

Hilda Taba (1902- 1967)

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o Social Studies Curriculum -Theoretical and Pedagogical foundations of

concepts development and critical thinking
o Set up the foundation for diverse student population

Peter Oliva (1192-2012)

o Curriculum change is a cooperative endeavor.

o Teachers and curriculum specialist constitute the professional core of
planners.
o Significant improvement through group activity.

ASSESSMENT TASK
I. Identify “Who said so?”

11. Teachers and students should make purposeful activities.

________
12. I started the curriculum movement.
________
13. Curriculum is a science and an extension of the school’s
philosophy. ________
14. I considered the diverse student population and also the
differently able.
________
 29

15. Curriculum is organized around social function and learner’s

interest. _______
16. Curriculum should develop the whole child.
_______
17. Curriculum prepares learners for adult life.
_______
18. Objectives & activities should match.
________
19. I would like to introduce to you the Project Method.
________
10. Teachers and curriculum specialist make up the professional core of planners.
________

III. Reflective Essay

Consider John Dewey’s famous quote “We don’t learn from experience. We learn
from reflecting on experience.”
Task: Articulate appreciation of the great contribution of the people in history
to curriculum development.
To help you with your reflective essay, refer to the statements or questions and
the rubrics to guide you in your writing.
1. Analyze the contributions of people in history to curriculum development.
Which ideas can be considered useful in the current society? Which ideas can
you relate to? Which ideas do you like and why?

Levels of Performance
Very Good Good Fair Poor total
Essay 4 3 2 1
 30

Demonstrat Demonstrates Demonstrates Demonstrate X 40

Depth of es a clear basic s slight 10
Reflection compelling understanding understanding understandin
understandi of the subject of the subject g of the
ng of the matter matter subject
subject matter
matter.
Use of Uses Uses relevant Uses examples Uses X 36
textual specific and examples to to support incomplete or 9
evidence convincing support most claims. vaguely
examples claims. developed
to support examples to
claims partially
support
claims.
Exceptionall Adequate Some sense of Absence of X 24
Organizatio y clear sense of unity, unity, order sense, unity 6
n sense of order and and some and clear
unity, mostly logical logical transitions.
order, transitions. transitions.
logical
transitions.
Total 100

Lesson 3: Psychological Foundation of Curriculum

Psychology provides basis for the teaching and learning process. The following are
major groups of learning theories:
 31

I. Behaviorist psychology

Child development focus on how environmental interaction influences behavior and

is based on the theories of theorists such as John B. Watson, Ivan Pavlov, and B.
F. Skinner. These theories deal only with observable behaviors. Development is
considered a reaction to rewards, punishments, stimuli, and reinforcement.

Ivan Pavlov (1849-1936)

o Father of the Classical Conditioning Theory.

o The key to learning is early years of life is to train them what you want them
to become.
o Stimulus-Response is a foundation of learning practice called indoctrination.

Edward Thorndike (1874-1949)

o Connectionism Theory
o Specific stimulus has specific response
o Proposed the 3 laws of learning: Law of readiness, Law of exercise and law
of effect

Robert Gagne (1916- 2002)

o Proposed the Hierarchical Learning Theory- Learning follows a hierarchy

o Behavior is based on prerequisite conditions,
o The internal conditions are "states" and include attention, motivation and
recall.
o The external conditions are factors surrounding one's behavior, and include
the arrangement and timing of stimulus events.
o Prefers the use of overt-action verbs such as state, define, and identify, etc.

II. Cognitive Psychology

 32

Cognitive theory is concerned with the development of a person's thought

processes and how to monitor and manage thinking. It also looks at how these
thought processes influence how we understand and interact with the world.

Jean Piaget(1896-1980)

o Children move through four different stages of mental development on how

children acquire knowledge and the nature of intelligence.
o Piaget's stages are: Sensorimotor stage: birth to 2 years; Preoperational
stage: ages 2 to 7; Concrete operational stage: ages 7 to 11 and Formal
operational stage: ages 12 and up
o Children take an active role in the learning process, acting much like little
scientists as they perform experiments, make observations, and learn about the
world. As kids interact with the world around them, they continually add new
knowledge, build upon existing knowledge, and adapt previously held ideas to
accommodate new information.
o Key to learning: Assimilation (incorporation of new experiences);
Accommodation (learning modification and adaptation) and Equilibration
( balance between previous and later learning)

Lev Vygotsky (1896-1934)

o Sociocultural theory views learning as an inherently social process and assumes

cognitive development varies across cultures.
o Key Ideas: ZPD or zone of proximal development, which is the gap between
what a person can do with help and what they can do on their own. It is with
the help of More Knowledgeable Others (MKO) that people are able to
progressively learn and increase their skills and scope of understanding.
o MKO is someone who has a better understanding or a higher ability level than
the learner, with respect to a particular task, process, or concept for developing
higher-order functions.

Howard Gardner
 33

o Multiple Intelligence theory states that each person has different ways of
learning and different intelligences they use in their daily lives.

o Each person possesses each intelligence to an extent, but there is always a

primary, or more dominant, intelligence. He describes the 9 intelligences as:
o Verbal-Linguistic Intelligence: Well-developed verbal skills and sensitivity to
the sounds, meanings and rhythms of words.
o Mathematical-Logical Intelligence: The ability to think conceptually and
abstractly, and the capacity to discern logical or numerical patterns.
o Musical Intelligence: The ability to produce and appreciate rhythm, pitch and
timbre.
o Visual-Spatial Intelligence: The capacity to think in images and pictures, to
visualize accurately and abstractly.
o Bodily-Kinesthetic Intelligence: The ability to control one's body movements
and to handle objects skillfully.
o Interpersonal Intelligence: The capacity to detect and respond appropriately
to the moods, motivations and desires of others.
o Intrapersonal Intelligence: The capacity to be self-aware and in tune with
inner feelings, values, beliefs and thinking processes.
o Naturalist Intelligence: The ability to recognize and categorize plants, animals
and other objects in nature.
o Existential Intelligence: The sensitivity and capacity to tackle deep questions
about human existence, such as the meaning of life, why we die and how we
got here.

Daniel Goleman

o Emotional Intelligence or EI is a wide array of competencies and skills that drive

leadership performance, and consists of five areas:
o Self-awareness: Know one’s emotions, strengths, weaknesses, goals, values
o Self-regulation: Manage or redirect one’s disruptive emotions and impulses
o Social skill: Manage other’s emotions to move people in the desired direction.
o Empathy: Recognize and consider other people’s feelings
o Motivation: Motivate oneself to achieve for the sake of achievement.
 34

III. Humanistic psychology

Gestalt psychology

o Learning is explained in terms of the wholeness of the problem.

o Human beings respond to an organization or pattern of stimuli
o Learners analyze the problem, discriminate between essential and non-
essential date and perceive relationships
o Learners will perceive something in relation to the whole. What they perceive
is related to previous experience. For example
o The mind actively shapes perceptions, and aims to form units, or “gestalts.”
For example, when we hear a melody we can remember it, and recognize it
even if it is not played at the same pitch, speed, or instrument.

Abraham Maslow (1908-1970)

o To maximize on the effectiveness of school-wide and individual classroom

teaching programs, administrators and teachers must consider students’ needs
in their hierarchical order. (classic theory of human needs)
o Key to learning: produce a healthy and happy learner who can accomplish,
grow and actualize his or her human self
o Another important goal is to make this newly gained knowledge and
information purposeful and meaningful to the students so that it may be
retained and useful in their life.
o An essential factor involved in meeting these goals is motivation. If students
are unmotivated in one way or another, it is likely that little learning will take
place, or if by chance some learning should take place, it is probable that it will
not be retained.

Carl Rogers (1902-1987)

o Non-directive and Therapeutic Learning do not mean that therapy has no

direction. It's simply that the direction always comes from the client. The
therapist never chooses the direction.
o Establishes counselling procedures and methods for facilitating learning.
o Children’s perceptions, which are individualistic, influence their learning and
behavior in class.
o Key to learning: Curriculum is concerned with process, not product; personal
needs not subject matter; psychological meaning, not cognitive scores.

o
 35

Task: Use visual tools or imagery to present

the ideas of the 10 people who have greatly
influenced the development the curriculum

ASSESSMENT TASKS
I. Checklist of task compliance

Points
Pavlov  10
Thorndike  10
Robert Gagne  10
Piaget  10
Vygotsky  10
Gardner  10
Goleman  10
Gestalt Psychology  10
Maslow  10
Rogers  10
TOTAL 100
 36

II. Reflective Essay

Consider John Dewey’s famous quote “We don’t learn from experience. We learn
from reflecting on experience.”

Task:. Appraise learning theories and select the top 3 based on the usefulness
of its ideas in the current society. Defend your selection.

Rubrics for the Reflective Essay

Levels of Performance
Very Good Good Fair Poor total
Essay 4 3 2 1
Demonstrat Demonstrates Demonstrates Demonstrate X 40
Depth of es clear basic s slight 10
Reflection compelling understanding understanding understandin
understandi of the subject of the subject g of the
ng of the matter matter subject
subject matter
matter.
Use of Uses Uses relevant Uses some Uses X 36
textual specific and examples to examples to examples 9
evidence convincing support support to that vaguely
examples claims. claims. connects to
to support claims
claims
Exceptionall Satisfactory Some sense of Faulty sense, X 24
Organizatio y clear sense of unity, unity, order unity and 6
n sense of order and and logical transitions.
unity, logical transitions.
order, transitions.
logical
transitions.
Total 100

Lesson 4: Sociological Foundations of Curriculum

Schools and Society

o Society as a source of change

 37

o Society as agents of change

o Knowledge as an agent of change

John Dewey

o 2 fundamental Elements: School and Civil society

o Education is experience which is subject to constant change with the changing
pattern of life.
o The process of education is a continuous process of adjustment. The individual
has always to adjust and re-adjust himself to the environment.
o Function of education: preparation for life now and the immediate future.
o Pupils are not interested in the distant or remote future. Any such attempt
would not stimulate them to learn.
o Education should ensure adequate preparation for immediate life to encourage
the pupil to learn.

Alvin Toffler
o Future Shock (Book)
o Knowledge should prepare students for the future
o Home schooling

Reflective Essay
Recommend Sociological foundations in the development of curriculum in light
of the new normal.
Compose your teaching Philosophy statement.

To help you with your reflective essay, refer to the questions below and the rubrics to
guide you in your writing.

1. What are the conditions in the new normal? Why would you recommend the ideas of
Dewey and Toffler? What is the focus of their ideas? What makes their ideas useful in
the new normal?
2. What are the ideas of Dewey and Toffler that you like which comparable or related to
your beliefs?
 38

3. A teaching philosophy statement is a self-reflective statement that mirrors your

personal values and beliefs about teaching and educational system as a whole. Use the
first person to express your teaching philosophy.

Rubrics for the Reflective Essay

Levels of Performance
Very Good Good Fair Poor total
Essay 4 3 2 1
Demonstrat Demonstrates Demonstrates Demonstrate X 40
Depth of es clear basic s slight 10
Reflection compelling understanding understanding understandin
understandi of the subject of the subject g of the
ng of the matter matter subject
subject matter
matter.
Use of Uses Uses relevant Uses some Uses X 36
textual specific and examples to examples to examples 9
evidence convincing support support to that vaguely
examples claims. claims. connects to
to support claims
claims
Exceptionall Satisfactory Some sense of Faulty sense, X 24
Organizatio y clear sense of unity, unity, order unity and 6
n sense of order and and logical transitions.
unity, logical transitions.
order, transitions.
logical
transitions.
Total 100
39