Unit I.

CURRICULUM ESSENTIALS

1. Curriculum in schools
2. The teacher as a
curricularist
3. The nature, scope, and
definitions of curriculum
4. Approaches about the school
curriculum.
5. Curriculum development
processes and models
6. Foundations of curriculum
development
MODULE 1 – CURRICULUM IN SCHOOLS

Introduction

Have you tried comparing the set of subjects being offered in a certain course
in different schools? You might ask why subject X in Hospitality Management course
in your school is not offered in the same course in other institutions. You might also
question the varied approaches used by the different institutions in delivering their
instructions and in giving experiences to their students. These kinds of questions
and the like have something to do with curriculum, which according to March and
Willis, are experiences in the classroom which are planned and enacted by the
teachers, and also learned by the students. Dewey also defined curriculum as the
total learning experiences of the individual. From these definitions, curriculum can be
explicated generally as dealing with the experience of the learner inside the
classroom.

Curriculum has been doing a crucial role in maintaining and improving the
students’ experiences in the classrooms, which will be instrumental and beneficial to
their survival and living. To make teaching and learning process more experiential, it
is guided by some sort of curriculum in the classroom and in the school.

Different schools in the current Philippine educational system were established on

different educational levels with a corresponding recommended curricula: Basic
Education, Technical Vocation Education, and Tertiary Education. But prior to 1994,
the Department of Education, Culture, and Sports, had the sole responsibility in
planning, supervising, making policies, and implementing programs both in public
and private institutions in all levels. It was Aquino’s administration when the
congress created an Education Committee that recommended the restructuring of
educational organization the in country through trifocalization – the education sector
is under three distinct bodies: the DECS (now DepEd) for basic education, TESDA for
technical and vocational education, and CHED for tertiary education.
Learning Outcomes

➢ Discuss the different curricula that exist in the schools.

➢ Differentiate the types of curriculum.
➢ Enhance understanding of the role of the teacher as a curricularist.
➢ Explain the nature and importance of curriculum in schools.
➢ Analyze the significance of curriculum and curriculum development
in the teacher’s classroom

Learning Content

Curriculum encompasses various definitions depending on how it is used and

perceived. Perceptions of this term may vary, but it must be recognized that
curriculum encompasses more than just a single definition. However, Allan Glatthorn
described several type of curriculum operating in the school system.

I. Recommended Curriculum

This type of curriculum emphasizes the “oughtness” of the concepts

and skills that need to be stressed. Most of the school curricula are
recommended by recognized agencies, professional organizations, and
scholars that have stake in education like DEPED, CHED, and DOST through
suggesting policies, recommending contents and sequence of a field of study,
and formulating goals of the education sector in general.

II. Written Curriculum

Written curriculum is considered to be more concrete, comprehensive,

and specific than the recommended curriculum. This type of curriculum
includes various documents that are handed down to the schools for
implementation of the recommended curriculum.

The written curriculum includes syllabi, modules, books, lesson plans

and many more.
 III. Taught Curriculum

When the written curriculum is implemented and being taught, it is

called the taught curriculum. This curriculum stresses the plans which are put
into actions in the classroom.

IV. Supported Curriculum

To have a successful teaching and a meaningful learning, it should be

supported by materials. Supported curriculum evolves on the idea of
supporting the teaching and learning process through print & non-print
materials which include books, charts, movies, power point presentation,
models, mock-ups, realias, electronic illustrations and more and facilities like
audio-visual room, speech laboratory, and science laboratory.

V. Assessed Curriculum

At the end of the teaching-learning process, to find out the extent and
success of teaching and the progress of learning, series of evaluations are
being conducted. Assessed curriculum includes pen-paper tests and
performance tests.

VI. Learned Curriculum

Through the abovementioned curricula, learned curriculum is the

bottom line – it boils down the learning outcomes achieved by the students.
This curriculum denotes the changes in values, perception, and behaviour of
students as a result of school experiences.

VII. Hidden Curriculum

This is the unintended curriculum which is not deliberately planned but

has impacts on the behavior of the students. Peer and parental pressure,
fear, physical condition of the surrounding, and moods of the teachers are
some of the factors that create the hidden curriculum.

It must be clear that in every classroom, not all these curricula exist
simultaneously. Many of these are deliberately planned like the recommended,
written, taught, supported, assessed, and learned curricula. But a hidden curriculum
is implied and may appear at any moment inside the classroom and a teacher may
or may not predict its possible influence in learning. It is an everyday challenge to a
teacher as a curricularist to provide a smooth and a conducive learning of his/her
students to achieve learning despite the existence of the hidden curriculum.

Teaching & Learning Activities

Activity I. Glatthorn have identified seven types of curriculum operating in the school
system. In relation to this, identify the characteristics and importance of these based
on your understanding.

Write your answer on the table below.

CURRICULUM CHARACTERISTICS IMPORTANCE

Recommended

Written

Taught

Supported

Assessed

Learned

Hidden
Activity II. Cite a definition of curriculum from any of the experts, draw your own
definition of it based on the cited example, and try to find a situation in real
classroom setting where you can fit the drawn definition of curriculum.

EXPERT PERSONAL Hidden

Activity III. Among the types of curriculum identified by Glatthorn, which of these is
given the least attention to base on your experience as a student and base on an
experience of a teacher – interview a teacher for this. Figure out the reasons and
the effects of this.

:_____________________

Reasons Effects
Student
Teacher

Activity IV. The types of curriculum identified by Glatthorn are all equally important.
But in this activity, try rank them according to what should be given the most
attention to and explain your answer.

1.

2.

3.

4.

5.

6.

7.
Recommended Learning Materials & Resources For Supplementary
Reading

Try to visit this link http://dirp3.pids.gov.ph/ris/pdf/pidspn0020.PDF for the further

explanation of trifocalization of the educational structure in the Philippines.

Read Allan Glatthorn’s Curriculum renewal in this site

https://files.eric.ed.gov/fulltext/ED278127.pdf

Flexible Teaching Learning Modality (Ftlm) Adopted

Assessment Task

1. Explain the statement “In the heart of all type of curricula, the teacher has
a major role.”
2. As a teacher, how will you address the hidden curriculum inside the
classroom to prevent or to lessen its existence?
3. Does taught curriculum solely and directly affect the learned curriculum?
How?

References

Villena, V., Reyes E., & Dizon, E. 2015. Curriculum Development. Adriana
Publishing Co., Inc.

Bilbao, P., Dayagbil, F., & Corpuz, B. (2015). Curriculum Development for
Teachers, Lorimar Publishing Inc.

Bilbao, p., Dayagbil, F., & Corpuz, B. 2000. Curriculum Development for
Teachers.

http://dirp3.pids.gov.ph/ris/pdf/pidspn0020.PDF

Pawilen, G. (2015), Curriculum Development: A guide for teachers and

Students, REX Bookstore.

Reyes, E. & Dizon, E. (2015). Curriculum Development, Adriana Publishing Co.,

Inc.
MODULE 2 - THE TEACHER AS A CURRICULARIST

Introduction

This part discusses the specific roles of the teacher as a curricularist.

This will help in the understanding of multifaceted roles of a teacher in the
curriculum.

Learning Outcome

Acquire knowledge and enhance understanding to the function of a

teacher as a curricularist in the classroom and school.

Learning Content

What do teachers do as curricularists? What are their specific roles and

functions?

A curricularist is a professional who is a curriculum specialist. A teacher, as a

curricularist, has to initiate, plan, write, know, innovate, implement and evaluate the
curriculum. A teacher initiates the curriculum. Everything changes so as curriculum
does. (www.academia.edu)

Teachers do a series of interrelated actions about curriculum, instruction,

assessment, evaluation, teaching and learning. A classroom teacher is involved with
curriculum continuously all day. But very seldom has a teacher been described as
curricularist. (Bilbao et.al. 2015)

A teacher’s role is more that lecturing and discussing. The role entails other
functions thus the label, curricularist.

In the classroom, the teacher delivers his/her role in the curriculum. It is a

place where most of the teaching-learning processes are done. In this sense, the
following are the descriptions of the teacher as a curricularist:
The teacher as a curricularist…

1. knows the curriculum. Learning begins with knowing. The teacher as a

learner starts with knowing about the curriculum, the subject matter or
the content. As a teacher, one has to master what are included in the
curriculum. It is acquiring academic knowledge both formal (disciplines,
logic) or informal (derived from experiences, vicarious, and unintended). It
is the mastery of the subject matter. (Knower)
2. writes the Curriculum. A classroom teacher takes record of knowledge
concepts, subject matter or content. These need to be written or
preserved. The teacher writes books, modules, laboratory manuals,
instructional guides, and reference materials in paper and electronic media
as a curriculum writer or reviewer. (Writer)
3. plans the curriculum. A good curriculum has to be planned. It is the
role of the teacher to make a yearly, monthly, or daily plan This will serve
as a guide in the implementation of the curriculum. The teacher takes into
consideration several factors in planning a curriculum. The teacher takes
into consideration several factors in planning a curriculum. These factors
include the learners, the support material, time, subject matter of content,
the desired outcomes, the context of the learners among others. By doing
this, the teacher becomes a curriculum planner. (Planner)
4. initiates the curriculum. In cases where the curriculum is
recommended to the schools from DepEd, CHED, TESDA, UNESCO,
UNICEF of other educational agencies for improvement of quality
education, the teacher is obliged to implement. Implemetation of a new
curriculum requires the open mindedness of the teacher, and the full belief
that the curriculum will enhance learning. There will be many constraints
and difficulties in doing things first or leading, however, a transformative
teacher will never hesitate to try something novel and relevant. (Initiator)
5. innovates the curriculum. Creativity and innovation are hallmarks of an
excellent teacher. A curriculum is always dynamic, hence it keeps on
changing. From the content, strategies, ways of doing, blocks of time,
ways of evaluating, kinds of students and skills of teachers, one cannot
 find a single eternal curriculum that would perpetually fit. A good teacher,
therefore, innovates the curriculum and thus becomes a curriculum
innovator. (Innovator)
6. implements the curriculum. The curriculum that remains
recommended or written will never serve its purpose. Somebody has to
implement it. As mentioned previously, at the heart of schooling is the
curriculum. It is this role where the teacher becomes the curriculum
implementor. An implementor. An implementor gives life to the curriculum
plan. The teacher is at the height of an engagement with the learners,
with support materials in order to achieve the desired outcome. It is
where teaching, guiding, facilitating skills of the teacher is expected to the
highest level. It is here where teaching is a science and as an art will be
observed. It is here where all the elements of the curriculum will come
into play. The success of a recommended, well written and planned
curriculum depends on the implementation. (Implementor)
7. evaluates the curriculum. How can one determine if the desired
learning outcomes have been achieved? Is the curriculum working? Does it
bring the desired results? What do outcomes reveal? Are the learners
achieving? Are there some practices that should be modified? Should the
curriculum be modified, terminated, or continued? These are some few
questions that need the help of a curriculum evaluator. That person is the
teacher. (Evaluator)

The seven different roles are those which a responsible teacher does in
the classroom every day! Doing this multi-faceted work qualifies a teacher to
be a curricularist.

To be a teacher is to be a curricularist even if a teacher may not equal the

likes of John Dewey, Ralph Tyler, Hilda Taba, of Franklin Bobbit. As a
curricularist a teacher will be knowing, writing, implementing, innovating,
initiating, and evaluating the curriculum in the school and classrooms just like
 the role models and advocates in the curriculum development who have
shown the way.

Teaching and Learning Activities

Oral Report (online presentation)

Brainstorming

Interview
-Students will look for at least 5 teachers each to interview to find out:
a. How do teachers prepare for their lessons throughout the school year?
b. Do they implement what is planned for their lessons? (Details)
c. Do they modify or adjust activities according to the learners’ needs?
(Explain)
d. Do they implement new curriculum too?
e. How do they prepare for their IMs?
f. How do they improve their teaching and learning in the classroom?

Recommended learning materials and resources for supplementary

reading.

Bilbao, Purita P. (2015). Curriculum Development for Teachers. Quezon City,

Lorimar Publishing, Inc.

Flexible Teaching Learning Modality (FTLM) adopted

Example:
Online (synchronous)
Google classroom
Remote (asynchronous)
module
Assessment Task

Give at least three (3) sample activities/ manifestations that a teacher

as a curricularist does in each of the following descriptions.

1. Knows the curriculum

2. Writes the curriculum

3. Plans the curriculum

4. Initiates the curriculum

5. Innovates the curriculum

6. Implements the curriculum

7. Evaluates the curriculum

References:

Bilbao, Purita P. (2015). Curriculum Development for Teachers. Quezon

City, Lorimar Publishing, Inc.

Bago, Adelaida L. (2008). Curriculum Development: The Philippine

Experience 2nd Edition. Queazon City. C&E Publishing
MODULE 3 - THE TEACHER AS A KNOWER OF CURRICULUM

Introduction

This part is focused on definition, nature and scope of school

curriculum which a teacher as a knower should know. This provides a
comprehensive view on curriculum approach, curriculum development process,
curriculum models, and foundations.

Learning Outcome

Define curriculum from different perspectives and describe the nature

and scope of curriculum.

Learning Content

As the country has started implementing the K to 12 Curriculum, approaches

on academic endeavours have consistently claimed the attention of the community.
This has become a subject of debates since confusions arise as to which aspect is
more important for learners to acquire: Content or lifelong skills.

For this, it is important to point out specific descriptions and nature and scope
in various perspectives.

Curriculum may be regarded as listing of courses or skills to be acquired by

learners. This leads to an understanding that it has to be understood by teachers
and stakeholders. Curriculum affects the community as a whole. Thus, the
involvement of students, parents, teachers, professionals, government officials and
the like.

Like many concepts in education, there seems to be no common definition of

‘curriculum’. Because of this, the concept of curriculum is sometimes characterized
as fragmentary, elusive and confusing. However, the word originates from the Latin
word curere referring to the oval track upon which Roman chariots raced. The New
International Dictionary defines curriculum as the whole body of a course in an
educational institution or by a department while the Oxford English Dictionary
defines curriculum as courses taught in schools or universities. Curriculum means
different things to different people. Sometimes educators equate curriculum with the
syllabus while a few regard it as all the teaching – learning experiences which the
student encounters while in school. Numerous definitions indicate dynamism which
connotes diverse interpretations as influenced by modes of thoughts, pedagogies,
philosophies, political as well as cultural perspectives.

Definitions of CURRICULUM

1. Curriculum is a planned and guided set of learning experiences and intended

outcomes, formulated through the systematic reconstruction of knowledge
and experiences under the auspices of the school, for the learners’ continuous
and willful growth in personal social competence. (Daniel Tanner, 1980)

2. It is a written document that systematically describes goals planned,

objectives, content, learning activities, evaluation procedures and so forth.
(Pratt, 1980)

3. The contents of a subject, concepts and tasks to be acquired, planned

activities, the desired learning outcomes and experiences, product of culture
and an agenda to reform society make up a curriculum. (Schubert, 1987)

4. A curriculum includes “all of the experiences that individual, learners have in a

program of education whose purpose is to achieve broad goals and related
specific objectives, which is planned in terms of a framework of theory and
research or past and present professional practice.” (Hass, 1987)
 5. It is a programme of activities (by teachers and pupils) designed so that
pupils will attain so far as possible certain educational and other schooling
ends or objectives. (Grundy, 1987)

6. It is a plan that consists of learning opportunities or a specific time frame and

place, a tool that aims to bring about behaviour changes in students as a
result of planned activities and includes all learning experiences received by
students with the guidance of the school. (Goodland and Su, 1992)

7. It provides answers to three questions: 1. What knowledge, skills and values

are most worthwhile? 2. Why are they most worthwhile? 3. How should the
young acquire them? (Cronberth, 1992)

Some Points of View of Other Curricularists

Since the concept and meaning of curriculum are shaped by a person’s point
of view, this has added to fragmentation, and some confusion. However, when put
together, the different definitions from diverse points of view, would describe
curriculum as dynamic and perhaps ever changing.

Points of view about the curriculum can either be traditional or progressive

according to the person’s philosophical, psychological orientations. These views can
also define what a curriculum is all about.

Curriculum from Traditional Points of View

The traditional points of view of curriculum were advanced by Robert

Hutchins, Arthur Bestor, and Joseph Schwab.
• Robert M. Hutchins views curriculum as “permanent studies” where rules of
grammar, reading, rhetoric, logic and mathematics for education are
emphasized. The 3Rs (Reading, Writing, ‘Rithmetic) should be emphasized in
basic education while liberal education should be the emphasis in college.

• Arthur Bestor as an essentialist believes that the mission of the school

should be intellectual training, hence curriculum should focus on the
fundamental intellectual disciplines of grammar, literature and writing. It
should include mathematics, science, history and foreign language.

• Joseph Schwab thinks that the sole source of curriculum is a discipline, thus
the subject areas such as Science, Mathematics, Social Studies, English and
many more. In college, academic disciplines are labelled as humanities,
sciences, languages, mathematics among others. He coined the word
discipline as a ruling doctrine for curriculum development.

• Philip Phoenix asserts that curriculum should consist entirely of knowledge

which comes from various disciplines.

From a traditional point of view, curriculum is mostly written documents such

as syllabus, course of study, books and references where knowledge is found but
is used as means to accomplish intended goals.

Curriculum from Progressive Points of View

A progressive point of view of curriculum is in total learning experience of the

individual.

• John Dewey believes that education is experiencing. Reflective thinking

is a means that unifies curricular elements that are tested by application.
• Holin Caswell and Kenn Campbell viewed curriculum as all
experiences children have under the guidance of teachers.
 • Othaniel Smith, William Stanley and Harlan Shore likewise defined
curriculum as a sequence of potential experiences, set up in schools for
the purpose of disciplining children and youth in group ways of thinking
and acting.
• Colin Marsh and George Willis also viewed curriculum as all the
experiences I the classroom which are planned and enacted by the
teacher and also learned by the students.

Curriculum covers a vast array of aspects in education. From the planning of

subjects to the content of courses offered, instructional materials, performance
objectives, academic and non academic activities, and every single event that
happens in school. Curriculum is the total learning experiences of the learner, under
the guidance of the teacher.

Teaching and Learning Activities

Oral Reports (online presentation)

Small Group discussion (online grouping)
Activity:
Answer the following questions and discuss your answers with your
group mates. A summary of the discussions will be submitted as a written report.
(Recorded discussion may also be required)
1. What is your own understanding of the definition of curriculum.
2. Differentiate the traditional view and progressive view of curriculum. Cite
cases or conditions that manifest each view.

Recommended learning materials and resources for supplementary

reading.

Bilbao, Purita P. (2015). Curriculum Development for Teachers. Quezon City,

Lorimar Publishing, Inc.
Flexible Teaching Learning Modality (FTLM) adopted

Online (synchronous)
Google classroom
Remote (asynchronous)
Module

Assessment Task

A. Identify the following conditions as Traditional or Progressive.

1. Teachers allow students to explore and experiment.

2. All students are given the opportunity to participate in the activities of the
school.
3. The school is the only avenue where learning can take place.
4. Parents enrol their children to schools that offer rigid disciplinary training.
5. All contents of lessons must be taught following the textbook from lesson
1 to the last.
6. Field trips are allowed.
7. There is a systematic arrangement of topics in the course syllabus.
8. Teachers strictly teach what is written in the curriculum.
9. Educators and learners are allowed to do the ‘extra mile’’ in teaching-
learning.
10. Students are promoted when they know how to write, read and count.

B. Read and copy an article about the current issues in education in the
Philippines. As a future curricularist, reflect on that particular issue you
have chosen. Encode your reflection and submit your output through
email.
References:

Bilbao, Purita P. (2015). Curriculum Development for Teachers. Quezon

City, Lorimar Publishing, Inc.

Bago, Adelaida L. (2008). Curriculum Development: The Philippine

Experience 2nd Edition. Queazon City. C&E Publishing

MODULES 4 & 5 APPROACHES ABOUT THE SCHOOL CURRICULUM AND

CURRICULUM DEVELOPMENT PROCESSES AND MODELS

Introduction

Curriculum is viewed in different perspectives. It is often viewed in three

grand views; a content, a process and a product. The curriculum also
undergoes development and produces models which become the bases of
educational institutions. This module was designed to help learners understand
these approaches and analyze these processes and models.

Learning Outcomes

1. Identify the different approaches to school curriculum;

2. Explain by examples how the approaches clarify the definition of

curriculum;

3. Reflect on how the three approaches interrelate with each other;

4. Explain and summarize the curriculum development process and models.

MODULE 4 APPROACHES TO SCHOOL CURRICULUM

Learning Content

Curriculum is viewed in many ways: as either a Content, a Process or a

Product.

Three Ways of Approaching a Curriculum

1. Curriculum as a Content or Body of Knowledge

• Equate a curriculum as a topic outline, subject matter, or concepts to be
included in the syllabus or in books.
For example, a primary school mathematics curriculum consists of
topics on addition, multiplication, subtraction, division, distance, weight and
many more.
Another example is in secondary school science that involves the study
of biological science, physical science, environmental science and earth
science. Textbooks tend to begin with biological science such are plants
and animals, physical science with the physical elements, force and motion,
earth science with the layers of the earth and environmental science with
the interaction of the biological and physical science and earth’s
phenomena, climate, vegetation followed by economic activities such as
agriculture, mining, industries, urbanization and so forth.
• The focus of a curriculum as a content is the body of knowledge to be
transmitted to students using appropriate teaching method. There can be a
likelihood that teaching will be limited to the acquisition of facts, concepts
and principles of the subject matter, however, the content or subject
matter can also be taken as a means to an end.
• All curricula have content regardless of their design or models. In most
educational setting, curriculum is anchored on a body of knowledge or
discipline.
 Four Ways of Presenting the Content in the Curriculum

1. Topical approach where much content is based on knowledge, and

experiences are included;
2. Concept approach with fewer topics in clusters around major and sub-
concepts and their interaction, with relatedness emphasized;
3. Thematic approach as a combination of concepts that develop conceptual
structures; and
4. Modular approach that leads to complete units of instruction.

Criteria in the Selection of Content

1. Significance. Content should contribute to ideas, concepts, principles and

generalization that should attain the overall purpose of the curriculum. It is
significant if content becomes the means of developing cognitive, affective or
psychomotor skills of the learner.
2. Validity. The authenticity of the subject matter forms its validity. Knowledge
becomes obsolete with the fast changing times. Thus, there is a need for
validity check and verification at a regular interval, because content which
may be valid in its original form may not continue to be valid in the current
times.
3. Utility. Usefulness of the content in the curriculum is relative to the learners
who are going to use these. Utility can be relative to time. It may have been
useful in the past, but may not be useful now or in the future.
4. Learnability. The complexity of the content should be within the range of
experiences of the learners. This is based on the psychological principles of
learning. Appropriate organization of content standards and sequencing of
contents are two basic principles that would influence learnability.
5. Feasibility. Can the subject content be learned within the time allowed
resources available, expertise of the teachers and the nature of the learners?
Are there contents of learning which can be learned beyond the formal
 teaching-learning engagement? Are there opportunities provided to learn
these?
6. Interest. Will the learners take interest in the content? Why? Are the
contents meaningful? What value will the contents have in the present and
future life of the learners? Interest is one of the driving forces for students to
learn better.

Guide in the Selection of the Content in the Curriculum

1. Commonly used in the daily life.

2. Appropriate to the maturity levels and abilities of the learners
3. Valuable in meeting the needs and competencies of the future career
4. Related to other subject fields or discipline for complementation and
integration
5. Important in the transfer of learning to other disciplines

Basic Principles of Curriculum Content

In 1952, Palma proposed the principle of BASIC as a guide in addressing

CONTENT in the curriculum. B.A.S.I.C. refers to Balance, Articulation, Sequence,
Integration and Continuity. In organizing content or putting together subject matter,
these principles are useful as a guide.

Balance. Content should be fairly distributed in depth and breadth. This will
guarantee that significant contents should be covered to avoid too much or too little
of the contents needed within the time allocation.

Articulation. As the content complexity progresses with the educational

levels, vertically or horizontally, across the same discipline smooth connections or
bridging should be provided. This will assure no gaps or overlaps in the content.
Seamlessness in the content is desired and can be assured if there is articulation in
the curriculum. Thus, there is a need of team among writers and implementers of
curriculum.
 Sequence. The logical arrangement of the content refers to sequence or
order. This can be done vertically for deepening the content or horizontally for
broadening the same content. In both ways, the pattern usually is from easy to
complex, what is known, to the unknown, what is current to something in the future.

Integration. Content in the curriculum does not stand alone or in isolation.

It has some ways of relatedness or connectedness to other contents. Contents
should be infused in other disciplines whenever possible. This will provide a holistic
or unified view of curriculum instead of segmentation. Contents which can be
integrated to other disciplines acquire a higher premium than when isolated.

Continuity. Content when viewed as a curriculum should continuously flow

as it was before, to where it is now, and where it will be in the future. It should be
perennial. It endures time. Content may not be in the same form and substance as
seen in the past since changes and developments in curriculum occur. Constant
repetition, reinforcement and enhancement of content are all elements of continuity.

2. Curriculum as a Process

Here, curriculum is not seen as a physical thing or a noun, but as a verb or an

action. It is the interaction among the teachers, students and content. As a process,
curriculum happens in the classroom as the questions asked by the teacher and the
learning activities engaged in by the students. It is an active process with emphasis
on the context in which the processes occur. Used in analogy of the recipe in a
cookbook, a recipe is the content while the ways of cooking is the process.

Curriculum as a process is seen as a scheme about the practice of teaching.

The process of teaching and learning becomes the central concern of teachers to
emphasize critical thinking, thinking meaning-making and heads-on, hands-on doing
and many others.

As a process, curriculum links to the content, while content provides materials

on what to teach, the process provides curriculum on how to teach the content.
When accomplished, the process will result to various curriculum experiences for the
learners. The intersection of the content and process is called the Pedagogical
Content Knowledge or PCK. It will address the question: If you have this content,
how will you teach it?

To teachers, the process is very critical. This is the other side of the coin:
instruction, implementation, and teaching. These three words connote the process in
the curriculum. When educators ask teachers: What curriculum are you using? Some
of the answers will be: 1. Problem-based, 2. Hands-on, Minds-On 3. Cooperative
Learning 4. Blended Curriculum 5.On-line 6. Case-based and many more.
These responses approach curriculum as a Process. These are the ways of teaching,
ways of managing the content, guiding learning, methods of teaching and learning
and strategies of teaching or delivery modes. In all of these, there are activities and
actions that every teacher and learner do together or learners are guided by the
teacher. Some of the strategies are time-tested traditional methods while others are
emerging delivery modes.

Guiding Principles of Curriculum Process

1. Curriculum process in the form of teaching methods or strategies are means

to achieve the end.
2. There is no single best process or method. Its effectiveness will depend on
the desired learning outcomes, the learners, support materials and the
teacher.
3. Curriculum process should stimulate the learners’ desire to develop the
cognitive, affective, psychomotor domains in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be
described as cognitive, affective and psychomotor.
6. Flexibility in the use of the process or methods should be considered. An
effective process will always result to learning outcomes.
7. Both teaching and learning are the two important processes in the
implementation of the curriculum.
3. Curriculum as a Product

Besides viewing curriculum as content that is to be transmitted, or process

that gives action using the content, it has also been viewed as a product. In other
words, product is what the students desire to achieve as a learning outcomes.

The product from the curriculum is a student equipped with the knowledge,
skills and values to function effectively and efficiently. The real purpose of education
is to bring about significant changes in students’ pattern of behavior. It is important
that any statement of objectives or intended outcomes of the school should be a
statement of changes to take place in the students. Central to the approach is the
formulation of behavioral objectives stated as intended learning outcomes or desired
products so that content and teaching methods may be organized and the results
evaluated. Products of learning are operationalized as knowledge, skills, and values.

Curriculum product is expressed in form of outcomes which are referred to as

the achieved learning outcomes. There may be several desired learning outcomes,
but if the process is not successful, then no learning outcomes will be achieved.
These learned or achieved learning outcomes are demonstrated by the person who
has meaningful experiences in the curriculum. All of these are result of planning,
content, and processes in the curriculum.
MODULE 5 CURRICULUM DEVELOPMENT: PROCESSES AND MODELS

Curriculum is a dynamic process. In curriculum development, there are always

changes that occur that are intended for improvement. To do this, there are models
presented to us from well-known curricularists like Ralph Tyler, Hilda Taba, Galen
Saylor and William Alexander which would help clarify the process of curriculum
development. There are many other models but let us use the three for this lesson.

Curriculum Development Process

Curriculum development is a dynamic process involving many different

people and procedures. Development connotes changes which is systematic. A
change for the better means alteration, modification, or improvement of existing
condition. To produce positive changes, development should be purposeful, planned,
and progressive. Usually, it is linear and follows a logical step-by-step fashion
involving the following phases: curriculum planning, curriculum design, curriculum
implementation and curriculum evaluation. Generally, most models involve four
phases.

1. Curriculum planning considers the school vision, mission and goals. It also
includes the philosophy or strong education belief of the school. All of these
will eventually be translated to classroom desired learning outcomes for the
learners.
2. Curriculum designing is the way curriculum is conceptualized to include the
selection and organization of content, the selection and organization of
learning experiences or activities and the selection of the assessment
procedure and tools to measure achieved learning outcomes. A curriculum
design will also include the resources to be utilized and the statement of the
intended learning outcomes.
3. Curriculum implementing is putting into action the plan which is based on
the curriculum design in the classroom setting or the learning environment.
The teacher is the facilitator of learning and, together with the learners, uses
the curriculum as design guides to what will transpire in the classroom with
the end in view of achieving the intended learning outcomes. Implementing
 the curriculum is where action takes place. It involves the activities that
transpire in every teacher’s classroom where learning becomes an active
process.
4. Curriculum evaluating determines the extent to which the desired
outcomes have been achieved. This procedure is on-going as in finding out
the progress of learning (formative) or the mastery of learning (summative).
Along the way, evaluation will determine the factors that have hindered or
supported the implementation. It will also pinpoint where improvement can
be made and corrective measures, introduced. The result of evaluation is very
important for decision making of curriculum planners, and implementors.

Curriculum Development Process Models

1. Ralph Tyler Model: Four Basic Principles

Also known as Tyler’s Rationale, the curriculum development model
emphasizes the planning phase. This is presented in his book Basic Principles
of Curriculum and Instruction. He posited four fundamental principles which
are illustrated as answers to the following questions:
1. What education purposes should schools seek to attain?
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 being attained
or not?

Tyler’s model shows that in curriculum development, the following

considerations should be made:

1. Purposes of the school

2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experience
2. Hilda Taba Model: Grassroots Approach
Hilda Taba improved on Tyler’s model. She believe that teachers
should participate in developing a curriculum. As a grassroots approach Taba
begins from the bottom, rather than from the top as what Tyler proposed.
She presented seven major steps to her linear model which are the following:
1. Diagnosis of learners’ needs and expectations of the larger society
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the means of doing it

3. Galen Saylor and William Alexander Curriculum Model

Galen Saylor and William Alexander (1974) viewed curriculum
development as consisting of four steps. Curriculum is “a plan for providing
sets of learning opportunities to achieve broad educational goals and related
specific objectives for an identifiable population served by a single school
center.”
1. Goals, Objectives and Domains. Curriculum planners begin by
specifying the major educational goals and specific objectives they
wish to accomplish. Each major goal represents a curriculum
domain: personal development, human relations, continued
learning skills and specialization. The goals, objectives and domains
are identified and chosen based on research findings, accreditation
standards, and views of the different stakeholders.
2. Curriculum Designing. Designing a curriculum follows after
appropriate learning opportunities are determined and how each
opportunity is provided. Will the curriculum be designed along the
lines of academic disciplines, or according to student needs and
interests or along themes? These are some of the questions that
need to be answered at this stage of the development process.
3. Curriculum Implementation. A designed curriculum is now
ready for implementation. Teachers then prepare instructional plans
where instructional objectives are specified and appropriate
teaching methods and strategies are utilized to achieve the desired
learning outcomes among students.
4. Evaluation. The last step of the curriculum model is evaluation. A
comprehensive evaluation using a variety of evaluation techniques
is recommended. It should involve the total educational programme
of the school and the curriculum plan, the effectiveness of
instruction and the achievement of students. Through the
evaluation process, curriculum planner and developers can
determine whether or not the goals of the school and the objectives
of instruction have been met.

All the models utilized the processes of (1) curriculum planning,

(2) curriculum designing, (3) curriculum implementing, and (4)
curriculum evaluating.
Teaching and Learning Activities

Activity 1: Making an Inventory of Curriculum Approach as Content, Process and

Product

Instruction: Choose a book that is being used in elementary, high school or

college. Identify the following: Content, Process, Product.

Inventory of the Curriculum Content, Process and Product

Title of the Book:

Grade Level: Subject area used:

No. Content Process Product/Outcome

Example: Example: Example:
A.Type of A. Individual A. Lists of types of
curriculum in research curriculum
the B. Interview B. Skill in interview
Classroom C. Observation and observation
1.
2.
3.
4.
5.

Activity 2: Describe the model of curriculum development which you understand

well. Write in three paragraphs.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Recommended learning materials and resources for supplementary
reading.

Flexible Teaching Learning Modality (FTLM) adopted

Example:

Online (synchronous)

//Edmodo, google classroom, moodle, schoology, Podcast etc..

Remote (asynchronous)

//module, case study, exercises, problems sets, etc…

Assessment Task

I. Instruction: Match the CONCEPT in Column II with the CHOICES in Column

III.

Write the letter of your ANSWER in Column I

I. II. Concepts III. Choices

Answer
1.Curriculum as way of doing A. Content
2.Authenticity of the content B. Process
3.Curriculum as the subject matter C. Product
4.Fair distribution of the content across the subjects D. Validity
5.Curriculum as the outcome of learning E. Balance
6.Seamless flow of content vertically or horizontally F. Articulation
in the curriculum
7.Evidence of successful teaching G. Sequence
8.Enduring and perennial content, from past to future H. Integration
9.Allowing the transfer of content to other fields I. Continuity
10.Arranging of contents from easy to difficult J.Learning
outcomes
II. Instruction: After learning from this lesson, how would you prepare
yourself to become a teacher, using the three approaches to curriculum?
Write on the space below.

_______________________________________________________________

_______________________________________________________________
_______________________________________________________________

III. Instruction: Determine the similarities and differences of the three models
of Curriculum Development Process

How are the models similar?

Similar Tyler’s Taba’s Saylor’s &

Features Alexander’s
Tyler xxxxxxxxxxxxx

Taba xxxxxxxxxxxxxxxxxxxx

Saylor & xxxxxxxxxxxxxxxxxxxx

Alexander

Comment:_______________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
How are the models different?

Different Tyler’s Taba’s Saylor’s & Alexander’s

Features
Tyler xxxxxxxxxxxxx

Taba xxxxxxxxxxxxxxxxxxxx

Saylor & xxxxxxxxxxxxxxxxxxxx

Alexander

Comment:_______________________________________________________
_______________________________________________________________
_______________________________________________________________

References

Bilbao, P., Dayagbil, F., & Corpuz, B. (2015). Curriculum Development for
Teachers, Lorimar Publishing Inc.

Pawilen, G. (2015), Curriculum Development: A guide for teachers and

Students, REX Bookstore.

Reyes, E. & Dizon, E. (2015). Curriculum Development, Adriana Publishing

Co., Inc.
MODULE 6 - FOUNDATIONS OF CURRICULUM DEVELOPMENT

Introduction

In the study of curriculum development, it is vital to trace its philosophical,

psychological, sociological and historical foundations. These spectrum of foundations
will shed light to the educational orientation of each curriculum and will give a clear
direction on the expected outcomes of it.

Learning Objectives

1. Explain each foundation of curriculum development.

2. Describe how each foundation contribute to the direction of curriculum.
3. Identify the different theories applied in the psychological foundation of
curriculum.
4. Distinguish each of the philosophies of curriculum development; and
5. Trace the history of educational curriculum in the Philippines.

Learning contents

Philosophical foundations of curriculum development

Educators, curriculum makers and teachers must have espoused a philosophy
or philosophies that are deemed necessary for planning, implementing, and
evaluating a school curriculum. The philosophy that they have embraced will help
them define the purpose of the school, the important subjects to be taught, the kind
of learning students must have and how they can acquire them, the instructional
materials, methods and strategies to be used, and how students will be evaluated.
Likewise, philosophy offers solutions to problems by helping the
administrators, curriculum planners, and teachers make sound decisions. A person’s
philosophy reflects his/her life experiences, social and economic background,
common beliefs, and education. When John Dewey proposed that “education is a
way of life”, his philosophy is realized when put into practice. Now, particularly in the
Philippines, Dewey’s philosophy served as anchor to the country’s educational
system.

Naturalism

• Naturalism is a concept that firmly believes that ultimate reality lies in the
nature of the matter. Matter is considered to be supreme and mind is the
functioning of the brain that is made up of matter. The whole universe is
governed by laws of nature and they are changeable. It’s through our sense
that we are able to get the real knowledge. The senses works like real
gateways of knowledge and exploration is the method that helps in studying
nature.
• Naturalist Philosophers: Thales, Anaximander, Anaximenes Paul Kurtz,
W.V. Quine, and George Santayana

Idealism

• Is the group of philosophies which assert that reality, or reality as we can

know it, is fundamentally mental, mentally constructed, or otherwise
immaterial. Epistemologically, idealism manifests as a skepticism about the
possibility of knowing any mind-independent thing. In a sociological sense,
idealism emphasizes how human ideas — especially beliefs and values —
shape society.
• Idealism believes in refined wisdom. It is based on the view that reality is a
world within a person's mind. It believes that truth is in the consistency of
ideas and that goodness is an ideal state to strive to attain.
• As a result, schools exist to sharpen the mind and intellectual processes.
Students are taught the wisdom of past heroes.
• Idealist philosophers: Plato, Descartes, Kant, Spinoza, Leibniz, Hegel,
Schopenhauer
Realism

• Is the belief that our reality, or some aspect of it, is ontologically independent
of our conceptual schemes, linguistic practices, beliefs, etc. Realism may be
spoken of with respect to other minds, the past,
the future, universals, mathematical entities (such as natural numbers), moral
categories, the material world, and thought. Realism can also be promoted in
an unqualified sense, in which case it asserts the mind-independent existence
of a visible world, as opposed to idealism, skepticism, and solipsism.
• Realism believes in the world as it is. It is based on the view that reality is
what we observe. It believes that truth is what we sense and observe and
that goodness is found in the order of the laws of nature.
• As a result, schools exist to reveal the order of the world and universe.
Students are taught factual information.
• Realist philosophers: Aristotle, Comenius, Pestalozzi, Herbart, Montessori,
Hobbes, Bacon, Locke
•

Perennialism

• Perennialists believe that one should teach the things that one deems to be of
everlasting importance to all people everywhere. They believe that the most
important topics develop a person. Since details of fact change constantly,
these cannot be the most important. Therefore, one should teach principles,
not facts. Since people are human, one should teach first about humans, not
machines or techniques. Since people are people first, and workers second if
at all, one should teach liberal topics first, not vocational topics. The focus is
primarily on teaching reasoning and wisdom rather than facts, the liberal arts
rather than vocational training.

• This is a very conservative and inflexible philosophy of education. It is based

on the view that reality comes from fundamental fixed truths-especially
related to God. It believes that people find truth through reasoning and
revelation and that goodness is found in rational thinking.
 • As a result, schools exist to teach reason and God's will. Students are taught
to reason through structured lessons and drills.

Existentialism
• Existentialism believes in the personal interpretation of the world. It is based
on the view that the individual defines reality, truth and goodness.
• As a result, schools exist to aid children in knowing themselves and their
place in society.
• Students learn what they want and discuss subjects freely.

Progressivism

• Educational progressivism is the belief that education must be based on the

principle that humans are social animals who learn best in real-life activities
with other people. Progressivists, like proponents of most educational
theories, claim to rely on the best available scientific theories of learning.
Most progressive educators believe that children learn as if they were
scientists, following a process similar to John Dewey's model of learning: 1)
Become aware of the problem. 2) Define the problem. 3) Propose hypotheses
to solve it. 4) Evaluate the consequences of the hypotheses from one's past
experience. 5) Test the likeliest solution.

Essentialism

• Educational essentialism is an educational philosophy whose adherents

believe that children should learn the traditional basic subjects and that these
should be learned thoroughly and rigorously. An essentialist program normally
teaches children progressively, from less complex skills to more complex.
 PERENNIAL ESSENTIAL PROGRESSIV ROCONSTRUCTIO
ISM ISM ISM NISM

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n person ; To intellectual social living education for
cultivate the growth of the change
intellect individual
and educate
a competent
person

Role of Teachers help The teacher Knowledge Teachers act as

Educatio students think is the sole leads to agents of change
n with reason authority in growth and and reform in
his or her development various educational
subject area of lifelong projects including
or field of learners who research.
specialization actively learn
by doing

Focus in Classical Essentials Subjects are Focus on present

the subjects, skills of the interdisciplinar and future trends
curricul literary 3R’s and y-nary, and issues of
um analysis and essential integrative and national and
curriculum is subjects of interactive. international
constant English, Curriculum is interests
Science, focused on
History, students
Math, interest,
And Foreign human
Language problems and
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Curricul Use of great Excellence in School Equality of
um books and education, reforms, educational
Trends return to back to relevant and opportunities in
liberal arts basics and contextualized education, access to
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literacy humanistic
education

Psychological foundations of curriculum development

Curriculum is influenced by psychology. Psychology provides information
about the teaching and learning process. It also seeks answers as to how a
curriculum be organized in order to achieve students’ learning at the optimum level,
and as to what amount of information they can absorb in learning the various
contents of the curriculum.

The following are some psychological theories in learning that influenced

curriculum development:
1. Behaviorism
Education in the 20th century was dominated by behaviorism. The
mastery of the subject matter is given more emphasis. So, learning is
organized in a step-by-step process. The use of drills and repetition are
common.
For this reason, many educational psychologists viewed it mechanical
and routine. Though many are skeptical about this theory, we can’t deny the
fact the influences it had in our educational system.

2. Cognitivism
Cognitive theorists focus on how individuals process information,
monitor and manage their thinking. The basic questions that cognitive
psychologists zero in on are:
How do learners process and store information?
How do they retrieve data and generate conclusions?
 How much information can they absorb?
With their beliefs, they promote the development of problem-solving
and thinking skills and popularize the use of reflective thinking, creative
thinking, intuitive thinking, discovery learning, among others.

3. Humanism
Humanism is taken from the theory of Gestalt, Abraham Maslow’s
theory and Carl Rogers’ theory. This group of psychologists is concerned with
the development of human potential.
In this theory, curriculum is after the process, not the product; focuses
on personal needs, not on the subject matter; and clarifying psychological
meanings and environmental situations. In short, curriculum views founded
on humanism posits that learners are human beings who are affected by their
biology, culture, and environment. They are neither machines nor animals.
A more advanced, more comprehensive curriculum that promotes
human potential must be crafted along this line. Teachers don’t only educate
the minds, but the hearts as well.

Sociological foundations of curriculum development

There is a mutual and encompassing relationship between society and
curriculum because the school exists within the societal context. Though schools are
formal institutions that educate the people, there are other units of society that
educate or influence the way people think, such as families and friends as well as
communities.
Since the society is dynamic, there are many developments which are difficult
to cope with and to adjust to. But the schools are made to address and understand
the changes not only in one’s country but in the world as well.
Therefore, schools must be relevant by making its curriculum more innovative
and interdisciplinary. A curriculum that can address the diversities of global learners,
the explosion of knowledge through the internet, and the educational reforms and
policies recommended or mandated by the United Nations.
 However, it is also imperative that a country must have maintained a
curriculum that reflects and preserves its culture and aspirations for national identity.
No matter how far people go, it is the country’s responsibility to ensure that the
school serves its purpose of educating the citizenry.

Historical foundations of curriculum development

Education during the Pre-Spanish Period
• Education is for survival, conformity and enculturation.
a. Baybayin - system of writing.
b. Boxer codex – 13th Century record of Philippine trading with China and
other countries.
c. Sucesos de las Islas Filipinas by Dr. Antonio de Morga
d. Travels in the Philippines – Feodor Jagor.
Education during the Spanish Period
• The purpose of education is to propagate Christianity.
• The religious orders introduced the parochial school concept. Parochial
schools started in Cebu in 1565 by the Augustinian missionaries. Subjects
other than the Doctrina like simple arithmetic, music and various arts and
trades were offered.
• The Royal Decree of 1863 was the first attempt of the Spaniards to establish
an overall public-school system and to provide for the training of teachers
through a normal school. To broaden as much as possible the teaching of the
Holy Catholic Faith of the language of the fatherland, and of the elementary
knowledge of life.

Education during the American Period

• The aim of education is to teach democracy as a way of life.
• The education act of 1901, also known as Act. No. 74 of the Philippine
Commission was promulgated to establish a department of Public Instruction.
• The Monroe Survey Commission was created in 1925 to evaluate the
entire school system the Americans set up.
Education during the Commonwealth Period (1935-1942)
• Education aimed to continue the promotion of democratic ideals and way of
life.
• Education under the Commonwealth was to prepare for the coming
independence of a new Filipino nation.
• Executive order No. 134 in 1936 designated Tagalog as the basis of the
national language.

Education during the Japanese Era (1943-1945)

• Education aimed at making people understand the position of the Philippines
in the Greater East Asia Co-Prosperity Sphere being advocated by Japan.

Education during the Republic (1943-1972)

• Promotion of equal educational opportunities for all.

Education during the New Society (1972-1986)

• The aim of education is for national development

• Adoption of the acronym PLEDGES –
Peace and order;
Land reform;
Economic development;
Development of moral values;
Government reorganization;
Employment and manpower development;
Social services.
• Bilingual Education Policy – use of English and Filipino as media of instruction
in specific learning areas.
Education during the 5th Republic (1986 to present)
• The national budget appropriates the highest budgetary allocation in
education.
• Promotion and improvement of the public-school teachers.
• Education aimed to promote national development and values education.
• The Congressional Commission on Education (EDCOM), with its report in
1991, recommended the following:
a. Division of DECS into the Department of Basic Education (DPE),
Technical Education and Skills Development Authority (TESDA). And
Commission on Higher Education (CHED).
b. Establishment of Teacher Education Center of Excellence.
c. Professionalization of Teachers through LET; and
d. Technical-Vocational Education reform.
• Governance of Basic Education Act of 2001. This act contains provisions
that are also found in the educational act of 1982 regarding the
organizational structure of the educational bureaucracy. It renames
Department of Education, Culture and Sports (DECS) to Department of
Education (DepEd) for a more focused area.
• Enhanced Basic Education Act of 2012. RA 10533 institutionalized the K-
12 program, consisted of the universal kindergarten, 6 years of elementary
education, 4 years of junior high school and additional 2 years of senior high
school with tracks on GAS, HUMSS and STEM.
• Universal Access to Tertiary Education Act of 2017. RA 10931 provided
free access to higher education among State Universities and Colleges
(SUCSs) and Local Universities and Colleges in the Philippines (LUCs) starting
Academic Year 2018-2019.
Teaching & Learning Activities

Activity 1. Make an essay on the application of each curriculum foundation.

How each of the foundation of curriculum development contribute to the

holistic development of the school, the curriculum and the learner?

Activity 2. Identify the different theories applied in the psychological foundation of

curriculum.

PSYCHOLOGICAL FOUNDATION LEARNING CURRICULUM

APPLICATION APPLICATION
• Behaviorism

• Cognitivism

• Humanism

Activity 3. Distinguish each of the philosophies of curriculum development as to its

aim, role in the education, curriculum focus and trends.

Philosophy Aim of Role of Curriculum Curriculum

Education education focus trends
Naturalism
Idealism
Rationalism
Constructivism
Perrenialism
Essentialism
Progressivism
Reconstructionism
Existentialism
Activity 4. Make a historical timeline of education in the Philippines.

Recommended Learning Materials & Resources For Supplementary

Reading

Flexible Teaching Learning Modality (Ftlm) Adopted

Assessment Task. Multiple Choice. Choose the letter of the BEST answer.

1. A student who performs on a behavior as a result of the reinforcement

provided to that particular behavior is a manifestation of this philosophy.
A. Nationalism C. Behaviorism
B. Rationalism D. Constructivism
2. Philippine Elementary Curriculum emphasizes on the development of the skills
in writing, counting and reading. This manifests the great consideration given
to this philosophy.
A. Idealism C. Progressivism
B. Naturalism D. Essentialism
3. A school principal emphasizes the importance of Humanities in the curriculum.
To which educational philosophy does he adhere?
A. Existentialism C. Perennialism
B. Essentialism D. Positivism
4. Which of the following should be the guiding principle of a Rationalist
Teacher?
A. I must teach the students that I have great impact to culture so that
she can be assured of great future.
B. I must teach the students of things that I will be needed to survive this
challenging world
C. I must teach the students of things that will develop his mental powers
to conceive great ideas
D. I must teach the student of things that I will make him love himself
and attain the fullness of life
5. As Reconstructionist, which among these will be your guiding principle?
A. I must teach the child every knowledge, skills and values that he needs
for better future.
B. I must teach the child to develop his mental powers to the fullest
C. I must teach the child so he is assured of heaven
D. I must teach the child that we can have real knowledge of anything.
6. A child was punished for cheating in an exam. For sure the child won’t cheat
again in short span of time, but this doesn’t guarantee that the child won’t
cheat ever again. Based on Thorndike’s theory on punishment and learning,
this shows that:
A. Punishment strengthen a response
B. Punishment doesn’t remove response
C. Punishment remove response
D. Punishment weakens response
7. What a teacher should to if the students are misbehaving in the class?
A. Send the misbehaving pupils to the guidance counselor
B. Involve the whole class in setting rules of conduct in the whole class
C. Make a report to the parents about their children’s behavior
D. Set the rules for the class to observe
8. Why can’t the school implement programs for social reconstruction?
A. Most of the students are poor and passive
B. Some teachers do not like teaching career
C. Some teachers have no dedication to the profession
D. Most teachers belong to Low Socio-Economic Status (SES)
9. Which of the following statements can be considered features of our present
educational system?
A. Knowledge is absolute.
B. Knowledge begins in the senses.
C. Knowledge can be known only by reason.
D. Knowledge does not change.
 10. Which of the following is NOT an anthropological view of education?
A. Education is a social institution
B. Education is the process of teaching and learning
C. Education is an agent of change and modernization
D. Education is boundary breaking between social classes.

References

Alvior, Mary G. (January 9, 2015). Four Major Foundations of Curriculum and their
Importance in Education [Blog Post]. In SimplyEducate.Me. Retrieved
from https://simplyeducate.me/2015/01/09/4-major-foundations-of-
curriculum-and-their-importance-in-education/
Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum
development. Quezon City: Lorimar Publishing, Inc.
Bilbao, P., Dayagbil, F., & Corpuz, B. (2015). Curriculum Development for Teachers,
Lorimar Publishing Inc.

Fresnoza, F.P. (1957). Essentials of the Philippine Educational System, Abiva Pub.
House.
Manantan, N.A. and Dizon, M.A. (2011) Foundations of Education, Professional
Education: A reviewer for Licensure Examination for Teachers , PNU Univ.
Press, Taft Ave., Manila.
Pawilen, G. (2015), Curriculum Development: A guide for teachers and Students ,
REX Bookstore.

Reyes, E. & Dizon, E. (2015). Curriculum Development, Adriana Publishing Co., Inc.

Villena, V., Reyes E., & Dizon, E. (2015). Curriculum Development. Adriana
Publishing Co., Inc.

Zwaenepoel, P.P. (1975), Tertiary Education in the Philippines, 1611-1972: A system

analysis. Alemar-Phoenix Publishing House, Inc. QC