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Modules
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Part I.

I. Course Code & Title: Educ 06 – The Teacher and the Curriculum
II. 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 the school curriculum as well as in managing school curriculum change vis-
à-vis various context of teaching-learning and curricular reforms shall be given
emphasis.
III. Course Content

Unit 0: Course Orientation and the Institutional Vision, Mission, Core, Values, and
Outcomes

 Vision, Mission, Core Values

 Desired teacher education program outcomes

Unit 1: Understanding the Essence of Curriculum

 The school Curriculum and the Teacher

o Curriculum in Schools
o The Teacher as a Curricularist
 The Teacher as a Knower of the Curriculum
o Definition, Nature and Scope of Curriculum
o Approaches About School Curriculum
o Processes and Models of Curriculum Development
o Foundations of Curriculum

Unit 2: Designing the Curriculum

 The Teacher as a Curriculum Designer
o Fundamentals of Curriculum Designing
o Approaches to Curriculum Designing
o Curriculum Mapping

Unit 3: Curriculum Implementation

 The Teacher as Curriculum Implementor and Manager
o Implementing the Designed Curriculum as a Change Process
o Implementing a Curriculum a Curriculum Daily in the Classroom
o The Role of Technology in Delivering the Curriculum
o Stakeholders in Curriculum Implementation

Unit 4: Curriculum Evaluation

 The Teacher as Evaluator of Curriculum

o Evaluating the Curriculum

o Curriculum Evaluation Through Assessment of Learning
o Understanding the Connection Between Planning, Implementing, and Evaluating
in Curriculum Development
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Unit 5: Curriculum Development Reforms and Enhancement

 The Enhanced Basic Education Act of 2013 (K to 12)
 Outcomes Based Education for Teacher Education
 Enhanced Teacher Education Curriculum Anchored on OBE
 CMO No.s. 74, 75 and 80 s. 2017

IV. Course Outcome

At the end of the semester the BSED, BEED, and BPEd students must have:

1. Analyzed the changing concepts of curriculum including various foundations and

how they are reflected in Philippine Education.
2. Discussed the components of curriculum design and its organization that impart
concepts, attitude, and skills which are imperative to the learning experiences of the
students and the role of the teachers as a curriculum designer.
3. Have a thorough understanding of the role of the teacher as a curriculum
implementor and manager.
4. Gained a purposeful knowledge and critical understanding of the different
curriculum evaluation processes and strategies.

Module 1 – Setting the Course Direction and Understanding the Essence of

Curriculum

Overview:
Module 1 starts with setting the course direction. This orients the students on
what the course is all about in terms of alignment to the school’s vision, mission,
graduate attributes, and core values. Moreover, it also orients the students on the
program outcomes that are common to all types of school, common to the discipline
(teacher education), specific to their particular sub-discipline and major and the
performance indicators, and the expected outcomes of this course.
Moreover, this module also discusses the basic concepts of curriculum and the
role of the teacher as a curricularist and knower of the curriculum.

Introduction

Higher education institutions (HEI) in the Philippines are mandated to contribute

to building a quality nation capable of transcending the social, political, economic,
cultural and ethical issues that constrain the country’s human development, productivity
and global competitiveness (CMO No. 46, s. 2012). This means that al HEIs must
ensure the quality of education they provide to the students as they will be the country’s
human resource in the future. Ensuring the quality of education does not only refer to
the competencies of the teachers of an institution but as well as the content knowledge,
skills, and values they teach and imbibe among the students. CHED mandates HEIs to
 3

produce graduates with attributes unique to the school where they graduated from. This
is clearly emphasized in Article II section 6 of CMO No. 46, series of 2012, which
defines quality as “the alignment and consistency of the learning environment with the
institution’s vision, mission, and goals demonstrated by exceptional learning and service
outcomes and the development of a culture of quality.” Withal, all the things that the
students should learn from the institution must be clearly embedded in the curriculum.

Lesson 1: Setting the Course Direction ( 3 hours)

Desired Learning Outcomes

At the end of this module, the students must be able to:

1. Internalize the KCC vision, mission, and core values.

2. Discuss the teacher education program’s desired learning outcomes.

We are going to set the direction of this

course in the light of our school’s vision,
mission, attributes, core values vis-à-vis
the national outcomes set by the CHED.

Program Outcomes
As future teachers, you need to know what are expected of you to achieve and/or
attained from the school you graduated from. Moreover, as future curricularists, it is
important for you to know the program outcomes in order for you to map your class
curriculum.
The following are the program outcomes set by the CHED.
A. Common to All Types of School
a. 1. Articulate and discuss the latest developments in the field of practice (PQF
level 6 descriptor);
a. 2. Effectively communicate orally and in writing using both English and Filipino;
a. 3. Work effectively and independently in multi-disciplinary and multi-cultural
teams (PQF level 6 descriptor);
a. 4. Act in recognition of professional, social, and ethical responsibilities;
a. 5. Preserve and promote ‘’ Filipino historical and cultural heritage’’ (based on
RA 722);

B. Common to the Teacher Education Discipline

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b. 1. Articulate the rootedness of education in philosophical, socio-cultural,

historical, psychological, and political contexts.
b. 2. Demonstrate mastery of subject matter/discipline
b. 3. Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments.
b. 4. Develop innovative curricula, instructional plans, teaching approaches, and
resources for diverse learners.
b. 5. Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices.
b. 6. Demonstrate a variety of thinking skills in planning, monitoring, assessing,
and reporting learning processes and outcomes.
b. 7. Practice professional and ethical teaching standards sensitive to the local,
national, and global realities.
b. 8. Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.

C. Specific to a Sub-discipline and Major

c. 1. Bachelor of Secondary Education Major in English

c. 1.1. Possess broad knowledge of language and literature for effective learning.
c.1. 2. Use English as a global language in a multi-lingual context as it applies to
the teaching of language and literature.
c.1. 3. Acquire extensive reading background in language, literature and allied
fields.
c.1. 4. Demonstrate proficiency in oral and written communication.
c.1. 5. Show competence in employing innovative language and literature
teaching approaches, methodologies, and strategies.
c.1. 6. Use technology in facilitating language learning and teaching.
c.1. 7. Inspire students and colleagues to lead relevant and transformative
changes to improve learning and teaching language and literature.
c.1. 8. Display skills and abilities to be a reflective and research-oriented
language and literature teacher.

c. 2. Bachelor of Secondary Education Major in Filipino

c. 2.1. Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at

panitikang Filipino.
c. 2.2. Nagpapakita ng malawak at malalim nap ag-unawa at kaalaman sa ugnayan ng
wika, kultura at lipunan.
c. 2.3. Nakagagamit ng iba’t-ibang kasanayan at kaalamansa proseso ng pagtuturo-
pagkatuto.
c. 2.4. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong
dibersidad ng bansa.
c. 2.5. Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga alternatibong
dulog sa pagtuturo at pagkatuto.
c. 2.6. Nakakagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino bilang wikang
panturo.

c. 3. Bachelor of Secondary Education Major in Math

c. 3.1. Exhibit competence in mathematical concepts and procedures.
c. 3.2. Exhibit proficiency in relating mathematics to other curricular areas.
c. 3.3. Manifest meaningful and comprehensive pedagogical content knowledge
(PCK) of mathematics.
 5

c. 3.4. Demonstrate competence in designing, constructing and utilizing different

forms of assessment in mathematics
c. 3.5. Demonstrate proficiency in problem-solving by solving and creating
routine and non-routine problems with different levels of complexity.
c. 3.6. Use effectively appropriate approaches, methods, and techniques in
teaching mathematics including technological tools.
c. 3.7. Appreciate mathematics as an opportunity for creative work, moments of
enlightenment, discovery and gaining insights of the world.

c. 4. Bachelor of Elementary Education

c. 4.1. Demonstrate in-depth understanding of the diversity of learners in various
learning areas.
c. 4.2. Manifest meaningful and comprehensive pedagogical content knowledge
(PCK) of the different subject areas.
c. 4.3. Utilize appropriate assessment and evaluation tools to measure learning
outcomes.
c. 4.4. Manifest skills in communication, higher order thinking and use of tools
and technology to accelerate learning and teaching.
c. 4.5. Demonstrate positive attributes of a model teacher, both as an individual
and as a professional.
c. 4.6. Manifest a desire to continuously pursue personal and professional
development.

c. 5. Bachelor of Physical Education

c. 5.1. PO1-Disciplinal Knowledge

c. 5.1.1. Apply scientific and evidenced-based practices critical to the
educational and learning processes.

c. 5.2. PO2-Movement and Competency and Proficiency

c. 5.2.1. Demonstrate skillful performance in a variety of physical activities.
c. 5.2.2. Adapt performance to a variety of physical activity settings (e.g.
formal classes, recreational, and competitive).

c. 5.3. PO3- Curriculum and Program Planning, Implementation, Monitoring, and

Evaluation
c. 5.3.1. Critically examine the curriculum (e.g. content, pedagogy and
assessment).
c. 5.3.2. Plan and implement safe and effective physical activity programs
to address the needs of individuals and groups in school and/or non-school
settings.
c. 5.3.3. Monitor and evaluate physical activity programs in school and/or
non-school settings.
c. 5.3.4. Use appropriate assessments in, as, and for student or client
learning.
c. 5.3.5.Use information, media, and technology in pedagogy for lifelong
learning.

c. 5.4. PO4-Professional Accountability and Responsibility.

c. 5.4.1. Demonstrate firm work/professional ethics.
c. 5.4.2. Cultivate solidarity by working and dealing with/relating to others
harmoniously.
c. 5.4.3. Promote the advancement of the profession by making sense of
and getting involved in current discourse that impact on the profession.
c. 5.4.4.Pursue lifelong learning for personal and professional
development.
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c. 5.5. PO5-Communication
c. 5.5.1. Communicate effectively with PE practitioners, other
professionals and stakeholders.
c. 5.5.2. Use oral, written, and technology formats deftly.

Institutional Vision, Mission, Goals, Graduate Attributes, Core Values

KCC Vision

Kabankalan Catholic Collegeis an educative and evangelizing community

fostering the values of love, ife, justice and care for creation, an agent of societal
transformation and builder of God’s kingdom.
Mission

KCC exists to provide quality education and holistic formation to the youth of the
Diocese , having a preferential option for the poor in a Christ-centered environment that
cultivates academic excellence and continuous learning.

Graduates Attributes

Character, knowledge and skills.

Core Values

Love. The flowering expression of faith which is manifested in a strong

adherence to and intellectual and passionate affection towards God, Neighbor, and
Country.

Integrity. A sense of holistic growth of a person who has the capacity to strike a
balance among the opportunities, challenges, and benefits of life, an attitude that
exhibits the basic characteristics of the human person.

Faith. The ability of the individual to adhere to the truths and demands of
Catholic doctrines and Church’s social teachings with a higher sense of clarity and
certitude most especially expresses through the love of the Most Blessed Trinity.

Excellence. The ability of the students to exhibit the qualities being demanded
by the given academic subject matter and technical training as a result of thorough
study and intellectual diligence.

Cleanliness. A personal and conscious expression of an individual’s sense of

order and discipline at the same a manifestation of constant awareness of giving
importance to propriety and care of the environment. This also spells out the interior
disposition of the person, his or her sense of self-respect and high regard for personal
and essential purity.

Industry. The ability of the person to show spontaneous initiative and filial
cooperation whenever tasks are given and accomplish them in the best way possible.

Honesty. The ability of the individual to push away all sorts of cheating, lying,
stealing, and bullying coupled with the capacity to tell and stand for the truth.
 7

Respect. The capacity of the person to show necessary courtesy and politeness
to a person in authority and the elderly.

Humility. The ability of the individual to the most in every way and being able to
show the inner capacity and giftedness without being pretentious and demeaning of
other people.

Preferential option for the poor. The conscious and spontaneous and special
care and generosity for those in need.

In the outcomes-based education, it is very important

for the HEI to have a foresight on the quality of
graduates they deemed to produce. Hence, the desired
outcome is selected first and the curriculum is created
to support the intended outcome.

Activity: Small Group Activity

1. Group yourselves into five (5) and discuss and analyze the school’s vision,
mission, graduate attributes, and core values as well as the program outcomes that are
a) common to all types of school; b) common to the teacher education discipline; and c)
specific to your sub-discipline and major.

2. Discuss how these outcomes are integrated in the school’s vision, mission,
graduate attributes, and core values.

3. Having done all of the above steps, write a short skit depicting the KCC
graduates’ attributes. Submit this to the class GC on or before the deadline which will be
posted on the GC as well.

Guide Question: How does a teacher, honed by Kabankalan Catholic College, serve
the community.

Now, you have a clear picture of what kind of graduates

your school wants you to become when you leave the
portals of your institution. Hence, it will be easier for you to
understand the second OBE principle which is “designing
backward” that will be discussed in the later part of the
course. But first we will look into the various perceptions of
curriculum.
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RUBRIC FOR ASSESSMENT OF STUDENTS’ OUTPUT

Module 1 Lesson 1
Criteria 4 Exemplary 3 2 1 Score
Satisfactory Fair Limited
1 The group The group The group The group did
clearly seemed to clearly not show an
Understanding of
understood the understand the understood adequate
the topic
topic in-depth main points of most aspects of understanding
and presented the topic and the topic and of the topic.
the information presented presented the
convincingly. those with information
ease. with ease.

2 .All Most Most Most of the

information information information
Accuracy of information
presented in was
Information presented in
presented in the video was inaccurate or
the video was clear, but was not clear.
the video was
not usually
clear,
accurate clear, accurate.
accurate
and thorough.
and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the video reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
presentation. presentation. presentation.
4 Video Video Video Video
presentation presentation presentation presentation
Reflection of the expresses attempts to has very little has no
group’s very clearly express insights of the insights of
internalization of insightful insightful VMG, core the VMG,
the VMG, core reflection of reflection of values, and core values,
values, and the VMG, core the VMG, core graduates’ and
graduates’ values, and values, and attributes. graduates’
attributes graduates’ graduates’ attributes
attributes attributes
5 Evidences of At least one Evidence of Shows no
growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome
 9

6 Personal and Personal and Personal and Personal and

professional professional professional professional
Evidences of Values values are values are values are values are
extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output

Evaluated by: Other Comments and Observations: Total Score:

Total Score=

Rating =

Total Scorex100
24

Self-assessment:

Students: Date:

Conforme: Date:

Subject Teacher

Lesson 2: Different Perspectives about Curriculum (3 hours)

 10

Desired Learning Outcomes

At the end of this module, the students must be able to:

1. Define curriculum from different points of view.

2. Analyze the significance of curriculum and curriculum development in the
teacher’s classroom.
3. Discuss the different curricula existing in the schools.

To have a picture of what curriculum is Bilbao, et al. (2014)

suggested that education students taking up this subject should read
“The Sabre-Tooth Curriculum” by Harold Benjamin (1939) which they
have summarized in their book Curriculum Development for
Teachers. You can also watch the Saber-Tooth Curriculum video at
this link (https://youtu.be/90p75CAfCDg) or surf the story from the
internet. This story tells how curriculum started and developed.

How is curriculum perceived?

In a narrow sense, curriculum is merely viewed as a listing of subjects to be

taught in school. In a broader sense, curriculum is the total earning experiences of
individuals not only in schools but also in society.

In the Philippines, recommendations of several educational initiatives like the

Philippine Commission to Survey Philippine Education (PCSPE), Survey of the
Outcomes of Elementary Education (SOUTELE) AND THE Philippine Commission for
Educational Reforms (PCER) focused on curricular renewal or reforms.

Moreover, the National Competency-Based Teacher Standards (NCBTS)

became the anchor of reforms in education from the basic to higher education.

Curriculum from Different Perspectives

1. Traditional Point of View

1.1. In the early years of the 20th century, curriculum was viewed as a body of
subjects or subject matter prepared by the teachers for the students to learn. It was
synonymous to the “course of study” and “syllabus”.

1.2. Robert M. Hutchins views curriculum as “permanent studies” where the rules
of grammar, reading, rhetoric and logic and mathematics for basic education are
emphasized. Emphasis of basic education should be the 3 R’s and liberal education for
the college.

1.3. Arthur Bestor, 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 also include mathematics,
science, history and foreign language.

1.4. Joseph Schwab believes that discipline is the sole source of curriculum; thus
curriculum is divided into chunks of knowledge called subject areas in basic education
 11

such as English, Mathematics, Science, Social Studies, etc. In college discipline may
include humanities, sciences, languages, etc.

1.5. Phenix believes that curriculum should consist entirely of knowledge which
comes from various disciplines.

1.6. Academic discipline became the view of curriculum after the cold war and
race to space. Joseph Schwab, a leading curriculum theorist, coined the term discipline
as a ruling doctrine for curriculum development. Curriculum should consist only of
knowledge which comes from disciplines which is the sole source.

1.7. Curriculum can be viewed as a field of study. It is made up of its foundations

(philosophical, historical, psychological, and social foundations); domains of knowledge
and its research theories and principles. Curriculum is taken as scholarly and theoretical
and is concerned with broad historical, philosophical and social issues and academics.

1.8. Most of the traditional ideas view curriculum as written documents or a plan
of action in accomplishing goals.

2. Progressive Points of View of Curriculum

2.1. A listing of school subjects, syllabi, course of study, and list of courses or
specific discipline do not make a curriculum. These can only be called curriculum if the
written materials are actualized by the learner.

2.2. Curriculum is the total learning experiences of the individual. This definition
is anchored on John Dewey’s definition of experience and education. He believed that
reflective thinking is a means that unifies curricular elements. Thought is not derived
from action but tested by application.

2.3. Caswell and Campbell viewed curriculum as “all experiences children have
under the guidance of teachers.”

2.4. This definition is shared by Smith, Stanley, and Shores when they 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.”

2.5. Marsh and Willis view curriculum as all the “experiences in the classroom
which are planned and enacted by the teacher, and also learned by the students.”

Points of View on Curriculum Development

Based on the different definitions and concepts given, it is clear that curriculum is
a dynamic process. Development connotes changes which are systematic. A change for
the better means any alternation, modification or improvement of existing condition. To
produce positive changes, development should be purposeful, planned and progressive.
This is how curriculum evolves.

Types of Curriculum Operating in Schools

Allan Glatthorn (2000) describes seven types of curriculum operating in schools:

1. Recommended Curriculum-proposed by scholars and professionals.

Most of the school curricula are recommended. The curriculum comes from a
national agency like the Department of Education (DepEd), Commission of Higher
 12

Education (CHED), Department of Science and Technology (DOST) or any professional

organization who has stake in education.

For example, the Philippine Association for Teacher Education (PAFTE) or the
Biology Teacher Association (BIOTA) may recommend a curriculum to be implemented
in the elementary and secondary education.

2. Written Curriculum-appears in school, district, division or country documents

This includes documents, course of study or syllabi handed down to the schools,
district, division, departments or colleges for implementation. Most written curricula are
made by curriculum experts with participation of teachers. These were pilot- tested in
sample schools.

Example, the Basic Education Curriculum (BEC), and the written lesson plan of a
classroom teacher made up of objectives and planned activities of the teacher.

3. Taught Curriculum-what teachers deliver or implement in the classrooms and

schools

The different planned activities which are put into action in the classroom
compose the taught curriculum. These are varied activities that are implemented in
order to arrive at the objectives of the written curriculum. These are used by the
learners with the guidance of the teachers. Taught curriculum varies according to the
learning styles of the students and the teaching styles of the teachers.

4. Supported Curriculum-resources-textbooks, computers, audio- visual materials

which support and help in the implementation of the curriculum.

Successful teaching is realized with the help materials supporting the

implementation of the written curriculum. These include the textbooks, computers,
audio-visual materials, laboratory equipment, playgrounds and other facilities. Support
curriculum should enable each learner to achieve real and lifelong learning.

5. Assessed Curriculum- that which is tested and evaluated

At the duration and end of teaching episodes, series of evaluations are being
done by the teacher to determine the extent of teaching or tell if the students are
progressing. Assessment tools like paper and pencil tests, authentic instruments like
portfolio are being utilized.

6. Learned Curriculum—what the students actually learn and what is measured.

The learning outcomes achieved by the students. Learning outcomes are

indicated by the results of tests and the changes in their behavior which can be
cognitive, affective or psychomotor.

7. Hidden Curriculum – the unintended curriculum.

This is the curriculum which is not deliberately planned but may modify behavior
or influence learning outcomes. Peer influence, school environment, physical condition,
teacher-learner interaction, mood of the teachers, etc. make up the hidden curriculum.

Let’s have a short recap and see if you

remember what we have just discussed.
 13

Activity 1:

Based on what you’ve learned from this lesson, answer the following questions.

1. How do traditionalists view curriculum? Cite instances where these perceptions are
observed in the basic education curriculum (K to 12) and in the tertiary education
curriculum.

2. How to progressivists view curriculum? Cite instances where these perceptions are
observed in the basic education curriculum (K to 12) and in the tertiary education
curriculum.

Activity 2 . Small Group Sharing

Through video call or chat, discuss the Saber-tooth Curriculum and answer the
following:

1.1. In your own analysis, does the Saber-tooth curriculum still exist today?
 14

1.2. What kind of curriculum is depicted in the story? Support your answer.

1.3. The author said “Curriculum should be timeless.” What does he mean? Cite the
part of the story recounting this.

1.4. Describe how the Philippine education system currently apply this
(Curriculum is timeless).
 15

RUBRIC FOR ASSESSMENT OF STUDENTS’ OUTPUT

Module 1 Lesson 2
Criteria 4 Exemplary 3 2 1 Score
Satisfactory Fair Limited
1 The group The group The group The group did
clearly seemed to clearly not show an
Understanding of
understood the understand the understood adequate
the topic
topic in-depth main points of most aspects of understanding
and presented the topic and the topic and of the topic.
the information presented presented the
convincingly. those with information
ease. with ease.

2 .All Most Most Most of the

information information information
Accuracy of information
presented in was
Information presented in
presented in the video was inaccurate or
the video was clear, but was not clear.
the video was
not usually
clear,
accurate clear, accurate.
accurate
and thorough.
and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the video reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
presentation. presentation. presentation.
4 Video Video Video Video
presentation presentation presentation presentation
Reflection of the expresses attempts to has very little has no
group’s very clearly express insights of the insights of
internalization of insightful insightful VMG, core the VMG,
the VMG, core reflection of reflection of values, and core values,
values, and the VMG, core the VMG, core graduates’ and
graduates’ values, and values, and attributes. graduates’
attributes graduates’ graduates’ attributes
attributes attributes
5 Evidences of At least one Evidence of Shows no
growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome
 16

6 Personal and Personal and Personal and Personal and

professional professional professional professional
Evidences of Values values are values are values are values are
extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output

Evaluated by: Other Comments and Observations: Total Score:

Total Score=

Rating =

Total Scorex100
24

Self-assessment:

Students: Date:

Conforme: Date:

Subject Teacher
 17

Lesson 3: The Teacher as a Curricularist (3 hours)

Desired Learning Outcomes

At the end of this module, the students must be able to:

1. Demonstrate understanding of the teacher’s role as a curricularist

2. Enhance understanding of the role of the teacher as a curricularist in the
classroom and school.

As a curricularist, what role do teachers play? Should

they do the following? Which should they do as a
curricularist?

Exciting Planning

Facilitating knowing
Frustrating
Growing initiating
Evaluating innovating

Growing
Rewarding
Broadening

Building
Believing

Recommending Showing
Copying

Do you know that a teacher has complex roles in school? They do a lot of
interrelated tasks on curriculum, instruction, assessment, evaluation,
teaching and learning. Bilbao, et al. stated that a classroom teacher is
involved with curriculum all day but very seldom has a teacher been
described as curricularist.

In the past, curricularists were the people who developed curriculum. Hayes
(1991) identified John Dewey, Hilda Taba, Franklin Bobbit, and Ralph Tyler as the most
influential.

What is a curricularist?
 18

1. A professional who is curriculum specialist.

2. A person who is involved in curriculum knowing, writing, planning, implementing,
evaluating, innovating, and initiating

Come to think of it! A TEACHER’S role is broader

and inclusive of other functions, withal, a teacher
is a curricularist!

What does a teacher do to deserve the label

as curricularist?

Functions of a Teacher as a Curricularist

(https://www.slideshare.net/RonaldQuileste?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview)

1. Knows the Curriculum (Knower) • 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 the acquiring
academic knowledge about formal (disciplines, logic) or informal (derived from
experiences). It is mastery of the subject matter.

2. Writes the Curriculum (Writer). 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 or electronic media.

3. Plans the Curriculum (Planner). A good curriculum has to be planned. It is the role
of the teacher to make a yearly, monthly or daily plan of the curriculum. • The teacher
takes into consideration several factors in planning a curriculum. • These are: learners,
support material, time, subject matter or content, desired outcomes , context of the
learners among others.

4. Initiates the Curriculum (Initiator). In cases where the curriculum is recommended

to the schools from DepEd, CHED, TESDA, UNESCO, UNICEF or other educational
agencies for improvement of quality education, the teacher is obliged to implement. •
Implementation of a new curriculum requires the open mindedness of the teacher, and
the full belief that the curriculum will enhance learning.

5. Innovates the Curriculum (Innovator). Creativity and innovation are hallmarks of an

excellent teacher. A curriculum is always dynamic, hence keeps on changing. • From
the content strategies, ways of holding, blocks of time, ways of evaluating, kinds of
students and skills of teachers, one cannot find a single eternal curriculum that would
perpetually fit.

6. Implements the Curriculum (Implementor). The curriculum that remains

recommended or written will never serve its purpose. • Somebody has to implement it. •
The heart of schooling is the curriculum. • It is in this role where the teacher becomes
the implementor of the curriculum. • He 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 and facilitating skills of the teacher is expected to be the highest level.
 19

7. Evaluates the Curriculum (Evaluator). 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 these? Are there
practices that need to be modified? Should the curriculum be modified, terminated,
continued? These are some of the questions that need the help of a curriculum
evaluator and that person is the teacher.

See? As a teacher, we need to be flexible indeed! After

having read all those functions we need to administer, we
don’t have a choice but to be flexible!

Assess Yourself

Group Task: Let’s do a simple survey!

In this activity, you need the help of a professional and practicing

teacher. He/She must be one of your FB friends so that you can conduct this survey on
line if you cannot meet him/her face-to-face. You may send this questionnaire via
his/her e-mail address or through Messenger. Request him/her to answer the survey
questions on the next page. However, if face-to-face is possible, then the better.

As a school teacher, Yes No

1. I master the subject matter that I have to teach.
2. I implement what I planned for my teaching.
3. I monitor and assess if my students are learning.
4. I modify my activity to suit my learners in my classroom.
5. I lead in the implementation of a new curriculum in my school.
6. I write instructional materials based on the recommended school
curriculum.
7. I look for other ways of doing to improve teaching and learning in
my classroom.

Answer briefly:

As a curricularist, what have you done to address the needs of your

learners this time of pandemic?

As a curricularist, what do you need to do to address the needs of your learners in

 20

the new normal where face-to-face classes are limited?

C. Individual Reflection: Based on what you have learned on the role of a teacher as a
curricularist, reflect on the answers your resource teacher has given. Follow the format
below. Submit your answers on or before the agreed date of submission.

Reflection Paper Format

Introduction
Reflection
Conclusion
List of Citations/Sources
 21

RUBRIC FOR ASSESSMENT OF STUDENTS’ OUTPUT

Module 1 Lesson 3
Criteria 4 Exemplary 3 2 1 Score
Satisfactory Fair Limited
1 The group The group The group The group did
clearly seemed to clearly not show an
Understanding of
understood the understand the understood adequate
the topic
topic in-depth main points of most aspects of understanding
and presented the topic and the topic and of the topic.
the information presented presented the
convincingly. those with information
ease. with ease.

2 .All Most Most Most of the

information information information
Accuracy of information
presented in was
Information presented in
presented in the video was inaccurate or
the video was clear, but was not clear.
the video was
not usually
clear,
accurate clear, accurate.
accurate
and thorough.
and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the video reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
presentation. presentation. presentation.
4 Video Video Video Video
presentation presentation presentation presentation
Reflection of the expresses attempts to has very little has no
group’s very clearly express insights of the insights of
internalization of insightful insightful VMG, core the VMG,
the VMG, core reflection of reflection of values, and core values,
values, and the VMG, core the VMG, core graduates’ and
graduates’ values, and values, and attributes. graduates’
attributes graduates’ graduates’ attributes
attributes attributes
5 Evidences of At least one Evidence of Shows no
growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome
 22

6 Personal and Personal and Personal and Personal and

professional professional professional professional
Evidences of Values values are values are values are values are
extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output

Evaluated by: Other Comments and Observations: Total

Score:

Total
Score=

Rating =

Total
Scorex100
24

Self-assessment:

Students: Date:

Conforme: Date:

Subject Teacher
 23

Lesson 4: Approaches about School Curriculum (3 hours)

Desired Learning Outcomes

1. Describe the different approaches about 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.

Let us now discuss the approaches

about school curriculum.

Approaches About School Curriculum

(https://www.slideshare.net/joselinesantos3/approaches-about-school-curriculum-55507030)

There are three ways of approaching curriculum. These are: a) curriculum as a

content or body of knowledge, b) curriculum approached as a process, and c)
curriculum approached as a product.

1. Curriculum approached as a content or body of knowledge. Traditionalist equate

curriculum with the following: 1.1) topical approach, 1.2) concept approach, 1.3)
thematic approach, 1.4) modular approach.

1.1. Topical Approach. In this approach, the curriculum maker takes a particular
topic as a central theme at various instructions and concept. A specific topic is started in
a particular class and finished in the same class. A topic is a comprehensive collection
of materials of a specific topic of the particular subject.

1.2. Conceptual Approach. Conceptual approach. It is choosing and defining

content of a certain discipline to be taught through the use of big and pervasive ideas. It
is using the content as a means of leading the students to discover the laws and
principles or generalizations that govern a particular subject or discipline
(https://www.slideshare.net/almareynaldo/conceptual-approach-14281275).

1.3. Thematic Approach. Thematic approach is the way of teaching and

learning where many areas of the curriculum are connected together and integrated
within a theme thematic approach to instruction is a powerful tool for integrating the
curriculum and eliminating isolated and reductionist nature of teaching it allows learning
to be more natural than then fragmented nature of the school activities. Here the
students are actively involved and they learn more skills through thematic learning
cognitive skills such as reading, thinking, memorizing and writing are put in the context
of a real life situation under the broad aim to allow for creative exploration (Okoro, C.O.
& Okoro, C.U., 2016).

1.4. Modular Approach. This approach leads to complete units of instruction

(Bilbao, et al. , 2014). A module is a unit of work in a course of instruction that is virtually
self-contained and a method of teaching that is based on the building up skills and
knowledge in discrete units (Sejpal, 2013).
 24

Criteria in the Selection of the Content

a. Significance. It should contribute to ideas, concepts, principles and

generalization that should attain the overall purpose of the curriculum. Content becomes
the means of developing cognitive, affective or psychomotor skills.

b. Validity. The authenticity of the subject matter forms its validity. Hence, there
is a need to check and verify content at regular interval because content which may be
valid in its original form may not continue to be valid in the current times.

c. Utility. Usefulness of the content can be relative to time. This means that
content may have been useful in the past but may not be useful now or in the future.

d. 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.
The appropriateness of content organization and sequence would influence learnability.

e. Feasibility. Can the subject content be learned within the time allowed,
resources available, expertise of the teachers and the nature of the learners?

f. Interest. Will the learners take interest in the content? - Are the contents
meaningful? What value will the contents have in the present and future life of the
learners? What can you do to make the curriculum interesting?

Guide in the selection of the Content in the Curriculum

1. Content is commonly used in the daily life.

2. Content is appropriate to the maturity levels and abilities of the learners.
3. Content is valuable in meeting the needs and competencies of the future career.
4. Content is related to other subject fields or discipline for complementation and
integration.
5. Content is important in the transfer of learning in other disciplines.

Basic Principles of Curriculum Content

(http://olga-syscurriculum.blogspot.com/2011/05/basic-principles-in-organizing-learning.html)

In 1992, Palma proposed the principle of B.A.S.I.C. (Balance, Articulation,

Sequence, Integration, Continuity) as a guide in addressing content in the curriculum.

a. Balance. This means that the curriculum is fairly distributed in deep and
breath of the particular learning area or discipline. The elementary curriculum is really
fairly distributed. Though the number of competencies is not equal in every quarter but
this doesn’t mean that they are not fairly distributed because the competencies are
actually budgeted base on the number of days of teaching per topic which would fit in to
the number of days per grading period.

b. Articulation. This means the smooth connection of the subject matters. The
subject matters in the elementary curriculum are really connected. The former is
connected with the latter. That is why in the learning process, review is encouraged to
really establish and deepen the connection of the subject matters to make it more
meaningful to the children.

c. Sequence. This is the logical arrangement of the subject matters. Based on

observation and experience, the subject matters are logically arranged from easy to
 25

difficult, basic to complex. Topics in other learning areas Science and Math, are actually
arranged from where the students can find a closer connection to their selves and
experience so that they can easily relate to it.

d. Integration. This is the horizontal connections in subject areas. Well, this is

actually encouraged. The fact is that there are subject matters that can be integrated in
other subject area. Like the integration of values in all subject areas, the integration of
Science and Math concepts in teaching English.

e. Continuity. This refers to the constant repetition, review and reinforcement of

learning. Meaning, a lesson should not stop after an evaluation. It has to be repeated
through review and reinforcement. Thus, this is the principle in the elementary
curriculum. We even targeted that the learning in school should be applicable and
applied to the daily life.

2. Curriculum Approached as a Process. Curriculum happens in the classroom

Practice of teaching Curriculum happens in the classroom• Concern of teachers is to
emphasize critical thinking, meaning-making, heads-o, hands-on, and many others.

To teachers, the process is very critical. What curriculum are you using? Is it
problem-based, hands-on, minds-on, cooperative learning, blended, on-line, case-
based, etc?

When curriculum is approached as a process, guiding principles are presented:

1. Curriculum process in the form of teaching methods and strategies are means to
achieved the end.
2. There is no single best process or method.
3. Stimulate learner’s desire to develop holistically
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes
6. Flexibility in the use of the process or methods should be considered
7. Both teaching and learning are the two important processes in the implementation of

the curriculum.

3. Curriculum Approached as a Product. Products are what students desire to

achieve as learning outcomes (knowledge, skills, and values).

The real purpose of education is to bring about significant changes in students’

pattern of behavior. 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 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.
 26

Group Activity: Inventory of the Curriculum Content, Process and Product

1. Choose a book that is being used in the elementary (for BEED groups) and high
school (for BSED and BPED groups) and identify the following: content, process, and
product. Use the example and format below.

2. Submit the output on or before the deadline set.

INVENTORY OF A CURRICULUM CONTENT, PROCESS AND PRODUCT

Title of the Book Assessment of Learning 1
Grade Level 3 Year College
rd
Subject Area Used Assessment of Learning

No. Content Process Product

A. Principles of High A. Individual Research Example:
Quality Assessment B. Interview A. List of desired
C. Observation learning outcomes
classified according to
types of learning targets.
B. Skill in interview and
observation.

You are now familiar with the approaches about school

curriculum.
RUBRIC FOR ASSESSMENT This time, we
OF STUDENTS’ will tackle the processes and
OUTPUT
Module 1 Lesson 4 models of curriculum development.
 27

Criteria 4 Exemplary 3 2 1 Score

Satisfactory Fair Limited
1 The group The group The group The group did
clearly seemed to clearly not show an
Understanding of
understood the understand the understood adequate
the topic
topic in-depth main points of most aspects of understanding
and presented the topic and the topic and of the topic.
the information presented presented the
convincingly. those with information
ease. with ease.

2 .All Most Most Most of the

information information information
Accuracy of information
presented in was
Information presented in
presented in the video was inaccurate or
the video was clear, but was not clear.
the video was
not usually
clear,
accurate clear, accurate.
accurate
and thorough.
and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the video reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
presentation. presentation. presentation.
4 Video Video Video Video
presentation presentation presentation presentation
Reflection of the expresses attempts to has very little has no
group’s very clearly express insights of the insights of
internalization of insightful insightful VMG, core the VMG,
the VMG, core reflection of reflection of values, and core values,
values, and the VMG, core the VMG, core graduates’ and
graduates’ values, and values, and attributes. graduates’
attributes graduates’ graduates’ attributes
attributes attributes
5 Evidences of At least one Evidence of Shows no
growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome
 28

6 Personal and Personal and Personal and Personal and

professional professional professional professional
Evidences of Values values are values are values are values are
extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output

Evaluated by: Other Comments and Observations: Total Score:

Total Score=

Rating =

Total Scorex100
24

Self-assessment:

Students: Date:

Conforme: Date:

Subject Teacher
 29

Lesson 5: Models of Curriculum Development (3 hours)

Desired Learning Outcome

1. Explain and summarized the curriculum development process 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
(Bilbao, et al., 2014).

Curriculum Development Process

Curriculum development is a dynamic process as it involves various people and

procedures. Development signifies changes which are systematic. Changing for the
better means alteration, modification or improvement of existing condition.to achieve
positive changes, development should be purposeful, planned and progressive. It is
usually linear and follows a logical step-by-step fashion involving the following phases:
curriculum planning, curriculum design, curriculum implementation and curriculum
evaluation.
ngC
Evati IpePD
uriclm s

Figure 1. Curriculum Development Process

1. Curriculum planning. In planning a curriculum, the vision, mission, and goals

are taken into consideration. This also includes the philosophy of the school. All of these
are translated to classroom desired learning outcomes for the learners. In this course,
for example, we started with the program outcomes down to the school’s vision,
mission, graduate attributes, core values, and course outcomes from which all the
desired learning outcomes for the students are anchored.

2. Curriculum Designing. In this phase, we start applying the designing

backward principle of OBE as this the way curriculum is conceptualized to include the
selection and organization of the content, the selection and organization of learning
experiences or activities and the selection of assessment procedure and tools to
measure achieved learning outcomes. A curriculum design likewise includes the
resources to be utilized and the statement of the intended learning outcomes. In this
course for example, all the teaching and activities are anchored on the national program
 30

outcomes down to the vision, mission, and goals of the institution to ensure that the
graduates’ attributes are realized.

3. Curriculum Implementing. This happens in the classroom setting. The

teacher facilitates the realization of the curriculum design. The curriculum design directs
the teacher and the learners in doing the activities which lead to achieving the intended
learning outcomes. Simply put, it involves the activities transpiring in every teacher’s
classroom where learning becomes an active process. In this course for example, the
class curriculum is implemented through modules which activities require learners to
perform or comply. The small group video calls and chats are the processes involved as
the mode of delivery utilized by the teacher is blended distance learning.

4. Curriculum evaluating. This phase determines the extent to which the

desired learning outcomes have been achieved. This process is on-going because this
involves finding out the progress of learning (formative) or the mastery of learning
(summative). Along the way, evaluation will determine the factors hindering or
supporting the implementation. It will also identify the area that needs to be improved
and corrective measures will be applied. The result of evaluation is essential for
decision making of curriculum planners and implementors.

Curriculum Development Process Models

1. Ralph Tyler Model: Four Basic Principles or Tyler’s Rationale

1. What educational purposes should the school 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 purposes.
4. Evaluation of the experiences.

2. Hilda Taba Model: Grassroots Approach

Hilda Taba improved Tyler’s Rationale by making a linear model. She believed
that teachers who teach or implement the curriculum should participate in developing it.
Her advocacy was commonly called the grassroots approach.

Taba’s Seven Major Steps

1. Diagnosis of learners’ needs and expectations of the larger society.

2. Formulation of the learning objectives.
3. Selection of the 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.
 31

3. Galen Saylor and William Alexander Curriculum Model

(https://developmentofcurriculum.wordpress.com/2017/10/18/the-saylor-and-alexander-model/)

Galen Saylor and William Alexander (1974) viewed curriculum development as

consisting of four steps. According to them, 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”
Goals, Objectives and Domains: The model indicates that curriculum planners
begin by specifying the major educational goals and specific objectives they wish to
accomplish. Each major goal represents a curriculum domain and they advocate 4
major goals or domains: personal development, human relations, continued learning
skills and specialization. The goals, objectives and domains are selected after careful
consideration of several external variables such as findings from educational research,
accreditation standards, views of community groups and others.
Curriculum Designing: Once the goals, objectives and domains have been
established, planners move into the process of designing the curriculum. Here decision
is made on the appropriate learning opportunities for each domain and how and when
these opportunities will be 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.
Curriculum Implementation: After the designs have been created the next step
is implementation of the designs by teachers. Based on the design of the curriculum
plan teachers would specify instructional objectives and then select relevant teaching
methods and strategies to achieve the desired learning outcomes among students in
the classroom.
Evaluation: Finally, curriculum planner and teachers engage in evaluation. The
model proposed that evaluation should be comprehensive using a variety of evaluation
techniques. Evaluation should involve the total educational program 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.

Assess Yourself
Small Group Activity
Having studied the curriculum processes and models, I would like
you to compare these three models. Together with your group
members, determine the similarities and differences of the three.
How are these models similar? Use the format given below.
Similar Features Tyler’s Taba’s Saylor and
Alexander
Tyler
Taba
Saylor & Alexander
Comment
 32

How are these models different? Use the format given below
Different Features Tyler’s Taba’s Saylor and
Alexander
Tyler

Taba

Saylor & Alexander

Comment
 33

RUBRIC FOR ASSESSMENT OF STUDENTS’ OUTPUT

Module 1 Lesson 5
Criteria 4 Exemplary 3 2 1 Score
Satisfactory Fair Limited
1 The group The group The group The group did
clearly seemed to clearly not show an
Understanding of
understood the understand the understood adequate
the topic
topic in-depth main points of most aspects of understanding
and presented the topic and the topic and of the topic.
the information presented presented the
convincingly. those with information
ease. with ease.

2 .All Most Most Most of the

information information information
Accuracy of information
presented in was
Information presented in
presented in the video was inaccurate or
the video was clear, but was not clear.
the video was
not usually
clear,
accurate clear, accurate.
accurate
and thorough.
and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the video reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
presentation. presentation. presentation.
4 Video Video Video Video
presentation presentation presentation presentation
Reflection of the expresses attempts to has very little has no
group’s very clearly express insights of the insights of
internalization of insightful insightful VMG, core the VMG,
the VMG, core reflection of reflection of values, and core values,
values, and the VMG, core the VMG, core graduates’ and
graduates’ values, and values, and attributes. graduates’
attributes graduates’ graduates’ attributes
attributes attributes
5 Evidences of At least one Evidence of Shows no
growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome
 34

6 Personal and Personal and Personal and Personal and

professional professional professional professional
Evidences of Values values are values are values are values are
extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output

Evaluated by: Other Comments and Observations: Total Score:

Total Score=

Rating =

Total Scorex100
24

Self-assessment:

Students: Date:

Conforme: Date:

Subject Teacher

We are now going to discuss the last part of this module,

which is the foundations of curriculum development.
 35

Lesson 6: Foundations of Curriculum Development (3 hours)

Desired Learning Outcomes

1. Describe the foundations of curriculum development.

2. Explain how each of these influences the curriculum

Philosophical foundations of Curriculum

Philosophy provides educators, teachers, and curriculum makers with framework
for planning, implementing, and evaluating curriculum in schools. It helps in answering
what schools are for, what subjects are important, how students should learn and what
materials and methods should be used. In decision making, philosophy provides the
starting point and will be used for the succeeding decision making.
The philosophy of the curriculum planner, implementer, or evaluator reflects
his/her life experiences, common beliefs, social and economic background and
education.
Examples:
John Dewey (1916) looks at “education as the way of life” a laboratory in which
philosophy becomes concrete and is tested.
Ralph Tyler’s framework shows that philosophy is one of the five criteria in
selecting educational purposes as shown in figure2 on the next page.

Figure 2: Tyler’s View of Philosophy in Relation to School Purpose

Four Educational Philosophies and their relation to Curriculum
(Ornstein and Hunkins, 2004)
Educational Aim of Role of Focus in the Curriculum
Philosophy Education Education Curriculum Trends
A. Perennialis To educate the Teachers help Classical Use of great
 36

m rational students think subjects, literary books and

person; to with reason. analysis and return to liberal
cultivate the Based on the curriculum is arts.
intellect. Socratic constant.
methods of oral
exposition or
recitation.
Explicit or
deliberate
teaching of
traditional
values.
B. Essentialism To promote the To teacher is Essential skills Excellence in
intellectual the sole of the 3R’s and education, back
growth of the authority in essential to basics and
individual and his/her subject subjects of cultural literacy.
educate a area or field of English,
competent specialization. Science,
person. History, Math
and Foreign
Language.

Educational Aim of Role of Focus in the Curriculum

Philosophy Education Education Curriculum Trends
C. Progressivism To promote Knowledge Subjects are School reforms,
democratic leads to growth interdisciplinary, relevant and
and social and integrative and contextualized
living. development of interactive. curriculum,
lifelong Curriculum is humanistic
learners who focused on education.
actively learn students’
by doing. interest, human
problems and
affairs.
D.Reconstructionis To improve Teachers act Focus on Equality of
m and as agents of present and educational
reconstruct change and future trends opportunities in
society. reform in and issues of education,
Education for various national and access to global
change. educational international education.
projects interests.
including
research.

The educational philosophy lays the strong foundation of any curriculum. A

curriculum planner, implementer or the teacher, school administrator or curriculum
evaluator whether school-based or externally- based anchors his/her decision making
process on a sound philosophy.

Historical Foundations of Curriculum

Why is it important to know the historical foundations of curriculum? Curriculum is
not an old field. Majority of the scholars would place its beginning in 1918 with the
publication of Franklin Bobbit’s book The Curriculum. Philippine education came about
 37

from various foreign influences. Historically speaking, the American educational system
has greatest influence on our educational system.

Educational theorists and their view of curriculum from a historical perspective

Theorist Period Perspective
1. Franklin Bobbit 1876-1956 Presented curriculum as a science that
emphasizes on students’ need. Curriculum
prepares students for adult life. Objectives with
corresponding activities should be grouped and
sequenced. This can only be done if
instructional activities and tasks are clarified.
2. Werret Charters 1875-1952 Curriculum is a science. It gives emphasis on
students’ needs. The listing of objectives and
matching these with corresponding activities
ensures that the content or subject matter is
related to objectives. The subject matter and
the activities are planned by the teacher.
3. William Kilpatrick 1871-195 Curricula are purposeful activities which are
child-centered. The purpose of the curriculum
is child development and growth. The project
method was introduced whereby both the
teacher and student plan the activities. The
curriculum develops social relationships and
small group instructions.
4. Harold Rugg 1886-1960 Curriculum should develop the whole child. It is
child-centered. With the statement of objectives
and related learning activities, curriculum
should produce outcomes. Emphasis is on
social studies and the teacher plans curriculum
in advance.
5. Hollis Coswell 1901-1989 Curriculum is organized around social functions
of themes, organized knowledge and learners’
interest. Curriculum is a set of experiences.
Subject matter is developed around social
functions and learners’ interests.
6. Ralph Tyler 1902-1994 Curriculum is a science and extension of
school’s philosophy. It is based on students’
needs and interest. Curriculum is always
related to instruction. Subject matter is
organized in terms of knowledge, skills and
values. The process emphasizes problem
solving. The curriculum aims to educate
generalists and not specialists.

The historical foundation shows the different changes in the purposes, principles
and content of the curriculum. The different changes are influenced by educational
philosophy and pedagogical theories. This implies that curriculum is ever changing
putting in knowledge and content from many fields of disciplines.
Psychological Foundations of Education
Psychology provides a basis or the teaching and learning process. It unifies the
elements of the learning process and some of the questions which can be answered by
psychological foundations of education.
 38

Three Groups of Learning Theories (Ornatein and Hunkins, 2004)

1. Behaviorist Psychology
1.1. Behaviourism dominated the 20th century psychology.
1.2. It includes connectionism of Edward Thorndike which influenced Ralph Tyler
and Hilda Taba who are considered to be one of the well known curricularists.
1.3. Ivan Pavlov’s classical conditioning and B.F. Skinner’s operant conditioning
were all behaviourist in character.
1.4. Robert Gagne’s hierarchical learning or sets of behaviour and five learning
outcomes became classic examples. These include the following:
1.4.1. Intellectual skills or “knowing how” to categorize and use symbols, forming
concepts and problem solving.
1.4.2. Information or “knowing what” knowledge about facts, dates and names
1.4.3. Cognitive strategies or learning sills
1.4.4. Motor skills
1.4.5. Attitudes, feelings and emotions learned through experiences.

1.5. The listed learning outcomes overlap with the domains in the taxonomy of
educational objectives which are cognitive, affective, and psychomotor.
1.6. Learning should be organized in order that students can experience success in
the process of mastering the subject matter. The method is introduced in a step by
step manner with proper sequencing of task which is viewed by other educational
psychologists as simplistic and mechanical.
2. Cognitive Psychology
2.1. These psychologists focus their attention on how individuals process information
and how they monitor and manage thinking.
2.2. Among the advocates are:
2.2.1. Jean Piaget for his Cognitive Development stages
2.2.2. Lev Vygotsky for his Social Constructivism
2.2.3. Howard Gardner for his Multiple Intelligences
2.2.4. Felder and Silverman for their Learning Styles
2.2.5. Daniel Goleman for emotional Intelligences

2.3. Learning constitutes a logical method for organizing and interpreting learning.
Learning is rooted in the tradition of subject matter and is similar to the cognitive
development theory. Teachers use a lot of problem and thinking skills in teaching
and learning. These are exemplified by practices like reflective thinking, creative
thinking, intuitive thinking, discovery learning, etc.
3. Humanistic Psychology
3.1. Concerned with how learners develop their human potential.
3.2. Traditional psychologists do not recognize humanistic psychology as a school of
psychology.
3.3. Observers view humanistic psychology as the third force learning theory after
behaviourism and cognitive development.
 39

3.4. It is built on Gestal psychology where learning can be explained in terms of the
wholeness of the problem and where the environment is changing and the learner is
continuously recognizing his/her perceptions.
3.5. Abraham Maslow’s theory of human needs for self-actualizing persons
3.6. Carl Rogers’ non-directive lives
3.7. Curriculum is concerned with the process not the products; personal needs not
subject matter; psychological meaning and environmental situations.
In summary, psychology has a great influence in the curriculum. Learners are not
machines and the mind is not a computer. Humans are biological beings affected by
their biology and their cultures. The psychological foundations will help curriculum
makers in nurturing a more advanced, more comprehensive and complete human
learning.

Social Foundations of Education

Schools exist within the social context. Societal culture affects and shapes
schools and their curricula. The way school buildings are structures, the way
classrooms and students are organized reflect the cultural views and values of the
society. Schools are only one of the many institutions that educate society. The home,
family, community likewise educate the people in the society but schools are formal
institutions that address more complex and interrelated societies and the world.
Society is a source of very fast changes which are difficult to cope with and to
adjust to. Thus schools are made to help to understand these changes. However, to
some, schools are conservative institutions that lag behind when they are supposed to
be agents of change. Thus, in order for schools to be relevant, school curricula should
address diversity, explosion of knowledge, school reforms and education for all.
The relationship of curriculum and society is mutual and encompassing. Hence,
to be relevant, the curricula should reflect and preserve the culture of the society and its
aspirations. At the same time society should also imbibe the changes brought about by
the formal institutions called schools.

Group Activity: Explore the Web.

1. Search one outstanding personality in each of the following who
contributed to curriculum development and write a short biography
about him/her.
 40

1.1. Philosophical Foundations

1.2. Historical Foundations

1.3. Psychological Foundations

1.4. Sociological Foundations

RUBRIC FOR ASSESSMENT OF STUDENTS’ OUTPUT

Module 1 Lesson 6
Criteria 4 Exemplary 3 2 1 Score
 41

Satisfactory Fair Limited

1 The group The group The group The group did
clearly seemed to clearly not show an
Understanding of
understood the understand the understood adequate
the topic
topic in-depth main points of most aspects of understanding
and presented the topic and the topic and of the topic.
the information presented presented the
convincingly. those with information
ease. with ease.

2 .All Most Most Most of the

information information information
Accuracy of information
presented in was
Information presented in
presented in the video was inaccurate or
the video was clear, but was not clear.
the video was
not usually
clear,
accurate clear, accurate.
accurate
and thorough.
and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the video reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
presentation. presentation. presentation.
4 Video Video Video Video
presentation presentation presentation presentation
Reflection of the expresses attempts to has very little has no
group’s very clearly express insights of the insights of
internalization of insightful insightful VMG, core the VMG,
the VMG, core reflection of reflection of values, and core values,
values, and the VMG, core the VMG, core graduates’ and
graduates’ values, and values, and attributes. graduates’
attributes graduates’ graduates’ attributes
attributes attributes
5 Evidences of At least one Evidence of Shows no
growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome
6 Personal and Personal and Personal and Personal and
professional professional professional professional
Evidences of Values values are values are values are values are
extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output
 42

Evaluated by: Other Comments and Observations: Total Score:

Total Score=

Rating =

Total Scorex100
24

Self-assessment:

Students: Date:

Conforme: Date:

Subject Teacher

References

Bilbao et al. (2014). Curriculum Development. Quezon City: Lorimar Publishing, Inc.
Borabo, M. and Borabo, H.G. (2015). Field Study 4: Exploring the Curriculum. Quezon
City: Lorimar Publishing, Inc.
 43

Palma, Jesus (2009). Curriculum Development System. Mandaluyong City: National

Book Store.
Pawilen, G. (2015). Curriculum Development. Manila: Rex Book Store.
Villena, D., et al. (2015) Curriculum Development. Q.C.: Adriana Publishing Co., Inc.

Electronic Sources:
https://www.slideshare.net/RonaldQuileste/curriculum-development-essentials-the-
teacher-as-a-curricularist
https://www.slideshare.net/joselinesantos3/approaches-about-school-curriculum-
55507030
https://www.slideshare.net/almareynaldo/conceptual-approach-14281275
http://olga-syscurriculum.blogspot.com/2011/05/basic-principles-in-organizing-
learning.html
Okoro, C.O. & Okoro, C.U., (2016). Retrieved: http://www.eajournals.org/wp-
content/uploads/Teachers----Understanding-and-Use-of-Thematic-Approach-
in-Teaching-and- Learning-of-Social-Studies-in-Rivers-State1.pdf
Sejpal, K. (2013). Retrieved:
https://raijmronlineresearch.files.wordpress.com/2017/07/29_169-171-dr-
kandarp-sejpal.pdf
The Saylor and Alexander Model (October 18, 2017) Retrieved:
https://developmentofcurriculum.wordpress.com/2017/10/18/the-saylor-and-
alexander-model/