At the end of the class, students should be able to :

1. Explain the relationship between traditional points of view of curriculum and the progressive points
of view of curriculum.
2. Study the components of the curriculum.
3. Explain the process of curriculum development.
4. Discuss the significance of the teaching process in basic education.
5. Explain the principles that guide teachers in the teaching-learning process.

An Overview
Ever since the term curriculum was added to educators vocabularies, it has seemed to convey
many things to many people. To some curriculum has denoted s specific course, while to others it has
meant the entire educational environment. Whereas perceptions of the term may vary, it must be
recognized that the curriculum encompasses more than simple definition. Curriculum is the key
educational process; its scope is extremely broad, and it touches virtually everyone who is involved
with teaching and learning.
The teaching-learning process is the touchstone to effective instruction particularly in basic
education. Teaching becomes more effective and productive when teachers are equipped with
knowledge, abilities, and skills in planning instructions for the learners. With this in mind, this lesson
explores the teaching and its impacts on the concomitant learning processes. This lesson further
presents that teaching-learning processes take place in the learning environments of the learners- at
home, in school, and in the community.

THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT

CURRICULUM

A document which describes a structured series of learning objectives and outcomes for a given
subject matter area

Includes a specification of what should be learned, how it should be taught, and the plan for
implementing/assessing the learning

Some authors define curriculum as the total effort of the school to bring about desired outcomes in
school and out-of-school situations.

It is also defined as a sequence of potential experiences set up in school for the purpose of
disciplining children and youth in group ways of thinking and acting.

Curriculum is a structured set of learning outcomes or task that educators usually call goals and
objectives. ( Howell and Evans 1995)

Curriculum is the what of teaching.

Curriculum listings of subjects to be taught in school.

Curriculum Planning

A curriculum Plan is the advance arrangement of learning opportunities for a particular population
of learners.

A Curriculum guide is a written curriculum.

A Curriculum Planning is the process whereby the arrangement of curriculum plans or learning
opportunities are created.

It is the process of preparing for the duties of teaching, deciding upon goals and emphases,
determining curriculum content, selecting learning resources and classroom procedures, evaluating
progress, and looking toward next steps.

Curriculum Development

It is defined as the process of selecting, organizing, executing, and evaluating learning experiences
on the basis of the needs, abilities and interests of the learners and the nature of the society or
community.

TWO SCHOOLS OF THOUGHT ON CURRICULUM DEVELOPMENT

A. The Essentialist School

It considers the curriculum as something rigid consisting of discipline subjects.

It considers all learners as much as the same and it aims to fit the learner into the existing
social order and thereby maintain the status quo
Its major motivation is discipline and considers freedom as an outcome and not a means of
education.

Its approach is authoritative and the teachers role is to assign lessons and to recite recitations.

It is book-centered and the methods recommended are memory work, mastery of facts and
skills, and development of abstract intelligence.

It has no interest in social action and life activities.

Its measurement of outcomes is standard tests based on subject matter mastery.

Traditional Points of View of Curriculum

Body of subjects or subject matter prepared by the teachers for the students to learn.

Synonymous to course study.

Permanent studies where the rule of grammar, reading, rhetoric, logic and mathematics
for basic education emphasized.(Hutchins)

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

B. The Progressive School

It conceives of the curriculum as something flexible based on areas of interest.

It is learner-centered, having in mind that no two persons are alike.

Its factor of motivation is individual achievement believing that persons are naturally good.

The Role of the teacher is to stimulate direct learning process.

It uses a life experience approach to fit the student for future social life.

Constant revision of aims and experimental techniques of teaching and learning are
imperatives in curriculum development in order to create independent thinking, initiative, selfreliance, individuality, self-expression and activity in the learner.

Its measurement of outcomes is now devices taking into consideration subject matter and
personality values.

Progressive Points of View of Curriculum

Listing of subjects, syllabi, course of study and list of courses or specific discipline can
only be called curriculum if these written materials are actualized by the learner.

Total learning experiences of the individual.

All experiences children have under the guidance of teachers. Caswell & Campbell

Experiences in the classroom which are planned and enacted by the teacher, and also
learned by the students. Marsh and Willis

Different Theories

Conflicting philosophies of education have influenced curriculum principles and practices.

A NUMBER OF self-evident educational truths in the past are now seen to be rather educational
myths; such as teachers know, children or learners dont; all learners should be treated alike.

The fundamental concepts of some curricula have changed.

In many areas, new methodologies: programmed instruction, Computer Assisted Instruction,

Tutorials, Large and Small Group Instruction, and a variety of individualized instruction procedures
have been developed.

There is the curricular emphasis on the subject matter for the mind, with priority in value to
literature, intellectual history, ideas of religion, philosophy, studies.

There is the curricular emphasis on the observable facts, the world of things.

Different Emphases

Another curricular emphasis is the schools dependence on Scholasticism,

Another curriculum stresses the importance of experience process.

A recent curricular emphasis is that of existing choice.

The learner must learn skills, acquire knowledge, and make decisions.

Ralph Tyler Model: Four Basic Principles

1. Purposes of the school
2. Educational experiences related to the purpose
3. Organization of the experiences
4. Evaluation of the experiences
Hilda Taba: Grassroots Approach
1. Diagnosis of learners needs and expectations of the larger society.
2. Formulation of learning objectives.
3. Selection of the learning content.
4. Organization of learning content.
5. Selection of the learning experiences.
6. Organization of learning activities.
7. Determination of what to evaluate and the means of doing it.
Steps in Curriculum Development

Tylers Questions of Curriculum Development will provide 4 steps:

What educational purposes should the school seek to attain?

What educational experiences can be provided that is likely to attain these purposes?

How can these educational experiences be effectively organized?

How can we determine whether these purposes are being attained?

In answering Tylers questions, we arrive the following basic steps of curriculum development:

Selection of aims, goals and objectives;

Selection of learning experiences and content;

Organisation of learning experiences; and

Evaluation of the extent to which the objectives have been achieved.

The 4 steps above are basic, because they can be more than 4

Curriculum Development

Some curriculum experts like Tyler say

that the steps are followed in a sequence
or a straight line.

This model that assumes that curriculum

decision making follows a straight line is
called linear model

Other scholars argue that curriculum

decision making is not a simple linear
process that necessarily starts with aims.

One of them is Wheeler (1978) who

believes that curriculum decision making
can start from any point and can come
back to any of the points e.g. like a cycle

Kerr (1968) also believes that curriculum process is a very complex set of activities and decisions
and they interact a lot.

Changes made in content may necessitate changes in experiences, which may again bring about
changes in evaluation etc.

Selection of Aims and Objectives

Every curriculum is aimed at developing in the learners certain competencies or abilities. The
curriculum process must therefore clearly identify the
aims that the curriculum is intended to achieve.

Curriculum aims range from the very broad to the more

specific. In fact, that is why we use the terms aims, goals
and objectives to refer to them. Aims are broad
statements which cover all of the experiences provided in
the curriculum; goals are tied to specific subjects or
group of contents within the curriculum; while objectives
describe the more specific outcomes that can be attained
as a result of lessons or instruction delivered at the
classroom.
Factors in Selecting Aims

Analysis of our culture: we should take into account

our cultural values, norms and expectations when
selecting aims,

The present status of the learner: what has the learner already known? What are his/her
characteristics? What is he/she ready for?

The state of our knowledge of the subject matter or content: We should examine new
developments in knowledge to see if they contain things that are of real value to the learner
and society.

Relevance to schools philosophy of education: each nation has its own philosophy of
education which its schools try to implement. Nigerias philosophy of education is contained in
its National Policy on Education. We should ask whether the objectives we select are relevant
to this philosophy;

Consistency with our theory of learning: at any time in any society, there is a dominant
conception of learning i.e. our understanding what learning is and how it takes place. For
instance, the National Policy on Education anticipates that the Nigerian child is active,
exploratory and imaginative.

Selection of Content & Learning Experiences

Content is what we teach; learning experience is an activity which the learner engages in which
results in changes in his behaviour;

We should select those contents and learning experiences that will in attaining the goals of the
curriculum;

There are some factors to consider in selecting both learning experiences and content.

We shall first examine those criteria for selecting learning experiences

Factors in Selecting Learning Experiences

Validity: this refers to the relevance of the stated learning experience to the stated goals of the
curriculum;

Relevance to life: learning experience must be related to the learners real life situations in and
out of school;

Variety: learning experiences must cater to the needs of different types of learners by providing
different types of experiences;

Suitability: learning experiences must be suitable to the learners present state of learning and
characteristics:

Selection of learning experiences

Cumulation: even though experiences provided may be different, they should all lead to the
attainment of the same goal; subsequent experiences should build on earlier ones;

Multiple Learning: a single learning experience may bring about multiple outcomes. Such learning
experiences are important because of their multiple benefits.

Factors in Selecting Content

Validity: means two things, is the content related to the objectives, and is the content true or
authentic;

Significance: is the content significant or will lead it to the more mastery or more understanding of
the course or subject;

Utility: here the question is whether the content selected is useful i.e. will lead to the acquisition of
skills and knowledge that are considered useful by society?

Interest: is the content interesting to the learner? Or can the content be made interesting to
learners?

Learnability: is the content selected such that learners can learn and understand given their
present level?

COMPONENTS OF THE CURRICULUM

Major components of a curriculum are the following:
o COMPONENT 1: Aims, goals and objectives (AGO)
o COMPONENT 2: Subject Matter/content
o COMPONENT 3: Learning experiences
o COMPONENT 4: Evaluation approaches

COMPONENT 1: Aims, Goals and Objectives

General goals of schools (Phil Constitution 1987)

o Inculcate patriotism and nationalism
o Foster love of humanity
o Appreciate the role of national heroes in the historical development of the country
o Teach the rights and duties of citizenship
o Strengthen ethical; and spiritual values
o Develop moral character and personal discipline
o Encourage critical and creative thinking
o Broaden scientific and technological knowledge and promote vocational efficiency

Aims of Elementary Education (Education Act of 1982 or Batas Pambansa Blg 232)
o The goals of the Elementary level curriculum
o

Provide knowledge and develop skills, attitudes, values essential to personal development
and necessary for living in and contributing to a developing and changing world;

o Provide learning experiences which increase the Childs awareness of and responsiveness
to the change in the society
o Promote and intensify knowledge, identifications with and love for the nation and the
people to which develop orientation to the world of work and prepare the learner to engage
in honest and gainful work.

Aims of Secondary Educations (Education Act of 1982 or Batas Pambansa bBlg. 232)

o In high school, education curricula aim to;

Continue to promote the objectives of elementary education;
Discover and enhance the different aptitudes and interests of students in
order to equip with skills for productive of students in order to equip them
with skills for productive endeavor and or to prepare them for tertiary level.
COMPONENT 2: Curriculum Content or Subject Matter
All curricula have content. Content is more than simply in formation to be learned in school.
Compendium of facts, concepts generalization, principles and theories.
o SUBJECT CENTERD repository of accumulated discoveries and inventions of man down
the centuries, due to mans exploration of his world.
o STUDENT CENTERED- relates knowledge to the individuals personal and social world
and how he defines reality.
COMPONENTS 3: Curriculum Experiences

This links to instructional strategies/methodologies/pedagogies that are utilized to facilitate

learning

Among there are time tested methods, inquiry approaches, constructivist, and the like.

COMPONENT 4: Curriculum Evaluation

To consider a curriculum to be effectively and efficiently utilized, there must have element to
facilitate learning.

This may refer to effectiveness of the program, process, and product of the curriculum

Evaluation is defined as meeting the goals and matching them with the intended outcomes.

Curriculum Design Models

Subject-centered design model

o Focuses on the content of the curriculum
o Corresponds mostly to the textbook written for specific subject
o Examples of subject-centered curriculum are (1) Subject design-the oldest (2)
discipline design- often used in college (3) Correlation design-links separate subjects
to reduce fragmentation (4) broad filed design/interdisciplinary-called holistic
curriculum

o Subject design-easy to deliver, but learning is compartmentalized. Focused on the

content that it forgets about the learners.
o Discipline design- cluster of content. Focuses on academic disciplines.
o Correlation design- subjects are related with each other but each maintains its identity.
o Interdisciplinary- clustering of a subject (i.e., social science includes history, geo,etc.,
linguistics includes grammar, literature, etc.)

Learner- Centered Design- Very strong in the elementary level. Under the progressivists
school of psychology. Learner is the center of the educative process.
Examples:
o Child-centered design- anchored on the needs and interests of the child.
One learns by doing.
o Experience-centered design; interests and needs of learners, child remains
to be focus, cannot be pre-planned. Instead experiences of the learners
become the starting point of view of the curriculum, thus the school
environment is left open and free.
o Humanistic- centered design- development of self is the ultimate objective of
learning. It stresses the whole person and the integration of thinking, feeling
and doing. Stresses the development of positive self-concept and
interpersonal skills.
o Child-centered psychologist- John Dewey, Rouseae, Pestallozi, and
Froebel
o Humanistic-centered psychologists- Abraham Maslow, and Carl Rogers.

Problem-Centered Design- this design draws on social problems, needs, interest and abilities
of the learners.
Examples:
o Life situation design- contents are organized in ways that allow students to
clearly view problem areas clearly. Uses past and present experiences of
learners as means to analyze the basic areas of living.
o Core design- it centers on general education and the problems are based on
common human activities.

Teaching-Learning Process and Curriculum Development

What is Curriculum?
Total learning experience
The description above implies that the crux of a curriculum is the different
planned and unplanned activities which have been lived, acted upon or done
by the learners with the guidance of the teacher

Teaching and learning are actions necessary to accomplish a goal in

education

What is Teaching
You cannot give what you do not have
Teaching as a process in curriculum Effective teaching is one that will
bring about the intended learning outcome
An organization of meaningful learning
It is creating a situation or selecting life-like situation to enhance
learning to the traditionalist, it is imparting knowledge and skills
required to master a subject matter.
Process of dispensing knowledge to an empty vessel( mind of learner)
Its showing, telling, giving instruction, making someone understand in
order to learn

Teacher

Person who teaches, controls learning, dispenser of knowledge, an ultimate

authority, a director of learning

Teaching
Based on progressive and humanist education, teaching is perceived as
stimulating, directing, guiding the learner and evaluating the learning
outcomes of teaching.

Teachers role becomes complex but has given the learner the
responsibility to learn.
A process that enables the learner to learn on his own
Teacher is the Decision maker in teaching process

TEACHING PROCESS
PLAN

IMPLEME
NT

Evaluat
Feedbacks and Reflection
e

Planning Phase includes decision like:

The needs of the learner
The achievable goals & objectives to meet the needs
Selection of the content to be taught
Motivation to carry out the goal,
Strategies most fit to carry out the goals
Evaluation process to measure learning outcome
Considerations in planning
Learner
Availability of materials
Time requirement of particular activity
Strategy need to achieve the objective
Implementation phase
o Based on the objective, implementation means to put into action the
different activities in order to achieve the objectives through the
subject matter.
o Interaction of the teacher and learner is important in the
accomplishment of the plan
o Use of different teaching style and strategy are included in this phase
Evaluation phase
o A match of the objective with the learning outcome will be made
o Answer the question if the plans and implementation have been
successfully achieved
o A continuous process of feedback and reflection is made in this three
phases of teaching
o Feedback is the reflection of the feedback ;
o Reflection is the process embedded in teaching where the teacher
inquires into his action and provides deep and critical thinking

MATCH
Objective

Learning Outcome
Plans
Implementation

Successfully achieved

A continuous process of feedback and reflection is made in this three

phases of teaching

PLAN

IMPLEMEN
T

EVALUATE

Feedback and Reflection

Feedback is the reflection of feedback

Reflection is the process embedded in teaching where the teacher inquires
into his action and provides deep and critical thinking
Basic assumptions can be made based on the diagram:

That teaching is goal oriented with the change of behavior as the ultimate
end
Those teachers are the ones who shape actively their own action
That teaching is a rational and a reflective process
That teachers by their actions can influence learners to change their own
thinking or desired behavior, thus teaching is a way of changing behavior,
through the intervention of the teacher

Good teaching is .......

One that is well planned & where activities are interrelated to each other
One that provide learning experiences or situation that will ensure
understanding, application and critical thinking
Based on the theory of learning. Good Teaching is
o One where the learner is stimulated to think and reason
o Utilizes prior learning and its application to new situation
o Governed by democratic principles
o Embeds a sound evaluation process

o Learning as a process of learning

o To teach, is to make someone to learn...
Learning
Defined as a change in an individuals behavior caused by experiences or self
activity
Implies that learning can only happen through the individuals activity or his
own doing
Can be intentional or unintentional
Two principal types of learning process
Behavioral learning theories
Cognitive learning theories
Behavior Learning Theory
Emphasizes observable behavior such as new skills, knowledge, or attitudes
which can be demonstrated
Observable and measurable
If the individual has changed behavior, he has learned
Cognitive Learning Theory

Concerned with human learning in which unobservable mental processes are

used to learn and remember new information or acquired skill
related to concept of meaningful learning through cognitive models

Three model of teaching anchored on cognitive learning theory

Discovery learning of Jerome Bruner

Reception learning of David Ausubel
Events of Learning of Robert Gagne

Discovery learning
States that the individual learns from his own discovery of the environment
Learners are inherently curious, thus they can be self motivated until they
find answers to the problem
Gave rise to the emerging theory of constructivism and self-learning
Learning is flexible, exploratory, and independent
Reception Learning
Though learners are inherently curious, they may not be able to know what is
important or relevant and they need external motivation in order to learn
both also emphasize that prior learning is important in order to learn new
things and because knowledge continuously changes once it is in the
learners mind

Events of learning (eight internal events)

1.
2.
3.
4.
5.
6.
7.

Motivation phase
Apprehending phase
Acquisition phase
Retention phase
Recall phase
Generalization phase
Feedback phase

Learning based on the theory of learning

Does not take place in an empty vessel

A social process where interaction with other learners and the teachers are
needed
Result of individual experiences and self activity
Both observable and measurable
Takes place when all the senses are utilized
Will be enhanced when the learned is stimulated, directed, guided and
feedback is immediately given
Each learner has its own learning style

Teaching and Learning Go together

One cannot succeed with the support or success of the other
Teaching style of the teacher should jibe with the learners learning styles.
Learner is the center of teaching
Knowledge of the learner and his learning style should be considered
Learners become complex individuals capable of learning on their own, the
repertoire of teaching should also increase
Teaching is the cause And Learning is the effect
Learning in Teaching And Teaching for Learning

Ways of Teaching & Learning

Different teaching method & strategies can be clustered according to the
number of students being taught
For larger group teaching, methods like lecture, expository, panel discussion,
seminar, forum, demonstration or combination of lecture-demo are
appropriate
For smaller group, role playing, buzz session, workshop, process approach,
discovery learning, cooperative learning
For individualized teaching, modular instruciton, e-teaching, programmed
instruction

Ways of Teaching
Traditional teaching method

inductive method, deductive method,

type study method, project method,
laboratory method,
Q&A or Socratic method &
lecture method

Improved teaching methods

integrative technique,
discovery approach,
process approach, conceptual approach,
mastery learning, programmed instruction,
e-learning,
simulation, case-based teaching,
conceptual teaching, cooperative teaching

Ways of learning:

Trial and error- related to stimulus response theory of learning

Conditioning classical conditioning theory of Pavlov
Insight- higher level of intelligence is being utilized
Observation &imitation through modeling

Teaching & Learning in the Curriculum

Crucial issue how the student should learn how to learn

Teaching & Learning give life to the curriculum

Value placed in teaching will reap the same value in learning
A good curriculum can be judged by the kind of teaching and the quality
of learning derived from it

CURRICULUM IN THE PHILIPPINES

Curriculum Development in the Philippines

Touched on the religion, economic, political and social influences and events that took place in the
country.

Colonial rules in the Philippines tailored the curriculum to serve colonial goals and objectives.

The Need for Curriculum Framework

What learning objectives should be included?

What will be the bases for the choice of objectives?

Will the choice be based on the learners needs and interests, or rather on the needs of the
society?

Will the selection depend on tradition, the nature of knowledge, or the learners characteristics?

What philosophical and psychological theories regarding the nature of learners as well as the
learning process will underpin the organization of the content?

Will the choice of methodology be in line with accepted teaching-learning principles?

Will the evaluation procedure be able to measure the learning that is taking place?

The result of lack of Framework

Sari-sari (hodgepodge)

Pira-piraso (piemal)

Tagpi-tagpi (patchwork)

Sabog (lack of focus)

Malabo (vague)

Lakas ng kutob (gutfeel)

Hula-hula (hunches)

Gaya-gaya (patterned from an existing model)

Bahala na (by chance)

Patama-tama (non-deliberate)

The Areas of Concern

Cultural Values

Knowledge of Learner

Knowledge Of Teaching-Learning Theories and Principles

Body of Knowledge

Knowledge of the Learner

Program for Decentralized Educational Development (PRODED) - Content Based (not on the
learner and learning process)

The Basic Education Curriculum (BEC) and Secondary Education Development Program (SEDP)
addresses the learner and learning process

Determinants of Learning in Philippines

Educational Development Project Implementing Task Force(EDPITAF) revealed that community

and home variables have greater impact on learning than school factors.

Factors:

Use of electricity

Parental education

Parents perception of academic abilities and interests of the children

Parents attitude

Geography (Region)

School Type

Socio economic status of the Family

Knowledge of Teaching-Learning Principles

Behaviorism

Cognitive Development Psychology

Cognitive Field Psychology

The New Elementary School Curriculum (NESC) and New Secondary Education Curriculum
(NSEC) - demonstrate ample evidence of the inclusion of behaviorist psychological principles
through the use of behavioral objectives, drills, practices, and homeworks reinforce learning.

The Pre-Spanish Curriculum

The Filipino possessed a culture of their own.

They had contacts with other foreign peoples from Arabia, India, China, Indo-China, and Borneo.

The inhabitants were civilized people, possessing their systems of writing, laws and moral
standards in a well organized government.

As shown in the rule of Barangays, their code of laws the code of Kalantiao and Maragtas, their
belief in Bathala, and the solidarity of the family were obedience and respect had been practiced.

Pre-Spanish Devised-Curriculum

The Spanish Missionaries aim to control of the Filipinos, both body and soul.

The curriculum then consisted of 3 Rs (reading, writing and religion) to attain goals were the
acceptance of Catholicism and the acceptance of Spanish rule.

The Spanish Devised Curriculum

The schools were parochial or convent schools.

The main readings were the catecismo.

The method of instruction was mainly individual memorization.

American Devised Curriculum

The motive of the Americans was to conquer the Filipinos not only physically but also mentally.

The curriculum was based on the ideals and traditions of America and her hierarchy of values.

English was the medium of instruction.

The primary curriculum prescribed for the Filipinos consisted of three grades which provides
training in two aspects:
1. Body Training physical education
2. Mental Training English, Nature Study, and Arithmetic.

Commonwealth Curriculum

(1935-1946) considered as the period of expansion and reform in the Philippine curriculum.

The educational leaders expanded the curriculum by introducing course in farming, domestic
science, etc.

Commonwealth Act 586, also known as educational Act of 1940, recognized the elementary school
system.

Japanese Devised Curriculum

They devised a curriculum for the Filipinos to suit their vested interest.

They introduced many changes in the curriculum by including Nippongo, and abolishing English as
the medium of instruction and as a subject.

All textbooks were censored and revised.

It caused a black out in Philippine education and impeded the educational progress of the
Filipinos.

Liberation Period Curriculum

(1945) Steps were taken to improve the curriculum existing before the war, some steps taken were
to restore grade VII, to abolish the double-single session, and most especially to adopt the modern
trends in education taken from the U.S.

The curriculum remained basically the same as before and was still subject-centered.

Philippine Republic Curriculum

Great experiments in the community school and the use of vernacular in the first two grades of the
primary schools as the medium of instruction were some of them.

An experiment worth mentioning that led to a change in the Philippine Educational Philosophy was
that of school and community collaboration pioneered by Jose V. Aguilar.

Schools are increasingly using instructional materials that are Philippine-oriented.

Memorandum No. 30, 1966 sets the order of priority in the purchase of books for use in the schools
were as follows:

Books which are contributions to Phil. Literature

Books on character education and other library materials

Library equipment and permanent features

CURRICULUM APPROACHES

1. Technical Scientific Approaches

2. Behavioral-rational Approach

3. System-managerial Approach

4. Intellectual Academic Approach

5. Non-Technician / Non-Scientific Approach

6. Humanistic aesthetic Approach

7. Re-conceptualist Approach

8. Reconstructionism

9. Eclectic Models

Technical Scientific Approach

The curriculum developers which may include specialists, superintendents, principals and
coordinators are likened to engineers and architects who use instruments and empirical methods in
preparing a blueprint with well defined elements orderly-sequenced procedures, and quality control
measures to increase the probability of success in its implementation

Bases of Technical Scientific Approach

1. The curriculum will improve as the professional competence of teachers improves.

2. The competence of teachers will improve when they participate in curriculum development

3. When teachers share in shaping the goals and selecting the content and method of instruction
as well as evaluating results, their involvement is assured.

4. When people interact during face-to-face sessions, they will better understand one another.

Behavioral-Rational Approach

It is a means-end approach. Curricula developed through this approach become the actual
blueprints which prescribe the roles of key figures in the educative process.

Viewing the curriculum as the means and instruction as the end is a behavioral orientation.

Systems-Managerial Approach

1. Motivate interest of all stakeholders

2. Encourage participation and involvement of all stakeholders

3. Synthesize divergent viewpoints

4. Monitor curriculum implementation

5. Create a climate of innovation and change

Intellectual- Academic Approach

Emphasizes the importance of theories and principles in curriculum planning.

This model is influenced by the philosophy of John Dewey

Non-Technical / Non-Scientific Approaches

Flexible and less structured without predetermined objectives to guide the learning-teaching
process

Contends that not all ends of education can be known nor indeed to be known in all cases.

Humanistic-Aesthetic Approach

Argues that those who favor the rational approach miss the artistic and personal aspects of
curriculum and instruction.

It is rooted in progressive philosophy which promotes the liberation of learners from authoritarian
teachers.

Reconceptualist Approach

Criticizes the technocratic scientific models as not sensitive to the inner feelings and experience
of individuals.

Reflects on existentialist orientation.

The aim of education is not to control instruction in order to preserve existing order.

Reconstructionism

The school is an institution of social reform.

Criticizes the progressivists for putting too much emphasis on the individual learner to the neglect
of the needs of society.

Eclectic Models

Oftentimes, Filipino educators, in particular, prefer eclectic models (halo-halo) which are a
combination of several approaches, rather than commit themselves to one particular approach
only.

Eclectic models are not mere patchwork (pagtagpi-tagpi) but a synthesis. (pagbuo o paghahabi)
where desired features from several models are selected and integrated into a new whole.

Curriculum Design

The Subject-Area Design

The Integrated Design

The Core-Curriculum Design

The Child-Centered Design

The Social Reconstruction Design

The De-schooling Design

Subject Centered Design

FOCUS - A group of subjects or subject matters that represent the essential knowledge and values
of society that have survived the test of time.

PHILOSOPHICAL ORIENTATION Essentialism

PROPOENT / S Adler, Hutchins

Integrated Design

FOCUS - the integration of two or more subjects, both within and across disciplines, into an
integrated course.

PHILOSOPHICAL ORIENTATION Experimentalism

PROPONENT / S Broudy, Silberman

Core Curriculum Design

FOCUS a common body of curriculum content and learning experience that should be
encountered by all students The great books

PHILOSOPHICAL ORIENTATION Perennialism

PROPONENT /S Goodlad / Boyer

Child-Centered Design

FOCUS Learning activities centered on the interests and needs of the child, designed to motivate
and interest the child in the learning process.

PHILOSOPHICAL ORIENTATION Progressivism

PROPONENT / S Dewey , Eisner

Social Reconstructionist

FOCUS critical analysis of the political, social, and economic problems facing society; future
trends; social action projects designed to bring about social change.

PHILOSOPHICAL ORIENTATION Social Reconstruction

PROPONENT / S Shane , Bramald

Deschooling

FOCUS in-school experiences, primarily in the social sciences, designed to develop the childs
sense of freedom from the domination of the political, social, and economic systems; out of school
experiences of equal value.

PHILOSOPHICAL ORIENTATION Social Reconstructionism

PROPONENT /S - Freire , Goodman

IMPLEMENTATION
IMPLEMENTATION MODELS
1. Overcoming Resistance to Change (ORC)
2. Leadership Obstacle Course (LOC)
3. Linkage Model
4. Organizational Development (OD)
5. Rand Change Agent Model

Overcoming Resistance to Change (ORC)

* Focuses on overcoming staff resistance to change that is present immediately before, or at the time of the
introduction of the innovation.

Leadership Obstacle Course (LOC)LOC

Extends the ORC model and puts emphasis on the gathering of data to determine the extent and
nature of the resistance in order to deal with it appropriately.

The Linkage Model

The linkage process involves a cycle of diagnosis, search, retrieval, formulation of solution,
dissemination and evaluation.

Organizational Development (OD)

This model is an information-processing change strategy that enables the system to improve its
operations and the quality of interactions among its members to facilitate the introduction of
change.

Rand Model

The Rand Model is based on the assumption that the success of the implementation of new
program depends on:

A. The characteristics of the proposed change

B. Competencies of the teaching and administrative staff

C. The support of the local community

D. The School organizational structure

Factors Affecting the Choice of Implementation Model

1. Level of Resistance
2. Type of desired change
3. Available expertise
4. Available resources
5. Urgency of the situation

EVALUATION
DEFINITION OF EVALUATION
Curriculum evaluation is a systematic process of determining whether the curriculum as designed and
implemented has produced or is producing the intended and desired results.
It is the means of determining whether the program is meeting its goals, that is whether the
measures / outcomes for a given set of instructional inputs match the intended or pre-specified outcomes.
(Tuckman, 1979)
Types of Evaluation
1. Humanistic approach goal free
2. Scientific approach purpose driven
Objectives of Evaluation
1. Scope (teaching program-cost effectiveness)

2. Timing (formative, summative, impact)

3. Method ( quantitative, qualitative)
4. Level (classroom, school, national)
5. Personnel involved (individual teachers, committees, consultants)
Evaluation Studies in the Philippines
1. 1925 Monroe Survey
2. 1959 Swanson Survey
3. 1969 Presidential Commission to Survey Philippine Education (PCSPE)
4. 1976 Survey of Outcomes of Elementary Education (SOUTELE)
5. 1982 Household and School Matching Survey
6. 1991 Congressional Commission on Education (EDCOM)
7. 1991 National Evaluation and Impact Study of PRODED
CURRENT TRENDS AND ISSUES
BILINGUAL EDUCATION
1. Article 14, sect 7 of 1987 constitution for the purposes of communication and instruction, the
official languages of the Philippines are Filipino and until otherwise provided by law, English.
2. DECS Order 52, s. 1987 the policy of bilingual education aims to make every Filipino competent
in both Filipino and English at the national level
3. DECS defines bilingual as separate use of Filipino and English as media of instruction in specific
subjects.
Early Childhood Care and Development (ECCD)
1. Art 15, Sec 2, 1987 Phil. Cons. recognizes the right of children to assistance, including proper
care and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation and
other conditions prejudicial to their development.
2. UN Convention on the Rights of Child
3. Education for All (EFA) agenda of DECS, 1990 envisioned 90% in 2000 of early childhood care and
development either home-based services or kindergarten / nursery classes
Other issues
1. Access to pre-school education
2. Private Pre-school education

3. Global education
4. Environmental education

BICOL STATE COLLEGE OF APPLIED SCIENCES AND

TECHNOLOGY
CITY OF NAGA
College of Education

In Partial Fulfillment of the Requirements in

Curriculum Development
Submitted by:

CADACIO, JULEUS CESAR M.

ESTONACTOC, RIZALINA M.
FLORENDA, SHARON M.
IBARA, ROGELIO JR., B.
NAVARRO, JANICE V.
NAYVE, ANNA LOUISE S.

Submitted to:
DR. ARACELI E. CARRERAS

March 2015