Dimensions of Curriculum Development

DIMENSIONS OF CURRICULUM
DEVELOPMENT
JOSEPH L. GUERRERO
Discussant
Dimensions of Curriculum Development
Philosophical Theological
Psychological Sociological
Methodological Conceptual
Bilingual
Philosophical Dimension
of Curriculum Development
Philosophical Dimension of Curriculum
Development
 Studying philosophy helps us deal with our

own personal systems of beliefs and values
 the way we perceive the world around us

and
how we define what is important to us

Philosophical Dimension of Curriculum
Development
 As philosophical issues have always
influenced society and institutions of learning,
a study of the philosophy of education in
terms of Curriculum Development is essential
 Those who are responsible for curricular
decisions and developments, therefore, should
be clear about what they believe.
Philosophical Dimension of Curriculum Development
PERENNIALISM
Focus in the Curriculum
 Classical subjects, literary analysis
Curriculum Trends
 Use of great books and return to liberal
arts
hours per
Core Learning Areas and Subjects semester
Oral Communication 80
Reading & Writing 80
Language Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 80
Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80
21st Century Literature from the Philippines and the World 80
Humanities
Contemporary Philippine Arts from the Regions 80
Communication Media & Information Literacy 80
General Mathematics 80
Mathematics
Statistics & Probability 80
Earth and Life Science (Lecture and Laboratory) 80
Science
Physical Science (Lecture and Laboratory) 80
Personal Development / Pansariling Kaunlaran 80
Social Science
Understanding Culture, Society and Politics 80
Philosophy Introduction to the Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao 80
PE and Health Physical Education and Health 80
CORE Total Number of Hours 1,200
TRACK Total Number of Hours 1,280
Total Number of Hours (CORE + TRACK) 2,480

Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day 6.2
ESSENTIALISM
 Essential skills of the 3R’s and essential
subjects (English, Science, History, Math and Foreign Language)
Curriculum Trends
 Excellence in education, back to basics
and cultural literacy
PROGRESSIVISM
 Subjects are interdisciplinary, integrative
and interactive
Curriculum Trends
 School reforms, relevant and
contextualized curriculum, humanistic
education
PROGRESSIVISM
 Focus on present and future needs and
issues of national and international
interests
Curriculum Trends
 Equality of educational opportunities in
education, access to global education
 Educational philosophy lays the foundation

of any curriculum
 A curriculum planner, curriculum
implementor and curriculum evaluator
anchors his/her decision making process on
sound philosophy
Theological Dimension
Theological Dimension of Curriculum
Development
 The curriculum aims the

formation of the
human person to be a
good member of the
societies
Development
God-Centeredness
 In man, body and soul are substantially united,
they interact and are interdependent.
 A curriculum developed for the perfection of
the whole man must have strong foundation
and theological considerations.
Development
 In K to 12
Curriculum, in its
core values
Development
 Curriculum is value-based
on belief in Supreme Being
 On belief in GOD who is on
the side of GOOD
 On belief that man and all
things are GOD’s creation
Psychological Dimension
Psychological Dimension of Curriculum
Development
 Psychology provides a basis for the teaching
and learning process
 How should curriculum be organized to
enhance learning?
 What is the optimum level of student’s
participation in learning the various
contents of the curriculum?
Development
Behaviorist Psychology
 Learning should be organized in order
for the students experience success in the
process of mastering the subject matter
 How do we develop our own learning
plans?
Development
Is it introduced in a step by
step manner with proper
sequencing of tasks?
Is it gender responsive?
Development
Cognitive Psychology
 Learning constitutes a logical method for
organizing and interpreting learning
 How do learners store information?
 How do learners retrieve data and
generate conclusions?
Development
 Teachers must
use a lot of
problems and
thinking skills in
teaching and
learning
Development
Humanistic Psychology
 Curriculum is concerned with the process,
not the product; personal needs not
subject matter; psychological meaning
and environmental situations
Development
Humanistic
Psychology
Development
 The psychological dimensions will help
curriculum makers in nurturing learners
 more advanced learners
 more comprehensive
 complete human learning
Sociological Dimension
Sociological Dimension of Curriculum
Development
 To succeed in equipping students with the

knowledge and skills they need to succeed in
the 21st century, the curriculum reform
process will integrate awareness of social
dimensions
Development
Social Dimensions
Gender, ethnicity, race, religion, age, wealth,
(dis)ability, vulnerability, and other social and
society factors
Why is understanding and incorporating
social dimensions important in curriculum?
Development
Question: Why is gender an important issue in
the development of curriculum?
 Gender inequality exists and this may be due
to cultural norms and traditions.
 In response, curriculum should be developed
that is gender balanced (equality) and
creates equal opportunity for all (equity)
Development
Question: Why is ethnicity and ethnic languages
an important issue in the development of
curriculum?
 To have an agreement that inclusive approach in
education policy and curriculum reform on ethnic
culture, language and diversity is incorporated in
teaching and learning process.
Development
Question: Why is disability an important issue
in the development of curriculum?
 No child should be left out and the
curriculum and pedagogy needs to be
reformed to support sensitive and inclusive
environment for every child, including
children with disabilities.
Development
Question: Why is poverty an important issue in
the development of curriculum?
There is a link between poverty, education

and employment and the importance of
both policy and implementation/operations
Development
 Some noted poverty is a barrier for
education and decent employment
 Curriculum, classroom activities and
pedagogy should be sensitive to all
children regardless of income, family
status or background
Development
 Some noted poverty is a barrier for
education and decent employment
 Curriculum, classroom activities and
pedagogy should be sensitive to all
children regardless of income, family
status or background
Methodological Dimension
Methodological Dimension of Curriculum
Development
How curriculum is ORGANIZED?
Is it HORIZONTAL ORGANIZATION? or
Is it in VERTICAL ORGANIZATION?
Development
Horizontal Organization
 the direction of the curriculum elements is
sideway.
 Do we observe/practice the alignment of
the curriculum being taught in a common
grade level.
Development
Horizontal Organization
Example:
a. Relating history with geography or politics
b. Relating anatomy with physiology /
trigonometry and physics
Development
Vertical Organization
 sequence of curricular elements.
 Planning of the curriculum across
the grade levels, from
kindergarten through high school,
building upon instruction based
upon standards
Development
Example:
a. The concept of “living things” comes
ahead of the topics on “plant or animal”
b. Addition and subtraction must be taught
first before multiplication and division.
Conceptual Dimension
Conceptual Dimension of Curriculum
Development
The phenomena of knowledge explosion,
obsolescence, changing complex world,
wide range of abilities in the classroom have
led to the formulation of this approach in
education.
Development
 This approach is a method of organizing
the curriculum around basic concepts and
generalization.
 Concept is the categorization or classification
of things, events, or ideas.
 The relationship and interrelationship of
concepts result into generalizations.
Development
 Structure refers to the foundational concepts
and generalizations of a discipline.
 Since concepts and generalizations are
abstractions that grow from one’s experiences,
the process of conceptualizing curriculum is
subjective;
 curriculum is personal to the learner.
Development
 The strategy preferred in the conceptual
approach may be generally described as
“inquiry” which is mainly premised on the idea
that due to the fast turnover of knowledge, it
is better to stress the
“how to learn” rather than “what to learn”.

Development
According to Dr. Leonardo de la Cruz:
THE CONCEPTUAL APPROACH
 The inquiry mode of learning is probably even more
imperative for Philippine schools, since only about 55.8% of
Filipino youth stay in school up to the 6th grade, only about
25.3% manage to reach high school, and only about 11.5%
complete college. Therefore, the sooner Filipino children
are taught how to continue to think and learn by
themselves, the more self-reliant Filipinos could be
harnessed by our schools.
Development
Development
THE CONCEPTUAL APPROACH
Learning is change as a result of an experience which is

personally meaningful and relevant to the individual.
Learning is both an intellectual and an emotional process.
Learning is a cooperative and collaborative process.

Development
The conceptual approach aims at

developing a
thinking-feeling-acting man
.
Bilingual Dimension
Bilingual Dimension of Curriculum
Development
 bilingual curriculum development
characterize thematic curriculums, the
form of the game teaching methods,
immersion language communication
modes, and visual forms of parent
participation
Bilingual Dimension of Curriculum
Development
Bilingual education curriculum construction
must correctly understand the special nature of
bilingual education.
The relationship between culture inheritance
and the development of education is
coordinated, so that the quality of education
will be improved.
Ex : Mother Tongue Bilingual Learning Education
References
Andres, Tomas Quintin D. and Francisco, Felizardo Y., Curriculum
Development in the Philippine Setting,
PhilippinePrinting Press, Q.C., 1989
Bilbao, Purita,. et.al, (2008) Curriculum Development,.

LORIMAR Publishing Company

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DIMENSIONS OF CURRICULUM

 Studying philosophy helps us deal with our

 the way we perceive the world around us

how we define what is important to us

TRACK Total Number of Hours 1,280

Total Number of Hours (CORE + TRACK) 2,480

 Educational philosophy lays the foundation

 The curriculum aims the

 To succeed in equipping students with the

There is a link between poverty, education

“how to learn” rather than “what to learn”.

Learning is change as a result of an experience which is

Learning is both an intellectual and an emotional process.

Learning is a cooperative and collaborative process.

The conceptual approach aims at

Bilbao, Purita,. et.al, (2008) Curriculum Development,.

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