K to 12

Foundation of Curriculum

Curriculum Process

Implementation and
Monitoring
K to 12
Foundation of
Curriculum
Anthropological/
Social
Video Presentation on
Sociology
History
History
 History and Its Influence to
Curriculum
The history of one’s country can
affect its educational system and
the kind of curriculum it has. If we
are going to trace the formal
beginning of curriculum, we get
back in time to Franklin Bobbit’s
book entitled, “The Curriculum”
which was published in 1918.
From the time of Bobbit to Tyler,
many developments in the
purposes, principles and
 This article deals with influential people in the educational system
particularly in shaping the curriculum as we know today. It also talks
about their specific contributions that can still be observed by the
present generation of learners.
Let’s enumerate and discuss the curriculum theorists and their
contributions by chronological order.
The Six Famous Curriculum Theorists
1. Franklin Bobbit (1876-1956)
Bobbit believes that the learning objectives, together with the
activities, should be grouped and sequenced after clarifying the
instructional activities and tasks. He also views curriculum as a science
that emphasizes the needs of the students. This viewpoint explains why
lessons are planned and organized depending on the needs of the
students and these needs must be addressed by the teachers to
prepare them for adult life.
• 2. Werret Charters (1875-1952)
• Aside from emphasizing the students’ needs, he
believes that the objectives, along with the
corresponding activities, should be aligned with
the subject matter or content. For that reason,
department chairpersons or course coordinators
scrutinize the alignment or matching of
objectives and subject matter prepared by the
faculty members.
• 3. William Kilpatrick (1871-1965)
• For him, the purpose of curriculum is child
development, growth, and social relationship.
He also introduced the use of small group
interaction, and the project method in which the
teacher and students plan together. Thus, it is
called as the child-centered curriculum.
• 4. Harold Rugg (1886-1960)
• He introduced the concept of the development of
the whole child, the inclusion of social studies, and the
importance of curriculum planning in advance.

• 5. Hollis Caswell (1901-1989)

• He believes that subject matter is developed around the
interest of the learners and their social functions. So, the
curriculum is a set of experiences. Learners must
experience what they learn.
• 6. Ralph Tyler (1902-1994)
• And as to the hallmark of curriculum
development as a science, Ralph
Tyler believes that curriculum should
revolve around the students’ needs
and interests. The purpose of
curriculum is to educate the
generalists and not the specialists,
and the process must involve
problem solving. Likewise, subject
matter is planned in terms of
imparting knowledge, skills and
values among students.
• To sum it up, the famous curriculum theorists have almost similar views. All of
them believe that the curriculum should be learner-centered – addressing the
needs and interests of the students. All of them have salient contributions to
the educational system of the world today.
• If you are an observant student, you might ask the following questions about
your teachers:
• Why is it that we are required to do projects, solve problems, and work in
groups?
• Why is it that our teachers are being observed in class, and their lesson plans
or syllabi are checked?
• Why is it that all of us should take social studies, and not only the 3Rs?
• Why are the lessons being prepared in advance?
• Why should we experience what we have learned?
• Why do our teachers integrate values in our lessons?
• And why is it that the school is after our development as whole individuals (to
become generalists) and be ready to face life’s challenges?
• The answers to your questions are the people behind our educational system.
They are the curriculum theorists.
• Now, would you like to become one someday?
• Historical Foundation of
Curricullum
• Collonial Period 1642-1776
•Secondary schools • Attendance was very
rare in 1900s. • 1930 • School enrolment figure exceed 50%. •
1970 • 98% of elementary children would move on to secondary
school.
• • Form of high school students to graduate up to after
elementary school Academies
• • 1800’s, academies replaced the Latin Grammar School.
• • Offered better range in curriculum.
• • Taught useful things and subjects of modern nature.
• • Help focus on preparing students for college.
• • Academies taugght
• • Latin, Greek, English Grammar, Geography, Arithmetic,
Algebra, Composition, Rhetoric, Natural philosophy and US
history. • Continued through the 1870’s
• High Schools • Kalamazoo School
Case. • Attended by only small
amount of youth. • Many families did
not care about college preparatory. •
Curriculum continued expand. •
Making it easier for student to
determine their interest and
capabilities
• Committee of Fifteen
• • Harvard University President Charles Eliot influenced the
committee.
• • The committee adopted Eliot’s plan to move from 10 grades to
8 in elementary school.
• • Emphasizes of the three R’s, English Grammar, literature,
geography and history.
• • Hygiene, culture, vocal music and drawing were part of
curriculum.
• • 7th and 8th grades
• • Sewing, manual training, cooking, algebra and Latin
• Committee of ten
• • Also chaired by Charles Eliot.
• • 9 subject matters in the high school curriculum • Latin, Greek,
English, Other Modern Languages, Mathematics, Physical
sciences, Natural history, Social sciences and geography
• . • Committee recommended four different tracks
• • Classical, Latin scientific, modern language and English
• • The committee ignored physical education and arts.
• • The committee started college preparatory courses.
• Committee on College Entrance Requirements
• • Met in 1985
• • Affirmation of the college preparatory curriculum. • Created college
admission requirements • Discussed credits required for different subjects
during college,
• • Discussed credits for admission imposed during high school
• Harris and Eliot Two Conservative Reformers
• • Dominated the reform movement during the transitional period.
• • Eliot played a role in shaping higher education. • He allowed independent
learning.
• • Advocated for vocational schools to be different from high school • Harris
wrote that common high schools should teach morality and citizenship. • Instill
social order. • View school as one of the many factors in educating and
socializing children
• Vocational education • 1917, Smith - Hughes act provided federal aid for
vocational education. • Working class students were placed in vocational
programs due to biases of middle class educators
• Commission on Reorganization of Secondary Education • 1918’s, NEA’s Commission
published the “cardinal principles of secondary education” • The principles for
democratic society • Educations should promotes seven aims • High schools should be a
comprehensive institution • High schools curriculum should meet varied needs of students
• Current educational psychology should be applied to secondary education • US
educational should function with one another
• Franklin Bobbitt (1876-1956) W.W.Charters (1875-1952) • A major goal in the 1920’s
was to eliminate small classes and increase the students to teacher ratio. • Behaviourist
ideas included • Objectives derived from students needs • Learning experiences relate to
objectives • Activities organized by teacher should be integrated into subjects matter •
Instructional outcomes should be evaluated • Bobbitt curriculum should outline the
knowledge important for each subjects. • Bobbitt guideline for objectives • Eliminate
objectives • Emphasizes objectives • Avoid objectives opposed by communities • Involve
the community
• Kilpatrick The Progressive Influence • Divided methodology in four steps • Purposing,
planning, executing and judging • He argued for integrated subject matter and a general
education emphasizing values and social issues. • Organized experiences or activities that
related and developmental in nature: • One activity should lead to another • Curriculum
should derive from real life experiences not organized bodies of subject matter.
• The end
Psychology
 What is
Psychology?
 What is
Learning
Theory
An organized set of principles
explaining how individuals acquire,
retain, and recall knowledge. By
studying and knowing the different
learning theories, we can better
understand
How learning occurs. The
principles of the theories can be
used as guidelines to help select
instructional tools, techniques
and strategies that promote
learning.
 • Behaviorism
• Cognitive Information
Processing
(Cognitivism)
• Constructivism
 • Edward Thorndike (which influenced Tyler
Connectionism and Taba, the well known curricularists)
- consider that learning should be organized
in order that •students
Classical
Ivan Pavlovcan experience
Conditioning
success in the process of mastering the
Operant subject matter.
• B.F. Skinner
The method is introduced in a step by step
Conditioning
manner with proper sequencing of task which
Modeling and • Albert Bandura
isObservation
viewed by other educational psychologist
theory
as simplistic and mechanical.
Hierarchical
• Robert Gagne
Learning
 -Cognitive
To the cognitive• Jean theorists,
Piaget learning
Development Stages
constitutes a logical method for organizing
and interpreting learning.
- Social Constructivism
Learning • Lev Vygotsky
is rooted in the tradition of subject
matter and is similar to the cognitive
development
Multiple Intelligences theory.
• Howard Gardner
- Teachers use a lot of problem and thinking
skills in teaching
Learning Styles
and learning. These are
• Felder and Silverman
exemplified by practices like reflective
thinking,
Emotional
creative thinking, intuitive thinking,
• Daniel Goleman
discovery learning
Intelligences and many more.
 • Where learning can be explained in terms
Gestalt of wholeness of the problem and where
environment is changing and the learning
Theory is continuously recognizing his/her
perception
Humanist psychologist are concerned
with how learners can develop their
human potential;
Abraham the
• Theory of process
human notself-
needs for the
Maslow actualizing person
products; personal needs not the
subject matter; psychological meaning
and environmental situations.
Carl • Non-directive lives
Roger
 In Summary, psychology has 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 cultures.
The psychological foundations will help
curriculum makers in nurturing a more
advanced, more comprehensive and
complete human learning.
Philosophy
PHILOSOPHICAL
FOUNDATIONS of
CURRICULUM
 Philosophy

• “PHILO” – love
• “SOPHIA” – wisdom
• Love of wisdom
• The search for knowledge
and truth, nature of man and
his behavior and beliefs.
 Philosophy of Education
• Examines the goals, forms, methods and
meaning of education.
• Philosophical activity in the field of
education.
• It shows new pathways of life and
knowledge, fixes the aim of an individual
in personal and social life.
• Defines the purpose of life.
 Branches of Philosophy
Branch Deals with
Metaphysics Deals with reality

Epistemology Deals with knowledge

Axiology Deals with values

 Philosophy provides:

• Curriculum worker with a

framework for organizing schools
• Clarifies educational goals and
content
• Basis for deciding textbooks,
how much homework to assign
and what course to emphasize
MAJOR PHILOSOPHIES

• Idealism
• Realism
• Pragmatism
• Existentialism
Idealism: Terrain of Philosophy-not in book

• Since the physical

world is constantly
changing,
• ideas are the only
reliable form of reality.
Realism: Terrain of Philosophy-not in book

• The features of the universe exist

whether or not a human being is
there to perceive them.

– Philosophy of realism
emphasize
– observation,
– experimentation, and
– critical reasoning.
Pragmatism( not in book)
• Pragmatism rejects the idea
of absolute, unchanging
truth.
• Instead, truth is what works,
hence the term pragmatism.
– Experience is the key idea
– Individuals need methods
for dealing with changes.
– Pragmatic Solution
 Existentialism (not in the book)
– Individuals create their own existence
in their own unique way.
• With freedom comes responsibility
• Emphasis on the individual:
– we don’t teach math, science, reading,
and writing;
– we teach people, and the people we
teach are at the core of learning.
• Learner-centered curriculum/instruction
 IDEALISM REALISM PRAGMATISM EXISTENTIALISM

REALITY Spiritual, Based on Always Subjective

unchanging nature’s changing
law

KNOWLEDGE Rethinking Abstract Based on Personal

latent ideas experience choice

VALUES Absolute and Absolute Situational Freely chosen

eternal and eternal

EMPHASIS Liberal arts Knowledge No permanent Choices in

ON -based subjects subject matter
CURRICULUM
EDUCATIONAL PHILOSOPHIES

• Perennialism
• Progressivism
• Essentialism
• Reconstructionism
 Philosophies of Education
• Perennialism: suggests that nature, including
human nature, is constant.
• Essentialism: emphasizes a critical core of
knowledge and skills that all students should
learn.
• Progressivism: focuses on real-world problem
solving and individual development.
• Social Reconstructionism: contends that
schools, teachers, and students should play a
role in addressing the social inequities in our
society.
 Perennials
• Nature,
– including human nature, is constant
• Education
– is preparation for future life
• Math, science, and particularly
literature are important
– they expose learners to
• the rigors of logical thought
• the great ideas that have endured
throughout history.
Essentialism
• “Back to the basics”
– learning should focus on essential basic
skills,
• reading, writing, mathematics, and to a
certain extent, science and geography.
– the belief that core of information exists
that all people should possess.
• Reform aimed at improving teacher training
Progressivism
– Problem solving and learning
concepts
– Curriculum that focuses on
real-world problem solving
and individual development
• Critics say:
– places too much emphasis
on student’s interests and
self-esteem
 PERENNIALISM PROGRESSIVISM ESSENTIALISM RECONSTRUC-
TIONISM

PHILOSOPHICAL Realism Pragmatism Idealism/ Pragmatism

BASE Realism

AIM OF To educate Promote Promote Educate of

EDUCATION the rational democratic intellectual change or
person social living growth social reform

KNOWLEDGE Focus on the Relevant Academic Active

past learning subjects learning
CURRICULUM Classical Student’s Essential skills Social
FOCUS subjects interests and subjects sciences
How does Philosophy influence
Curriculum
• To become creative, independent
thinkers
• To feel competent and productive with
good self-esteem and a sense of self-
worth
• To develop a sense of responsibility for
their own mental and physical health
• To recognize the riches human
differences bring to our world
• To understand that they are a part of a
diverse, multicultural global community
and that their actions influence the
quality of that community.
• To understand the various kinds of
intelligences
• To develop higher moral reasoning and to
develop into adults with an internalized
code of ethics and principles.
 Social

Philosophical Psychological
Philosophical
Curriculum
Process
Curriculum Process
 Tyler

Tyler
Rationale Backward
Model
 Murray Print

Tyler
Rationale Backward
Model
 Taba Model of Learning
Hilda Taba
An architect,
A curriculum theorist
A curriculum reformer
And a teacher educator
Her model is used to enhanced the thinking skills of
students. Her model known as the grass-roots
approach
 Taba Model of Learning
1. Diagnosing of Needs
2. Formulating Objectives

3. Selecting Content
4. Organizing Content Key concepts
Main Ideas
Facts
5. Selecting Learning
Experiences
6. Organizing Learning Teaching Strategies for
Experiences Cognitive Development
Teaching Strategies for
Affective Development
7. Evaluation
Backward Model also
known UBD
Pick inside the box
game!
Understanding by Design Model
Stages 1:
Desired Results
Established Goals
Essential Understanding (EU) / Essential Question (EQ)
Knowledge (K) Skill (S)
Stage 2:
Product or Performance Task (Rubrics)
Performance Task
Goal – Role – Audience – Situation -Product
Other Evidence
(e.g. Test, Quizzes, work samples, observations)
Student Self-Assessment and Reflection
Stage3:
Plan Learning Experiences
Introduction (Week 1, Week 2)
Integration
2:00PM 9:00PM
 Print Model

MURRAY PRINT CYCLICAL/WHEELER LESSON STUDY

CYCLICAL/WHEELER CURRICULUM MODEL
CYCLICAL/WHEELER CURRICULUM MODEL
 LESSON STUDY
IS A FORM OF CLASSROOM
INQUIRY IN WHICH SEVERAL
TEACHERS COLLABORATIVELY
PLAN, TEACH, OBSERVE, REVISE
AND SHARE THE RESULTS OF A
SINGLE CLASS LESSON

IT FOLLOWS THE STEPS…

STEPS…
Oliva Model
THE DYNAMIC MODELS
In the dynamic models, curriculum is not considered as linear or sequenced;
it can start with any element and proceed in any order. The curriculum
elements are seen as flexible, interactive and modifiable in this model.
Changes can be initiated from any point in the process unlike the objectives
model where the beginning is always the setting of objectives.
Walker (1972) felt that the objectives or rational models were unsuccessful
and devised a model, which has three phases:
1. Platform – includes “ideas, preferences, points of view, beliefs and values
about the curriculum”
2. Deliberations – here interactions between stakeholders begin and
clarifications of views and ideas in order to reach a consensus of a shared
vision.
3. Design – here, curriculum developers actually make decisions, which are
based on deliberations. These decisions affect curriculum documents and
materials production.
• In the Philippines, Dynamic Learning Program were introduced based on the
dynamic model according to Inquirer.net Couple Christopher and Maria
Victoria Bernido, who became recipients of the prestigious Ramon Magsaysay
Award in 2010, introduced a revolutionary way of teaching as far back as 2002
that they called “Dynamic Learning Program (DLP).”
• “Learning by doing” is part of the DLP, which the two applied at a private high
school owned by Christopher Bernido’s mother, Central Visayan Institute (CVI), in
Jagna, a port town 63 kilometers east of Tagbilaran City, Bohol province.
• At the DLP’s core is a technique developed by the Bernidos called parallel
learning, where teachers spend only 20 percent of class time introducing a lesson
to students. The remaining 80 percent of the time is allotted for students to
answer questions on worksheets based on the lesson that their teachers have
discussed for only 15 to 20 minutes.
• By the end of a school year, DLP students would have answered up to 6,000
questions in science, math, economics, history and other subjects.
Curriculum development
model : dynamic
• Thank you
The Oliva Model of
Curriculum
PETER F. OLIVA
Formerly professor and chairperson at Southern Illinois
University, Florida International University, and Georgia
Southern University.
Author of numerous articles in education journals and
several textbooks and is co-author of Supervision for Today’s
Schools, now in its 8th ed.
He has served as a high school teacher, guidance
counselor, and as a professor of education at the University
of Florida, University of Mississippi, Indiana State University,
and the University of Hawaii.
He has taught summer sessions at Portland State College
(Oregon), Miami University (Ohio), and Western Michigan
University. He has also served as part-time instructor
supervising interns at the University of Central Florida.
He has traveled extensively on educational and/or
governmental programs in Europe, the Middle East, and
 Oliva model is LINEAR
Oliva model is DEDUCTIVE
Oliva model is PRESCRIPTIVE
Combines a scheme for
curriculum development and a
design for instruction
Component 2: Analysis of the needs of the community
where the school is located
Components 3 and 4: General purpose and special
purpose curriculum
Component 5: Organizing the design and implement
curriculum
Component 6 and 7: Describe the curriculum in the
form of the formulation of general objectives and
specific learning
Component 8: Define the learning strategy
Component 9: Preliminary studies on possible
strategies or assessment techniques to be used
Component 10: Implement the learning strategy
Components 11 and 12: Evaluation of learning and
curriculum evaluation
 17 Specific Steps of
Oliva Model of
Curriculum
1. Specify the needs of the students in general.
2. Specify the needs of society.
3. Write a statement of philosophy and aims of
education.
4. Specify the needs of students in your school.
5. Specify the needs of the particular community.
6. Specify the needs of the subject matter.
7. Specify the curriculum goals of your school.
8. Specify the curriculum objectives of your school.
13. Begin selection of evaluation
techniques.
14. Implement instructional
strategies.
15. Make final selection of
evaluation techniques.
16. Evaluate instruction and
modify instructional
components.
17. Evaluate the curriculum and
modify curricular components.
curriculum planners might wish
to follow

2)Serves as the framework for

explanations of phases or
components of the process for
curriculum improvement
 of the population it will serve. Oliva goes on to describe
curriculum development as “a cooperative group activity”,
“systematic”, and “(most) effective if it is a comprehensive
process, rather than piecemeal”. This illustrates the point that
“doing what we have always done” is not acceptable in
schools today and educators must become active
participants in making changes to their curriculum at the
district and classroom level.
Implementation
CURRICULUM IMPLEMENTATION PLAN
Monitoring
CURRICULUM
MONITORING
 What is Monitoring?

• Is the systematic process of

collecting, analyzing and using
information to track a program’s
progress toward reaching its
objectives and to guide
management decisions
 What is Curriculum
Monitoring?
• A process of gathering information for
evaluating the effectiveness of the
curriculum and ensuring that the intended,
implemented and attained curricula are
aligned.
• It measures the extent to which the
curriculum is commensurate with the
diverse needs of all learners.
 IMPORTANCE of CURRICULUM
MONITORING
• To determine if the curriculum is still
relevant or effective
• To know if the curriculum is working or not
• To provide decision on what aspects have
to be retained, improved or modified
• To provide decision that would even and or
terminate the program
 What is M&E?

• Is a document that helps to track

and assess the results of the
interventions throughout the life
of a program.
• It is a living document that
should be referred to and
updated on a regular basis.
STEPS in MONITORING:
 Step 1: Identify Program Goals and Objectives
 Step 2: Define Indicators
 Step 3: Define Data Collection Methods and
Timeline
 Step 4: Identify M&E Roles and Responsibilities
 Step 5: Create an Analysis Plan and
Reporting Templates
 Step 6: Plan for Dissemination and Donor
Reporting
 “Project/Program Name” M&E Plan
Indicator Data
Frequency
Definition Collection Respons Information
Indicator (& unit of Methods/
&
ibilities Use/Audience
Schedule
measurement) Sources
GOAL:
Indicator G.a
Assumption G.a
OUTCOME 1:
Indicator 1.a
Indicator 1.b
Assumption 1.a
OUTPUT 1.1:
Indicator 1.1a
Assumption 1.1a
OUTPUT 1.2:
Indicator 1.2a
Assumption 1.2a
 Indicator Data
Indicators Person/s
Definition Collection Frequency Information
(& Responsi
(& unit of Methods/ & Schedule Use/Audience
Assumptions) ble
measurement) Sources
Example 1. Schools refers to 1. Pre-arranged 1. Disaster School 1. Project
Indicator K-12 schools in site visits to drill checklist Field monitoring and
Matara District. observe disaster data collected Officer learning with
Outcome 1a. drill and complete quarterly. (SFO): School Disaster
% of target 2. Success disaster drill Shantha Committees.
schools that determined by checklist. 2. FGD: every Mande
successfully unannounced drill Checklist needs 6 months. 2. Quarterly
conduct a through early to be developed. management
minimum of one warning system; 3. Begin data reports for
disaster drill response time under 2. School focus collection on strategic
(scenario) per 20 minutes; school group discussions 4/15/06 planning to
quarter. members report to (teachers, headquarters.
designated area per students, 4. Disaster
the School Crisis administration). drill checklist 3. Impact
Response Plan; Focus group completed by evaluation to
school disaster questionnaire 3/8/06 justify
response team (DRT) needs to be intervention to
assembles and are developed. Ministry of
properly equipped. Disaster Relief,
donors, etc.
3. Numerator: # of
schools with 4. Accountability
successful scenario to donors and