Diverse definitions

Modes of thoughts

Pedagogies

Political

Culutral experiences

Body of subject prepared by teachers (course of study)

Permanent studies (Robert Hutchins)› Grammar, reading, rhetoric and logic, and

math

› Focus on the 3 r’s

› Liberal education (in college)

Intellectual training (Arthur Bestor)› Grammar, literature and writing, math,

science, history and foreign language

Discipline is the sole source of curriculum (Joseph Scwab)› Divided into chunks of knowledge (subjects)

› May include Humanities in college

› Field of study (foundation; domains of knowledge; theories and principles)

MOST OF THE TRADITIONAL IDEAS VIEWS CURRICULUM AS WRITTEN DOCUMENTS OR PLAN OF ACTIONS

A written curriculum can only be called

a curriculum if they are actualized by the

learner.

Curriculum = total learning experience

Experience and education (John

Dewey)

› Reflective thinking unifies curricular elements

› Thought is not derived from action but tested

by application

All experiences children have under the

guidance of the children (Campbell and

Caswell)

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. (Smith,

Stanley and Shores)

Experiences in the classroom which are

planned and enacted by the teacher,

learned by the students (Marsh and

Willis)

A dynamic process

Connotes changes that are systematic,

purposeful, planned and progressive

There are 2: Ralph Tyler and Hilda Taba

Ralph Tyler: Tyler’s Rationale

Hilda Taba: Grass Roots Approach

Are both linear models of curriculum

The steps proceed a more or less

sequential, straight line from beginning to

end.

Considerations:

Developed by Hilda Taba

› She believed that teachers, who teach the

curriculum, should participate in developing

it which led to the model being called the

grass-roots approach.

The curriculum should be designed by

the users of the program.

assumes that they have the expertise

assumes that teachers have the time to

engage in such an extensive and

intensive curricular activity

Curriculum development is highly

specialized… teacher involvement is not

a guaranteed success.

Saylor and Alexander Model

Philippine Education came about from

various foreign influences (because of

our history)

The American educational system has

the greatest influence on our

educational system

Franklin Bobbit› Student needs

› Preparation for adult life

› Activities should be grouped and sequenced

Werret Charters› Students needs

› Objective – activities matching

› Teacher plans the subject matter and activities

William Kilpatrick

› Purposeful activities that are child-centered

› Purpose: child development and growth

› Introduced “the project-method” (teacher-

student collaboration)

› Social relationship and small group

interaction

Harold Rugg› Development of the whole child

› Objectives + learning activities = outcomes

› Emphasis: social studies and advanced planning of curriculum by teachers

Hollis Caswell› Curriculum is organized around social

functions of themes, organized knowledge and learner’s interests

› Curriculum = set of experiences

Ralph Tyler› Believes that curriculum is a science and an

extension of school’s philosophy.

› Based on student’s needs and interest

› Subject matter is organized in terms of knowledge, skills and values

› Emphasis: problem-solving

› Curricula aims to educate generalist and not specialist

Recommended curriculum› Most curricula of schools are of this type

› Comes from national agencies (DEPEd, DOST, CHED) or any professional organization (PAFTE, BIOTA)

Written curriculum› Documents, course of study or syllabus

handed down to schools, districts, division, departments or colleges for implementation

› Made by curriculum experts with teacher participation

› Pilot-tested (tried-out in sample schools)

› Eg. BEC, RBEC, EBEC

Taught curriculum› The different, planned activities which are

put into action in the classroom

› Activities don in order to realize the objectives

› Activities are teacher-guided

› Varies according to the learning styles of students and the teaching styles of the teachers

Supported curriculum› Materials which supports the implementation

of a written curriculum

› Eg. Textbooks, computers, audio-visual materials, laboratory equipment, playgounds… etc.

› Help learners become life-long learners

Assessed curriculum

› Tested or evaluated curriculum

› Evaluations are done to determine the

extent of teaching or if there’s student

progress

› Eg. Pencil-and-paper tests, authentic

instruments

Learned curriculum

› Refers to the learning outcomes achieved by

the students

› Indicators: test-result and change in behavior in

students (cognitive, affective or psychomotor)

Hidden curriculum

› Unintended curriculum; not planned but

modifies behavior or influence learning

outcomes

› Eg. Peer influence, school environment,

physical condition, teacher-learner

interaction, mood of the teachers… etc

There are 4 major components in most

curricula:

› Aims, goals and objectives (what is to be

done)

› subject matter/content (what is to be

included?)

› Learning experiences (what strategies,

resources, activities?)

› Evaluating approach (What methods and

instruments will be used to assess the results)

3 levels of the Philippine Educational

system:

› Primary, secondary, and tertiary

All have aims based on the Phil. Constitution of

1987:

Inculcate patriotism and nationalism

Foster love of humanity

Promote respect for human rights

Appreciate role of national heroes in the historical

development of the country

Teach the rights and duties of citizenship

Strengthen ethical and spiritual values

Develop moral character, and personal

discipline

Encourage critical and creative thinking

Broaden scientific and technological

knowledge and promote efficiency

Aims of Elementary Education

› Provide knowledge and develop skills,

attitudes, values essential to personal

development and necessary for living in,

and contributing to a developing and

changing society

› Provide learning experiences which increase

the child’s awareness of and responsiveness

to the changes in the society

› Promote and intensify knowledge,

identification with and love for the nation

and the people to which he belongs

› Promote work experiences which develop

orientation to the world of work, and

prepare the learner to engage in honest and

gainful work

Aims of Secondary Education

› Continue to promote the objectives of

elementary education

› Discover and enhance the different

aptitudes and interests of students in order to

equip them with skills for productive

endeavor and or to prepare them for tertiary

schooling

Aims of Tertiary Education› Provide general education program which will

promote national identity, cultural consciousness, moral integrity, and spiritual vigor

› Train the nation’s manpower in the skills required for national development

› Develop the professions that will provide leadership for the nation

› Advance knowledge through research and apply new knowledge for improving the quality of human life and respond effectively to changing society

School’s Vision

› A clear concept of what the institution

would like to become in the future

› A focal point; a unifying element

› Very ambitious (idealistic)

› Example:

“A model performing high school where

students are equipped with knowledge, skills

and strength of character to realize their

potential to the fullest.”

School’s Mission Statement

› Spells out how it intends to carry out its Vision

› Targets to produce the kind of persons the

students will become after having been

educated over a certain period of time.

› example:

“Commits to the total development of

individuals through quality instruction, updated

facilities and curricula and responsive to the

needs of the times.”

School’s Goals

› Broad statements or intents to be

accomplished

› Example:1. Build a strong foundation of skills and concepts

2. Efficient and effective administration responsive of

the needs of the university and community

Objectives

› Direct the change in behavior

› Provide bases for the selection of learning

content and learning experiences

› Sets the criteria against which learning

outcomes will be evaluated

What is Teaching?

› Organization of meaningful learning

› Creating life-like situations

TRADITIONALIST PROGRESSIVIST AND HUMANIST

•Imparting knowledge and skills for

mastery

•Process of dispensing knowledge

to empty vessels

•Showing, telling, giving instructions

•Making someone understand in

order to learn

TEACHER: controls learning,

dispenser of knowledge, ultimate

authority and director of learning

•Stimulating, directing, guiding the

learner and evaluating the

learning outcomes of teaching

•Learners have the responsibility to

learn

•Teaching should enable learners

to learn on their own

TEACHER: is a decision maker

plan evaluateimplement

Feedback and Reflections

Planning Phase Implementation Phase Evaluation Phase

•Needs of learners

•Achievable goals

•Selection of content

•Motivation to carry

out goals

•The evaluation

process to measure

learning out comes

FACTORS TO BE

CONSIDERED:

• learner

•Availability of

materials

•Time requirements

•Strategies needed

•Teacher

•To put into action the

different activities to

achieve objectives

FACTORS TO BE

CONSEIDERED:

•Interaction between

teacher and learner

•Teaching styles and

strategies

•Match of objectives

with learning

outcomes

WILL ANSWER THE

QUESTION ---”WERE THE

PLANS AND ITS

IMPLEMENTATION

SUCCESSFULLY

ACHIEVED?”

Is well-planned and activities are interrelated to each other

Provides learning experiences or situations that will ensure understanding, application and critical thinking

Is based on theories of learning

Stimulates learners to think and reason

Utilizes prior learning and its application to new situation

Governed by democratic principles

Embeds a sound evaluation process

Does not take place in an empty vessel

Is a social process

Is a result of individual experiences and self-activity

Is both observable and measurable

Takes place when all the senses are utilized

Will be enhanced when the learner is stimulated, directed, guided, and feedback is immediately given

Each learner has his/her own learning styles

Trial and Error – stimulus-response

Learning by conditioning – Training

Learning by insight – “aha” moment

Learning by observation and imitation

thru modeling

Behavioral Approach

› Behaviorist principles

› Fredrick Taylor

› Aim: To achieve efficiency/change in

behavior

› Begins with educational plans ---

implementation --- evaluation

Managerial Approach

› Dominant during the 1950’s and 1960’s

› Curriculum leader and Instructional Leader:

The Principal

› The Principal is also the General Manager:

Sets policies and priorities

Establishes direction of change and innovation

Planning and organizing curriculum and

instruction

› Less focused on the subject matter

Systems Approach

› Focus: parts of the total school district or

schools itself (systems) and the

interrelationship of one part or system to the

other

› George Beauchamp

› Under this approach, the admin, counseling,

curriculum, instruction and evaluation are of

equal importance

Humanistic Approach

› Rooted in progressive philosophy

› Considers the:

Formal/planned curriculum

Informal or hidden curriculum

The whole child