Curriculum Development
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Transcript of Curriculum Development
EDUC 12:
CURRICULUM DEVELOPMENT
Objectives:
1. To define curriculum.
2. To compare traditional vs. modern dimension of the
curriculum.
3. Points of view of curriculum development.
4. Curriculum operating in schools.
5. To discus the foundations of curriculum.
TRADITIONAL POINT OF VIEW
Body of subjects or subject matter prepared by a
teacher for the students to learn.
Synonymous to “course outline” or “syllabus”.
Curriculum as a permanent studies where rules are
emphasized.
For basic education the 3Rs
For college education should be grounded on liberal
education
TRADITIONAL POINT OF VIEW
As a fundamental intellectual disciplines.
As a field of study made up of foundations
In summary, traditional ideas view curriculum as
written documents or a plan of action in
accomplishing goals.
MODERN OR PROGRESSIVE POINT OF VIEW
Listing of school subjects, syllabi or specific
discipline do NOT make a curriculum.
For modern point of view, curriculum is defined as
the total learning experience of the individual
This definition is based on John Dewey’s definition of
experience and education.
He believes that reflective thinking is a means that unifies
curricular elements.
In summary modern concept sees curriculum as the
total experiences in the classroom which are
planned and enacted by the teacher and learned by
the students.
CURRICULUM: CONCEPT AND PURPOSE
Curriculum
Refers to the total learning
experiences of an individuals
not only in a formal school
but also in his society.
In formal education,
a curriculum is the planned
interaction of pupils with
instructional content,
materials, resources, and
processes for evaluating the
attainment of educational
objectives.
CURRICULUM DEVELOPMENT
Curriculum is a dynamic process.
Curriculum development
Means any alteration, modification or improvement of
existing condition to produce positive changes.
Development should be purposeful, planned and
progressive.
MODELS OF CURRICULUM DEVELOPMENT
Ralph Tyler Model: Four Basic Principles
Also known as the Tyler’s Rationale
What educational purpose should the school seek to attain?
What educational experiences can be provided that are likely to
attain these purposes?
How can these educational experiences be effectively organized?
How can we determine whether these purposes are being attained
or not?
In summary, Tyler’s model considers the following
Purpose of the school
Educational experiences related to the purposes
Organization of the experiences
Evaluation of the experiences
MODELS OF CURRICULUM DEVELOPMENT
Hilda Taba’s Model: Grassroots approach
She believes that teachers who will use and teach the
curriculum should participate in developing it.
Presented 7 steps to her model:
Diagnosis of learner needs and expectations of the larger society
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Determination of what to evaluate and the means of doing it
TYPES OF CURRICULUM OPERATING IN SCHOOLS
Recommended Curriculum – mostly from government agencies
Written Curriculum – course outline or syllabi
Taught Curriculum – instructional guide
Supported Curriculum – visual aid
Assessed Curriculum
Learned Curriculum - Objectives
Hidden Curriculum – core values
DISCUSSION
1. Can a school exist without a curriculum?
2. What are the implications of an ever changing
curriculum to teacher?
3. As future teachers how important will a
curriculum be to you?
PHILOSOPHICAL FOUNDATION OF CURRICULUM
It provide educators with frameworks for planning,
implementing and evaluating curriculum.
It answer life questions like:
what schools are for?
what subjects are important?
how students should learn?
what materials and methods should be used?
PSYCHOLOGICAL FOUNDATION OF CURRICULUM
It provides a basis for the teaching and learning process.
It answer life questions like:
How should a curriculum be organized to enhance and
maximize learning?
What should be the students’ optimum level of participation in
learning?
How can the leaning theories help in the learning process?
SOCIAL FOUNDATION OF CURRICULUM
Society or social culture affects and shapes schools and
their curricula.
It adopts to the ever changing society like:
School buildings
Subjects, curriculum
DURING SPANISH PERIOD (1521-1898) Members of Christian community (friars) controlled the
Christian education.
Missionaries served as teachers.
Aim of education: Teach Catholic religion (Christian doctrine, reading of Spanish book and little of the native language, Latin instead of Spanish) from Primary to Tertiary level.
Science and Mathematics not very much taught.
Education during Spanish regime was privileged only for Spanish student.
In 1863, by virtue of Education decree, required to provide school institutions for boys and girls in every town. Spanish schools started accepting Filipino students who belong to wealthy family. Intellectual Filipinos emerged like Jose Rizal.
School for boys and girls were separated.
Under Spanish regime, many colleges and universities were established in Manila and Cebu.
‘Beaterio’ school was opened for the girls who could not afford to educate themselves. Subjects taught were housekeeping, cooking, sewing, and embroidery-making.
DURING AMERICAN PERIOD (1898-1946) Americans emphasize the importance of education to
the Filipino, thus it started the free education in public school (In accordance with 1935 constitution)
Filipino soldiers served as teachers until US teachers came in 1901
Aim of education: love for country, spread of democracy, formation of good citizens, learn English language
Taught: vocational, household housekeeping, good manners and discipline, rights and responsibilities
Religion is not part of curriculum.
Filipinos excel in reading and writing.
Excellent students become scholar to study in the US to become expert of their chosen field.
Adult education exist
Many colleges/universities opened from 1901-1908. In 1941, private schools were established.
Schools were also built in non-Catholic areas like Sulu, Mindanao, and the Mountain Provinces.
CHANGES IN EDUCATION DURING THE JAPANESE
OCCUPATION
• To stop depending on western countries like the US, and Great Britain
• To be aware of the materialism to raise the morality of the Filipinos
• To spread elementary and vocational education.
• To develop love for work.
EDUCATIONAL SYSTEM IN THE PRESENT PERIOD
Classes start in June and end in March
College semesteral calendar is from June – October (1st sem), November – March (2nd sem)
Elementary – 6 years
High School – 4 years (6 years now)
Technical and vocational – to enhance practical skills. These are government owned institution.
Tertiary with two classifications:
Public tertiary Education – non sectarian entities
Private tertiary institution – combination of sectarian and non-sectarian
Other schools – private schools, preparatory schools, international schools, science high schools and several foreign ethnic groups like Chinese, British, Americans, Koreans and Japanese
K-12 ISSUE – STARTED FEW YEARS BACK AS APPROVED BY THE
PRESIDENT.
As seen in the education outcomes of Filipino students and the comparative disadvantage of the Philippines with regards to “other countries.”
• The only country that has 10 in both elementary and high school years
• National Achievement Test (NAT) results were not getting satisfactory – poor performance
• Graduates are not ready for higher education or employment
• Other countries do not consider our graduates as professionals abroad
NEW CURRICULUM (K-12)
Focused more on the learners and not on the teacher
meaning less memorization and more encouraging for critical thinking
• Graduates will be more matured when they enter college or that they will be ready for work
• Produce productive, responsible citizens with the essential competence and skills for both life-long learning and environment
THE MODERN CURRICULUM
Eventually educators could not ignore all
of the information from Educational
Psychologist and educators like
Pestolozzi, Montessori, Froebel, Piaget,
Dewey and Gestalt psychologist
The end of the classical curriculum- they
argued that there was no research that
showed studying the classics hade
greater benefit for developing mental
capacity tan other curriculums.
DEWEY
Pushed to have schools be a neutral institution
Democracy was a social institution that could be
enhanced by schools
Democracy in Education
JUDD
Was the first to used statistical research to make
decision about what was right to do in schools
Looked at what was the best methods to use to
teach children to solve problems
Had two tracks of students
Slower students
Brighter and Average students
SECONDARY SCHOOLS CHANGE AGAIN
NEA in 1918 recommended that High schools
serve everyone
College prep
Vocational tract
Began to assume the modern curriculum patterns we
see today
1920 TO 1950
Saw the first book written on curriculum by Charles and Bobbitt
Many of the principles proposed are still used today
First to propose evaluation of curriculum into process
Written in the behaviorist approach we talked about last session
Concerned with
Objectives
Efficiency
KILPATRICK
Evolved the curriculum further , a discipline of
Dewey
Try to merge the behaviorist approach with the
progressive approach the new approach was the
project approach or the purposeful activity
He advocated giving children input into the
curriculum ( selecting the project)
TWENTY-SIXTH YEAR BOOK
Got together all of the power brokers in schools of
the time ( 1930) from Bobbitt to Kilpatrick and they
wrote two volumes on the direction schools should
take
Proposed and Ideal curriculum
Later developed into four guiding principles
FOUR GUIDING PRINCIPLE
HAROLD RUGG
A statement of objectives
Sequence of experiences-
The subject matter that is best means for engaging
the students
Statement of outcomes
Not bad for 1930
THE EIGHT YEAR STUDY
Was Another influential work
It compared different types of curriculum and
measured how students did using these different
approaches
Developed basic principles a best practices of sort
THE EIGHT YEAR STUDY
Also called for evaluation of the curriculum
First to develop that a single topic could achieve
multiple objectives
Had three categories of objectives
Knowledge acquisition
Intellectual Skills
Attitudes and feelings
GOOLAD
Although much had been written and research a study in 1969 found little had changed in schools, things like
classrooms were teacher centered
Emphasis on control ( not fair)
No enthusiasm or excitement- teacher is flat
Little media, little guest speakers
Teachers had minimum expectations
Good looking students and athletes were most popular kids in the schools