Curriculum

- from Latin word currere, which means “to run” or “to run the course”

The curriculum should consist of permanent studies – the rules of grammar, reading, rhetoric and logic,
and Mathematics (for the Elem and Secondary), and the greatest books of the western world. (Hutchins,
1936)

The curriculum must consist essentially of disciplined study in five great areas: (1) command of mother
tongue and the systematic study of grammar, literature, and writing, (2) mathematics, (3) sciences, (4)
history, (5)foreign languages . (Bestor, 1956)

The curriculum is a systematic group of courses or sequence of subjects required for graduation or
certification in a major field of study (Oliva, 2008)
…..a desired goal or set of values that can be activated through a development process, culminating in
experiences for learners. (Wiles and Bondi, 2011)

Curriculum Development
- is a process where the choices of designing a learning experience for students are made and then
activated through a series of coordinated activities
(Jon Wiles and J. Bondi, 2011)

Ralph Tyler Model: Four Basic Principles

(1) What educational purposes should the school seek to attain? Hilda
(2) What educational experiences can be provided that are likely to attain these purposes? Taba
(3) How can these educational experiences be effectively organized?
(4) How can we determine whether these purposes are being attained or not?

improved on Tyler’s Rationale by making a linear model. She presented 6 major steps:
(1) Diagnosis of learners’ needs and expectations of the larger society
(2) Formulation of learning objectives
(3) Selection of learning content
(4) Selection of learning experiences
(5) Organization of learning activities
(6) Determination of what to evaluate and the means of doing it

Recommended Curriculum – proposed by scholars and professional organizations

Written Curriculum – appear in school, district, division or country documents

Taught Curriculum –what teachers implement or deliver in the classrooms and schools
Supported curriculum – includes textbooks, computers, audio-visual materials, laboratory equipment
which support and help in the implementation of the curriculum

Assessed Curriculum – this refers to a tested or evaluated curriculum

Learned Curriculum – are what the students actually learn and what is measured

Hidden Curriculum – is the unintended curriculum which is not deliberately planned but may modify
behavior or influence learning outcomes.
*This activity is for a group of ___ members.
*Choose a school of you group’s choice.
*Identify the existence of the different curricula (as observed).
*Cite advantages and disadvantages of these curricula as implemented by the school.

 COMPONENT 1: Curriculum Aims, Goals and Objectives

 COMPONENT 2:Curriculum Content
 COMPONENT 3:Curriculum Experiences
 COMPONENT 4:Curriculum Evaluation

*inculcate patriotism and nationalism

*foster love of humanity
*promote respect for human rights
*appreciate the role of national heroes in the historical development of the county
*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 vocational efficiency

 In groups of __ , cite meaningful activities that can address the aims of the schools based on the
Philippine Constitution (1987).

Curriculum Content ( Component 2)

- is a compendium of facts, concepts, generalization, principles and theories

”knowledge is a model we construct to give meaning and structure to regularities in experience” (Gerome
Bruner)

Criteria in the selection of Content

(1)Self- sufficiency
-less learner’s effort but more results and effective learning outcomes (Scheffler, 1970)
(2) Significance
-can contribute in achieving the overall aim of the curriculum
-can develop the cognitive, affective and psychomotor skills of the learners
-can consider the cultural aspects

(3)Validity
-is the authenticity of the subject matter
-needs to be verified at regular intervals
(4)Interest
-meaningful to the learner
-considers the maturity, prior experiences, educational and social value
(5)Utility
“Will I use it in my future job?”
“Will it add meaning to my life or develop my
human potential?”
“Will the subject matter be useful in solving my
current problems?”
(6)Learnability
- within the range of the experiences of the learners
- placement and appropriate organization and sequencing of contents
(7)Feasibility
-can be learned within the time allowed, resources available, expertise of the teacher, and nature
of the learners

Curriculum Experiences (Component 3)

Some guides for the selection and use:

(1) Teaching methods are means to achieve the end.
(2) There is no single best teaching method.
(3) Teaching methods should stimulate the learners’ desire to develop the cognitive, affective,
psychomotor, social and spiritual domains of the individuals
(4) (4) Learning styles of the learners should be considered.
(5) (5)Flexibility should be considered in the use of the teaching methods

Plan of Action for the process of curriculum evaluation:

(1) Focus on one particular component of the curriculum. Specify the objectives of the evaluation.
(2) Collect information
(3) Organize the information
(4) Analyze the information
(5) Report the information
(6) Recycle the information for continuous feedback, modification and adjustments to be made
(7) In what component/s of curriculum in your school do you find some difficulties/weaknesses?
(8) What propose solutions can you give?

 Present the accomplishments and challenges in the implementation of your proposed plan of
actions.

Some of the roles of the Curriculum Supervisors (Ornstein and Hunkins, 2004) are the following:
1. Help develop the school’s educational goals
2. Plan curriculum with students, parents, teachers and other stakeholders
3. Design programs of study by grade levels
4. Plan or schedule classes or school calendar
5. Prepare curriculum guides or teachers guides by grade level/subject area
6. 6. Help in the evaluation and selection of textbooks
7. 7. Observe teachers
8. 8. Assist teachers in the implementation of the curriculum
9. 9. Encourage curriculum innovation and change
10. 10. Develop standards for curriculum and instructional evaluation.
The Six Features of a Curriculum
(1) Who teaches?
(2) To whom do teachers teach?
(3) What do the teachers teach?
(4) How do teachers teach?
(5) How much of the teaching was learned?
(6) With whom do we teach?
The Teaching Approaches of the Subjects in the K to 12 Curriculum
Section 5 of the Enhanced Basic Education Act of 2013, states, to wit:
The DepEd shall adhere to the following standards and principles in developing the enhanced basic
education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative;

STRATEGIES OF TEACHING
LECTURE
CASE METHOD – providing an opportunity for students to apply what they learn in the classroom to real-
life experiences has proven to be effective way of both disseminating and integrating knowledge
DISCUSSION – students list critical points of emerging issues, or generate a set of questions stemming from
the assigned reading/s
STRATEGIES OF TEACHING

ACTIVE LEARNING
–a learning environment that allows students to talk and listen, read, write and reflect as they approach
course content through problem solving exercises, informal small groups, simulations, case studies, role
playing and other activities
COOPERATIVE LEARNING
- Is a systematic pedagogical strategy that encourages small groups of students to work together for
the achievement of a common goal
DIFFERENTIATED INSTRUCTION – allows teachers to engage each student by accommodating to their
specific learning style

Implementing the Designed Curriculum: A change process

Definition
- Putting into practice the written curriculum that has been designed in syllabi, course of study,
curricular guides, and subjects (SADC MoE Africa, 2000)
- Interaction between the curriculum that has been written and planned and the persons who are in
charged ( Ornstein and Hunkins, 1998)
- Trying out of a new practice; should bring the desired change and improvement (Loucks and
Liberman, 1983)
Kurt Levin’s force field theory
DRIVING FORCE RESTRAINING FORCES
Government interventions Fear of the unknown
Society’s values Negative attitude to change
Technological changes Tradition values
Knowledge explosion Limited resources
Administrative support obsolete equipment