REVIEWER

Lesson 1.1: The Curricula in School

THE SABRE-TOOTH CURRRICULUM
- Written by Harold Benjamin (1939)
New-First-Hammer-Maker
- knew how to do things his community needed.
- educated man.
- a thinker
- became a dangerous man.
Activities introduced by New-First to the children:
- Catching fish with bare hands
- Clubbing little woolly horses
- Chasing away-sabre-toothed-tigers-with-fire
1. FISH – clever and hid from people.
2. WOOLLY HORSES – ambitious and leave the region.
3. TIGERS – caught pneumonia, died and the remaining tigers left.
4. FIERCE BEARS – not afraid of fire
- Net – made from willow twigs and used to catch fish.
- System of traps – placed on the path to snare bears.
Stern opposition – encountered by the community due to attempts to change education
system.
Wise old men – controlled the school.
CURRICULUM
- A tradition of organized knowledge taught in schools of the 19th century.
- At the heart of teaching profession
3 TYPES OF EDUCATION
1. Formal Education
2. Non-formal Education
3. Informal Education
3 EDUCATIONAL LEVELS:
1. Basic Education
- Elementary: Kindergarten, Grade 1-6
- Secondary: Grade 7-10 (JHS) and Grade 11-12 (SHS)
- New basic education levels are provided in the K to 12 Curriculum of 2013 of the
Department of Education.
2. Technical Vocational
- Post-secondary technical vocational educational and training taken care of
Technical Education and Skills Development Authority (TESDA)
3. Higher Education
- includes Baccalaureate or Bachelor Degrees and the Graduate Degrees
(Master’s and Doctorate) which are under the regulation of the Commission on
Higher Education (CHED).
TYPES OF CURRICULA SIMULTANEOUSLY OPERATING IN THE SCHOOLS
1. Recommended Curriculum
- almost all curricula found in schools are recommended
- Basic Education by DepEd; Higher Education by CHED; vocational education by
TESDA
- recommendations come in the form of memoranda or policies, standards, and
guidelines.
- organizations or international bodies like UNESCO also recommend curricula in
schools
3 GOVERNMENT AGENCIES THAT OVERSEE AND REGULATE PHILIPPINE
EDUCATION:
1. Department of Education
2. Commission on Higher Education
3. Technical Education and Skills Development Authority
2. Written Curriculum
- documents based on recommended curriculum
- in the form of course study, syllabi, modules, books or instructional guides
- Lesson Plan: a packet of written curriculum
- K to 12: most recent written curriculum for Philippine Basic Education
3. Taught Curriculum
- from what has been written and planned, the curriculum must be implemented or
taught
- teacher and learners will put life to the written curriculum
- the skill of the teacher to facilitate learning based on the written curriculum with the
aid of instructional materials and facilities will be necessary.
- depend largely on teaching style and learning style
4. Supported Curriculum
- described as support materials
- print materials like books, charts, posters, worksheets
- non-print materials like Power Point Presentation, movies, slides, models,
realias, mock-ups and other electronic materials
- also includes facilities where learning occurs outside or inside the four-walled
building
 Places where authentic learning through direct experiences occur:
- Playground
- Science laboratory
- Audio-visual rooms
- Zoo
- Museum
- Market
- Plaza
5. Assessed Curriculum
- taught and supported curricula must be evaluated to find out if the teacher has
succeeded or not in facilitating the learning
- Assessment is made in the process of teaching or at the end of every
discussion.
- Assessment for learning: process is to find the progress of learning
 - Assessment of learning: find out how much learned or mastered

6. Learned Curriculum
- a changed behavior of student is an indication that he/she learned.
- positive outcome of teaching indicates learning
- measured by tools of assessment, which can indicate the cognitive, affective, and
psychomotor outcomes
- demonstrate higher order, critical thinking, and lifelong skills.
7. Hidden/Implicit Curriculum
- not deliberately planned, but has a great impact on the behavior of the learner
- Some factor that create the hidden curriculum:
* Peer influence
* School environment
* Media
* Parental pressures
* Societal changes
* Natural calamities
Lesson 1.2: The Teacher as a Curricularist
CURRICULARIST
- A professional who is a curriculum specialist (Hayes, 1991; Ornstein and
Hunkins, 2004; Hewitt, 2006)
- A person involved in curriculum knowing, writing, planning, implementing,
evaluating, innovating, and initiating.
- Doing multi-faceted work
TEACHER
- It has a role that is broader and inclusive of other functions and so a teacher is a
curricularist.
THE TEACHER AS A CURRICULARIST...
1. knows the curriculum (KNOWER)
- Learning begins with knowing.
- One must master what is included in the curriculum.
- It requires knowledge both formal (disciplines, logic) or informal (derived from
experiences, vicarious, and unintended).
- Mastery of the subject
2. writes the curriculum (WRITER)
- A classroom teacher takes a record of knowledge concepts, subject matter or
content.
- The teacher writes books, modules, laboratory manuals, instructional guides, and
reference material on paper or electronic media.
3. plans the curriculum (PLANNER)
- A good curriculum must be planned.
- It is the role of the teacher to make yearly, monthly and daily plan of the
curriculum.
- The teachers consider several factors in planning a curriculum:
 > learners, support materials, subject matter/content, desired outcomes
4. initiates the curriculum (INITIATOR)
- The teacher is obliged to implement recommended curriculum.
- Implementation of a new curriculum requires open mindedness of the teacher,
and the full belief that the curriculum will enhance learning.
- A transformative teacher will never hesitate to try something novel and relevant.
5. innovates the curriculum (INNOVATOR)
- Creativity and innovation are hallmarks of an excellent teacher.
- A good teacher innovates the curriculum.
6. implements the curriculum (IMPLEMENTOR)
- An implementor gives life to the curriculum plan.
- The teacher is at the height of an engagement with learners, with support
materials to achieve the desired outcome.
- It is where teaching, guiding, and facilitating skills of the teacher is expected at
the highest level.
- It is here where teaching as a science and as an art will be observed.
- All the elements of the curriculum come into play.
- The success of a recommended curriculum, well written and planned curriculum
depends on the implementation.
7. evaluates the curriculum (EVALUATOR)
- The teacher is a curriculum evaluator.
Module 2: The Teacher as a Knower of the Curriculum
CURRICULUM
- From the Latin word currere referring to the oval track upon which Roman
chariots raced.
- Whole body of a course in an educational institution of by a department (New
International Dictionary)
- Courses taught in schools or universities (Oxford English Dictionary)
Some Definitions of Curriculum
Daniel Tanner, 1980
- Curriculum is a planned and guided set of learning experiences.
Pratt, 1980
- A written document that systematically described goals.
Schubert, 1987
- The contents of a subject, concepts and tasks to be acquired, planned activities,
the desired learning outcomes and experiences, product of culture and agenda to
reform society make up a curriculum.
Hass, 1987
- Includes “all the experiences that individual learners have in a program of
education whose purpose is to achieve broad goals.”
Grundy, 1987
- A programme of activities (by teacher and pupils) designed.
Goodland and Su, 1992
- A plan that consists of learning opportunities for a specific time frame and place,
a tool that aims to bring about behavior changes in students.
Cronbeth, 1992
 - It provides answers to three questions:
1. What knowledge, skills and values are most worthwhile?
2. Why are they most worthwhile?
3. How should the young acquire them?
Curriculum from Traditional Points of View
 Curriculum is mostly written documents such as syllabus, course study, books
and references.
Robert M. Hutchins
- views curriculum as “permanent studies” where rules of grammar, reading,
rhetoric, logic, and mathematics for basic education.
- 3Rs (Reading, Writing, ‘Rithmetic) emphasized in basic education, liberal
education emphasized in college.
Arthur Bestor
- essentialist
- intellectual training
- include mathematics, science, history, and foreign language.
Joseph Schwab
- sole source of curriculum is a discipline.
- coined the word “discipline” as a ruling doctrine for curriculum development.
Phillip Phenix
- curriculum should consist entirely of knowledge which comes from various
disciplines.
Curriculum from Progressive Points of View
 Curriculum is the total learning experiences of the individual.
John Dewey
- education is experiencing.
 Reflective thinking – unifies curricular elements that are tested by
application.
Holin Caswell and Kenn Campbell
- all experiences children have under the guidance of teachers.
Othaniel Smith, William Stanley and Harlan Shore
- sequence of potential experiences, set up in schools to discipline children and
youth in group ways of thinking and acting.
Colin Marsh and George Willis
- all the experiences in the classroom which are planned and enacted by the
teachers and learned by the students.
CURRICULUM
 taught in school, a set of subjects, content, a program of studies, a set of
materials, a sequence of course, a set of performance objectives, everything that
goes within the school.
 taught inside and outside the school.
 total learning experiences learned under the guidance of the teacher.