Criteria in the
Selection of Content
1. Significance– content should contribute to ideas, concepts , principles, and generalization that should attain the overall purpose of the curriculum.
2. Validity- the authenticity of the subject matter forms it’s validity. Knowledge becomes obsolete with the fast changing times.
3. Utility- usefulness of the content in the curriculum is relative to the learners who are going to use these.
[Link]- the complexity of the content should be within the range of experiences of the learners.
5. Feasibility- can the subject content be learned within the time allowed, resources available, expertise of the teachers and the nature of the learners?
6. Interest- will the learners take interest in the content? Why? Are the contents meaningful?
Guide in the Selection of the
Content in the Curriculum
1. Commonly used in daily life
2. Appropriate to the maturity levels and abilities of the learners.
3. Valuable in meeting the need and competencies of the future career.
4. Related to other subject fields or discipline for complementation and integration.
5. Important in the transfer of learning to other disciplines.
B A S I C S: Fundamental Principles for Curriculum Contents
Palma in 1952 proposed that the contents in the curriculum should be guided by Balance , Articulation, Sequence, Integration, and Continuit. However, in designing a curriculum contents Hunkins and Ornstein (2018) added an important element which is Scope, hence from BASIC to BASICS initials of Balance,
Articulation, Sequence, Integration , Continuity, Scope
Balance – content should be fairly distributed in depth and breadth.
Articulation- as the content complexity progresses with the educational levels, vertically or horizontally, across the same discipline smooth connection or bridging should be provided.
Sequence- the logical arrangement of the content refer to sequences or order.
Integration – content in the curriculum does not
stand alone or in isolation. It has some ways of
relatedness or connectedness to other contents.
Continuity- content when viewed as a curriculum
should continuously flow as it was before, to
where it is now, and where it will be in the future.
Scope- the breadth and depth of the curriculum
contents are vital in a curriculum.
Curriculum Development
Process
- Curriculum as a process is seen as a scheme about the practice of teaching. It is not a package of materials or a syllabus of content to be covered. The classroom is only part of the learning environment where the teacher places action using
the content to achieve an outcome. Hence the process of teaching and learning becomes the central concern of teachers to emphasize critical thinking and heads on, hands on learning and many others
Curriculum as a
Product
- The product from the curriculum is a student equipped with the knowledge, skills , and values to function effective and efficiently. The real purpose of education is to bring about significant changes in students
pattern of behavior. Curriculum product is expressed in the form of outcomes which are referred as the achieved learning outcomes. There may be several desired learning outcomes, but if the process is not
successful, then no learning outcomes will be achieved.
Curriculum
Development
Process
- Curriculum development is a dynamic process involving many different people and procedures. Development connotes changes which is systematic l. A change for the better means alteration, modifications or
improvement of existing condition. To produce positive changes, development should be purposeful, planned and progressive. Usually it is linear and follows a logical step by step fashion involving the following
phases: curriculum planning, curriculum design, curriculum implementation and curriculum evaluation.
1. Curriculum planning – considers the school vision, mission and goals. It also includes the philosophy or strong education belief of the school.
2. Curriculum designing – is the way curriculum is conceptualized to include the Selection and organization of content, the selection and organization of learning experiences or activities and the selection of the assessment procedure and tools to measure achieved learning
outcomes.
3. Curriculum implementing- is putting into section the plan which is based on the curriculum
design in the classroom setting or the learning environment.
4. Curriculum evaluating- determines the extent to which the desired outcomes have been
achieved. This procedure is on going as in finding out the progress of learning ( formative ) or the
mastery of learning ( summative).
Curriculum Development
Process
Models
1. Ralph Tyler Model: Four Basic Principles
- Also known as Tyler’s Rationale, the curriculum development model
emphasizes planning phase. This is presented in his book Basic Principles of
Curriculum and Instruction. He posited four fundamental principles which are
illustrated as answers to the following questions.
1. What education purpose should school seek to attain?
2. What educational experiences can be provided that are likely to attain these purpose?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purpose are being attained or not?
Tyler’s model shows that in curriculum
development, the following consideration
should be made:
1. Purposes of the school
2. Educational experiences related to the
purposes
3. Organization of the experiences
4. Evaluation of the experiences
2. Hilda Taba Model: Grassroots
Approach
. - Hilda Taba improved on Tyler’s
model. She believes that teachers should
participate in developing a curriculum. As a
grassroot approach. Taba begin from the
bottom rather from the top as what Tyler’s
proposed. She presented six major steps to
her linear model which are the following:
1. Diagnosis of learners needs and
expectation of the larger society
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the
means of doing.
3. Galer Saylor and William Alexander
Curriculum Model
. Galen Saylor and William Alexander
( 1974 ) viewed curriculum development as
consisting of four steps. Curriculum is “ a pln
for providing sets of learning opportunities to
achieve broad educational goals and related
specific objectives for an identifiable
population served by a single school center.
1. Goals, Objectives and Domains –
curriculum planners begin by specifying the
major educational goals and specific
objectives they wish to accomplish. Each
major goal represent a curriculum domain:
personal development, human relations,
continued learning skills and specialization.
2. Curriculum Designing – designing a
curriculum follows after appropriate learning
opportunities are determined and how each
opportunity is provided .
3. Curriculum Implementation – a designed curriculum is now ready for implementation. Teachers then
prepare instructional plans where instructional objectives are specified and appropriate teaching methods
and strategies are utilized to achieve the desired learning outcomes among students.
4. Evaluation – the last step of the curriculum model is evaluation. A comprehensive evaluation using a
variety of evaluation techniques is recommended.
