REVIEW ON CURRICULUM

DEVELOPMENT

ARNOLD R. LORENZO
Review Outline:
 The Nature of Curriculum
 Meaning of Curriculum
 Curriculum Orientation
 Curriculum Conceptions
 Levels of Curriculum
 Major Types of Curriculum
 Designs and Patterns of Curriculum
 Foundations of Curriculum
 Sociological – Cultural Foundations
 Philosophical Foundations
 Historical Foundations
 Psychological Foundations
 Curriculum Development
 Nature of Curriculum Development
 Stakeholders in Curriculum Development
 Approaches to Curriculum Development
 Models of Curriculum Development
 Processes in Curriculum Development
 Curriculum Improvement
 Curriculum Change
YOUTH Employment in the
Philippines

ONLY 1 IS EMPLOYED.

14 COLLEGE
42 HIGH SCHOOL
66 ELEMENTARY
100 ENROLL
 IF ONLY 1 IS EMPLOYED.

What happens to the rest???

Illegal Crime Idleness

drugs
How can we get ourselves out of “poverty”?
What is wrong with
our Educational
System?
CURRICULUM
The Nature of Curriculum
 What is a Curriculum?
 Curriculum in its broadest sense refers
to all courses offered at a school.
 A curriculum may also refer to a defined
and prescribed course of studies,
which students must fulfill in order to
pass a certain level of education.
A plan for learning (Taba); a course of
study on a specific topic;
 It includes all the learning experiences of
students as planned and directed by the
school to attain its educational goals
(Tyler) or for which the school assumes
responsibilities (Popham and Baker)
 Everything that goes on within the school,
including extra-class activities, guidance
and interpersonal relationships in the
school (Oliva)
 the cumulative tradition of organized
knowledge (Tanner D. and Tanner L)
A structured set of intended learning
outcomes that come in the form of
knowledge, skills and values;
 affected by important factors of program
philosophy, goals, objectives, and
evaluation
Four ways of approaching curriculum
theory and practice:
1. Curriculum as a body of knowledge
to be transmitted.
2. Curriculum as an attempt to
achieve certain ends in students -
product.
3. Curriculum as process.
4. Curriculum as praxis.
 Aristotle‘s categorization of knowledge
into three disciplines:
 the theoretical, the productive and the
practical.
Curriculum Orientation
 Liberal Educators
Orientation Curriculum
Guardians of an Systematic
ancient tradition tied development of
to the power of reasoning power and
reason and the finest the communication of
elements of the 'the canon'.
Western cultural
heritage
Curriculum Orientation
 the scientific curriculum makers
Orientation Curriculum
Education that Focus on setting
prepares for life is objectives (the
one that prepares statement of changes
definitely and to take place in the
adequately for these students) and the
specific activities. organization of
schooling to meet
these.
Curriculum Orientation
 The Developmentalists
Orientation Curriculum
The natural order of Sought a curriculum
development in the in harmony with the
child was most child's 'real' interests,
significant and needs and learning
scientifically patterns
defensible basis for
determining what
should be taught
Curriculum Orientation
 The Socialists
Orientation Curriculum
Schools as a major or Curriculum that
principal force for addressed corruption
social change and and vice, inequalities
social justice of race and gender,
with the aim of raising
a new generation to
deal effectively with
these abuses.
Other Curriculum Conceptions
 Curriculum as a fact- focuses on the the
acquisition of particular knowledge, skills
and values which a teacher transmits to
students to prepare them for the adult world
(Scott and Gough);
 views curriculum as a cumulative tradition of
organized knowledge which focuses on subject
matter,
 aims at cultivating the intellect as well as the
cognitive achievement.
 Curriculum as a means to attain
self-actualization- aims at the
development of the learner to the fullest
extent by considering their needs,
interest and abilities on which the
curriculum content largely based.
 Curriculum as cognitive process-
intends to sharpen students’ intellectual
process and develop cognitive skills for
studying virtually anything (Eisner and
Valence);
 subject matter is used to develop skills in
inferring, speculating, deducing and analyzing,
which are expected to continue long after
the content is forgotten;
 Curriculum as having social
relevance- includes the idea that social
reconstruction is needed in the midst
of conflicts, poverty and hunger,
environmental abuse, racial discrimination,
political oppression that prevail in many
societies;
 Curriculum as having the hidden
dimension,
 referred to the unplanned tacit teaching
of norms, values, and disposition that
goes on simply because of the students’
experiences of the routines of school day
out for a number of years (Shane);
How Curriculum is linked to
instruction, learning and evaluation?
curriculum being the “what-to-teach”
aspect ;
instruction, the “how to teach” aspect,
learning, the result of what was
taught,
and evaluation, how well the “what”
was acquired by the learners
WARM UP
ONCE IN A BLUE MOON
NO ONE TO BLAME
Levels of Curriculum
 Societal level of curriculum-
 the farthest from the learners, this is
where the public stakeholders participate
in identifying the goals, the topics to be
studied, time to be spent in
teaching/learning, and materials to aid
instruction
 Institutional level of curriculum-
 refers to the curriculum derived from the
societal level, with modification by local
educators or lay people;
 often organized according to subjects and
includes topics and themes to be studied;
 Instructional level of curriculum-
 refers to how teachers use the
curriculum developed in the societal level
and in the institutional level,
 involves the teachers’ instructional
strategies, styles and materials used.
 Experiential level of curriculum-
 the curriculum perceived and experiences
by each student and may, therefore, vary
among learners because of individual
differences.
Major Types of Curriculum
 SUBJECT-CENTERED
 Origins traced back to olden times when the
7 liberal arts comprised the curriculum
 Central task: mastery of the subject matter,
 Learning sequences in a step-by-step pattern
 Emphasis on well-organized subject by
lecture
 Textbook the primary instructional tools
 EXPERIENCE/ LEARNER-CENTERED
 Focuses on the learners’ interest and the
integration of content from many subject in
the fields
 Emphasis on all-around growth of learners
 Subject matter selection based on learners’
needs/ interest as needed for a task
 Cooperative control by learners’ parents, and
teachers
 SOCIETY/ CULTURE-BASED
 Based on the needs of society and culture
 Rooted in the study of life, social
problems, and activities of social life
 Emphasizes problem-solving processes
and skills on human and social relations
more than content-acquisition
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Designs and Patterns of Subject-
Centered Curriculum
 Separate/Single Subject:
 subjects independent in content and time;
 based on one of the academic disciplines
or organized subject matter areas
 Correlated Subjects:
 subjects in two or more areas are related
in content and time but the subject
identities remain.
 example: Vocabulary/Spelling words may be
based on scene or social studies;
 literature may be connected with history of
a given era
 Fused subjects:
 similar to correlated subjects but the
individual identity of each subject is lost
 (example: social studies, which a
combination of geography, economics and
culture, history,
 Language arts, were reading, speaking,
listening and writing are all taught.)
 Broad-Fields Curriculum:
 broadening and integration/ fusion of
several subjects on longer time blocks;
 may integrate through a.) principles or
themes; b.) historical integration of
subject (example: Humanities program)
 Core:
 aims at creating a universal sense of
inquiry, discourse and understanding
among learners of different background
 assumes that some content is essential to
students; this content would become the
core
 promotes a common body of learning
experiences and knowledge which are
carefully prepared
 Spiral Curriculum:
 recognizes that students are not ready to
learn certain concepts until they reached the
required level of development and maturity
and have the necessary experiences;
 provides for widening horizontal organization
of scope, integration and deepening of
knowledge (vertical sequence)
 Mastery Learning Curriculum:
 offers an opportunity for all students to
succeed by giving them all the time they
need to master objectives through
remediation and formative evaluation
without penalty.
 Open Education Curriculum:
 also called open classroom;
 built on philosophical ideas that allow
students to be free to discover important
knowledge;
 teachers as majors curriculum developers
 Problem Solving Curriculum:
 learning-centered;
 students guided to discover answers to
problems to understand concepts and
generalizations to master the disciplines
Designs and Patterns of
Experience/Learner-Centered Curriculum
 Activity-Based:
 based on child’s need but there is no
advance planning;
 may necessitate special subjects for
specialized interests;
 use of problem-solving method;
cooperative planning
 Child-Centered:
 focuses on normal, “Custom-made”
activities for children, with no advance
planning made;
 use of experiential rather than rote
learning;
 researched-based;
 large use of motivation
 Social Process and Life Functions-
focused:
 centers around major cultural life activity
of mankind; based on analysis of life
activities;
 relates learners and society; uses
experiential learning and social process
approach;
 structured around the various aspects of
problems and processes of community
 Process-Oriented:
 focuses on personal attributes and skills
of individual learner in ever-widening
circles of self, others, and society;
 emphasizes development of skills and
traits that will sense the learner for life;
with better balance between affective and
cognitive consideration
 Comprehension Check…