Northern Quezon Colleges, Inc.
GRADUATE SCHOOL OF EDUCATION
Master of Arts in Education major in Educational Management
CURRICULUM DEVELOPMENT
Essential Lesson 1:The Teacher and Understanding of Curriculum vis-a-vis Instruction
General Instructions: This online module follows a certain delivery system: (1) general/specific instructions, (2)
essential learning outcome, (3) Condensed Discussion with References, (4) Assessment for Learning Outcome and
Reminders. Following strictly all due dates, submit all assessments for learning outcomes (Journals) to my
Gmail:[email protected].
Essential Learning Outcome: Within the course of Essential Lesson 1, you must be able to gain both conceptual and
practical understanding of curriculum, instruction, and their complementation when applied in the classroom setting.
Condensed Discussion
The Evolving Historically, curriculum has evolved with these definitions:
Concepts of
Curriculum 1) As claimed, the term curriculum originated from the Greek work “curere”, to mean to run a
course. In its specific focus, curriculum is a plan for a discipline or a course of study. In its broader
sense, it is considered to be everything that transpires in the course of planning, teaching, and
learning in an educational institution.
2) Dewey (1902) defined curriculum as a continuous reconstruction, moving from the child’s
present experience into that represented by the organized bodies of truth that we call studies.
3) Bobbith (1918) defined curriculum as the entire range of experiences directed and undirected,
concerned in unfolding the abilities of the individual.
4) Rugg (1927) defined curriculum as a succession of experiences and enterprises having a
maximum lifelikeness for the learner. Giving the learner that development most helpful in meeting
and controlling life situations.
5) For Murray (1993), curriculum is defined as all the planned learning opportunities offered to
learners by the educational institution and the experiences learners have to encounter when the
curriculum is implemented.
6) According to Howell and Evans (1995) and Sands, et al (1995), students are expected to learn
the information specified in the curriculum so that they will have the skills needed to prepare
students to succeed in the society.
In recent times, curriculum has evolved to mean a combination whole including philosophical
perspectives, the learner’s and teacher’s experience, instructional methodologies, and expected and
unexpected outputs acquired within a learning institution. Specifically, it is a plan or a program of
experiences, a course of study or a package that can bring about learning. Broadly, it is a process
that starts with the philosophical viewpoint behind coming up with a “package‟ and the continuous
effort to provide and serve the needs of society. It includes values, attitudes, and experiences of
students inside and outside the school.
In the 21st century, curriculum is defined with these four important components:
a. Organized Path--Curriculum is essentially a series of activities and learning outcome goals
related to each subject. It serves as a great map outlining where you need to go and how to get
there.(e.g. larger learning goals are broken down into specific ones and desired outcome)
b. Progress--A well-crafted curriculum serves as a reference to ensure that the curriculum
implementer is on the right track. Its components are designed to develop concepts and skills, from
basic level to increasing complex topics or skills.
c. Common Goals--The goals for each subject area are not just for students; they are also for
teachers. Teachers have goals set out in the curriculum for what students need to learn. Shared
goals make it easier for teachers to align their teaching methods with students’ academic needs to
ensure what they have learned.
d. Always Changing-Curriculum documents must be regularly revisited and updated to reflect the
current needs of students and society at large.
Specifically, curriculum has to meet these four conditions:
a. Curriculum as a product (program, document, electronic media or multimedia)
b. Curriculum as a program study (usually courses offered curriculum sequences of study in
standards as benchmark gateways)
c. Curriculum as intended learning (goals, content, concepts, generalization, outcomes)
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4. Curriculum as experiences of the learner (activities either planned and/or unplanned)
Therefore, curriculum must have these five components:
a. Subjects offered for study
b. Educational Activities/instructional lessons
c. Intended learning competencies and objectives
d. Students actual experiences
e. What students actually learn (assessment for learning outcomes)
The Concepts of INSTRUCTION is the imparting of knowledge, developing of skills and attitudes, and meeting of
Instruction special needs in various ways ranging from structured to individualized activities, including
instructional support activities, which aid and enrich the teaching-learning process. Instruction is
the way by which knowledge imparted in the classroom by way of lecture, recitation or discovery
through purposive activity. Therefore, instruction is the process of teaching, delivering the
curriculum, and providing learning environments
for learners.
For a meaningful instruction, learning experiences must: (a) bring about optimum benefit to the
learners, (b) approximate real life situations, (c) encourage the learners to inquire further, (d)
heighten learners interest and motivation, (e) involve the use of different senses, f) approximate
real life situations, (g) provide opportunities for broad and deep study, and (h) provide mastery of
total learning. Very importantly, curriculum content and objectives should match with the
instruction from where learning experiences are provided.
In instructional planning specifically during the formulation of the learning objectives, the
following must be observed:
a) Specific--the learning objective is not vague; rather, describes concrete conditions and clear
results.
b) Measurable--the learning objective must be formulated such that it can be measured/examined
whether students have achieved the learning objective.
c) Attainable--the learning objective must be formulated such that students can see its
significance by making it appeal to learners or making them see how it will benefit them once
achieved.
d) Realistic--the learning objective must be feasible and attainable within the available means,
time limits and provisions.
e) Time-bound--the learning objective must set a time parameter for its achievement, for
example:by the end of the course.
Curriculum vis- By contrast, curriculum is the broad range of student experiences in the school setting. It
à-vis Instruction encompasses the Macro or broadly-based activities that impact on a wide range of programs,
courses, and student experience. It should embody and define the stipulated mission and goals. On
the other hand, instruction focuses on the delivery of those experiences. It may be perceived as
the planned interaction between the instructor and the students that result in desirable learning. It is
a micro activity that builds on curriculum through planning for and preparation of specific learning
experiences within courses.
Four Models Although curriculum and instruction are related to one another, they are not identical and at the
that Show the same time one cannot speak about instruction with the absence of curriculum. There are four
Relationship of models that show the complementing relationship of curriculum and instruction (Oliva, 1997 as
Curriculum with cited in Derebssa (1999))
Instruction
1. The DUALISTIC MODEL
This model puts curriculum on one side and instruction on the other side, in such a way that they
never meet. What takes place in the classroom under the direction of the teacher seems to have
little relationship to what the plan says about how should instruction must go in the classroom.
2. THE INTERLOCKING MODEL
When curriculum and instruction are shown as system intertwined, an interlocking relationship
exists. No particular significance is given to the position of instruction or curriculum. In either
of versions of this model, the same relation is implied no matter which element appears on the
left or on the right.
Curriculum Instruction
This model clearly demonstrates an integrated relationship between the curriculum and instruction.
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The separation of one from the other would do serious harm to both. Thus, curriculum planners
find it difficult to regard instruction as paramount to curriculum and to determine teaching
methods before program objectives.
3. THE CONCENTRIC MODEL
Mutual dependence is the key feature of the concentric
model. There are two conceptions of the curriculum-
instruction relationship that show one as sub-system of
the other which can be sketched as: Variations “A” and
“B” both convey the idea that one of the entities
occupied as super ordinate position while the other
subordinate. Concentric Model “A” makes instruction
a sub-system of curriculum, while concentric model
“B” makes curriculum sub-system of instruction.
4. THE CYCLICAL MODEL
The cyclical model shows curriculum–instruction relationship as a simplified system model that
stresses the essential element of feedback. Curriculum and instruction are separate entitieswith
continuing circular relationship. Curriculum makes continuous impact on instruction, and vice
versa, instruction has impact on curriculum.
This model implies that instructional decisions are made after curricular decisions, which in turn
are modified after instructional decisions are implemented and evaluated. This process is
continuous, repetitious, and never ending.
This Condensed https://www.slideshare.net/JaneBerte/linking-curriculuminstruction-and-assessment-cia-making-afit
Lecture was https://brainmass.com/education/philosophy-of-education/relationship-between-curriculum-and-instruction-536926
https://files.eric.ed.gov/fulltext/EJ1153846.pdf?fbclid=IwAR0z9TYRqY3vdgXJCDKSVEu0y_tC-
derived from _v0g_YJnnYtafzppgng90YMY8U9lmQ
these References: https://www.ru.nl/lecturers/education/educational-design/learning-objectives/smart-criteria-formulating-objectives/
Assessment for My Journal 1: Are the Concepts of Curriculum and Instruction Contrasting or Complementing?
Learning Defend your answer.
Outcome
Reminders:
(1) Encode your ONE-paged Journal 1using Times New Roman 12; single spacing within a sentence.
(2) Submit it on or before June 25, 2023 to my Gmail account: [email protected].
Start Writing your Journal 1 here…
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