POINT OF VIEW & NATURE OF CURRICULUM DEVELOPMENT

Curriculum comes from the Latin root, currere, which means to run. In educational usage,
the course of the race, with time came to stand for the course of study. Nowadays, curriculum
could have different meanings for different people depending on how it is used (Palma, 1992).

Some authors define curriculum as the total effort of the school to bring about desired
outcomes in school and out-of-school situations or a sequence of potential experiences set up in
school for the purpose of disciplining children and youth in group ways of thinking and acting. The
elements of curriculum are composed of:

1. Statement of aims and specific objectives
2. Selection and organization of content
3. Patterns of teaching and learning
4. Program of evaluation of outcomes.

Development connotes changes which are systematic. A change for better means any
alteration, modification or improvement of existing condition. To produce positive changes,
development should be purposeful, planned and progressive. Purposeful change is a change that is
intentional or directional. Planning in this case means two things: 1) There is a series of systematic
and sequential steps leading to a target, and 2) These are executed over a period of time. Positive
change brings about improvement. It takes a person or a group to higher level of perfection.

Palma (1992) states that curriculum development should then be concerned with the
drawing up of plans for teaching and learning activities in classroom situations that will bring about
positive changes in the lives of the learners. It is based on the Schools Vision, Mission and goals and
identifies ways of translating these into coherent and coordinated program of meaningful
experiences and conditions eliciting responses that will lead to the transformation of the learners
into authentic, warm and sensitive human beings.

There are two models of curriculum development:

A. RALPH TYLER MODEL: Four Basic Principles known as TYLERS RATIONALE

Ralph W. Tyler developed the objectives-based curriculum design model. Tyler discussed
that it focuses on programs objectives as stated and what was actually achieved .

Tyler proposed the following sequential steps:

1. Establish broad goals or objectives
2. Classify objectives
3. Define objectives in behavioral terms
4. Find situation in which achievement of objectives can be shown
5. Develop or select measurement technique
6. Collect student performance data; and
7. Compare data with behaviorally stated objectives

Clearly, the focal point of the Tyler model is on the objectives. Thus, the effectiveness of the
approach depends on the establishment, classification, and definition of objectives, which become
the basis of data collection and analysis. The model suggests a dynamic, cyclic process where the
data and information provide the necessary feed back to the designer on the need to refine or
formulate objectives. Modifications and adjustments of the objectives enable the system to function
optimally.
These steps can be summed up as Tyler posited the four fundamental principles or
questions for the school, namely:
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educaitonal experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?
By addressing the assessment of curriculum development system, Tyler also introduced the
concept of a structural cycle whereby evaluation can lead to a reconsideration of purpose. Such a
cycle reduces the somewhat cumbersome
process of planning and makes it possible to
treat curriculum-making in a systematic
manner.
Tyler said that there are three
fundamental elements of curriculum. These
are
Purpose which indicates the goals and
directions the school should take
Means which suggest the learning
experiences and resources that are to
be selected, organized, and
implemented in pursuit of the purpose
Assessment of outcomes, which
measures the degree of which purposes have been met

The three subsystems Purpose, Means ans Assessments are enclosed in a circle
suggesting that they constitute the totality of curriculum. The circle is also indicative of the
continuous process of curriculum development. Curriculum is far from being static. Curriculum is
always tentative and is meant to undergo a process of development to bring it to ever higher
levels of effectiveness. The concurrent process of planning and implementing, evaluating and
revising the curriculum goes on in a never-ending cycle always taking into consideration the
constantly shifting needs of the learners, the emerging thrusts of the school and its sponsors, the
changing expectations of the larger society, and the exigencies of the times.
The two-way arrows indicate the dynamic interaction and relationships that should exist
among the subsystems if the system is to function well. The arrowheads in the outer circle going
counterclockwise indicate the normal sequence in the process of curriculum planning and
development. Logically, the first step should be the determination of purpose and objectives.


PURPOSE


MEANS

ASSESSMENT
IDEAL
GRADUATES
However, in curriculum development it is possible that one can start with any step. One might even
begin with the assessment or evaluation phase. Using the result of this evaluation or assessment,
we can examine and make adjustments in the purpose and the means of attaining this purpose.
The ultimate measure of the success or failure of the total school enterprise depends on the
formation of the Ideal Graduate.

B. HILDA TABA improved Tylers rationale by making a linear model. She believes that teachers
who teach or implement the curriculum should participate in the curriculum development. It was
called as a GRASSROOTS APPROACH. It is based on seven major steps where teachers could have
a major input.
1. Diagnosis of learners need and expectations of the larger society
2. Formulation of learning objectives
3. Selection of learning content
4. Organization of learning content
5. Selection of learning experiences
6. Organization of learning activities
7. Determination of what to evaluate and the means of doing it.

Thus, as you look at the curriculum models, the three interacting processes in curriculum
development are planning, implementing and evaluating. This is called the PIE Model

The Pie Model is based on a universal
management model involving three processes: planning,
implementing, and evaluating or the PIE Management
Model.
In planning stage, it involves the formulation or
clarification of the school purpose. School purpose is
summed up in the school vision. Vission issues from the
phylosophy of the school, expressed in the school
mandate or mission statement and delinetaed in the
school goals. Learning objectives are drawn from these
goals which become the operational and specific targets
of the achievement on the classroom level.
The implementing stage includes two aspects:
the selection of learning content based on school purpose and the preparation for immediate
implementation of the instructional plan.
The last stage is evaluating stage. The results of instruction are measured and evaluated vis-
a-vis specific learning objectives.


The seven (7) types of curriculum operating in Schools

1. RECOMMENDED CURRICULUM: This is proposed by scholars and professional organizations like
DepEd, CHED, DOST, PAFTE, BIOTA, etc. They may recommend the curriculum to be implemented
in the elementary and secondary

2. WRITTEN CURRICULUM: appears in school, district, division or country documents. This includes
documents, course of study or syllabi handed down for implementation. Most of the written
documents are made by curriculum experts with participation of teachers. These were pilot-tested
or tried out example BEC, K to 12, etc. Another is written lesson plan of each classroom teacher
made up of objectives and planned activities of the teacher.

3. TAUGHT CURRICULUM: what teachers implement or deliver in the classroom or schools. The
different planned activities which are put into action in the classroom/ These are varied activities
that are implemented in order to arrive at the objectives or purposes of written curriculum. These
are used by the learners with the guidance of teachers. These is also based on the learning styles of
the students and the teaching styles of the teachers.

4. SUPPORTED CURRICULUM: resource-textbooks, computers, audio-visual materials which
support and help in the implementation of the curriculum. For a successful teaching, there must be
a set of materials which should support curriculum that includes material resources such as
textbooks, computers, audio-visual materials, laboratory equipment, playground, zoos and other
facilities. Support curriculum should enable each learner to achieve real and lifelong learning.

5. ASSESSED CURRICULUM: This refers to a tested and evaluated curriculum. At the duration and
end of teaching episodes, series of evaluations are being done by teachers to determine the extent
of teaching or to tell if the students are progressing. It uses paper-and-pencil tests, authentic
instruments like portfolio are being utilized.

6. LEARNED CURRICULUM: This refers to the learning outcomes achieved by the students. Learning
outcomes are indicated by the results of the tests and changes in behavior which can either be
cognitive, affective or psychomotor.

7. HIDDEN CURRICULUM: This is the unintended curriculum which is not deliberately planned but
may modify behavior or influence learning outcomes. Peer influence, student environment, physical
conditions, teacher-learner interaction, mood of the teachers, and many other factors may make up
the hidden curriculum.

Activity # 4

Directions: Based on your actual observations, experiences and interviews, identify the existence
of the different curricula. Write specific examples or evidences. Record your data in a matrix as
suggested below.

Types of Curricula
Operating in School
Examples from Observations, Experiences or Interviews
1. Recommended Curriculum


2. Written Curriculum



3. Taught Curriculum


4. Supported Curriculum


5. Assessed Curriculum


6. Learned Curriculum


7. Hidden Curriculum





Activity # 5

Directions: Get a copy of the K to 12 Curriculum and other documents about K to 12 program.
Identify its vision, the goals and purposes, means of implementation of the curriculum and the
different ways of evaluating it.