Reviewer Curr Dev

COLLEGE OF EDUCATION AND HUMANITIES
2/F Dominador R. Corpus Building, Guzman St., Calao West, Santiago City
REVIEWER IN
EDUC 4 – CURRICULUM DEVELOPMENT
1. The content of the school subjects offered in the school, and a sub-set of the curriculum is called
a. Course of study b. Syllabus c. Lesson Plan d. Curriculum
2. All the planned experiences that the school offers as part of its educational responsibility is called
a. Course of study b. Syllabus c. Lesson Plan d. Curriculum
3. The curriculum in which the primary intention is to ensure that the educational goals of the system are being
accomplished is called
a. Written curriculum c. Recommended curriculum
b. Taught curriculum d. supported curriculum
4. Also known as the delivered curriculum
a. Written curriculum c. Recommended curriculum
b. Taught curriculum d. supported curriculum
5. Which of the following is NOT a characteristic of a good curriculum?
a. The curriculum is continuously evolving
b. The curriculum is based on the needs of the people
c. The curriculum is the result of an action plan
d. The curriculum is democratically conceived
6. Which educational philosophy emphasizes on the necessities of academic knowledge and character development?
a. Essentialism b. Perennialism c. Progressivism d. Reconstructionism
7. The person most responsible for Progressivism was
a. Robert Hutchins b. John Dewey c. Mortimer Adler d. Theodore Brameld
8. Which educational philosophy focuses on the importance of reforms and rebuilding social and cultural
infrastructure to improve society?
9. The oldest and most conservative educational philosophy was
10. The famous Russian physiologist, who introduces the theory of classical conditioning was?
a. Frederick Skinner b. Edward Thorndike c. Ivan Pavlov d. Walter Bandura
11. He defined learning as habit formation
12. He introduced the term ‘operant’ which means to act upon
13. Abraham Maslow became prominent in this theory
a. Classical Conditioning Theory c. Meaningful Learning Theory
b. Social Learning Theory d. Hierarchy of Needs Theory
14. The Social Learning Theory was popularized by
15. The royal degree which established the public school system in the Philippines during the Spanish period was
a. Educational Decree of 1863 c. Educational Decree of 1893
b. Educational Decree of 1873 d. Educational Decree of 1883
16. RA 7722 is also known as
a. Technical Education Skills Development Authority c. Commission on Higher Education
b. Department of Education d. Department of Education Culture and Sports
17. Technical Education and Skill Development Authority was established in
a. 1984 b. 1994 c. 1974 d. 2004
18. This law was responsible for transforming the name of the Department of Education Culture and Sports (DECS) to
the Department of Education (DepEd)
a. Education Act of 1982 b. Republic Act 7796 c. Republic Act 7722 d. Republic Act 9155
19. Your teacher is of the opinion that the world and everything in it are ever changing and so teaches you the skill to
cope with change. With is his governing philosophy?
a. Idealism b. Existentialism c. Experimentalism d. Realism
20. In education as agent of modernization, the curriculum tends to focus on well-defined orientation. In this
sociological views, which describe the curriculum best?
a. Present-oriented b. Past Oriented c. Future-Oriented d. Tradition Oriented
21. Which is the initial step taken in designing curriculum?
a. Reviewing aims c. Determining Needs
b. Stating the objectives d. Determining the program structure
22. Which dimensions of curriculum organization is illustrated when children progress from level to level on the ladder
of learning experiences?
a. Horizontal b. Vertical c. Logical d. Chronological
23. Sequence is to time order as scope is to __________.
a. Breadth b. Balance c. Time allotment d. Grade placement
24. Which is a formal learning content of the curriculum?
a. Personal development is value clarification
b. Acquisition of life skills in solving practical problem
c. Improvement of human relationship
d. Acquisition of basic communication skills in reading and writing
25. Francis Hunkins, in his questioning strategies and techniques, shows that questions correspond to Bloom’s
taxonomy of Cognitive Objectives. Here is an example of a teacher’s question in Mathematics; “How do you find
the area of a square?” which type of question is this under Bloom’s taxonomy?
a. Knowledge b. Comprehension c. Application d. Analysis
26. Regarding criteria for selecting learning experiences, which of the following statements is questionable?
a. The experience must be unified through evolving purposes of teachers.
b. The experience must begin with and continue to grow out of the real felt needs of pupils.
c. The experience must help each individual build new and refine old meaning.
d. The experience must aid each individual to increase his power to make intelligent choices.
27. Translating educational goals into instructional objectives means that __________.
a. Educational goals should be restated according to the learner’s level.
b. Education goals should be stated into the teacher’s specific objectives.
c. Broad educational aim must be restated into clear and specific aims for teaching purposes.
d. Broad educational aims should be formulated according to the overall aims of the school.
28. Which of the following statements best describes the objectives: “To display increasing understanding of the self”?
a. It is a long term objective with which all grade levels are likely to be concerned.
b. It carries the same meaning for all pupils.
c. All aspects of the objectives might be assessed in one situation.
d. It is observable, hence measurable.
29. Selection of objectives as a major stage in the process of curriculum development answers the question ______.
a. What shall I teach? c. Whom will I teach?
b. b. How will I teach d. what should I get my pupils to action?
30. The criterion of significance of curriculum content refers to ___________.
a. The depth of understanding c. the breadth of coverage
b. The meaningfulness aspects of the school subject d. the universality of elements
31. Following Bloom’s Taxonomy of cognitive objectives from lowest level to highest level, which is the correct
sequence of the objectives below?
i. Identify the implication of not having unity in the revolutionary period.
ii. Criticize the steps on how the Malolos Government was established in the year 1898.
iii. Construct the important events during the revolutionary of 1898.
iv. Summarize the important provisions of the Malolos Constitution.
a. i, iii, iv, ii b. ii, i, iii, iv c. iii, i, ii, iv d. iv, i, iii, ii
32. Which set shows affective objectives arranged in hierarchial order?
a. Organization, receiving, valuing c. Characterization, valuing, responding
b. Receiving, valuing, responding d. Valuing, organizing, characterization
33. What level in the taxonomy of psychomotor domain requires the students to competently respond and with
confidence?
a. Guided response b. Adaptation c. Mechanism d. Origination
34. What level of affective objective requires the students to develop an organized system of values that serves as one’s
philosophy in life?
a. Organization b. Characterization c. Adaptaion d. Evaluation
35. Which is an example of an objective for the synthesis level?
a. Convert fractions to decimals. c. Propose a solution to a multi-step problem
b. Identify the unknown in the given problem d. Judge the accuracy of the answer to the given problem
36. The major factor with which curriculum development will be concerned
a. Teacher b. Students c. Environment d. Learning Situation
37. Which of the following best defines curriculum development?
a. All the opportunities planned by teachers for students.
b. The total mental experiences directly received at any given time.
c. The planning of learning opportunities to bring about desired changes in students and the assessment of the
extent to which these changes have taken place.
d. A continuous cycle of activities in which all elements of the curriculum are considered.
38. Which of the following laid the foundation of the implementation of the K to 12 program of the Philippines?
a. Philippine Constitution b. Republic Act 139 c. Republic Act 74 d. Republic Act 10533
39. Which model of curriculum development ties theory to practice?
a. Tyler’s End-Means Model c. Taba’s Inverted Model
b. The Oliva Model d. Walker’s Naturalistic Model
40. Teachers are being involved in curriculum development in various ways, which is not a teacher’s task?
a. Determining the general goals of education
b. Organizing instructional program
c. Writing and editing learning materials
d. Experimenting and trying out teaching strategies
41. Which element does not belong to the Tyler’s Ends-Means model of curriculum?
a. Learner b. Society c. Teacher d.Philosophy
42. Regarding the Oliva Model of curriculum development, which statement is incorrect?
a. It consist of both student activities and teacher activities but no foundation elements and no philosophy
statement.
b. It states the aims of education and their philosophical and psychological principles.
c. It includes societal and student needs, which are invaluable parts of curriculum models.
d. It specifies curricular goals and objectives based on the aims, beliefs, and needs.
43. A teacher who operated on the generated-creative level of curriculum development
a. Relies on textbooks, workbooks, and routine activities
b. Treats skills as ends rather than as means of generating further learning.
c. Is aware of the need to integrate curriculum content with emergent condition.
d. Thinks about what they are doing and tries to find more effective ways of working.
44. Which is not a concern of curriculum development?
a. In service training of teachers
b. Examination of objectives
c. Development of methods and materials which are most likely to achieve the objective
d. Assessment of the extent to which the objective has been achieved.
45. Which kind of data proves to be least useful in curriculum development?
a. Data about students c. Data about learning
b. Data about teacher d. Data about social and cultural matters
46. What is the best rationale for curriculum development?
a. The child, himself, is changing
b. Philosophy of education is ever changing
c. Leadership is constantly changing
d. The child is living in a fast changing world
47. The specification and sequencing of major decisions to be made in the future with regard to the curriculum is
a. Curriculum c. Curriculum Planning
b. b. Curriculum Development d. Curriculum Review
48. Which is not the outcome goals of the K to 12 Basic education program?
a. Philippine education standards to be at par with international standards
b. Conduct in-service training for teachers relative to the implementation of the K to 12 curriculum
c. Improved quality of teachers
d. Improved system governance in the Department
49. The focal point of planning decisions to formulate the design and details of the Enhanced Basic Education
Curriculum is the
a. Philippine Constitution b. TESDA c. DepEd d. CHED
50. Which of the following statements is correct?
a. Curriculum development is an individualized teacher task.
b. Curriculum development is daily carried out at the school level.
c. Curriculum development is largely determined by the interests and abilities of the teachers.
d. Curriculum development is a dynamic rather than static process.
51. It is an interaction between those who have created the programme and those who are charged to deliver it.
a. Curriculum Development c. Curriculum Change
b. Curriculum Implementation d. Curriculum Evaluation
52. In this view, teachers are directed by authority figures through a memorandum, to implement a curriculum.
a. Traditional approach c. Laissez-faire approach
b. Modern Approach d. Authoritarian control approach
53. Teachers have the absolute power to determine what they see best to implement in the classroom.
a. Traditional approach c. Laissez-faire approach
b. Modern Approach d. Authoritarian control approach
54. It is an information-processing change strategy that enables the system to improve its operations and the quality of
interaction among its members to facilitate the introduction of change.
a. Organizational development model c. Linkage model
b. Overcoming resistance to change model d. Leadership-obstacle course model
55. It focuses on the gathering of data to determine the extent and nature of the resistance in order to deal with it
appropriately.
56. This model involves a cycle of diagnosis, search, and retrieval, formulation of solution, dissemination and
evaluation.
57. The most important person in the curriculum implementation process
a. Learners c. Teachers
b. Parents d. Principal of School Heads
58. They should have in-depth knowledge about the planned change and of the implementation process
a. Learners c. Teachers
b. Parents d. Principal of School Heads
59. Instructional materials must be connected with __________.
a. The course guide b. The curriculum c. The teaching technique d. The level of students
60. Under which phase/s of curriculum development does setting goals and objectives fall?
a. Planning c. Planning and Implementation
b. Implementation d. Implementation and evaluation
61. Preparation for instructional material falls under what phase/s of curriculum development?
a. Planning and Implementation c. Planning
b. Implementation and evaluation d. Evaluation
62. It is needed to make a list of what learners’ _______ in preparing the aims, goals and objectives of the curriculum.
a. Do in make-believe situation c. should do as citizens in a democratic country
b. Are required to do in real world d. are expected to do in school
63. Long before the start of every school year, teacher Elsie has already started developing her own comprehensive
plan based on the recommended curriculum. Which explains best teacher Elsie’s action in relation to the
curriculum?
a. Planning personalizes the curriculum making it her own
b. Planning is entirely dependent on the prescribed curriculum
c. Planning “screened” possible differences between the curriculum plan and the implementation process
d. Planning includes everything
64. According to Bloom’s taxonomy, what is the lowest level of question in the cognitive domain that the teacher could
use?
a. Comprehension b. Knowledge c. Application d. Analysis
65. What type of curriculum is a teacher using when students are confronted with a scenario and asked to generate
hypotheses and solutions?
a. Program-based b. Concept-based c. Computer-based d. Problem-based
66. Which of the following is the foci of curriculum evaluation?
a. Determining the merit and worth of a program of study
b. Identifying curriculum’s weaknesses and strengths
c. Decision making for curriculum revision
d. Providing for the relevance of curriculum
67. The following questions EXCEPT ONE may be considered when evaluating a curriculum.
a. Why evaluate the curriculum
b. What is expected in the conduct of curriculum evaluation?
c. What of the following curriculum is going to be evaluated?
d. How is evaluation going to be done?
68. A school’s curriculum committee conducts an evaluation of curriculum materials such as curriculum guide and
lesson plans. What intent of curriculum evaluation is involved?
a. Appraisal of curricular attainments
b. Determine the task of implementers
c. Improvement of materials
d. None of them
69. Process evaluation is used if the intent of curriculum evaluation is to
a. Provide empirical data information
b. Assess degree of implementation
c. Provide assistance to plans
d. All of them
70. Which of the following in NOT TRUE about formative evaluation?
a. Involves data obtained during curriculum implementation
b. Done at the same time the program is running
c. Usually involves data collection at the end of the program
d. Intended to improve the program while it is implemented
71. Which of the following is considered a critical factor in doing summative evaluation?
a. Identifying the indicators of summative evaluation
b. Specifying the questions to be asked in the evaluation
c. Nature of the items to be constructed
d. All of them
72. The use of descriptive model of evaluation usually results to ________.
a. A model description c. Theoretical support
b. Formulating empirical theory d. Generalization
73. Products of using prescriptive models of evaluation are usually described as ________.
a. Evolutionary b. Theoretical c. Exemplars d. Empirical
74. Tyler’s curriculum development model begins with which of the following?
a. What teacher does in school c. The learners as inputs
b. School and teacher’s philosophy d. School’s mission-vision
75. Which of the following is NOT a description of Stufflebeam’s CIPP model?
a. Pragmatic Method c. Holistic evaluation
b. Systems oriented elements d. Highly structured
76. Which one is the main concern of Input Evaluation?
a. Provide information for selecting procedures and resources
b. Provide information for describing context
c. Provide information for determining appropriate evaluation tools
d. Provide information for describing products of evaluation
77. The main task of this element is to ensure that the means are actually implemented.
a. Input evaluation b. Process evaluation c. product evaluation d. Context evaluation
78. Which element of Stake’s Responsive Model refers to conditions existing prior to intervention?
a. Antecedent b. Transactions c. Outcomes d. Interventions
79. What strategy for curricular change and innovation is more appropriate when ideas and suggestions from others
are considered?
a. Problem Solving b. Planned linkages c. Open input strategy d. Coercive strategies
80. The following EXCEPT ONE are regarded as change agents in curriculum change and innovation?
a. Parents c. Teachers
b. School administrators d. Supervisors
81. Which kind of data proves to be least useful in curriculum development?

c. Data about students c. Data about learning
d. Data about teacher d. Data about social and cultural matters
c. Organizational development model c. Linkage model
d. Overcoming resistance to change model d. Leadership-obstacle course model
c. Learners c. Teachers
d. Parents d. Principal of School Heads
84. Long before the start of every school year, teacher Elsie has already started developing her own comprehensive
plan based on the recommended curriculum. Which explains best teacher Elsie’s action in relation to the
curriculum?
e. Planning personalizes the curriculum making it her own
f. Planning is entirely dependent on the prescribed curriculum
g. Planning “screened” possible differences between the curriculum plan and the implementation process
h. Planning includes everything
85. It focuses on the gathering of data to determine the extent and nature of the resistance in order to deal with it
appropriately.
c. Organizational development model c. Linkage model
d. Overcoming resistance to change model d. Leadership-obstacle course model
86. The specification and sequencing of major decisions to be made in the future with regard to the curriculum is
c. Curriculum c. Curriculum Planning
d. b. Curriculum Development d. Curriculum Review
87. Which is not the outcome goals of the K to 12 Basic education program?
e. Philippine education standards to be at par with international standards
f. Conduct in-service training for teachers relative to the implementation of the K to 12 curriculum
g. Improved quality of teachers
h. Improved system governance in the Department
88. Abraham Maslow became prominent in this theory
c. Classical Conditioning Theory c. Meaningful Learning Theory
d. Social Learning Theory d. Hierarchy of Needs Theory
89. A teacher who operated on the generated-creative level of curriculum development
e. Relies on textbooks, workbooks, and routine activities
f. Treats skills as ends rather than as means of generating further learning.
g. Is aware of the need to integrate curriculum content with emergent condition.
h. Thinks about what they are doing and tries to find more effective ways of working.
90. Which is not a concern of curriculum development?
e. In service training of teachers
f. Examination of objectives
g. Development of methods and materials which are most likely to achieve the objective
h. Assessment of the extent to which the objective has been achieved.
91. The curriculum in which the primary intention is to ensure that the educational goals of the system are being
accomplished is called
c. Written curriculum c. Recommended curriculum
d. Taught curriculum d. supported curriculum
92. Which one is the main concern of Input Evaluation?
e. Provide information for selecting procedures and resources
f. Provide information for describing context
g. Provide information for determining appropriate evaluation tools
h. Provide information for describing products of evaluation
93. Teachers have the absolute power to determine what they see best to implement in the classroom.
c. Traditional approach c. Laissez-faire approach
d. Modern Approach d. Authoritarian control approach
e. Organizational development model c. Linkage model
f. Overcoming resistance to change model d. Leadership-obstacle course model
95. Regarding criteria for selecting learning experiences, which of the following statements is questionable?
e. The experience must be unified through evolving purposes of teachers.
f. The experience must begin with and continue to grow out of the real felt needs of pupils.
g. The experience must help each individual build new and refine old meaning.
h. The experience must aid each individual to increase his power to make intelligent choices.
96. The most important person in the curriculum implementation process
c. Learners c. Teachers
d. Parents d. Principal of School Heads
e. Learners c. Teachers
f. Parents d. Principal of School Heads
98. Which is the initial step taken in designing curriculum?
c. Reviewing aims c. Determining Needs
d. Stating the objectives d. Determining the program structure
99. Which set shows affective objectives arranged in hierarchical order?
c. Organization, receiving, valuing c. Characterization, valuing, responding
d. Receiving, valuing, responding d. Valuing, organizing, characterization
100. Which of the following is the foci of curriculum evaluation?

e. Determining the merit and worth of a program of study
f. Identifying curriculum’s weaknesses and strengths
g. Decision making for curriculum revision
h. Providing for the relevance of curriculum
Professional Education
Area: Curriculum Development
Lecturer: Julie Ann P. Hernandez, LPT, MAEd
CURRICULUM DEVELOPMENT
CDS is an acronym that stands for CURRICULUM DEVELOPMENT SYSTEM. The best way to define it is to
taken each term and explains briefly the concept behind it.
CURRICULUM
The term 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.
Traditional schools defined curriculum as a group of subjects arranged in a certain sequence peculiar to the
subject field itself for the purpose of instruction.
It also defined 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 group ways of thinking and acting.
CURRICULUM PLANNING
Curriculum Planning is the process whereby these arrangements of curriculum plans or learning opportunities
are created or new programs are to be added. (It occurs when lay an professional committees reach
decisions as to new instructional programs to be added or old ones to be dropped or modified in the
schools of a particular regional or local school district.
- Also occurs when school faculties plan to fit new programs into existing ones and as the teacher work
together individually to arrange specific learning situations for the pupils they teach.
- It is the process of preparing for the duties of teaching, deciding upon goals and emphases,
determining curriculum context, selecting learning resources and classroom procedures, evaluating
progress, and looking toward next steps.
Need for Curriculum Planning

1. It is needed in various activities it covers like planning and working together, decision making,
implementing plans and carrying on evaluation.
2. There is a need to manage resources – time, human effort, and money together with the material things
they can provide to the best advantage in order to achieve desired ends.
3. Curriculum must contribute it share I the promotion of human welfare and happiness and in fostering
human and social development.
STEPS
1. Statement of the objectives
2. Diagnosis of the present situation
3. Formulation of the plan
4. Implementation
5. Evaluation
A curriculum plan is the arrangement of learning opportunities for a particular population of learners.
Curriculum Guide a written curriculum plan. This term is also used to describe many types of written materials
designed to give guidance to teachers and others in the final development of the curriculum in learning
situations: statements of curriculum scope and sequence; course of study for various levels and subjects;
resource units including materials relating to units of work to be developed in different learning
situations; suggestions as to teaching practices; and various kinds of bullets used by study groups in
organized curriculum study undertakings.
CURRICULUM DEVELOPMENT
Curriculum Development is defined as the process of selecting, and evaluating learning experiences on the basis
of the needs, abilities, and interests of learners and the nature of the society or community.
- it is a cooperative venture among teachers, supervisors, curriculum expert, learners, parents and non-
school people. It is also a continuous process since we can never exhaust the possibilities of improving
the teaching-learning situation.
- A place or workshop where curriculum materials are gathered or used by teachers or learners of
curriculum.
Kinds of Curriculum
1. Academic Curriculum – refers to the formal lists of courses offered by the school.
2. Extra Curriculum – refers to those planned but voluntary activities that are sponsored by a school – sports,
drama, fieldtrip, social clubs and organizations.
3. Hidden Curriculum – this refers to the unplanned learning activities that are natural by-product of school
life. t is the informal part of curriculum – symposium, seminars, training.
Components of curriculum
1. Curriculum (per se) – the blue print or master plan of selected and organized learning content.
2. Instruction – the actual implementation of this plan through experiences in the classroom.
Aspect of Curriculum
1. Subject Matter – it is the realm of education program. It depends on instructions – religious, science.
2. Education Level –it should fit all the levels – elementary, secondary, tertiary, graduate school.
3. Teaching Act.
a. Goals and expected outcomes – “what”
b. Methodology – “how”
c. Evaluation – “how well”
Curricular Workers
- is a general term and includes various educators – teachers up to superintendent.
- Any person involved in some form of curriculum development.
a. Curricular Coordinator – the heads of a program at the school.
b. Curriculum Supervisors – a chairperson, assistant principal/principal who usually works at the school.
c. Curriculum leaders – he can be a supervisor, administrator, director or associate superintendent.
d. Curriculum Specialist – a technical consultant from the district level, regional or state department of
education.
- “The main goal of curriculum is to ensure quality education and human social transformation to the
individual to be a catalyst of change in his society.
Resource Unit is a collection or suggested learning activities and materials organized around a given topic or
area which a teacher might utilize in planning, developing, and evaluating a learning unit. It consists of
the following parts:
1. Introduction or short explanation of the importance of the topic;
2. Objectives or anticipated outcomes;
3. Content of the unit;
4. Unit activities;
5. Evaluation; and
6. Bibliography of useful materials
DEVELOPMENT OF CURRICULUM
Development is a specific word that connotes change. Change means any alternation or modification in the
existing order of things.
- Not all changes result to development. Only positive change brings about development.
CHARACTERISTICS OF CHANGE
Change must be PURPOSEFUL

Purposeful change is change that is intentional or directional. There must be clearly specified targets or
objectives. This kind of change is something that happens willy-nilly. It therefore subsumes control over
or responsibility for the effects brought about by the change.
Change must be PLANNED

Planning in this case means two things. First, there is a series of systematic and sequential steps leading to
a target. Secondly, these are executed over a period of time.
Planned change then takes time. It requires an orderly progression of scheduled activities and tasks. it allows no
shortcuts. It demands a disciplined execution.
Change must be PROGRESSIVE

Positive change brings about improvement. It takes a person or a group to higher levels of perfection.
Innovations and Curriculum Change

Innovation – is used to describe solutions to problems which represent a change or departure from current
practice.
Kinds of Innovation
1. Structure – involve the ways in which classroom and schools are organized.
2. Content – introduces subject not previously dealt with in school or revise old subject in new ways.
3. Process – it has to do with human interaction. It involves cognitive. Intellectual domain as well as
effective or emotional realm of education – value change.
In Philippine situation, innovation should be directed towards the following

1. Innovations to promote greater integration of formal and non-formal education.
2. Innovations to improve the quality of education I a more economical and effective manner.
3. Innovations to gear education more closely to manpower needs.
4. Innovations to effect greater quality in educational opportunities.
5. Innovations to provide attitudinal and value change.
THE SCHOOL AS ORGANIZATION AND VIEWED AS SYSTEM
Organization – a collection of people working together in a division of labor to achieve a common purpose.
System – a group of interacting parts or bodies forming a unified whole. (Newell)
- a number of interdependent parts functioning as a whole for some purpose (Certo)
- According to the 1986 edition of Webster Collegiate Dictionary, a system is “an assemblage of objects
in some form of regular interdependence or interaction; an organic organized whole, as, the solar
system or a telephone system.” In management, system would be generally defined as some form of
structure or operation, concept or function, composed of united and integrated parts.
CHARACTERISTICS OF SYSTEM
BOUNDARY. A system has well-defined limits. The boundary defines clearly what parts are included in what
are excluded from the unit. Boundary gives the system its identity.
ENVIRONMENT. A system operates in a specific time-and-space context. The external environment of a system
includes everything outside its boundary. Furthermore, the system is affected by its environment even as
it affects that selfsame environment.
TENSION. By its nature, a system implies existence and activity. It is therefore subject to stress and strain, wear
and tear, change and conflict as it interacts with forces in the environment.
EQUILIBRIUM. A system strives to maintain a steady state so it can continue to function. It avoids entropy or a
state of disorder or disharmony which could lead to its extinction. Thus, it seeks to accommodate itself to
changes and exigencies in the environment.
HIERARCHY. Systems come in different sizes. There are small (micro) and big (macro) systems. A system may
be a subsystem or part of a bigger system or it may be a supra-system having its own parts or subsystems.
FEEDBACK. Every system has a communication network whereby it is able to maintain coordination among its
constituent parts, monitor its operation, and make improvements or corrections of any dysfunction in the
system.
SYNERGY. This simply put is “the whole is greater than the sum of its parts.” This suggests a certain perspective,
namely, the necessity of viewing the system conceptually as a whole for a better understanding of its
processes and outputs.
INTERDEPENDENCE. In the system context, the word suggests that the elements of a system cannot act on
their own. they cannot operate unilaterally without regard for the other parts. Also, whatever affects any
elements of the system in some way affects every other element. The action then of any system must be
seen as an outcome of the system operation rather than of the element itself or of some isolated causal
element or elements acting independently of the system.
SCHOOLS ARE COMPLEX ORGANIZATIONS

As an organization, the school is a system, an open system that receives resource inputs from the environment
and transforms them into products or service inputs, which are returned to the environment for use or
consumption. The openness of the school as a system means that it is eternally dependent upon its environment
for the absorption of its products and services, and for providing the necessary input which reactivates its
process of transformation and thereby maintains the system.
The Conceptual Framework – 7 S’s
1. Decide on their key tasks, and the constituencies that they serve. (Strategy)
2. Divide up the work to be done (The organizational structure)
3. Find ways of monitoring what is going on (the system, supervision)
4. Recruit the right people and keep them excited and committed (Staff –non-teaching and teaching)
5. Train and develop them in the competencies required (the skills, learning competencies)
6. Work out the best way to lead and relate to the people (style, linkages, partnership)
7. Above all, create sense of mission and common set of beliefs (shared values)
A CONCEPTUAL BASE: THE TYLER RATIONALE
The technique of inventorying, organizing, and presenting the substance of a curriculum finds refinement in
Ralph Tyler’s four-step analysis of formal education or schooling which has come to be known as the “Tyler
Rationale.”
Four basic Questions for school

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 educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?
THREE FUNDAMENTAL ELEMENTS OF THE SCHOOL CURRICULUM
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 to which purposes have been met.
THE CURRICULUM SYSTEM: A LINEAR MODEL
To improve and refine the Tyler model, Hilda Taba came up with an expanded version including seven major
steps in curriculum development.
1. Diagnosis of learner needs and expectations of 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 experiences
7. Determination of what to evaluate and the means of doing it
CDS: The Why of It
UNITY. This lack of articulation and coordination results in glaring “gaps” and “overlaps” in the program of
studies. Often, instead of correcting this situation, the teachers resort to the “blaming syndrome”, pointing
an accusing finger at one another for the ineffectiveness of school instruction
CONTINUITY. Curriculum is the exclusive domain of the principal or academic coordinator or, in some
instances, a “chosen few.” A curriculum of this sort does not provide the staff a sense of “collective
ownership” that will give the incentive to work for its success.
QUALITY. If we are in the business of education for quality, we cannot afford to do our work in a disorganized,
cavalier manner. Quality implies planning, development and control. If we spend so much money, time
and effort to ensure high quality in the production of material products, should we not be more concerned
with quality when forming the “human product”- our students of today and graduates of tomorrow?
CDS: The HOW of It

How can unity, continuity, and quality be achieved through the school curriculum? It is our contention that the
systematic and collaborative process of CDS will be an answer to the question to the question.
The stages involved in the process:

Stage 1. Conceptualizing – {to underscore the
Stage 2. Conceptualizing – {thrust of quality
Stage 3. Operationalizing – to address the thrust of unity
Stage 4. Institutionalizing – to ensure the thrust of continuity
CONCEPTUALIZING PHASE
One useful way of looking at a school is to view it as a “production system.” One of the characteristics
of all systems activity is the transformation of the input through the system’s processes and structure into an
output.
The classic production or “black box”
The INPUT represents the “raw materials” appropriated from the environment and introduced into the system
according to specifications called for by the intended product.
The PROCESS or THRU-PUT consists of the complex set of operations or stages, procedures or activities which
transform the input.
The OUTPUT is the “finished product” or the material in its terminal state with new value added which is then
issued or exported to the environment.
CONTEXTUALIZING PHASE
The next phase involves fitting the conceptual framework that is, the production model, in the context of
the school. Earlier we reduced the curriculum into a system having three components, namely, purpose, means,
and assessment of outcomes. Actually, this formulation is based on a universal management model involving
three processes: planning, implementing, and evaluating. This is so-called PIE Management Model.
1. PLANNING. This stage involves the formulation or clarification of the school purpose. School purpose is
summed up in the School Vision. Vision issues from the philosophy of the school, expressed in the school
mandate or Mission Statement and delineated in the school goals. Later, learning objectives are drawn
from these goals which become the operational and specific targets of achievement on the classroom level.
2. IMPLEMENTING. The implementing stage includes two aspects:
(a) The selection of learning content based on school purpose and organizing it for systematic delivery in a
Scope and Sequence Grid (SSG) for each subject area. This serves as the master plan or blueprint of the
instructional program of the school. From the SSG, each grade level or year level prepares an academic
budget or allocation of subject matter of instruction or the Grade Level Instructional Plan (GLIP) in each
subject area for each grading period. Most schools would do this on a quarterly basis.
(b) The preparation for immediate implementation of the GLIP through the unit and session (lesson) plans or
Plantillas for use in classroom instruction.
3. EVALUATING. The result of instruction are measured and evaluated vis-à-vis specified learning
objectives through a teacher-made mastery test at the end of every unit of instruction. These serve as the
indicators of the level f learning. The data are recorded in the Progress Assessment Record (PAR). The PAR
enables the teacher to keep track of the profile of mastery of each unit as well as of the progress or lack of
individual students in any given academic quarter.
OPERATIONALIZING PHASE
1. Preparation of school staff. Adaptation of CDS represents a major shift in the management of the academic
program of the school. Such a change is crucial as this will necessarily have a far-reaching effect on the
school staff who will carry the brunt of the change.
2. Clarifying/Defining School Vision and Mission. This calls for the school staff going over the school
purpose: philosophy, mission, goals and its final vision, in groups or en banc. This is necessary in order to
ensure that these school beliefs and values are clearly understood and accepted by everyone.
3. Setting up of Subject Area Task forces. The teachers are grouped into the Subject Area Task Force (STF),
one per subject area. The most important criterion for assigning teachers in the STFs is that they adequate
knowledge of and/or experience in the subject area and are familiar with the developmental needs and
characteristics of the learners on a specific level. The STF is tasked with the framing of the Scope and
Sequence Grid (SSG) for the subject area.
4. Allocating Subject Matter for Institution. The purpose of the Scope and Sequence Grid is to provide an
orderly progression of learning content and to allocate this content to the different levels of instruction.
Once this is accomplished, there is now a need to spread out or budget the content allocation for each level
over the school year.
5. Preparing the Unit / Section Plans. From the STF, the work shifts to the Grade Level Team (GLT) or Year
Level Team (YLT) as the case may be. The GLT or YLT is made up of teachers on the same level teaching
subject. The team is responsible for fleshing out the subject matter in the Unit Plans or “Plantillas.”
6. Piloting or Field Testing. It is suggested that when the first draft of the Scope & Sequence Grid made by
the STFs and the Plantillas prepared by the GLTs or YLTs are ready, they should undergo a try-out period
of at least one school year involving some selected or volunteer classes on each level.
7. Evaluating and Revising Draft Documents. After the pilot run, the Scope and Sequence Grid goes back to
the STFs and the Plantillas to the GLTs or YLTs for review. The suggestyed revisions are put in final form
to be adopted for school-wide use.
8. Going into the 3-Year Development Cycle. The try-out may take year or two. Once the documents have
been fine-tuned, they be adopted on a school-wide basis.
Institutionalizing Phase
This means having it accepted as something legitimate and, therefore, the right thing to do. This will ensure its
continuous school-wide utilization for many years to come.
TWO SCHOOLS OF THOUGHT ON CURRICULUM DEVELOPMENT
THE ESSENTIALIST SCHOOL
The Essentialist school considers the curriculum as something rigid consisting of discipline subjects. Its
major motivation is discipline and considers freedom as an outcome and not an means of education. It is book-
centered and the methods recommended are memory work, mastery of facts and skills, and development of
abstract of intelligence.
In the essentialist curriculum, learning is a realization, not a creation; education is a creature, not creator
or society.
THE PROGRESSIVE SCHOOL
The Progressive school which includes the pragmatists, experimentalists, reconstructionists, materialists
and existentialists, conceives of the curriculum as something flexible based on areas of interest. It is learner-
centered, having in mind that no two persons are alike. Its factor of motivation is individual achievement
believing that persons are naturally good.
DIFFERENT THEORIES, DIFFERENT EMPHASIS
A number of “self-evident educational truths” in the past are now seen to be rather educational myths, such as,
Teachers know, children or learners don’t; all learners should be treated alike; etc. Later the curriculum was used
to indoctrinate the youngster into “the American way of Life” as it was defined at that period of history. There
is the curricular emphasis upon subject matter for the mind, with priority in value given to literature, intellectual
history, ideas of religion, philosophy, and related studies. Another curricular emphasis is the school which
defends its purpose through the tenets of scholasticism. It believes that the rational nature of man provides a
measure for what is good and what is bad; this measure deals with the whole man, body and soul, intellect and
will. It emphasizes being, reason and intuition. The curricular goal is fixed and unchangeable-God.
CURRICULUM AND SCHOOL PURPOSE
School Purpose: Meanings and Applications

The term “purpose” simply means direction, intention or desired end. It is an inclusive term used generally to
mean the reason for which something exists or is done.
The following are the terms:

Vision. This is the end product envisioned at the conclusion of the educational effort based on shared beliefs and
values culled from one’s philosophy. It provides the focal point or unifying element according to which
the school staff behave or perform, individually and collectively.
Philosophy. This is a composite statement of concepts, beliefs, and values concerning two important realties,
MAN and SOCIETY, their relationship.
Mission or Mission Statement. This a is set of every broad statements that spell out what the school is all about
and how it intends to carry out its Vision in its educational effort.
CURRICULUM DEVELOPMENT IN THE PHILIPPINES
The Pre-Spanish Curriculum

Before the coming of the Spaniards the Filipino possessed a culture of their own. The diaries of Fr. Chirino
attest to the historical fact that “the inhabitants were a civilized people, possessing their system of writing, laws
and moral standards in a well-organized of education as we have now. This informal education was learning
which the early Filipino received as a result of his interaction with others in the group of which he was a member.
Ideas and facts were acquired through suggestions, observation, example and imitation. There was no direct
teaching, no formal method of instruction. The learning of the basic habits, patterns of culture, ideas and new
knowledge was unplanned and unsystematic.
The Spanish-devised Curriculum

The Spanish curriculum then consisted of the three R’s- reading, writing and religion with undue emphasis on
the last as a tool for perpetuating the colonial order. The schools then were parochial or convent schools. The
main reading materials were the cartilla, the carton and the catecismo. The schools were ungraded and the
curriculum organization was separately subject organization. The method of instruction was predominantly
individual memorization.
The American-devised Curriculum

The American-devised curriculum was also dominated with the motive of conquering the Filipinos not only
physically but also intellectually. The curriculum was based on the ideas and traditions of America and her
hierarchy of values. The primary curriculum prescribed in 1904 by the Americans for the Filipinos consisted of
three grades which provides training in two aspects.
a. Body training- singing, drawing, handwork, and physical education.
b. Mental training- English (reading, writing, conversation, phonetics, and spelling), nature study,
and arithmetic. In Grade III geography and civic were added to the list of the subjects.
The intermediate curriculum consisted of subjects such as arithmetic, geography, science, and English. Science
included plant life, physiology and sanitation.
The Curriculum during the Commonwealth
The period of the Commonwealth (1935-1946) may be considered as the period of expansion and reform in the
Philippine curriculum. American trained Filipino teachers applied in the Philippines the educational reforms
they learned from United States.
Commonwealth Act 586 also known Educational Act of 1949 reorganized the elementary school system
by eliminating grade VII and providing for double single session in which elem pupils attended classes for one
half day only. This ushered the beginning of the decline of the efficiency of elem school.
PHILOSOPHICAL DIMENSIONS IN CURRICULUM DEVELOPMENT
Curriculum Development as an instrument of education is based on philosophy which has man as its focal point.
Philosophical theories of education

1. Essetialist
2. Progressivist
3. Perennialist
4. Reconstructivst
Two main approaches in curriculum development

1. Essentialist approach – subject centered (traditional approach)
2. Progressivist Approach
Essentialism – is based on the fact that the school has always been somewhat rooted in human needs. It errs
(make a mistake) in the perennialist (constant) direction when it misconstrues (misunderstand)
experience to mean that human need in all particulars has been always will be the same everywhere.
Progressivism – the learner is viewed in relation to another. A dualistic approach when there is conflict, the
child’s experience is favored over the curriculum.
Reconstructionism – is a philosophy of magnetic foresight – a philosophy of ends attainable through the

development of powerful means possessed latently by the learners (To learn how to exercise that power
for theses ends is the first priority of an educational curriculum.
Existentialism – is a philosophical view which may be defined in various ways, but it does have three basic
approaches which characterize the central features.
a. as a new attempt to deal with some old persistent ethico-religious problems.
b. as a group of revolts against the traditional way of thinking.
c. as a historical movement.
Trinitarian Scheme of the Curriculum – basically the aim of education is to search for the truth, the good and
beautiful.
a. The search of truth: Theory of knowledge
b. The search of Good : Theory of Value
c. The search for beauty : Aesthetic value
Two ways in the treatment of subject matter of the curriculum

1. Reading-to-wear – The subject matter is found, collected, systematized and printed in textbooks,
encyclopedias, dictionaries so that teacher will only make appropriate selections in advance from this
wardrobe of knowledge assigned to a student to acquire and make his own.
2. Custom made – this is centered on the pupil’s problem. The curriculum is made in terms of the pupil’s need.
There is no ready answer for any problem.
Three philosophical doctrines with regard to the truth of knowledge in the curriculum.
1. Idealist – knowledge in the curriculum is true if it achieves consistency among observers.
2. Realist – Knowledge is true if one’s ideas correspond to his external reality.
3. Pragmatist – knowledge is true if it is workable. ideas are true or false only in as much as they clear up
some confusions that obstruct educational practices. Truth does not exist, it happens. The test of truth is
in its workability.
Three doctrines in value theory
1. Values are internal and subjective – these theory are biological and psychological in origin. the value of
textbooks, curriculum or laboratories depends on how they satisfy wants and fulfill the needs of the
student.
2. Values resident in the curriculum are external and objective – there is entology of value with real
existence in the laws of nature because everything has form or purpose. (ex. the carpenter shapes the
wood into table. the value of the table is in its form and purpose therefore value is inherent in human
desire; it antedates it )
3. Value is both external and internal like a product of the relation between them – value is made of
environment and organism. the nature of interaction is in “interest” meaing “to be between: as the word
suggest.
Aesthetic dimension of curriculum enhances appreciation and fixes the standards of later experiences.(ex.
Mathematics is given ts aesthetic component, it can make learning enjoyable because it arouses the
affective state of the learner.)
THEOLOGICAL FOUNDATION OF CURRICULUM DEVELOPMENT
1. God-centeredness. In man, body and soul are substantially united. Body and soul interact and are
interdependent. The soul which is a spirit is immortal and continues to live. It is destined for an eternal
life. A curriculum developed for the perfection of the whole man lacks a strong foundation if it puts
aside this theological consideration
2. Christ-centeredness – God’s plan and providence can be understood only in the context of time and
space. For this reason, He revealed Himself in the person of Christ, His model incarnated in tangible
Personality. Christ Himself said: “I am the Way, The Truth and the Life.
3. Community-centeredness. The community or the people of God is the extension of God and Christ
through space and time. He continues to be present in the community, which is the connecting link
between Him and man. The experience of the community leads naturally to service. God gives His people
different gifts not only for themselves but for others. Each must serve the other for good of all.
PSYCHOLOGICAL DIMENSIONS OF CURRICULUM DEVELOPMENT
Sound curriculum development can be effected only from a sound psychology of learning. Knowledge about
the psychology of the learner and of the learning process is relevant to the three different matters of the
curriculum which are as follows:
1. Selection & arrangement of content.
2. Choice of the learning experiences
3. Plans for the optimum conditions for learning.
Guidelines for curriculum development
1. A good curriculum must encourage inquiry and creativity.

2. A good curriculum must be democratic with regard to procedures.
3. A good curriculum must accept individual differences.
4. A good curriculum must take into consideration scientific and scholarly techniques and finding.
5. A good curriculum must minimize memorizing and maximize discovery.
6. A good curriculum must take into consideration the potential for achievement through either the
individual learner or the group.
7. A good curriculum must employ teacher resources in a multi-dimensional role.
GUIDELINES TO SOCIAL CONSIDERATIONS

IN CURRICULUM DEVELOPMENT
1. There are basic agencies in society that demand from educational curriculum some special skills, attitudes and
knowledge. They are the family, the church, the estate, economic agencies, non-commercial community and
other social agencies.
2. School curriculum developers must take into consideration not only national and international needs but also
local, regional and provincial needs.
3. In the efforts of curriculum developers to gear the curriculum toward the establishment of a sense of identity
among Filipinos, cultural pluralism should be respected, thus taking into consideration the rich cultural
heritage of all Filipinos, including the minorities.
4. Curriculum development must draw upon analyses of society and culture of Filipino tradition and heritage,
social pressures and established social habits. We must ask what the demands and requirements of culture
and society are, both for the preset and for the future.
5. The curriculum must prepare the learners to participate as productive members of our culture. Not all cultures
require the same kind of knowledge. Nor does the same culture need the same kind of capacities and skills,
intellectual or otherwise, at all times.
6. Diagnosing of the gaps, deficiencies, and variations of the backgrounds of Filipino students is an important
step in determining what the curriculum should be.
7. The task of selecting and organizing learning experiences in curriculum development must take into
considerations the culture of society.
8. Society’s concept of the function of the school determines to a great extent what kind of curriculum schools
will have. Current conceptions of the functions of the school by society are as follows:
a. Education preserves and transmits the cultural heritage.
b. Education is an instrument for transforming culture.
c. Education results in individual development.
9. To establish what demands society makes on education and what contribution can or should make to culture,
especially in a complex and changing society, is not an easy task.
10. In order to develop an adequate curriculum, a sustained study of the culture in which education functions
ad a sustained effort to mobilize the resources of the social sciences such as biology, anthropology, sociology
and social psychology and o translate whatever is learned about society or culture into educational policy
are needed.
11. One way of gaining perspective in curriculum development is by analyzing the impact of technology and
the changes it has produced or is producing in society.
12. There are new conditions which set new tasks for curriculum developers:
a. A tremendous enlargement of he environment to be understood and the culture to be transmitted.
b. An ever increasing demand for increasingly skilled and literate workers.
c. The necessity for the establishment of intercultural communication among the diverse cultures as a basis
for building a world and national community.
d. The difficulties involved in sustaining wide latitudes of free individual choice in a world of magnified
power and shrunken space and time.
e. A constantly accelerating rate of change which makes forecasting hazardous and outspeeds the efforts
of education to draw abreast of needs.
METHODOLOGICAL DIMENSIONS IN CURRICULUM DEVELOPMENT
Curriculum development is a complex undertaking that involves many kinds of decisions.

Decision must be made about the general aims which the schools are to pursue and about the more specific
objectives of instruction. The major subject of curriculum must be selected, as well as the specific content to be
covered in each. Decision must be made about the choice of the type of learning experiences with which to
implement both the content understanding and other objectives. There must be an evaluation of what learners
are achieving and the effectiveness of the curriculum in attaining the desired objectives and ends. A choice must
be made regarding the over-all pattern of the curriculum.
Three facets to curriculum development

1. A continuous appraisal of the existing program in terms of emerging needs.
2. Changes where evaluation indicates they are required.
3. The operation of an effective on-going educational program while making changes.
According to Bernardino and Fresnoza, curriculum development involves the following activities:
a. planning the experiences to be utilized.
b. organizing them into a program
c. implementing this program
d. evaluating the curriculum which was thus developed.
Since curriculum development is a task which requires orderly thinking, we must examine both the order in
which decisions are made and the way in which they are made to be sure that all relevant considerations are
brought to bear on these decisions.
Suggested order in curriculum development

Step 1 : Diagnosis of needs
Step 2 : Formulation of objectives
Step 3 : Selection of content
Step 4 : Organizing of content
Step 5 : Selection of learning experiences
Step 6 : Organizing of learning experiences
Step 7 : Determination of what to evaluate & of the ways & means of doing it.
CURRICULUM PLANNING
Need and importance

The need for exactness and particularity in making decisions about ends and means demands scientific
curriculum planning. In our country, a growing awareness of a need for rational curriculum planning is
manifested in concerted efforts toward generating specific and precise educational ends.
Factors in Curriculum Planning

1. identifying relevant substantive decisions at increasing levels of specificity and precision and
2. checking for consistency between and among the ends-and-means decisions by a two-way process of
derivation and evaluation at each stage and by referring to data sources for basic information.
Curriculum planning – is the process whereby the advance arrangement of learning opportunities for a
particular population of learners is created.
Two major issues as to who plans the curriculum

1. National or state and local curriculum control; and
2. the relationship of laymen, academic scholars, and elementary school secondary school and collegiate
educators in curriculum planning.
Characteristics of curriculum planners
 Open-mindedness is an indispensable characteristics in those who plan the curriculum. Understanding
of the values of the past practices & of school and community traditions is important.
 Reckon public opinion as carefully as possible
 Well-founded criticism on the curriculum & education must be listened to by curriculum planners
IMPLEMENTING CURRICULUM CHANGE
There are some considerations involved in implementing curricular change. There is a need for carefully planned
programs of change in the curriculum. There must be an examination of the place of formative process, and
summative evaluations of curriculum programs and of the practical materials for the actual process of installing
new curricula in schools.
Change and the Curriculum Development
Before he can develop the skills needed to manage programs of innovation, a curriculum developer must have:
1. Some knowledge of the change process itself.
2. He must plan for the consequences that arise from the different change strategies employed.
3. His effective curriculum change program must maintain the relevance of the schools to the current needs
of society.
Concern of curriculum innovator

a. personnel administration as it relates to educational change.
b. characteristics of innovation
c. adoption of an innovation
d. ways in which some innovations are implemented on a broader scale.
- Specialist personnel must be employed if full benefit is to be obtained either from the planning
process or from the implementation of plans once developed.
- Administrative leaders should involve in developing policies.
Management Change
Change is defined as any alteration in the properties of one or more system elements; the number of system
elements; the relationship between system elements; the properties of the client system as defined by the
analyst, and the relationship between the client system and its environment.
Client systems are defined as any recipient of a change element.
- any group of system elements characterized by natural boundaries.
- any group of system elements enclosed by arbitrary boundaries established by the analyst and any group
of system elements directly or indirectly affected by a change element.
System Elements are defined ad discrete phenomena whether material or immaterial those are interrelated and
can be considered parts of client system.
Change element is defined as a material or immaterial phenomena that is foreign or new to the client system
Change agent is defined as the carrier of a change element
Resistance to change is defined as efforts by the client system or of individual system elements to frustrate or
slow the introduction of a change element or to alter its properties.
THE CHANGE PROCESS
a. The change element appears in the environment of a client system.

b. The change element is “carried” into the client system by a change agent.
c. the client system reacts in any of the following ways:
1. by rejecting the change element.
2. by accepting the change element
3. by accommodating itself to the change element
4. by altering the properties of the change element
Curriculum leaders of planners follow the analysis sequence stated below:

a. Identification of factors
1. what (or who) is the client system? what are the relevant system elements? where do we draw the
boundaries?
2. What is the change element? what are its antecedents or sources?
3. Who is the change agent?
4. How is the change element being received? what is going on?
b. Analysis of client system

1. identification of system elements
2. description of their characteristics and properties
3. description of relationship between system elements
4. relative potencies of system elements and internal power structure.
c. Analysis of change element

1. how pervasive is it? can these be reduced?
2. How risky is it? Can it be taken in small doses? can it be “returned” ?
3. How profitable is it to the client system? can profitability be increased?
4. How communicable is it? can it be demonstrated rather than merely described?
5. How plastic is it? how much distortion can it stand before losing its value?
d. Analysis of change agent

1. conscious or unconscious effort
2. motives
3. status and position in client system
e. Prediction of the change process outcomes

1. what is the predicted reaction of each system element and the client system to the change element and
to the change agent?
2. how will the change element and the change agent alter the properties or relationship of system agent?
3. what resistances are predicted from each system element? what form do they take? why?
4. what are the possible distortion effects of resistances on the change element?
5. predictions should be on short-run or long run basis.
f. Rational Intervention (Management Change)

1. What will be considered tolerable end results? short run, long-run?
2. what should be the strategy for intervention? short run, long-run?
3. how can resistance be overcome?
4. program the intervention process.
Curriculum change requires a systematic sequence of work which deals with all aspects of the curriculum
ranging from goals to means.
- it must be goal-directed.
- requires skilled leadership.
Six steps that curriculum leaders have found helpful in initiating major changes.
1. Get ready to sell – much of the difficulty a curriculum leader encounters in getting cooperation stems
from the people’s lack of understanding of how the change will affect them.
2. Identify sources of help – why should curriculum developer shoulder the burden alone?
3. Anticipate objections – change that upset routine, require new knowledge or skills, or inconvenience
people who are bound to meet with some objection or resistance
4. Sell benefits – Everyone is concerned with ”What in it for Me?
5. Listen in depth – people affected by the curriculum change have aright to be heard.
6. Follow-up – It is easy to resent the salesman who loses complete interest in us just as soon as the sale is
finalized.
Steps or stages in a work conference
1. opening session
a. keynote address and inspirational speeches
b. organization of the conference
1. election of leaders and conference staff members
2. organization of the conference
2. group work – presentation & discussion of problems
3. consolidation of group reports leading to formulation of the entire conference report
4. closing session
a. evaluation of the work conference
b. disposition of the results of the work conference
c. planning for the future.
Discussion Groups is a important means of improving in service growth of the school personnel, particularly in
curriculum work.
OUTLINE FOR WORK OF DISCUSSION

1. To select key problems and to define and limit the problems
2. To explore the selected
3. To arrive at some decisions about the problems and to prepare a report to the planning committee of the
conference.
4. To increase the understanding and skills of the participants in the use of the techniques of group
discussion.
5. To get acquainted with members of cooperating groups.
Responsibilities of each group member

1. Participants in the selection of problems and ways of working in the group.
2. Contributes ideas and suggestions related to the problem.
3. Makes short statements, not speeches; talks to the point; keeps the discussion moving.
4. Does not monopolize; does not wangle over verbal differences or small points.
5. Request clarification; facts, and information when necessary.
6. Assumes whatever responsibilities are needed to help the group come to valuable and practicable
solutions.
Responsibilities of the leader

1. Helps the group get acquainted.
2. Helps the group get under way in the selection of basic problems.
3. Helps the group move through practical problem solving steps in working toward solutions to the
problems.
4. Assumes the responsibility for keeping everyone participating.
5. Helps members find ways of satisfying their individual need-self-expression, prestige, personal
achievement, social contacts, group recognition, etc.
6. Plans the time carefully so that all points receive due consideration
7. Tactfully discourage anyone who would talk too much.
8. Summarizes
(a) When a major point is finished, before going on to another,
(b) When the discussion has been long drawn out or confused,
(c) Shortly before the close of the period.
Responsibilities of the Recorder

1. Keeps a running account of the main problems, issues, ideas, facts, and decisions as they develop in the
discussion.
2. Summarizes points discussed and reports to the group from time as the leader suggests
3. Prepares the final report in collaboration with selected members of the group
4. Presents the report of the group to the general planning committee.

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COLLEGE OF EDUCATION AND HUMANITIES

81. Which kind of data proves to be least useful in curriculum development?

100. Which of the following is the foci of curriculum evaluation?

Need for Curriculum Planning

Change must be PURPOSEFUL

Change must be PLANNED

Change must be PROGRESSIVE

Innovations and Curriculum Change

In Philippine situation, innovation should be directed towards the following

THE SCHOOL AS ORGANIZATION AND VIEWED AS SYSTEM

SCHOOLS ARE COMPLEX ORGANIZATIONS

A CONCEPTUAL BASE: THE TYLER RATIONALE

Four basic Questions for school

THREE FUNDAMENTAL ELEMENTS OF THE SCHOOL CURRICULUM

THE CURRICULUM SYSTEM: A LINEAR MODEL

CDS: The Why of It

CDS: The HOW of It

The stages involved in the process:

The classic production or “black box”

2. IMPLEMENTING. The implementing stage includes two aspects:

THE ESSENTIALIST SCHOOL

THE PROGRESSIVE SCHOOL

DIFFERENT THEORIES, DIFFERENT EMPHASIS

CURRICULUM AND SCHOOL PURPOSE

School Purpose: Meanings and Applications

The following are the terms:

The Pre-Spanish Curriculum

The Spanish-devised Curriculum

The American-devised Curriculum

The Curriculum during the Commonwealth

PHILOSOPHICAL DIMENSIONS IN CURRICULUM DEVELOPMENT

Philosophical theories of education

Two main approaches in curriculum development

Reconstructionism – is a philosophy of magnetic foresight – a philosophy of ends attainable through the

Two ways in the treatment of subject matter of the curriculum

Three doctrines in value theory

THEOLOGICAL FOUNDATION OF CURRICULUM DEVELOPMENT

PSYCHOLOGICAL DIMENSIONS OF CURRICULUM DEVELOPMENT

Guidelines for curriculum development

1. A good curriculum must encourage inquiry and creativity.

GUIDELINES TO SOCIAL CONSIDERATIONS

METHODOLOGICAL DIMENSIONS IN CURRICULUM DEVELOPMENT

Curriculum development is a complex undertaking that involves many kinds of decisions.

Three facets to curriculum development

Suggested order in curriculum development

Need and importance

Factors in Curriculum Planning

Two major issues as to who plans the curriculum

IMPLEMENTING CURRICULUM CHANGE

Change and the Curriculum Development

Concern of curriculum innovator

THE CHANGE PROCESS

a. The change element appears in the environment of a client system.

Curriculum leaders of planners follow the analysis sequence stated below:

b. Analysis of client system

c. Analysis of change element

d. Analysis of change agent

e. Prediction of the change process outcomes

f. Rational Intervention (Management Change)

OUTLINE FOR WORK OF DISCUSSION

Responsibilities of each group member

Responsibilities of the leader

Responsibilities of the Recorder