Bicol University

COLLEGE of INDUSTRIAL TECHNOLOGY

Legazpi City
CURRICULUM DEVELOPMENT
L.E.T. REVIEW

PROF. DIONISIO G. MONIS, JR.

Lecturer
 NATURE, CONCEPTS & PURPOSES OF
CURRICULUM

A. Progressive Points of View of Curriculum

- curriculum is considered as the total learning experiences
of individual learner, rather than a listing of subject matters,
written syllabi and list of courses or specific discipline.
Caswell and Campbell viewed curriculum as “all learning
experiences children have under the guidance of a teacher.”
Smith, Stanley and Shores defined curriculum as a
sequence of potential experiences set up in the schools for
the purpose.
Marsh and Willis view curriculum as all the “experiences
in the classroom which are planned and enacted by the
teacher, and learned by the learners.
Traditional Points of View of Curriculum:
* Curriculum - is a body of subjects or subject matters
prepared by the teachers for the students to learn (20th
century)
* Robert Hutchins – views curriculum as “permanent
studies” where the rules of grammar, reading, rhetoric
and logic , and mathematics for basic education are
emphasized.
* Arthur Bestor - believes that the mission of the
school should be intellectual training, focus on the
fundamental intellectual disciplines of grammar,
literature and writing.
* Joseph Schwab - views curriculum as an academic
discipline.
 RALPH TYLER’S MODEL OF A CURRICULUM

FOUR BASIC PRINCIPLES OF THE CURRICULUM :

1. It must have educational purpose for which the
school seek to attain.
2. It includes educational experiences that are
likely to attain the purposes.
3. It must use various strategies that can facilitate
effective learning and for the attainment
of educational purposes.
 TYPES OF CURRICULUM OPERATING IN
SCHOOLS:
1. Recommended curriculum. It is the curriculum
prescribed / recommended by the DepEd in the case
of Basic Education and by the CHED in the case of the
Tertiary Education.
2. Written Curriculum. This refers to the course of Study
or Syllabi prepared by expert teachers that conform to
the recommended curriculum.
3. Taught curriculum. This is the curriculum that consists
of the planned learning activities intended for the
learners in order to achieve the objectives.
4. Supported curriculum. This is the taught curriculum
aided with materials that support the teaching process
in facilitating learning.
Types of Curriculum Operating in Schools:
5. Assessed curriculum. This refers to to tested or
evaluated curriculum. At the end of teaching or at
certain duration of teaching episodes, series of
evaluation are being done by the teachers to
determine the extent of teaching and learning
outcomes.
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 are the cognitive, affective
and psychomotor.
7. Hidden curriculum. This is the unintended curriculum
which influence the learners in learning, such as: peer
influence, school environment, physical condition ,
teacher-learner interaction, mood and personality of
the teacher and many more.
MAJOR FOUNDATIONS OF CURRICULUM
1. PHILOSOPHICAL FOUNDATION
2. HISTORICAL FOUNDATION
3. PSYCHOLOGICAL FOUNDATION
A. BEHAVIORIST PSYCHOLOGY
B. COGNITIVDE PSYCHOLOGY
C. HUMANISTIC PSYCHOLOGY
4. SOCIAL FOUNDATION
PHILOSOPHICAL FOUNDATION -
• The philosophy of a curriculum planner, implementor or
evaluator reflects his or her life experiences, common beliefs,
social and economic background , and foremost, his/her
education.
• John Dewey looks at “education as a way of life” a laboratory
in which philosophy becomes concrete and is tested.
• According to the Perennialists, the purpose of the curriculum
is to educate the rational person’s intellect; help students to
think with reason.
• According to the Essentialists, the curriculum is aimed at
promoting intellectual growth of the individual and educate a
competent person; the teacher is the sole authority in his or
her subject area or field of specialization.
Philosophical Foundation . . . .
• According to the Progressivists , education aims to
promote democratic and social living, such that
knowledge leads to growth and development of lifelong
learners who actively learn by doing; subjects therefore
must be interdisciplinary, integrative, and interactive.

• To the Reconstructionists, education aims to improve and

reconstruct society for change; with the teachers as the
agents of change and reform in various educational
projects and research.
HISTORICAL FOUNDATION:
• Franklin Bobbit (1876-1956). He presented a curriculum as
a science that emphasizes on student’s need. The
curriculum must prepare students for adult life.
• Werret Charters (1875-1952). Curricula must be child-
centered. The purpose of the curriculum is child growth
and development.
• Harold Rugg (1886-1960). Curriculum according to Rugg,
should develop the whole child. The child is considered
the center of the educative process.
• Hollis Caswell (1901-1989). He sees the curriculum as
organized around social functions of themes, organized
knowledge and learner’s interest. He believes that a
curriculum is a set of experiences.
HISTORICAL FOUNDATION . . . . . .
• Ralph Tyler (1902-1994). He believes that curriculum is a
science and an extension of school’s philosophy. It is
based on student’s needs and interest.

PSYCHOLOGICAL FOUNDATION :
Psychology provides the basis for the teaching and
learning process.
A. Behaviorist Psychology –
* Edward Thorndike Theory of Connectionism
influenced both Ralph Tyler and Hilda Taba
* Ivan Pavlov’s Classical Conditioning and Skinner’s
Operant Conditioning
* Albert Bandura’s Modeling and Observation
* Robert Gagne (Behaviorist) – Hierarchy of
Learning which involves: (1987)
- intellectual skills on knowing how to
categorize and use symbols
- information or knowing what
knowledge about facts
- cognitive strategies or learning skills
- motor skills
- attitudes, feelings and emotions
learned through experiences
 B. Cognitive Psychology
Cognitive psychology aims to develop in a learner
how to store information; how to retrieve data; and
generate conclusions.
- the teacher focuses her attention on how the
learner’s processes ; and how they monitor’s and
manages thinking on the part of the learner.
- Jean Piaget – Stages of Cognitive Development
- Lev Vigostky – Social constructivism
- Howard Gardner – Multiple Intelligences
- Felder & Silverman – for their Learning Styles
- Daniel Goleman – for Emotional Intelligences
3. Humanistic Psychology:
Humanistic psychology is concerned with how
learners can develop their human potential.
- It is built on Gestalt psychology where learning
can be explained in terms of the wholeness of the
problem and reorganizing his/her own perception.
- Abraham Maslow’s Theory of Human Needs for
self-actualization
4. Social Foundations of Education
Schools exist within a social context. Societal
culture affects and shapes schools and their curriculum.
- The schools are only one of the many institutions
that educate society , address diversity, explosion of
knowledge, school reforms and education for all.
MASLOW’S HIERARCHY OF NEEDS

Self-actualization

Self-respect & self-esteem

Love & belongingness

Safety and security

Physiological Needs
 AIMS, GOALS AND OBJECTIVES OF
CURRICULUM IN ALL SCHOOLS & LEVELS
• Inculcate patriotism and nationalism
• Foster love of humanity
• Promote respect for human rights
• Appreciate the role of national heroes in the historical
development of the country
• Teach the rights and duties of citizenship
• Strengthen ethical and spiritual values
• Develop moral and personal discipline
• Encourage critical and creative thinking
• Broaden scientific and technological knowledge and
promote vocational efficiency
 CRITERIA IN THE SELECTION OF SUBJECT
MATTERS/CONTENTS FOR THE CURRICULUM
1. SELF-SUFFICIENCY – less teaching and learning efforts but
more results or learning outputs in an economical manner.
2. SIGNIFICANCE - When contents contribute to basic
3. VLIDITY – When contents are not yet obsolete, and are
updated with the explosion of knowledge
4. INTEREST - The content is meaningful and interesting to the
learners
5. UTILITY - Usefulness of the content in the daily life of the
learners
6. LEARNABILITY - Lessons should be within the range of the
experiences of the learners
7. FEASIBILITY - Lessons can be learned within the allocated
time, space and resources.
 CURRICULUM APPROACHES
• BEHAVIORAL APPROACH – In the learning competencies, the
activities and contents are specified are arranged to match
with the learning objectives. Objectives are stated in
behavioral form.
• MANAGERIAL APPORACH - he principal or head of the school
is the overall manager of the school who sets rules and
policies and priorities to change or make innovations in
planning, organizing curriculum and instruction.
• SYSTEMS APPROACH - The systems include the
administration, counseling, curriculum,. Instruction and
evaluation.
• HUMANISTIC APPROACH - This is rooted in the progressive
philosophy and child-centered movement. It is focused on the
total development of the child’s personality.
Stages in the Systems Management To Teaching and
Learning
A.Pre-Active Stage:
A. Specification of Objectives in the behavioral form
B. Specification of Learning Contents
C. Identification of Entry Behaviors (giving a pre-test)
D. Other considerations:
1) Determination of appropriate teaching strategies
2) Allocation of time
3) Allocation of Space
4) Organization of Groups
5) Selection of resources or materials for teaching
6) Identification of values for integration
7) Writing the lesson plan
Active Stage: Actual teaching-learning process
1. Communication skill of the teacher
2. Art of questioning
3. Classroom management
4. Skill in the use and handling of teaching materials and
devices
5. teacher’s personality:
- personal traits
- social traits
- emotional traits
6. Classroom setting
POST-ACTIVE STAGE : Evaluation
Purposes:
1. Identifying strengths and weaknesses of the
students
2. Determining student’s level of mastery of the
lesson
3. Determining aspects in teaching that need
adjustment and improvement
4. Determining whether the students need
remediation lesson, reinforcement lesson or
enrichment lesson
 Robert Gagne’s Events of Learning

MOTIVATION PHASE
APPREHENDING PHASE
ACQUISITION PHASE
RETENTION PHASE
RECALL PHASE
GNERALIZATION PHASE
FEEDBACK PHASE
 KINDS OF CURRICULUM DESIGN
1. Subject-centered design model (Henry Morrison &
William Harris). This model focuses on the content of
the curriculum. This design corresponds mostly to the
use of textbook.
A. Subject-design. Subject-matters are mainly taken
from books.
B. Discipline design. This focuses on the entire
subject, not only a part of it.
C. Correlation design. S subject area is made as the
core or center of all other subjects.
D. Broad field design or interdisciplinary. A broad
subject tackles on its branches or sub-areas.
2. LEARNER CENTERED CURRICULUM

A. Child-centered (John Dewey, Rouseau, Pestallozi,

and Froebel). The learners are considered as active
participants in a classroom and they learn more by
doing or hands-on.
B. Experience-centered design. The child remains to be
the focus while their needs become the starting point
of the curriculum. It emphasizes on the various
experiences of the learners that are flexible based on
their interests.
C. Humanistic design. (Abraham Maslow and Carl
Rogers). It emphasizes on the self-actualization of the
learners which they can achieve in their later life
through the process of learning while still in school.
3. Problem-centered Design.
A. Life-situatio0n design. Contents of the curriculum are
organized in ways that allow students to clearly view
problem areas clearly. It uses past and present
experiences of the learners to analyze the basic areas of
living.

B. Core design. It centers on general education and the

problems are based on common human activities. The
focus of the core design includes : common needs,
problems, concerns of the learners.
 DIMENSIONS OF CURRICULUM DESIGN
(CURRICULUM CRAFTING)
A. SCOPE.
Tyler in Ornstein (2004) defines scope as all the content
or coverage composed of learning experiences and
organizing threads comprising the educational plan.
It includes the cognitive, affective and psychomotor
content.
B. SEQUENCE. Contents and experiences are arranged in
hierarchical , logical and systematic manner.
1. Simple to complex behaviors
2. Prerequisite learning
3. Whole to part learning
4. Chronologicval learning.
 PRINCIPLES IN CURRICULUM DESIGNING
ACCORDING TO SEQUENCE:
1. World-related sequence –
a. Space (from closest to farthest
b. Time (chronological)
c. Physical feature (age, shape, size, distance,
brightness, and others)
2. Concept-related –
a. class relations (groups of things that share
common concepts)
 b. Propositional relations (Sequence is arranged in
a way that evidence comes or presented before
proposition.
3. Inquiry-related sequence. This is based on
scientific method of inquiry. It uses the processes
of generating, discovering and verifying
knowledge, content and experiences logically and
methodically.
4. Learning-related sequence (How to learn).
a. Empirical prerequisites – sequence of the
curriculum is based on empirical studies where the
prerequisite is required before learning the next
level.
b. Familiarity – prior learning is important in
curriculum sequencing (familiar first before the
unfamiliar)

c. Difficulty – easy contents are taken ahead than

the difficult ones.

d. Interest sequence – contents and experiences that

stimulate interest are those that are novel.
These can arouse curiosity and interest to
learn.
 IMPLEMENTING THE CURRICULUM
Stakeholders are individuals or institutions that are
interested in the school curriculum. They get involved in
many different ways in the implementation , because the
curriculum affects them directly or indirectly.
Components of implementation:
1. The learners as the center of the curriculum
2. The teachers as curriculum developers & implementers
3. Curriculum managers and administrators
4. Parents as supporters to the curriculum
5. Community members as curriculum resources
6. Other stakeholders in curriculum implementation
(agencies: DepEd, CHED, PRC)
TECHNOLOGY IN THE IMPLEMENTATION OF
CURRICULUM
Factors for Technology Selection:
1. Practicality - readily available less cost but can
assure better and greater learning outcome.
2. Appropriateness in relation to the learners – the
materials or media tech to be used are suitable
to the learner’s ability and comprehension.
3. Activity / suitability – the chosen media must fit
the set of instructional events, resulting in
either information, motivation or psychomotor
display.
4. Objective-matching - as a whole, the media must help in
achieving the learning objectives.
 PILOT TESTING OR FIELD TRY-OUT OF THE
CURRICULUM
• Pilot testing is a necessary process in gathering data empirical data
to support whether the material (curriculum) is :
- useful
- relevant
- reliable
- valid
Steps:
1. First try-out (one module is tried to a
small group of pupils/students)
2. Second try-out (using a complete set of the written materials)
3. Modification /revision
4. Production of copies by the volume
5. Full implementation
6. Monitoring 7. Evaluation
 CURRICULUM EVALUATION
TYPES OF EVALUATING THE CURRICULUM:
1. School-based evaluation
2. Accreditation
Areas for Accreditation
1. Program of Studies
2. Classroom Management
3. Instructional Processes / Methodologies Used
4. Graduation Requirements
5. Administrative support
6. Academic Performance of students
 ASSESSING THE CURRICULUM
PURPOSE OF CURRICULUM ASSESSMENT:
1. Highlight curriculum expectations
2. Gather information about what students know and can do
3. Motivate students to learn better
4. Motivate & encourage teachers to meet the identified
needs of students
5. Provide evidence to tell bow well the students have learned
6. Obtain feedback that helps teachers, students and parents
make good decisions to guide instruction
PARAMETERS OF ASSESSING THE
CURRICULUM

intended
currICULUM implemented
currICULUM
CURRICULUM

achieved currICULUM
 PARAMETERS OF ASSESSMENT
A. Intended Curriculum
1. Are the objectives achievable within the learner’s developmental
levels?
2. Can the objectives be accomplished within thee time frame?
3. Are the resources adequate to accomplish the objectives?
4. Are the objectives specific and clear?
5. Are there ways of measuring the outcomes of the objectives?
6. Are the objectives observable?
7. Are the objectives or learning tasks doable?
8. Are the objectives relevant?
9. Overall, are the objectives SMART?
 IMPLEMENTED CURRICULUM
1. Are the learning activities congruent with the stated
objectives?
2. Are the materials and methods appropriate for the
objectives set?
3. Does the teacher have the skill to implement the
activities or use the strategy?
4. Does the teacher utilize the various ways of doing to
complement the learning styles of the students?
5. Are there alternative activities for the learners to accomplish the
objectives?
6. Are there activities provided to address individual differences?
7. Do the activities motivate maximum learning?
8. Do the activities motivate the learners to do more and harness
their potentials?
9. Do the activities utilize multiple sensory abilities of the learners?
10. Do the activities address multiple intelligences of the learners?
 ACHIEVED CURRICULUM

1. Do the learning outcomes achieved by the

learners approximate the level of performance
set at the beginning of the curriculum?
2. Are the learning outcomes achieved higher or
lower than the objectives set?
3. Do the achieved outcomes reflect the
knowledge, skills and attitudes intended to be
to be developed?
4. How many percent of the learners in the class
perform higher than the level set at the start?
5. Do the curricular outcomes reflect the goals and the
aspirations of the community where the curriculum was
implemented?
 CRITERIA for ASSESSMENT OF
CURRCIULUM
• SUPPLANTIVE APPROACH - In this
approach, the teacher attempts to promote
learning by providing explicit directions and
explanations. This is highly teacher-directed.
• GENERATIVE APPROACH – This is referred to
as “constructivist” or “developmental” . Much of its
emphasis is for the teacher to provide
opportunities for the students to make own
educational goals and experiences as well as the
knowledge that results.