Curriculum Development

CURRICULUM DEVELOPMENTPRESENTED BY: MARVELYN FUGGAN MANECLANG

CONCEPTS, NATURE and PURPOSES OF CURRICULUMCurriculum is as dynamic as the changes that occur in the society. In its narrow sense, curriculum is viewed merely as a listing of subjects to be taught in school. It its broader sense, it refers to the learning experiences of individuals not only in schools but in society as well.

CURRICULUM FROM DIFFERENT POINTS OF VIEWTraditional points Progressive points Curriculum is a body of Curriculum is defined subjects or subject as the total learning matter prepared by the experiences of the teachers for the students individual( John Dewey to learn (course of study, syllabus) Robert Hutchins views curriculum as permanent studies

CURRICULUM FROM DIFFERENT POINTS OF VIEWTraditional points Arthur Bestor, an essentialist believes that the mission of the school should be intellectual training. Joseph Schwab views discipline as the sole source of the curriculum Progressive points Caswell and Campbell viewed curriculum as all experiences children have under the guidance of the teachers. Smith, Stanley and Shores defined curriculum as a sequence of potential experiences set up in schools for the

CURRICULUM FROM DIFFERENT POINTS OF VIEWTraditional points To Phenix, curriculum should consists entirely of knowledge which comes from various disciplines. Thus, curriculum can be viewed as a field study. Most of the traditional ideas view curriculum as written documents or plan of action in accomplishing goals Progressive points Purpose of disciplining children and youth in group ways of thinking and acting. Marsh and Willis view curriculum as all the experiences in the classroom which are planned and enacted by the teacher, and also, learned by the students

POINTS OF VIEW ON CURRICULUM DEVELOPMENTTWO MODELS OF CURRICULUM DEVELOPMENT

1. RALPH TYLER MODEL/RATIONALE Four fundamental Principles 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?

Steps of the Tyler Model

Considerations:Purposes of the school Educational experiences related to the purposes Organization of the experiences Evaluation of the experiences

Hilda Tabas Linear model She believed that teachers who teach or implement the curriculum should participate in developing it. Her advocacy is commonly called grassroots approach.

Tabas 7 major steps In the linear modelDiagnosis of learner's needs and expectations of the larger society Formulation of learning objectives Selection of learning content Selection of learning experiences Organization of learning activities Determination of what to evaluate and the means of doing it

3 Interacting processes in Curriculum Development Planning Implementing Evaluating

Question: Explain how do these three processes influence the development of the curriculum?

Types of Curriculum Operating in Schools ( Allan Glatthorn ( 2000)1. Recommended Curriculum proposed by scholars and professional organizations 2. Written Curriculum- appears in school, district or country documents 3. Taught Curriculum- what teachers implement and deliver in the classrooms or schools. 4. Supported Curriculum- resources, textbooks, computers, audio-visual materials which support and help in the implementation of the curriculum

Types of Curriculum Operating in Schools ( Allan Glatthorn ( 2000)5. Assessed Curriculum- tested and evaluated 6. Learned Curriculum- What the students actually learn and what is measured. 7. Hidden Curriculum- The unintended curriculum

Major foundations of CurriculumPhilosophical Historical Psychological Social

Philosophical foundations of CurriculumPhilosophy provides educators, teachers and curriculum makers with framework for planning, implementing and evaluating curriculum in schools. It helps in answering what schools are for, what subjects are important, how students should learn and what materials and methods should be used. It provides the starting point and will be used for the succeeding decision making

Ralph Tylers View of Philosophy in Relation to School PurposesSuggestions from the subject specialists

Studies of learners

Studies from Contemporary life

School purposes

Use of Philosophy

Use of psychology of learning

Educational Philosophies and how these relate to curriculumA. Educational philosophy- Perennialism Aim of Education- To educate the rational person; to cultivate the intellect Role of Education- Teachers help students think with reason Based on Socratic methods of oral exposition or recitation Explicit or deliberate teaching of traditional values Focus in the curriculum- Classical subjects, literary analysis and curriculum is constant Curriculum trends- Use of great books and return to liberal arts

Educational Philosophies and how these relate to curriculumEducational Philosophy- Essentialism Aim of Education- To promote the intellectual growth of the individual Role of Education- The teacher is the sole authority in his or her subject area or field of specialization Focus in the curriculum- Essential skills of the 3 Rs and essential subjects of English, Science, History, Math and foreign Language Curriculum trends- Excellence in education, Back to Basics and cultural Literacy

Educational Philosophies and how these relate to curriculumEducational Philosophy- Progressivism Aim of Education- To promote democratic and social living Role of Education- Knowledge leads to growth and development of lifelong learners who catively learn by doing. Focus in the curriculum- Subjects are interdisciplinary, integrative and interactive. Curriculum is focused on students interest, human problems and affairs Curriculum trends- School reforms, relevant and contextualized curriculum, humanistic education

Educational Philosophies and how these relate to curriculumEducational Philosophy- Reconstructionism Aim of Education- To improve and reconstruct society. Education for change Role of education Teachers act as agents of change and reforms in various educational projects including research. Focus in the curriculum-focus on present and future trends and issues of national and international interests Curriculum trends- Equality of educational opportunities, access to global education

Historical Foundations of Curriculum1. Franklin Bobbit( 1876-1956)- presented curriculum as a science that emphasizes on students need. It prepares students for adult life. Objectives with activities should be grouped and sequenced. 2.Werret Charters ( 1875-1952)- The subject matter and the activities are planned by the teacher. 3. William Kilpatrick ( 1871-1965)- Child centered. The purpose of the curriculum is child growth and development. The project method was introduced. The curriculum develops social relationships and small group instruction 4. Harold Rugg ( 1886-1960)- Curriculum should develop the whole child. He emphasized social studies and the teacher plans curriculum in advance

Historical Foundations of Curriculum5. Hollis Caswell ( 1901-1989)- Sees curriculum as organized around social functions of themes, organized knowledge and learners interests. He believes that curriculum is a set of experiences. Subject matter is developed around social functions and learners interests. 5. Ralph Tyler( 1902-1994)- He believes that curriculum is a science and an extension of schools philosophy. It is based on students needs and interests. It is always related to instruction. Subject matter is organized in terms of knowledge, skills and values. The process emphasizes problem solving. It aims to educate the generalists.

Psychological Foundations of Curriculum3 Groups of Learning theories 1. Behaviorist Psychology - Connectionism of E. Thordike influenced Tyler and Taba. - Ivan Pavlovs classical Conditioning and B.F Skinners operant Conditioning - Banduras modelling and observation theory

Psychological Foundations of Curriculum- Robert Gagnes hierarchical learning or sets of behavior and five learning outcomes became classic examples. Learning outcomes: 1. intellectual skills Knowing how 2. information or knowing what 3. cognitive strategies or learning skills 4. motor skills

Psychological Foundations of Curriculum5. attitudes, feelings and emotions learned through experiences. - Behaviorists believe that learning should be organized in order that students can experience success in the process of mastering the subject matter. 2. Cognitive Psychology - focus attention with how individuals process information and how they monitor and manage thinking.

Psychological Foundations of Curriculum- Jean Piaget Cognitive Development Stages - Lev Vygotsky- Social Constructivism - Howard Gardner- Multiple Intelligences - Felder and Silverman- Learning Styles - Daniel Goleman- Emotional Intelligences

Psychological Foundations of CurriculumThey believe that learning constitutes a logical method for organizing and interpreting learning. Learning is rooted in the tradition of subject matter and is similar to the cognitive development theory.

Psychological Foundations of Curriculum3. Humanistic psychology - concerned with how human learners can develop their potential. - the third force learning theory after behaviorism and cognitive development. -Curriculum is concerned with the process not the products; personal needs, not subject matter; psychological meaning and environmental situations

Social Foundations of EducationSchools are recognized as one of the many institutions that educate the society. The home, the family and the community also educate the society. Schools are made to help to understand the changes globalization brings. School curricula address diversity, explosion of knowledge , school reforms and education for all.

Question:Question: How do philosophy, psychology, history and society influence the development of the curriculum?

PhilosophyIt lays the foundation of the curriculum.. A curriculum planner or specialist, a curriculum implementer or a teacher, school administrators or curriculum evaluators whether school based or externally based anchors his/her decision making process on a sound philosophy.

History.shows the different changes in the purposes, principles and content of the curriculum. This implies that curriculum is ever changing putting in knowledge and content from many fields of disciplines.

Psychology..Learners are not machines and the mind is not a computer. Humans are biological beings affected by their biology and their cultures. The psychological foundations will help curriculum makers in nurturing a more advanced, more comprehensive and complete human learning.

Society.The relationship of curriculum and society is mutual and encompassing. Hence, to be relevant, the curricula should reflect and preserve the culture of society and its aspirations. At the same time, society should also imbibe the changes brought about by formal institutions called schools.

Thoughts for reflection..Can a school exist without a curriculum? Why or why not? How does a strong belief or philosophy influence curriculum? As future teachers, how important will a curriculum be to you? What are the implications of an ever changing curriculum to teachers?

Elements/ Components of Curriculum1. 2. 3. 4. Aims, goals, and objectives Subject matter/ Content Learning Experiences Evaluation Approaches

A. Aims, goals, and objectivesBased on the 1987 Philippine Constitution, all schools should aim to: 1. inculcate patriotism and nationalism 2. foster love of humanity 3. promote respect for human rights. 4. appreciate the role of national heroes in the historical development of the country. 5. teach the rights and duties of the citizenship. 6. strengthen ethical and spiritual values 7. develop moral character and personal discipline 8. encourage critical and creative thinking 9. broaden scientific and technological knowledge and promote vocational efficiency

VisionIt is a clear concept of what the institution would like to become in the future. It provides the focal point or unifying element according to which the school staff, faculty, students perform individually or collectively. It is a guiding post around which all educational efforts including curricula that should be directed. It should be ambitious

Mission StatementIt spells out how it intends to carry out its vision. It targets to produce the kind of persons the students will become after having been educated over a certain period of time.

GoalsThese are translated vision and mission which are broad statements or intents to be accomplished. These are called educational objectives. Objectives direct the change in behavior which is the ultimate aim of learning. They provide the bases for the selection of learning content and experiences. They also set the criteria against which learning outcomes will be evaluated.

Domains of Objectives ( Bloom)Cognitive Domain ( Bloom et al 1996)- domain of thought process. a. Knowledge b. Comprehension c. Application d. Analysis e. Synthesis f. evaluation

Domains of Objectives ( Bloom)Affective Domain- ( Krathwohl, 1964)domain of valuing, attitude and appreciation a. Receiving b. Responding c. Valuing d. Organization e. Characterization by value or value complex

Domains of Objectives ( BloomPsychomotor domain- ( Simpson, 1972) domain of the use of psychomotor attributes a. Perception b. Set c. Guided Response d. Mechanism e. Complex Overt Responses f. Adaptation g. Origination

B. Curriculum Content or Subject MatterInformation to be learned in school. It is another term for knowledge. It is a compendium of facts, concepts generalization, principles and theories Two types of curriculum a. Subject centered view- It represents the repository of accumulated discoveries and inventions of man down the centuries, due to mans exploration of his world.

B. Curriculum Content or Subject Matterb. Learner- Centered Curriculumrelates knowledge to the individual's personal and social world and how he or she defines reality.

B. Curriculum Content or Subject MatterCriteria in the Selection of subject matter Content a. Self- Sufficiency- Economy means less teaching effort and educational resources , less learners effort but more results and effective learning outcomes. b. Significance c. Validity d. Interest e. Utility f. Learnabiltiy g. feasibility

B. Curriculum Content or Subject MatterPrinciples:( Palma, 1992) 1. Balance- Curriculum content should be fairly distributed in depth and breadth of other particular learning area or discipline. 2. Articulation- Each level of subject matter is smoothly connected to the next, glaring gaps and wasteful overlaps in the subject matter will be avoided. 3. Sequence- The logical arrangement of the subject matter. It refers to the deepening and broadening of content as it is taken up in the higher levels. 4. Integration- The horizontal connections needed in subject areas that are similar so that learning will be related to another. 5. Continuity- The constant repetition, review and reinforcement of learning.

C. Curriculum ExperiencesThe core of the heart of the curriculum Instructional strategies, methods, educational activities like field viewing, conducting experiments, interacting with computer programs, field trips and other experiential learning.

D. Curriculum EvaluationIt may refer to the formal determination of the quality, effectiveness or value of the program, process, product of the curriculum

D. Curriculum EvaluationContext- refers to the environment of the curriculum. Context evaluation refers to situation analysis Input- refers to the integration of the curriculum which include goals, instructional strategies, the learners, the teachers, the contents and all the materials needed Process- refers to the ways and means of how curriculum has been implemented. Product- indicates if the curriculum accomplishes its goal. It will determine to what extent the curriculum objectives have been achieved.

D. Curriculum EvaluationPROCESS OF THE CURRICULUM EVALUATION 1. Focus on one particular component of the curriculum 2. Collect or gather information 3. Organize the information 4. Analyze information 5. Report the information

Curriculum ApproachesBehavioral approach( Frederick Taylor) goals and objectives are specified, contents and activities are also arranged to match with learning objectives. Managerial approach-The principal is the curriculum leader and at the same time instructional leader.

Curriculum ApproachesSystems approach- The parts of the total school district or school are examined in terms of how they relate to each other. Humanistic approach- This is rooted in the progressive philosophy and child- centered movement.

Curriculum DesignsSubject- centered design model- focuses on the content of the curriculum Examples: a. Subject design- centers on the cluster of content b. discipline design- focuses on academic disciplines c. Correlation design- Subjects are related to one another but each subject maintains its identity.

Curriculum Designsd. Broad field design/interdisciplinary - variation of the subject centered design - Compartmentalization of subjects and integrate the contents that are related to each other

Curriculum DesignsProblem- Centered Design- draws on social problems, needs, interests and abilities of the learners. Examples: a. Life- situations design- It uses the past and present experiences of learners as a means to analyze the basic areas of living. b. Core design- It centers on general education and the problems are based on common human activities.

Curriculum DesignsLearner-centered design- the learner is the center of the educative process. Examples a. Child-centered design- this anchored on the needs and interests of the child. b. Experience- centered design- experiences of the learners become the starting point of the curriculum, thus; the school environment is left open and free. c. Humanistic design- the development of self is the ultimate objective of learning.

Dimensions of Curriculum DesignScope- ( Tyler in Ornstein, 2004)- all content, topics, learning experiences and organizing threads comprising the educational plan. Sequence- These are the contents and experiences arranged in a hierarchal manner, where the basis can either be logic of the subject matter or on the developmental patterns of growth of the cognitive, affective and psychomotor domains.

Dimensions of Curriculum DesignFour Principles for sequence 1. Simple to complex learning 2. Prerequisite learning 3. Whole to part learning 4. Chronological learning

Dimensions of Curriculum DesignFIVE MAJOR PRINCIPLES FOR ORGANIZING CONTENT 1. World-related sequence subtypes: a. Space- closest to farthest, bottom to top, east to west b. Time- The content is based from the earliest to the most recent c. Physical attributes-physical characteristics of a phenomena ( age, shape, size, brightness, etc.

Dimensions of Curriculum Design2. Concept Related sequence- reflects the arrangement of the conceptual world, how ideas are related together in a logical manner. subtypes: a. Class relations- It refers to the group or set of things that share common practices. b. Propositional relations- A statement that asserts something.

Dimensions of Curriculum Design3. Inquiry based sequence- based on the scientific method of inquiry. 4. Learning related sequence- based on psychology of learning and how people learn. subtypes: a. empirical prerequisites b. familiarity c. difficulty d. interest

Dimensions of Curriculum DesignContinuity- vertical repetition and recurring appearances of the content It enables the learner to strengthen the permanency of learning and development of skills. Integration Articulation Balance- equitable assignment of content, time, experiences and other elements to establish balance.

6 Features of the CurriculumWho teaches?- The Teacher Who do the teachers teach?- The Learners What do the teachers teach?- Knowledge, Skills and Values How do teachers teach?- Strategies and Methods How much of the teaching was learned? Performance With whom do we teach?- Community Partners

Approaches to Curriculum DesignChild or learner- centered approach- based on the underlying philosophy that the child is the center of the educational process. Subject centered approach- anchored on the curriculum design which prescribes different and separate subjects into one broad field. Problem Centered approach- assumes that in the process of living, the children experience problems.

Stakeholders in Curriculum ImplementationLearners at the Center of the Curriculum Teachers as Curriculum Developers and Implementers Curriculum managers and Administrators Parents as Supporters to the Curriculum Community Members as Curriculum Supporters Other Stakeholders

Roles of Technology in Curriculum DeliveryUpgrading the quality of the teachinglearning process Increasing the capability the teacher Broadening the delivery of education Revolutionizing the use o0f technology to boost educational paradigm shifts.

Processes in Implementing the CurriculumPilot Testing or Field try out- this process involves gathering empirical data to support whether the material or the curriculum is useful, reliable, relevant and valid - It is a developmental process that gives the signal as to whether the particular curriculum can already be implemented with confidence.

Processes in Implementing the CurriculumCurriculum Monitoring- - a periodic assessment and adjustment during the try- out period. -It provides a decision that would even end or terminate the program Curriculum Evaluation- refers to the systematic process of judging the value , effectiveness and adequacy of a curriculum

Processes in Implementing the CurriculumTwo ways of curriculum Evaluation 1. School Based evaluation- an approach to curriculum evaluation which places the content, design, operation, and maintenance of evaluation procedure in the hands of the school personnel. 2. Accreditation- voluntary process of submitting a curricular program to the external accrediting body for review in any level of education.

Areas of Accreditation under Curriculum and InstructionCurriculum and Program studies Classroom Management Instructional Processes or methodologies Graduation requirements Administrative Support for Effective Instruction Evaluation of Academic Performance of students

Purposes of Curriculum AssessmentHighlight curriculum expectations Gather information about what students know and can do Motivate student to learn better Motivate and encourage teachers to meet the identified needs of students Provide evidence to tell how well the students have learned. Obtain feedback that helps teachers, students and parents make good decisions to guide instruction

Parameters of AssessmentsIntended curriculum- refers to a set of objectives set at the beginning of any curricular plan. Implemented curriculum- refers to the various learning activities or experiences of the students in order to achieve the intended curricular outcomes. Achieved curriculum- refers to the curriculum outcomes based on the first two types of curriculum. This is considered the product .

The BEC and the 3 Types of Curriculum: Intended, Implemented and AchievedQuestion 1- What does the BEC aim to accomplish?( Intended Curriculum) Question 2- How was the BEC implemented to accomplish the goals? ( Implemented Curriculum) Question 3- What has the BEC achieved? ( Achieved Curriculum)

Criteria for curriculum AssessmentSet standards to be followed in assessment. Goals and objectives- statements of curricular expectations. Criteria on Elements ( Howell and Nolet, 2000) 1. Content 2. behavior 3. Criterion 4. Condition

Criteria for writing goals and objectivesSyntactic correctness Compliance with legal requirements The stranger test Both knowledge and behavior are addressed The So what test Individualization Common sense

2 Approaches of InstructionSupplantive approach- referred to as direct instruction( Adams and Eaglemann, 1996). This is teacherdirected Generative Approach- referred to as constructivist or developmental. The teacher becomes a facilitator.

Characteristics of a good CurriculumThe curriculum is continuously evolving The curriculum is based on the needs of the people. The curriculum is democratically conceived. The curriculum is a result of a long-term effort The curriculum is a complex of details. The curriculum provides for the logical sequence of subject matter.

Characteristics of a good CurriculumThe curriculum complements and cooperates with other programs of the community. The curriculum has educational quality The curriculum has administrative flexibility.

Marks of a good CurriculumIt is systematically planned and evaluated. It reflects adequately the aims of the school. It maintains balance among all aims of the school. It promotes continuity of experience. It arranges learning opportunities flexibly for adaptation to particular situations and individuals. It utilizes the most effective learning experiences and resources available. It makes maximum provision fro the development of each learner.

Tools to Assess CurriculumAssessment strategies 1. pencil and paper strategy 2. performance based strategy 3. observational strategy 4.personal communication 5. oral 6. reflective 7. combination of strategies

Tools to Assess CurriculumRecording Devices/Tools 1. Anecdotal record 2. checklist 3. rating scale 4. rubric 5. learning log

Tools to Assess CurriculumNon-Test Monitoring and Assessment 1. Oral and written Reports 11. models 2. Teacher Observation 12. notes 3. journal 13. daily assignments 4. portfolio of students work 14. anecdotal record 5. slates or hands signals 15. panel 6. games 16. learning centers 7. projects 17. demonstration 8. debates 18. problem solving 9. checklist 19. discussions 10. cartooning 20. note sheets /study guides

Curriculum and InstructionCurriculum- According to Howell and Evans ( 19995) and Sands et. Al ( 1995) is a structured set of learning outcomes or tasks that educators usually call goals and objectives. Instruction is the actual engagement of learners of the planned learning activities. It is the implementation of the curriculum plan. Meaningful instruction can be achieved through the different learning experiences provided.

Curriculum and AssessmentCurriculum determines what assessment should be done and how to do it. Assessment is the process of collecting information which describes student achievement in relation to curriculum expectations. Kinds of assessment 1. diagnostic assessment 2. formative assessment 3. summative assessment

Instruction and AssessmentInstruction refers to the various ways of teaching, teaching styles, approaches, techniques, and steps in delivering the curriculum. It is a complex activity that requires the teachers to use variety of action to accomplish a variety of functions. Assessment will provide the teacher or curriculum maker the value of their work. It will also tell the general public the quality or kind of product that resulted from instruction. It gives the quantitative measure of instruction

Local and national Curricular Innovations2002 Basic Education Curriculum -Its aim is to raise the quality of education of Filipino Learners and graduates. - It empowers life long learners through attainment of functional literacy.

Third Elementary Education Program( TEEP)A flagship program of DepEd in response to the Social Reform Agenda initiatives of the government. The goals are improved learning achievement, improve completion rates, access to quality elementary education. Further, it aimed to build institutional capacity of the DepEd to manage change and actively involve stakeholders for quality education. It was funded by World Bank and Japan Bank for International Cooperation. It began in 1996 and concluded in 2005

Third Elementary Education Program( TEEP)Major components: a. In-Service Training for Teachers ( INSET) b. School Improvement and Innovation Facility ( SIIF) c. Student Assessment (SA) d. Educational management and Information System ( E- MIS) e. Procurement f. Monitoring and Evaluation

Local and national Curricular InnovationsSecondary Education Improvement and Development Program ( SEDIP) - A curricular Innovation which dovetailed the Third Elementary Education program - Its purpose was to improve equitable access to secondary education in poverty affected areas.

Local and national Curricular InnovationsCurricular reforms in SEDIP a. Improving Teaching and Learning b. Improving access to Secondary Education c. Facilitating Decentralized Secondary education management

Local and national Curricular InnovationsThe New Teacher Education Curriculum for BEED and BSEd - This was implemented by CMO 30, s, 2004. 3 Components of the curriculum General education( Both BEEd and BSEd- 63 units) CHED memo no. 59.s. 1996 Professional Education( BEEd)- 54 units ( BSEd)- 51 units Specialization or Content Courses( BEED)57 units ( BSED)- 60 units Both- 174 units

Local and national Curricular InnovationsThe Ladderized Curriculum for Bachelor of Technical Teacher Education Program - prepares teachers in technical vocational education institution who are equipped not only with strong theoretical understanding of teaching and technology but also with exposure to industry

Local and national Curricular InnovationsInstructional and Curricular Excellence in School Leadership and ManagementDepEd eXCELS - ICeXCELS( Instructional and Curricular Excellence in School Leadership for South East Asia)- a short package of SEAMEO INNOTECH for elementary and secondary school administrators on developing instructional and development leadership. - The course was based on a Competency Framework for Southeast Asian School Heads which SEAMEO INNOTECH developed and validated with the Ministries of Education from ten SEAMEO member states.

Global Curricular InnovationsProject Child ( Computer Helping Instruction and Learning Develiopment)- a research based instructional delivery system that enables one to intensify the curriculum with technology and hands on learning. - developed originally by Dr. Sally Butzin of the Florida State University, CHILD bridges today s school with the schools of the future

Global Curricular InnovationsBrain Based Learning- an approach to teaching based on research in neuroscience. It suggests that our brain learns naturally. - This encompasses education concepts like mastery learning, problem- based learning, cooperative education, multiple intelligences, learning styles, and experiential learning.

Curricular Issues and ConcernsPoor academic performance of learners Curricular Innovations lack the sense of ownership from stakeholders. Some curricular innovations are results of bandwagon but are not well supported by managers. Lack of regular monitoring and evaluation Innovations results to teacher burn out. Innovations are not communicated to all.

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