By: SRI MARASI LM ARITONANG
Objectives
After 1 hour discussion, the learner should be able to:
Explain the curriculum planning and its factor
Analyze the implementation of curriculum changes
Discuss the approaches to curriculum design
CURRICULUM PLANNING
Is the process whereby the
advance arrangement of
learning opportunities for a
particular population of
learners is created
Curriculum Planning
Is a process whereby the advance arrangement of
learning opportunities for a particular population of
learner is created
A growing awareness of a need for rational curriculum
curriculum development
Curriculum Planning
Developing a curriculum:
Identifying relevant substantive decisions at increasing
levels of specificity and precision
Checking for consistency between and among the endsand-means- decisions by a two way process of derivation
and evaluation at each stage and by referring to data
sources for basic information
IMPORTANCE OF CURRICULUM
PLANNING
Curriculum planning develop well-coordinated,
quality teaching, learning and assessment programs,
which build students knowledge, skills and behaviors in
the disciplines, as well as their interdisciplinary and/or
physical, personal and social capacities.
The full range of learning needs of students are
addressed
IMPORTANCE OF CURRICULUM PLANNING
Curriculum planning ensures:
A shared vision
Shared understandings and a common language
in the school community
Optimum coverage of all domains within the
curriculum
Continuity of learning between domains across
year levels
The full range of learning needs of students are
addressed
Students are given opportunities to develop
deep understanding
Cohesiveness in teaching, learning and
assessment practices
Elimination of repetition of learning activities
without depth or breadth across levels
Improved student learning outcomes.
The Curriculum is likely to be good one if
there is good curriculum planning; and
conversely, the curriculum is likely to be
mediocre one if there is a mediocre curriculum
planning.
THE BASES OF CURRICULUM
PLANNING
History
Philosophy
Social forces
Psychology
Religion
Contemporary Issues
The Need for Curriculum
Framework
What learning objectives should be included?
What will be the bases for the choice of objectives?
Will the choice be based on the learners needs and
interests, or rather on the needs of the society?
Will the selection depend on tradition, the nature of
knowledge, or the learners characteristics?
What philosophical and psychological theories regarding
the nature of learners as well as the learning process will
underpin the organization of the content?
Will the choice of methodology be in line with accepted
teaching-learning principles?
Will the evaluation procedure be able to measure the
learning that is taking place?
2 MAJOR ISSUES AS TO WHO PLANS
THE CURRICULUM
1. National or State and Local curriculum
control.
2. Relationship of Stakeholder, academic
scholars, and elementary school and
secondary school and collegiate educators
in curriculum planning, parents and etc.
NATIONAL OR STATE AND LOCAL
CURRICULUM CONTROL
The existing uniformity and the national influences in the
curriculum are frequently cited as an argument for
stronger national curriculum control.
However, many curriculum leaders have observed that the
real progress in curriculum development is on a broken
front.
ROLE OF STAKEHOLDERS IN
CURRICULUM IMPLEMENTATION
Stakeholders are individuals or
institutions that are interested in school
curriculum.
These stakeholders shape the school
curriculum implementation.
For a particular curriculum design mentioned
earlier, the learner is placed at the center.
The learners are the very reason a curriculum is
developed. They are the ones who are directly
influenced by it. Learners in all levels make or
unmake the curriculum by their active and direct
involvement.
Planning and writing the curriculum are the primary
roles of the teacher.
A teacher is a curriculum maker. He/she writes a
curriculum daily through a lesson plan , a unit plan or
a yearly plan.
The teacher addresses the goals, needs, interests
of the learners by creating experiences from where
the students can learn.
CONTINUATION:
The teacher designs, enriches and modifies the
curriculum to suit the learners characteristics.
As a curriculum developer, teachers are part
of textbooks committees, faculty selection boards,
school evaluation committee or textbook writers
themselves.
From a designer or technician to a decision
maker.
At this point, teachers role shift from a developer to an
implementer.
Which of the plans should be put in to action and how
should it be done are decisions which the teachers should
make.
Curriculum implementation is now giving life to the
written material. To do this, there is the need of another
actor, the learners. No curriculum will succeed without the
learners
Choice of the activities
Methods to be utilized
Materials to be used
Teachers shape the school curriculum by
sharing the experiences that they have and the
resources they are capable of giving or
imparting to the learners.
But as the old saying goes , What can you
give if you have nothing to give? Applies to this
demand
of
teaches
in
curriculum
implementation- Marianna
In a school organization, there is always a
curriculum manager or school administrator. In fact,
for school principals, one of their functions is being a
curriculum manager.
They supervise curriculum implementation, select
and recruit new teachers, admit students, procure
equipment and materials needed for effective
learning. They also plan for the improvement of
school facilities and physical plants.
Why are school administrators and
curriculum managers important to
curriculum implementation?
The school administrators play an important role in shaping
the school curriculum because they are the people who are
responsible in the formulation of the schools vision, philosophy,
mission and objectives.
They provide necessary leadership in evaluating teaching
personnel and school program. Keeping records of curriculum
and reporting learning outcomes are also the mangers
responsibilities.- Ceres
How do parents shape the curriculum and why are they
considered stakeholders? Here are some observations:
1. Effective parental involvement in school affairs may be
linked to parent educational programs which is central to
high quality educational experiences of the children .
2. The parents involvement extends from the confine of the
school to the homes. The parents become part of the
environment of learning at home.
3. In most schools the Parent Association is organized. This
organization is provided by law.
2 FACTORS IN CURRICULUM
PLANNING
Identifying relevant substantive decisions at increasing
levels of specificity and precision
2. Checking for consistency between and among the ends
andmeans decisions by a twoway process of
derivation and evaluation at each stage and by referring
to data sources for basic information
1.
CHARACTERISTICS OF A
CURRICULUM PLANNER
Open-minded
Willing to listen
Ready to Adapt
OPENMINDED
Is an indispensable characteristics in those who plan
the curriculum
Understanding of the values of the past practices and
of school community and traditions is important.
Must analyze and evaluate all aspects of the
program of schools to make certain in providing the
best program. And to avoid hindering the
acceptance of new ideas.
WILLING TO LISTEN
Well-founded criticisms on the curriculum and
education must be listened to by the curriculum
planners.
Remediation of the curriculum ills strengthen the school
program.
READY TO ADAPT
There is a wisdom adopting relevant foreign
educational practices and must not resist change and
experimentation.
Curriculum leaders should critically and thoroughly
educational practices in other countries seeking new
plans, methods, and programs that will be useful in
improving the curriculum of our country.
THE USE OF RESEARCH IN
CURRICULUM PLANNING
Research affects many curriculum in many ways like
for example:
1. Sound proposals presented for considerations,
(Hypotheses to be tested by actual tryout in school
programs
2. People who are engaged in curriculum planning
can do their jobs effectively because they are aware
of the latest or least review, related studies about
curriculum change and etc.
INTERNAL:
Teachers, Students, Administration, DepEd/CHED
EXTERNAL
Alumni,Parents,Professional,Organizations,Business
Organizations
Implementing Curriculum Change
World is changing so does the needs of people, this
lead to curriculum changing.
There is a need for carefully planned programs of
change in the curriculum.
There must be an examination for the actual process of
installing new curricula in schools.
Change results from new knowledge. However, the
presence of new knowledge is not sufficient for
change. People generally are reluctant to change
because they are comfortable with what they are
currently doing. So, to change, they must recognise the
need for change. People are more likely to recognise
the need for change if they understand change and
how it works.
Change and the curriculum
development
A curriculum developer must :
Have some knowledge of the change process
Plan the consequence
Maintain the relevance
A curriculum developer must concern about the
personnel administration
Equilibrium
Driving Forces
Restraining Forces
a) Fear of the unknown
a) Government intervention
b) Societys values
c) Technological changes
knowledge/skills
d) knowledge explosion
e) Administrative processes
b) Threats to power
c) Obsolete
d) Limited resources
Force Field Model (Kurt Lewin, 1951)
Factors That Influence Curriculum
Implementation
Teachers
Learners
Resource Materials and facilities
Interest Groups
The School Environment
Culture & Ideology
Instructional Supervision
Assessment
Factors Affecting the Choice of
Implementation Model
1. Level of Resistance
2. Type of desired change
3. Available expertise
4. Available resources
5. Urgency of the situation
Organized on the basis of
separate and distinct subjects,
each of which embodies a body
of knowledge and skills. The
learner is expected to acquire
this body of knowledge skills.
Continuation
This approach considers thefollowing:
The primary focus is the subject matter
The emphasis is on bits and pieces of information which
are detached from life
The continuing pursuit of learning outside the school is
not emphasized.
Learning should only take place inside the classroom
The subject matter serves as a means of identifying
problems in living
CHILD - CENTERED
Continuation
This approach considers the following:
A new respect for the child is fundamental
A new freedom of action is provided
The whole activity is divided into units of work
Self-discovery and self-direction is embraced
PROBLEM - CENTERED
A framework in which the child is
guided toward maturity within the
context of the social group. It assumes
that in the process of living, children
experience problem.
Continuation
This approach is characterized by :
The learners become independent learners
The learners are responsibile through direct
participation in different activities
Recognize the concerns and problems and in seeking
solutions.
The learners are considered problem solvers
BEHAVIORAL APPROACH
This is based on a blueprint, where goals and objectives are
specified, contents and activities are also arranged to match
with the learning objectives. The learning outcomes are
evaluated in terms of goals and objectives set at the
beginning. In education, behavioral approach begins
with educational plans that start with the setting of goals
or objectives. These are the important ingredients in
curriculum implementation as evaluating the learning
outcomes as a change of behavior. The change of behavior
indicates the measure of the accomplishment.
In this approach, the principal is the curriculum leader and
at the same time instructional leader who is supposed to be
the general manager. The general manager sets the
policies and priorities, establishes the direction of
change and innovation, and planning and organizing
curriculum and instruction. School administrators are less
concerned about the content than about organization and
implementation. They are less concerned about subject
matter, methods and materials than improving the
curriculum. Curriculum managers look at curriculum changes
and innovations as they administer the resources and
restructure the schools.
This was influenced by systems theory, where the parts
of the total school district or school are examined in
terms of how they relate to each other. The
organizational chart of the school represents a systems
approach. It shows the line-staff relationships of
personnel and how decisions are made. The following
are of equal importance: a) administration b)
counselling c) curriculum d) instruction e) evaluation.
This approach is rooted in the progressive philosophy and
child - centered movement. It considers the formal or
planned curriculum and the informal or hidden
curriculum. It considers the whole child and believes that
in curriculum the total development of the individual is
the prime consideration. The learner s at the center of the
curriculum.
