CURRICULUM
DEVELOPMENT
CURRICULUM
refers to the principle driven actions and
processes that guide and foster significant learning
experiences. It is planned, thoughtful deliberate
course of actions that ultimately enhance the
quality and impact of the learning experience for
the students.
CURRICULUM DEVELOPMENT
is a process of improving the curriculum. Various approaches have been used in
developing curricula.
Commonly used approaches consist of
analysis (i.e. need analysis, task analysis),
design (i.e. objective design),
selecting (i.e. choosing appropriate learning/teaching methods and appropriate
assessment methods)
formation ( i.e. formation of the curriculum implementation committee / curriculum
evaluation committee) and
review ( i.e. curriculum review committee).
CHARACTERISTIC
OF GOOD CURRICULUM
[Link] Curriculum is continuously evolving
It evolved from one period to another, to the present.
For a curriculum to be effective, it must have continuous
monitoring and evaluation.
Curriculum must adapt its educational activities and
services to meet the needs of a modern and dynamic
community.
2. The Curriculum is based on the
needs of the people.
• A good curriculum reflects the needs of the
individual and the society as a whole.
• The curriculum is in proper shape in order to meet
the challenges of times and make education more
responsive to the clientele it serves.
3. The Curriculum is democratically
conceived
good curriculum is developed through the efforts of a
group of individuals from different sectors in the
society who are knowledgeable about the interests,
needs and resources of the learner and the society as a
whole.
• The curriculum is the product of many minds and
energies.
4. The Curriculum is the result of a
long-term effort.
a good curriculum is a product of long and tedious
process.
It takes a long period of time in the planning,
management, evaluation and development of a good
curriculum.
5. The Curriculum is a complex of details.
A good curriculum provides the proper instructional
equipment and meeting places that are often most
conducive to learning.
It includes the student-teacher relationship, guidance
and counseling program, health services, school and
community projects, library and laboratories, and other
school- related work experiences.
6. The Curriculum provides for the logical
sequence of subject matter.
Learning is developmental.
Classes and activities should be planned.
A good curriculum provides continuity of
experiences.
7. The Curriculum complements and cooperates
with other programs of the community.
the curriculum is responsive to the needs of the
community.
The school offers its assistance in the improvement
and realization of ongoing programs of the
community.
There is cooperative effort between the school and
the community towards greater productivity.
8. The Curriculum has educational quality.
Quality education comes through the situation of the
individuals intellectual and creative capacities for social welfare
and development.
The curriculum helps the learner to become the best that he can
possibly be.
The curriculum support system is secured to augment existing
sources for its efficient and effective implementation.
9. The Curriculum has administrative flexibility
A goodcurriculum must be ready to incorporate
changes whenever necessary.
The curriculum is open to revision and
development to meet the demands of
globalization and the digital age.
CURRICULUM
AS A PROCESS
AND PRODUCT
CURRICULUM PROCESS
• Is a collective term that encompasses all the
considerations about which curriculum workers ponder
and ultimately use to make choices in the development
and evaluation of a curriculum project. These processes
involve changes that some students, teachers,
curriculum development means recreating or modifying
what is taught to students.
Four Phases of Curriculum Development
1. The curriculum presented to the teachers
2. The curriculum adopted by the teachers
3. The curriculum assimilated by learners
4. Evaluated curriculum
Curriculum development processes from the
bottom upwards
(In this case as well four different phases can be identified)
1. what the society of the parents want
2. responses provided by teachers in school
3. the collection of these responses and the effort to identify some common
aspects
4. the development of the common standards and their evaluation.
CURRICULUM PRODUCT
• Or projects result from curricular development processes and
provide the bases for instructional decisions in classroom.
Curriculum projects include curriculum guides, courses of
study, syllabi, resource units, lists of goals and objectives, and
other documents that deal with the content of schooling.
• Curriculum guides “usually include details about the topics to
be taught, predetermined teaching goals”
TYPES OF
CURRICULA
1. THE RECOMMENDED 2. THE WRITTEN
CURRICULUM CURRICULUM
• is the one recommended by the • is intended primarily to ensure that the
educational goals of the system are being
individual scholars, accomplished ; it is a curriculum of control.
professional associations and Typically, the written curriculum is much
reforms commissions; it also more specific and comprehensive than the
encompasses the curriculum recommended curriculum, indicating a
rationale that supports the curriculum, the
requirements of policy making general goals to be accomplishes, the
groups, such as federal and state specific objectives to be mastered, the
government sequence in which those objectives should
be studied, and the kinds of learning
activities that should be used.
3. THE SUPPORTED CURRICULUM is the curriculum as reflected in
and shaped by the resources allocated and deliver it.
Four Kinds of Resources
1. the time allocated to a given subject at a particular level of schooling the
time allocated by the classroom teacher within that overall subject
allocation to particular aspects of the curriculum.
2. personnel allocations as reflected in and resulting from class-size
decisions
3. textbooks
4. other learning materials provide for use in the classroom
4. THE TAUGHT
5. THE TESTED
CURRICULUM CURRICULUM
• is the delivered • is that set of learnings that
curriculum that an is assessed in teacher-made
observer sees in action as classroom test; in district-
the teacher teaches. developed, curriculum-
referenced tests; and in
standardized tests.
THE LEARNED CURRICULUM
• Is used here to denote all the changes in values,
perception and behavior that occur as a result of school
experience. It includes what the student understands,
learn and retains from the both the intentional
curriculum and the hidden curriculum.
THE HIDDEN CURRICULUM
• expresses the idea that schools do more than simply
transmit knowledge. In fact, the challenges one faces
inside the school can easily be connected to and
compounded by things that are happening outside the
school.
COMPONENTS OF
THE CURRICULUM
1. CURRICULAR POLICIES
2. CURRICULAR GOALS
3. FIELDS OF STUDY
4. CURRICULUM THEORY
1. CURRICULAR POLICIES
2. CURRICULAR GOALS
3. FIELDS OF STUDY
4. CURRICULUM THEORY
MAJOR THEORIES IN LEARNING
1. BEHAVIORISM AND CURRICULUM
Curriculum should be organized
Highly perspective and diagnostic approach
Structured method of learning
With appropriate sequencing and reinforcement of desired behavior
MAJOR THEORIES IN LEARNING
2. COGNITION AND CURRICULUM
Curriculum should be organized
Highly perspective and diagnostic approach
3. PHENOMENOLOGY AND CURRICULUM
Different things to different people
The individual in relation to the field of what he or she operates
CURRICULUM PLANNING
refers to the creation of a
-
curriculum educational
goal.
FIVE DIFFEREN FORMS OF CURRICULUM PLANNING
1. IDEOLOGICAL CURRICULUM- is the ideal curriculum as constructed by
scholars and teachers – a curriculum of ideas intended to reflect funded knowledge
2. FORMAL CURRICULUM- is that officially approved by state and local school
boards- the sanctioned curriculum represents society’s interest
3. PERCIEVED CURRICULUM -is the curriculum of the mind- what teachers, parents,
and others think the curriculum to be.
4. OPERATIONAL CURRICULUM- is observed curriculum of what actually goes on
hour after hour in the classroom
5. EXPERENTIAL CURRICULUM-is what the learners actually experience
CURRICULUM DESIGNING - moves beyond a content-centered approach
to one that considers the relationship between the course/program
learning outcomes, assessment of those outcomes, and the activities
and opportunities design to facilitate student learning.
In designing a course program, developers needs to consider:
What should the learner know and be able to do at the end of this
course/program?
How will learners and teachers know if the learning outcomes have been
accomplished?
What needs to be done to achieve the learning outcomes? (activities)
BASIC PRINCIPLE OF CURRICULUM DESIGN
1. BALANCE- equitable distribution of content time, experiences and other
element
2. ARTICULATION- interrelatedness of various aspects of the curriculum
3. SCOPE – the breaths and depths of the curriculum
4. INTEGRATION- the linking of all types of knowledge and experiences
5. Continuity –vertical repetition and recurring of the content
6. Sequence – provides continuous and cumulative learning
CRITERIA ON THE SELECTION
OF CONTENT
1. VALIDITY
2. SIGNIFICANCE AND RELEVANCE
3. BALANCE
4. LEARNABILITY
5. APPROPRIATENESS
6. UTILITY
1.1 subject design 1.3. correlation design
1.2 discipline design 1.4 broad field
design
2.1 child centered design 2.3. humanistic
design
2.2 experienced centered design
3.1 life situation design
3.2 coredesign
SOME CONCEPTS AND DESIGN PRINCIPLES
1. ALLIGNMENT AND COHERENCE- all parts of the curriculum is logically
consistent with other
2. SCOPE- the range or extent of “content” will be included in a course or program
3. SEQUENCE-ordering of learning experience so that learner build deeper and more complex
understanding
4. CONTINUITY-vertical repetition of major curriculum elements in different courses over time
(vertical organization and articulation)
5. INTEGRATION-horizontal relationship among major curriculum components at any given
point in time (horizontal organization) promote application of learning across cross boundaries
SOME COMON CURRICULUM FRAMEWORKS
1. SUBJECT OR DISCIPLINE CENTERED - the curriculum is organized around separate
subjects or disciplines
2. BROAD FIELDS- the curriculum is organized to cut across lines and emphasizes
relationship between subjects.
3. SPIRAL- the curriculum is organized around key concepts /skills that are introduced and revisited for
deeper understanding as the learner moves through the program of study or inquiry
4. INQUIRY OR PROBLEM BASED- the curriculum is organized around a set of problems or areas of
inquiry
5. EXPERIENTIAL- learners engage ia a set of experiences and then are helped to process and draw
meaning on them
CURRICULUM MAPPING
- Is a process for collecting
and recording curriculum-
related data that identifies
core skills and content taught,
processes employed, and
assessments used for each
subject area and grade level.
CURRICULUM
IMPLEMENTATION
-This involves the dissemination of
the structured set of learning
experiences, the provision of
resources to effectively execute the
plan, and the actual execution of the
plan in the classroom setting where
teacher-learner interaction take
place
STAKEHODERS SHAPE THE SCHOOL
CURRICULUM IMPLEMNTATION
1. Learner at the Center of the Curriculum
2. Teacher as Developer and Implementer
3. School Administrators as Curriculum Manager
4. Parents Supporter of the Curriculum
5. School Community as Curriculum Resources
CURRICULUM ASSESSMENT
• Is the process of gathering and analyzing information from multiple
sources in order to improve students learning in sustainable ways
• The process of collecting information
• It sis important part of the system approach to curriculum
development
• Any information, data collected or obtained through various process
will be analyze for important decision making process
Curriculum Assessment may achieved the
following purpose
1. highlight curriculum experience
2. gather information about what students can do
[Link] students better
4. motivate and encourage teachers to meet the identified needs of the students
5. provide evidence to tell how well the students have learned
6. obtain feedback that helps teachers, students b and parents make good
decisions to guide instructions
Curriculum Evaluation
Rendering value judgement to a set of experiences selected for educational purposes. It is a
process of gathering information about the effectiveness of the Curricular and measurement is
done in terms of levels of achievement of the pre set-objectives.
What areas of curriculum are qualified for evaluation
1. mission (philosophy)
2. sequence (order)
3. continuity ( without disruptions)
4. scope (variety of content0
5. balance (quantitative and qualitative aspect of content)
6. coherence (relationship among different components
Curriculum Development Process
• Process encompasses the design and development of
integrated plans for learning, the design
implementation of the plans, and of the evaluation of
the plan, their implementation and the outcomes of the
learning experinece
THE END!!!
MODEL OF
CURRICULUM PROCESS
Ralphs Tyler’s Model
highly simple mode consisting of four steps
1. Determine the schools
purposes (objectives)
2. Identify educational
experiences related to purpose
3. Organize the experience
4. Evaluate the process
HILDA TABA’S LINEAR MODEL
• Believed that teachers ho tech or implement the curriculum should participate in developing it.
Her advocacy was commonly called the “grassroots approach” where teachers could have a
major output.
1. Diagnosis of needs – curriculum designer
2. Formulation of learning objectives
3. Selection of learning content
4. Organization of learning content
5. selection of learning content
6. Organization of learning activities
7. Evaluation and means of evaluation
GALEN SAYLOR AND WILLIAM
ALEXANDER
• According to them, curriculum
is “a plan for providing sets of
learning opportunities to
achieve broad educational
goals and related specific
objectives for an identifiable
population served by a single
school centre”.”
PETER OLIVIA MODEL
1. Philosophical formulation, target, mission and vision
of the institution
2. Describe the curriculum in the form of the formulation
of the general objectives and specific
3. General purpose and special purpose curriculum
development
4. Organizing the design and implement curriculum
5. Evaluation of learning and curriculum evaluation
OUTCOME-BASED CURRICULUM
Is the students centered, results oriented design premised on the belief that
all individuals can learn. The strategy of OBE implies the following.
1. What students are to learn is clearly identified
2. Each students progress is based on demonstration achievement
3. Each students learning needs are addressed through multiple instruction
strategies and assessment tools
4. Each students is provided time and assistance to realize hos/her potentials
SOME KEY CONCEPTS AND
PRINCIPLES IN AN OBE CONTEXT
1. The focus is the results in learning
2. Curriculum instruction maintains a clear focus on culminating outcomes
3. Design down and deliver up. (from the performance expected of graduates)
4. Creating learning opportunities o help different learners achieve learning
outcomes
5. Assessment is standards-reference and matches the learning outcomes
6. Curricular goals.
THE K-12 CURRICULUM
The K to 12 Basic Education Program is the flagship program of the
Department of Education in its desire to offer a curriculum which is
attuned to the 21st century.
The Department seeks to create a basic education sector that is capable of
attaining the country's Education for All objectives and the millennium
Development Goals by the year 2015 and President Noynoy Aquino’s 1o
point basic education agenda by 2016.
THE K TO 12 BASIC EDUCATION CURRICULUM
THE K TO 12 BASIC EDUCATION CURRICULUM
The K to 12 Basic Education
Curriculum is geared to wards the
development of a holistically
developed Filipino with 21st century
skills who is ready for
employment , entrepuenurship,
middle level skills development
and highe education upon
graduation from Grade 12.
THE LEARNING AFREAS OF K to 12 CURRICULUM
