Evolution of Curriculum

Development

Presented by:
Jeffrey B. Santos
MAED - Math
One Room Schoolhouses
It was easier to come to consensus
on ‘what’ should be taught.
However, it may have been more
difficult to align the curriculum,
because one teacher was
responsible for the entire
curriculum.
 The Committee of Ten (1892)
In 1892, The National Education
Association appointed a Committee of
Ten to establish a standard curriculum.
This committee was composed mostly
of educators and was chaired by
Charles Eliot, the president of Harvard
University.
 The Committee of Ten (1892)
The Committee of Ten recommended
eight years of elementary education
and four years of secondary education.
The committee defined four different
curricula as appropriate for high
school.
John Franklin Bobbitt (1912-1940’s)
He wrote the following books:
The elimination of waste in education
(1912);
curriculum (1918); and
How to make a curriculum (1924).
Ralph W. Tyler was one of Bobbitt’s
students at the University of Chicago.
 Edward Thorndike (1910)
Thorndike wrote that “psychology makes
ideas of educational aims clearer.
Psychology contributes to a better
understanding of the aims of education by
defining them, making them clearer; by
limiting them, showing us what can be done
and what can not; and by suggesting new
features that should be made parts of them.
 Edward Thorndike (1910)
When one says that the aim of
education is culture, or discipline, or
efficiency, or happiness, or utility, or
knowledge, or skill, or the perfection of
all one's powers, or development, one's
statements and probably one's
thoughts, need definition.”
 
 Edward Thorndike (1910)
“Alignment is a very old concept in
education. Much of the theory behind
it was developed by Thorndike (1913) in
his creation of the “identical theory of
the transfer of training.” – Quote from
Deciding What to Teach and Test, by
Fenwick W. English
The Cardinal Principles of Secondary
Education (1918)
The Commission on the
Reorganization of Secondary Education
was instrumental in starting a standard
of forming goals before reforming
schools. At this point in history, changes
were needed because of increased
enrollment in secondary schools.
The Cardinal Principles of Secondary
Education (1918)
The seven Cardinal Principles of
Secondary Education are: Health,
Command of Fundamental
Processes, Worthy Home
Membership, Vocation, Civic
Education, Worthy Use of Leisure,
and Ethical Character.
The Cardinal Principles of Secondary
Education (1918)
American schools engaged in
an unprecedented amount of
curriculum experimentation.
 John Dewey (1897-1940’s)
The following references include
some of Dewey’s most popular
works on education:
My Pedagogic Creed (1897)
The School and Society (1900)
Child and the Curriculum (1902)
John Dewey (1897-1940’s)
Democracy and Education: An
Introduction to the Philosophy of
Education (1916)
How We Think: A Restatement of the
Relation of Reflective Thinking to the
Educative Process (1933)
Experience and Education (1938)
 Ralph W. Tyler (1949)
In 1949, Tyler wrote Basic Principles of
Curriculum and Instruction. He
submitted that four fundamental
questions must be answered in
developing any curriculum and plan of
instruction. The four questions are:
1. What educational purposes should the
school seek to attain?
 Ralph W. Tyler (1949)
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?
 Benjamin Bloom (1956)
In 1956, Benjamin Bloom wrote
Taxonomy of Educational Objectives,
Handbook I: The Cognitive Domain.
Bloom and a group of educational
psychologists identified six levels
within the cognitive domain.
 Benjamin Bloom (1956)
It starts with the simple recall or
recognition of facts, as the lowest level,
through increasingly more complex
and abstract mental levels, to the
highest order which is classified as
evaluation.
Fenwick W. English (1970’s-1980’s)
Fenwick English was the first educator
to introduce the concept of curriculum
mapping. In the mid-1970’s, English
developed the Curriculum Audit. This
process is currently used in schools
around the world by English at Phi
Delta Kappa (PDK).
Fenwick W. English (1970’s-1980’s)
The following standards comprise the Curriculum
Audit:
 
Governance and control (policy);
Direction and learner expectation;
Connectivity and consistency (alignment of
programs);
Assessment and feedback (use of data to drive
decisions); and
Productivity and efficiency.
 Madeline Hunter (1976-1990’s)
Hunter is known as the Creator of
“The Seven Step Lesson Plan,”. The
Seven Step Lesson Plan theory
originated from an article written in
1976 by Madeline Hunter and Doug
Russell, titled Planning for Effective
Instruction Lesson Design.
Madeline Hunter (1976-1990’s)
Hunter also wrote a chapter in the
1984 ASCD Yearbook, Knowing,
teaching and supervising. In Using
what we know about teaching,
edited by P. L. Hosford.
 Publication of A Nation at Risk
(1983)
“If an unfriendly foreign power had
attempted to impose on America the
mediocre educational performance that
exists today, we might well have viewed it as
an act of war. As it stands, we have allowed
this to happen to ourselves. We have even
squandered the gains in student achievement
made in the wake of the Sputnik challenge.
 Publication of A Nation at Risk
(1983)
Moreover, we have dismantled
essential support systems which helped
make those gains possible. We
have, in effect, been committing an act
of unthinking, unilateral educational
disarmament.”
 Howard Gardner (1983)
Frames of Mind: The Theory of
Multiple Intelligences
 The National Council of Teachers of
Mathematics(NCTM) publishes
Curriculum and Evaluation Standards
for School Mathematics (1989)

This was the first set of national

standards. Other content areas
followed this example/model.
The National Council on
Education Standards and Testing
(NCEST) was established at the
urging of Secretary of Education
Lamar Alexander (1993)
Goals 2000: Educate America Act (1994)
President Bill Clinton signed the Goals
2000: Educate America Act, creating a
special council to certify national and
state content and performance
standards, opportunity-to-learn
standards, and state assessments.
Heidi Hayes Jacobs (1997)
Curriculum Mapping
 Richard DuFour (1998)
Professional Learning Communities
Grant Wiggins and Jay McTighe
(1998)
Understanding by Design
Carol Ann Tomlinson (1999)
The Differentiated Classroom:
Responding to the Needs of All
Learners
No Child Left Behind Act (2000)
The federal Elementary and
Secondary Education Act (ESEA) is
revised and signed into law by
President George W. Bush. Re-
christened the No Child Left
Behind (NCLB).
No Child Left Behind Act (2000)
The legislation calls for
extensive implementation of
state educational standards
addressing national criteria tied
to federal funding.
 H. Lynn Erickson (2002)
Concept-Based Curriculum
and Instruction
Historical Perspective of the Philippine
Educational System
Education in the Philippines has undergone
several stages of development from the pre-
Spanish times to the present. In meeting the
needs of the society, education serves as
focus of emphases/priorities of the
leadership at certain periods/epochs in our
national struggle as a race.
 Pre – Magellanic Period
Education was informal,
unstructured, and devoid of
methods. Children were provided
more vocational training and less
academics (3 Rs) by their parents
and in the houses of tribal tutors.
 Spanish Colonization

The tribal tutors were replaced by the Spanish
Missionaries. Education was religion-oriented.
It was for the elite, especially in the early years
of Spanish colonization. Primary instruction
was free and the teaching of Spanish was
compulsory. Education during that period was
inadequate, suppressed, and controlled.
 Spanish Colonization
Access to education by the Filipinos was later
liberalized through the enactment of the
Educational Decree of 1863 which provided
for the establishment of at least one primary
school for boys and girls in each town under
the responsibility of the municipal
government; and the establishment of a
normal school for male teachers under the
supervision of the Jesuits.
 First Republic
The defeat of Spain by American forces
paved the way for a new government. The
schools maintained by Spain for more than
three centuries were closed for a short
period but were reopened on August 29,
1898 by the Secretary of Interior. The Burgos
Institute in Malolos, the Military Academy
of Malolos, and the Literary University of
the Philippines were established.
 First Republic
Article 23 of the Malolos constitution
mandated that public education would be
free and obligatory in all schools of the
nation under the First Philippine Republic.
However, the Philippine–American War the
interfered with action to realize that
mandate.
 American Period
An adequate secularized and free
public school system during the first
decade of American rule was
established upon the recommendation
of the Schurman Commission.
 American Period
Free primary instruction that trained
the people for the duties of citizenship
and avocation was enforced by the Taft
Commission per instructions of
President McKinley. Chaplains and
non-commissioned officers were
assigned to teach using English as the
medium of instruction.
 American Period
A highly centralized public school system
was installed in 1901 by the Philippine
Commission by virtue of Act No. 74. The
implementation of this Act created a heavy
shortage of teachers so the Philippine
Commission authorized the Secretary of
Public Instruction to bring to the Philippines
600 teachers from the U.S.A. They were the
Thomasites.
 American Period
The emergence of high school
education in the Philippines islands,
however, did not happen until 1910,
caused by the rise in big businesses and
technological advances in factories and
the emergence of electrification that
required skilled workers.
 American Period
In order to meet this new job demand,
high schools were created and the
curriculum focused on practical job
skills that would better prepare
students for white collar or skilled blue
collar work.
 Japanese Regime
Japanese educational policies were
embodied in Military Order No. 2 in 1942.
The Philippine Executive Commission
established the Commission of Education,
Health and Public Welfare and schools were
reopened in June 1942. On October 14, 1943,
the Japanese - sponsored Republic created
the Ministry of Education.
 Japanese Regime
Under the Japanese regime, the teaching of
Tagalog, Philippine History, and Character
Education was reserved for Filipinos. Love
for work and dignity of labor was
emphasized. On February 27, 1945, the
Department of Instruction was made part of
the Department of Public Instruction.
 After World War II
In 1947, by the virtue of Executive
Order No. 94, the Department of
Instruction was changed to
"Department of Education." During this
period, the regulation and supervision
of public and private schools belonged
to the Bureau of Public and Private
Schools.
 Marcos Era
In 1972, the Department of Education
became the Department of Education
and Culture by Proclamation 1081. On
January 17, 1973, President Marcos
ratified the 1973 Constitution by
Proclamation 1102.
 Marcos Era
The 1973 Constitution set out the three
fundamental aims of education in the
Philippines, to:
foster love of country;
teach the duties of citizenship; and
develop moral character, self-discipline,
and scientific, technological and
vocational efficiency.
 Marcos Era
The Education Act of 1982 provided for an
integrated system of education covering
both formal and non - formal education at
all levels. It created the Ministry of
Education, Culture and Sports which later
became the Department of Education,
Culture and Sports in 1987 by virtue of
Executive Order No. 117.
 Marcos Era
The structure of DECS as embodied in EO No.
117 has practically remained unchanged until
1994 when the Commission on Higher
Education (CHED), and 1995 when the
Technical Education and Skills Development
Authority (TESDA) were established to supervise
tertiary degree programs and non-degree
technical-vocational programs, respectively.
 Marcos Era
Section 29 of the Act sought to upgrade
education institutions' standards to achieve
quality education, through voluntary
accreditation for schools, colleges, and
universities. Sections 16 & 17 upgraded the
obligations and qualifications required for
teachers and administrators. Section 41
provided for government financial
assistance to private schools.
 Fifth Republic
The Congressional Commission on
Education (EDCOM) report provided
the impetus for Congress to pass RA
7722 and RA 7796 in 1994 creating the
Commission on Higher Education
(CHED) and the Technical Education
and Skills Development Authority
(TESDA), respectively.
 Fifth Republic
The trifocal education system refocused
DECS’ mandate to basic education which
covers elementary, secondary and non-
formal education, including culture and
sports. TESDA now administers the post-
secondary, middle-level manpower training
and development while CHED is responsible
for higher education.
 Trifocal Education System of the
Philippines
In August 2001, Republic Act 9155, otherwise
called the Governance of Basic Education Act, was
passed transforming the name of the Department
of Education, Culture and Sports (DECS) to the
Department of Education (DepEd). The goal of
basic education is to provide the school age
population and young adults with skills,
knowledge and values to become caring, self-
reliant, productive and patriotic citizens.
Thank you for listening!!!

God bless you!!!