Curriculum Development

1. EDUC 12:
CURRICULUM DEVELOPMENT
Objectives:
1. To define curriculum.
2. To compare traditional vs. modern dimension of the
curriculum.
3. Points of view of curriculum development.
4. Curriculum operating in schools.
5. To discus the foundations of curriculum.

2. TRADITIONAL POINT OF VIEW
 Body of subjects or subject matter prepared by a
teacher for the students to learn.
 Synonymous to “course outline” or “syllabus”.
 Curriculum as a permanent studies where rules are
emphasized.
 For basic education the 3Rs
 For college education should be grounded on liberal
education

3. TRADITIONAL POINT OF VIEW
 As a fundamental intellectual disciplines.
 As a field of study made up of foundations
 In summary, traditional ideas view curriculum as
written documents or a plan of action in
accomplishing goals.

4. MODERN OR PROGRESSIVE POINT OF VIEW
 Listing of school subjects, syllabi or specific
discipline do NOT make a curriculum.
 For modern point of view, curriculum is defined as
the total learning experience of the individual
 This definition is based on John Dewey’s definition of
experience and education.
 He believes that reflective thinking is a means that unifies
curricular elements.
 In summary modern concept sees curriculum as the
total experiences in the classroom which are
planned and enacted by the teacher and learned by
the students.

5. CURRICULUM: CONCEPT AND PURPOSE
 Curriculum
 Refers to the total learning
experiences of an individuals
not only in a formal school
but also in his society.
 In formal education,
a curriculum is the planned
interaction of pupils with
instructional content,
materials, resources, and
processes for evaluating the
attainment of educational
objectives.

8. CURRICULUM DEVELOPMENT
 Curriculum is a dynamic process.
 Curriculum development
 Means any alteration, modification or improvement of
existing condition to produce positive changes.
 Development should be purposeful, planned and
progressive.

9. MODELS OF CURRICULUM DEVELOPMENT
 Ralph Tyler Model: Four Basic Principles
 Also known as the Tyler’s Rationale
 What educational purpose should the school seek to attain?
 What educational experiences can be provided that are likely to
attain these purposes?
 How can these educational experiences be effectively organized?
 How can we determine whether these purposes are being attained
or not?
 In summary, Tyler’s model considers the following
 Purpose of the school
 Educational experiences related to the purposes
 Organization of the experiences
 Evaluation of the experiences

10. MODELS OF CURRICULUM DEVELOPMENT
 Hilda Taba’s Model: Grassroots approach
 She believes that teachers who will use and teach the
curriculum should participate in developing it.
 Presented 7 steps to her model:
 Diagnosis of learner needs and expectations of the larger society
 Formulation of learning objectives
 Selection of learning content
 Organization of learning content
 Selection of learning experiences
 Organization of learning activities
 Determination of what to evaluate and the means of doing it

11. TYPES OF CURRICULUM OPERATING IN SCHOOLS
 Recommended Curriculum – mostly from government
agencies
 Written Curriculum – course outline or syllabi
 Taught Curriculum – instructional guide
 Supported Curriculum – visual aid
 Assessed Curriculum
 Learned Curriculum - Objectives
 Hidden Curriculum – core values

12. DISCUSSION
 1. Can a school exist without a curriculum?
 2. What are the implications of an ever changing
curriculum to teacher?
 3. As future teachers how important will a
curriculum be to you?

13. FOUNDATION OF CURRICULUM

14. PHILOSOPHICAL FOUNDATION OF CURRICULUM
 It provide educators with frameworks for planning,
implementing and evaluating curriculum.
 It answer life questions like:
 what schools are for?
 what subjects are important?
 how students should learn?
 what materials and methods should be used?

15. PSYCHOLOGICAL FOUNDATION OF CURRICULUM
 It provides a basis for the teaching and learning process.
 It answer life questions like:
 How should a curriculum be organized to enhance and
maximize learning?
 What should be the students’ optimum level of participation in
learning?
 How can the leaning theories help in the learning process?

16. SOCIAL FOUNDATION OF CURRICULUM
 Society or social culture affects and shapes schools and
their curricula.
 It adopts to the ever changing society like:
 School buildings
 Subjects, curriculum

17. HISTORICAL FOUNDATION OF CURRICULUM
EDUCATION FROM ANCIENT EARLY FILIPINOS

18. DURING SPANISH PERIOD (1521-
1898)
 Members of Christian community (friars) controlled the
Christian education.
 Missionaries served as teachers.
 Aim of education: Teach Catholic religion (Christian
doctrine, reading of Spanish book and little of the native
language, Latin instead of Spanish) from Primary to
Tertiary level.
 Science and Mathematics not very much taught.
 Education during Spanish regime was privileged only for
Spanish student.

19.  In 1863, by virtue of Education decree, required to provide
school institutions for boys and girls in every town.
Spanish schools started accepting Filipino students who
belong to wealthy family. Intellectual Filipinos emerged
like Jose Rizal.
 School for boys and girls were separated.
 Under Spanish regime, many colleges and universities were
established in Manila and Cebu.
 ‘Beaterio’ school was opened for the girls who could not
afford to educate themselves. Subjects taught were
housekeeping, cooking, sewing, and embroidery-making.

20. DURING AMERICAN PERIOD (1898-1946)
 Americans emphasize the importance of education to
the Filipino, thus it started the free education in public
school (In accordance with 1935 constitution)
 Filipino soldiers served as teachers until US teachers
came in 1901
 Aim of education: love for country, spread of
democracy, formation of good citizens, learn English
language
 Taught: vocational, household housekeeping, good
manners and discipline, rights and responsibilities
 Religion is not part of curriculum.

21.  Filipinos excel in reading and writing.
 Excellent students become scholar to study in the US to
become expert of their chosen field.
 Adult education exist
 Many colleges/universities opened from 1901-1908. In
1941, private schools were established.
 Schools were also built in non-Catholic areas like Sulu,
Mindanao, and the Mountain Provinces.

22. CHANGES IN EDUCATION DURING THE JAPANESE
OCCUPATION
• To stop depending on western countries like the
US, and Great Britain
• To be aware of the materialism to raise the
morality of the Filipinos
• To spread elementary and vocational education.
• To develop love for work.

23. EDUCATIONAL SYSTEM IN THE PRESENT PERIOD
Classes start in June and end in March
College semesteral calendar is from June – October (1st sem),
November – March (2nd sem)
Elementary – 6 years
High School – 4 years (6 years now)
Technical and vocational – to enhance practical skills. These
are government owned institution.

24. Tertiary with two classifications:
Public tertiary Education – non sectarian entities
Private tertiary institution – combination of
sectarian and non-sectarian
Other schools – private schools, preparatory schools,
international schools, science high schools and
several foreign ethnic groups like Chinese, British,
Americans, Koreans and Japanese

25. K-12 ISSUE – STARTED FEW YEARS BACK AS APPROVED BY THE
PRESIDENT.
As seen in the education outcomes of Filipino
students and the comparative disadvantage of the
Philippines with regards to “other countries.”
• The only country that has 10 in both elementary
and high school years
• National Achievement Test (NAT) results were not
getting satisfactory – poor performance
• Graduates are not ready for higher education or
employment
• Other countries do not consider our graduates as
professionals abroad

26. NEW CURRICULUM (K-12)
 Focused more on the learners and not on the teacher
meaning less memorization and more encouraging
for critical thinking
• Graduates will be more matured when they enter
college or that they will be ready for work
• Produce productive, responsible citizens with the
essential competence and skills for both life-long
learning and environment

27. THE MODERN CURRICULUM
Eventually educators could not ignore all
of the information from Educational
Psychologist and educators like
Pestolozzi, Montessori, Froebel, Piaget,
Dewey and Gestalt psychologist
The end of the classical curriculum- they
argued that there was no research that
showed studying the classics hade
greater benefit for developing mental
capacity tan other curriculums.

28. THE MODERN CURRICULUM
 Around 1917
 Had four basic areas
 Science
 Civics
 Industry- Trades
 Aesthetics

29. DEWEY
 Pushed to have schools be a neutral institution
 Democracy was a social institution that could be
enhanced by schools
 Democracy in Education

30. JUDD
 Was the first to used statistical research to make
decision about what was right to do in schools
 Looked at what was the best methods to use to
teach children to solve problems
 Had two tracks of students
 Slower students
 Brighter and Average students

31. SECONDARY SCHOOLS CHANGE AGAIN
 NEA in 1918 recommended that High schools
serve everyone
 College prep
 Vocational tract
 Began to assume the modern curriculum patterns we
see today

32. 1920 TO 1950
Saw the first book written on curriculum
by Charles and Bobbitt
 Many of the principles proposed are still used
today
 First to propose evaluation of curriculum into
process
Written in the behaviorist approach we
talked about last session
Concerned with
 Objectives
 Efficiency

33. KILPATRICK
 Evolved the curriculum further , a discipline of
Dewey
 Try to merge the behaviorist approach with the
progressive approach the new approach was the
project approach or the purposeful activity
 He advocated giving children input into the
curriculum ( selecting the project)

34. TWENTY-SIXTH YEAR BOOK
 Got together all of the power brokers in schools of
the time ( 1930) from Bobbitt to Kilpatrick and they
wrote two volumes on the direction schools should
take
 Proposed and Ideal curriculum
 Later developed into four guiding principles

35. FOUR GUIDING PRINCIPLE
HAROLD RUGG
 A statement of objectives
 Sequence of experiences-
 The subject matter that is best means for engaging
the students
 Statement of outcomes
 Not bad for 1930

36. THE EIGHT YEAR STUDY
 Was Another influential work
 It compared different types of curriculum and
measured how students did using these different
approaches
 Developed basic principles a best practices of sort

37. THE EIGHT YEAR STUDY
 Also called for evaluation of the curriculum
 First to develop that a single topic could achieve
multiple objectives
 Had three categories of objectives
 Knowledge acquisition
 Intellectual Skills
 Attitudes and feelings

38. GOOLAD
Although much had been written and
research a study in 1969 found little had
changed in schools, things like
 classrooms were teacher centered
 Emphasis on control ( not fair)
 No enthusiasm or excitement- teacher is flat
 Little media, little guest speakers
 Teachers had minimum expectations
 Good looking students and athletes were
most popular kids in the schools