• RECOMMENDED CURRICULUM
✓ proposed by
schoolars and professional organization
• WRITTEN CURRICULUM
✓ implement/deliver
lessons based on a curriculum that appear in school, district or division
"documents"
• TAUGHT CURRICULUM
✓ implemented or
delivered planned activities in the classrooms or schools
• SUPPORTED CURRICULUM
✓ implementation of
supported curriculum
• ASSESSED CURRICULUM
✓ when students
take a quiz or the mid-term and final exams
• LEARNED CURRICULUM
✓ can be achieved
through learning objectives (cognitive, affective, & psychomotor domain)
• HIDDEN CURRICULUM
✓ unintended
curriculum (not deliberately planned but may modify behavior or influence
learning outcomes)
GOOD CURRICULUMS complement &
cooperate with other programs of the community; in logical sequence;
continuously involving; complex of detail
CURRICULUM DEVELOPMENT
✓ process of
selecting, organizing, executing & evaluating the learning experience for
the possibilities of improving the teaching learning situation
PHASES OF CURRICULUM DEVELOPMENT
• PLANNING
considers:
✓ needs of the
learners
✓ achievable goals
& objectives
✓ selection of the
content to be taught
✓ motivation to
carry out the goals
✓ strategies most
fit to carry out the goals
✓ process to
measure learning outcomes
• ORGANIZATION
✓ involves
decisions, among other things, on grade placement & sequencing of content
• IMPLEMENTATION
✓ requires the
teacher to implement what has been planned
• EVALUATION
✓ a match of the
objectives with the learning outcomes will be made
CURRICULUM DESIGN
• SUBJECT CENTERED DESIGN
✓ educators provide
the subject matter
✓ easy to deliver
for complementary books & materials are commercially available
• LEARNER CENTERED DESIGN
✓ takes each
individual's needs, interests, and goals into consideration
• PROBLEM CENTERED DESIGN
✓ draws on social
problems, needs, interest & abilities of the learners
• BACKWARD DESIGN (UbD-Based
curriculum)
Stage 1: Identifying Results/Desired Outcomes
✓
Content/Performance standard
✓
Essential understanding
✓
Objevtives-KSA
✓
Essential Question
Stage 2: Defining Acceptable Evidence/Assessment
✓
Assessment-Product
✓
Performance
✓
Assessment criteria/tools
✓
Six facets of understanding (e.i. a.p.e.s)
1. Explain
2. Interpret
3. Apply
4. Perspective
5. Empathy
6. Self knowledge
Stage 3: Learning Plan/Instruction
✓
Explore
✓
Firm up
✓
Deepen
✓
Transfer
• K-12 CURRICULUM (Enhanced Basic
Education Curriculum)
1.
Universal Kindergarten
2.
Contextualization & Enhancement
3.
Spiral Progression
4.
Mother Tongue-Based Multilingual Education
5.
Senior High School
6.
College and Livelihood Readiness, 21st Century Skills
MOTHER TONGUE
✓
a medium of instruction from pre-school to grade 3
EVERY CHILD A READER
✓
by the end of SY, every child passing preschool must be reader by grade 1
SUBJECT CENTERED CURRICULUM
1. SEPARATE SUBJECT DESIGN
✓ subject related
to another subject but not integrated to put emphasis on that certain area
e.g. Values Education in HS
2. CORRELATION DESIGN
✓ subjects are
related to one another but each subject maintains its identity
e.g. Science & its related concepts in
Math
3. DISCIPLINE DESIGN
✓ focus on specific
discipline which the scholars used to study as specific content of their field
e.g. English & Social Studies through
History
4. BROAD FIELD DESIGN
(interdisciplinary)
✓ integration of
contents that are related to each other to comprise ine subject area
e.g. geography + civics + culture +
history = Social Studies
5. PROCESS
✓ general & not
specific to any particular discipline but applicable to all
LEARNER CENTERED DESIGN
1. CHILD CENTERED DESIGN
✓ curriculum is
anchored on the anticipated needs and interest of child
2. EXPERIENCE CENTERED DESIGN
✓ integration of
habits & skills in learning the knowledge components of subject areas
✓ immediate felt
interest & needs of learners
3. RADICAL DESIGN (Romantic)
✓ students need to
gain awareness, competencies, & attitude to enable them to take control of
their lives
✓ draws upon the
ideas of critical theorists
4. HUMANISTIC DESIGN
✓ the development
of the self is the ultimate objective of learning (the process of becoming)
✓ attributed to
Abraham Mashlow & Carl Rogers
PROBLEM CENTERED CUREICULUM
1. LIFE SITUATION DESIGN
✓ connection of
subject to real situation increases the relevance of the curriculum
✓ deals w/ life
situation of health, worthy home membership, vocation, citizenship, leisure,
ethical character (problem solving is heavily emphasize)
2. CORE DESIGN
✓ centered on
general education & is based on problems arising out of common human
activities
✓ curriculum is
carefully planned before the students arrive (adjustments can be made)
3. RECONSTRUCTIONIST DESIGN
✓ engages the
learner in a critical analysis of the local, national & international
community
✓ gives attention
to political practices of business & government groups & their impact
on the economic realities of the workforce
COMPONENTS OF CURRICULUM DESIGN
• OBJECTIVES
✓ bases for the
selection of content and learning experience
• LEARNING EXPERIENCE
✓ set the criteria
against which learning outcomes will be evaluated
✓ instructional
strategies and methods
• CONTENT/SUBJECT MATTER
✓ frequently and
commonly used in daily life
✓ suited to the
maturity levels and abilities of students
✓ valuable in
meeting the needs and the competences of a future career
✓ compendium of
facts, concepts, generalization, principles & theories
• EVALUATION APPROACHES
✓ methods and
instruments to be used to asses the results of curriculum (quality,
effectiveness or value of the program, process and product)
DESIGN ELEMENTS IN CURRICULUM
• SCOPE (Coverage)
✓ all the content,
topics, learning experiences, & organizing threads comprising educational
plan (units, sub-units, chapters, sub-chapters)
✓ broad, limited,
simple, general, etc.
• SEQUENCE (Order)
✓ vertical relationships
among elements to provide continuous & cumulative learning
✓ hierarchical
manner of arrangement for content & experience; cognitive, affective &
psychomotor domain for developmental patterns of growth
• ARTICULATION (Connectivity)
✓ establishes the
vertical "linkage" from level to level, course to course to avoid
glaring gaps & wasteful overlaps
✓ explains
connectivity of learning that create seamless learning
• CONTINUITY (Spiral)
✓ vertical
repetition & recurring appearances of the content (basic to most difficult)
✓ strengthen the
permanency of learning & development of skills
• BALANCE
✓ equitable
assignment of content, time, experiences and other elements
✓ content should be
fairly distributed in depth & breadth of a particular discipline/learning
area
• INTEGRATION
✓ organization is
drawn from the world themes from real life concerns
CRITERION IN CONTENT SELECTION
• VALIDITY
✓ content is true
(autheticity) & related (rekevance) to the objectives
• CONTINUITY
✓ concepts be used
to recur & be repeated w/ depth for effective learning
• SIGNIFICANCE
✓ content will
contribute the basic ideas, concepts, principles and generalization to achieve
the overall aim of the curriculum
• INTEREST
✓ learner will
value the content or subject matter if it is meaningful to him/her
• LEARNABILITY
✓ appropriateness
of the content; subject matter should be within the range of the experience of
the learners
• UTILITY
✓ usefulness of the
content or subject matter
CURRICULUM APPROACHES
• MANAGERIAL APPROACH
✓ school principal
is the curriculum leader and at the same time instructional leader
• SYSTEMS APPROACH
✓ organizational
chart of the school shows the line staff relationships of personnel and how
decision are made
• BEHAVIORAL APPROACH
✓ change in
behavior indicates the measure of the accomplishment
• HUMANISTIC APPROACH
✓ learner is the
center of the curriculum
✓ total development
of the individual is the prime consideration
• GRASSROOTS APPROACH (by Hilda
Taba)
✓ teachers who
teach or implement the curriculum should participate in developing it
• CURRICULUM ASSESSMENT
✓ gather
information about what students' know and can do
PILOT
TESTING
✓
process of gathering empirical data to support whether the material or the
curriculum is useful, relevant, reliable & valid
MONITORING
✓
periodic assessment and adjusment during the try out period
ACCREDITATION
✓ voluntary review
of the curricular program to determine its status in terms of several ideas
that include curriculum & instruction
• CURRICULUM EVALUATION
✓ systematic
process of judging the value effectiveness and adequacy of a curriculum to
attain specified objectives
• CURRICULUM IMPROVEMENT
✓ enrich &
modify certain aspects of a particular program w/o changing its fundamental
conceptions
• EDUCATIONAL TECHNOLOGY
✓ upgrading the
quality of teaching and learning in school
✓ broadening the
delivery of education outside school through non traditional approaches to
normal and informal learning
• MODEL OF CURRICULUM (by Ralph
Tylers)
✓ purpose of the
school (societal need)
✓ educational
experience related to the purpose
✓ organization of
the experience
✓ evaluation of the
experience
• CIPP MODEL (by Stufflebeam)
1.
CONTEXT
✓
environment of the curriculum or the real situation where the curriculum is
operating
2.
INPUT
✓
goals, instructional strategies, the learners, the teachers, the content and
all the materials needed in the curriculum
3.
PROCESS
ways and means of how the curriculum has been implemented
4.
PRODUCT
✓ indicates if the
curriculum accomplishes its goal