This material is a list of the suggested topics for the subject The Teacher and the School Curriculum lifted from the book Designing Curriculum authored by Dr. Dolores G. Garcia

1. Course Code/Title : The Teacher and the School Curriculum
Course Credit : 3 units
Course Objectives:
At the end of the semester, the students should be able to:
1. have meaningful learning on designing curriculum at any education level;
2. be guided in planning lessons for prospective teachers in various fields of study such as
Education, Engineering, Behavioral Sciences, Management, Medical Sciences and other discipline;
3. acquaint with the basic knowledge and provide supplementary knowledge on lesson
preparation;
4. know the goals of education together with alternative categories and frameworks which
have been proposed in defining the cognitive processes and the knowledge elements of
educational ends;
5. gain invaluable insights from the study of curriculum.
Course Outline:
I. The Curriculum 1
The Curriculum and Education 1
Viewpoints on the Concept of Curriculum 1
The Behavioral-Empiricist School 2
The Humanist Viewpoint 2
Commentary 2
A Definition of Curriculum 3
The Subsystems of Curriculum 3
The Curriculum Components 3
II. Critical Thinking and Decision-making on Curriculum 4
Critical Thinking in Curriculum Design 4
Criteria for an Acceptable Curriculum 4
The Levels of Curriculum Inquiry and Decision-Making 5
The Societal Level 5

2. The Institutional Level 5
The Institutional Level, Local or Regional Sublevel 6
The Instructional Level 6
The Sequence of Curriculum Components 6
III. The Aims of Education 7
Educational Aims 7
The Aims of Education in the Philippines 8
The Aims of Education in Relation to Community Philosophy and
Values 8
Selecting and Clarifying Educational Aims 8
Translating Educational Aims into Objectives 8
Educational Objectives 9
Objectives of Education by Academic Level: The Influence of
Politics 9
Objectives of Education in a Subject and Academic Level 9
From Educational Objectives to Institutional Objectives 10
Relationships Among Educational Aims, Educational
Objectives, and Instructional Objectives 10
The Debate on Behavioral Objectives 11
The DepEd Stand 12
The Affirmative Side and Negative Side 13
Toward Resolving the Issues 14
The Classification of Educational Objectives 14
Some Earlier Schemes for Classifying Educational Objectives 14
The Bloom Taxonomy of Educational Objectives 15
The Bloom Taxonomy in the Cognitive Domain 15
The Bloom Taxonomy in Affective Domain 16
The Psychomotor Domain 17
Comparing Two Viewpoints on the Psychomotor Domain 17
Alternatives to the Bloom Taxonomy of Educational Objectives in
the Cognitive Domain 18
The Classifications in the Framework 19
Comparison Between Bloom’s Taxonomy in the Cognitive Domain

3. Hannah and Michael’s Data Gathering and Intellectual
Processes 20
Skills in Hannah and Michael’s (1197) Framework 20
Commentary on Skills 21
Attitudes and Vales 21
The Relationship among the Domains of Educational Objectives 22
The Cognitive, Affective, and Psychomotor Domains; Their
Interrelation 23
Promoting the Attainment of Objectives in the Three Domains 24
The Role of Moral Education 24
Social Psychology Theories on the Three Domains 25
Commentary on the Domains of Educational Objectives 25
Anderson and Associates’ Taxonomy for Learning, Teaching, and
Assessing: A Revision of Bloom’s Taxonomy of Educational
Objectives 26
The Twelve Changes in Anderson’s Revision 27-28
The Knowledge Dimension and the Cognitive-Process Dimension 29
A. Factual Knowledge 29
B. Conceptual Knowledge 30
C. Procedural Knowledge 31
D. Metacognition Knowledge 32
The Cognitive Process Domain 33
A. Remember 33
B. Understand 33
C. Apply 33
D. Analyze 34
E. Evaluate 34
F. Create 34
Commentary on Anderson and Associates’ Revision 35
IV. Opportunities for Learning
Opportunities for Learning, Defined 36
Selecting Opportunities for Learning 36
Some Guides for Selecting Learning Opportunities 37-38

4. Opportunities for Learning in Philippine Schools 39
Why Alternative Learning Opportunities for Educational Ends 40
Alternative Learning Opportunities 40
K to 12 Enhanced Basic Education Curriculum 41
Innovations in Learning Opportunities in Response to Needs 42
The New Elementary School Curriculum 42
Bilingual Education 43
Mother Tongue-Based Multilingual Education 444
The Continuous Progression Scheme 45
ISOSA and IMPACT 46
The Barangay High School Community Center 46
DepEd Basic Education Learning Continuity Plan 47
The Distance Study System 48
The DSS at the Post-Secondary Level 48
Other Innovative Models 48
The Accelerated Learning Program for Elementary School
(ALPES) 49
The DECS Accreditation and Equivalency Program 49
The Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) 49
V. Curriculum Organization
Definition of Curriculum Organization 50
Organizing Curriculum to Optimize Learning 50
Approaches to Sequencing 51
The Psychological Approach 51
The Phenomenological or Humanistic Orientation 51
The Logical Approach 52
The Interrelationship Between the Logical and the Psychological
Approaches 52
The Spiral Curriculum 53
The Sociological Approach 54
Alternative Curriculum Organization Schemes at the Basic
Education Level 54

5. Approached to Integration 55
The Broad Fields of Education 55
Progressive Education and the Curriculum 56
Summerhill 56
The Philippine Normal College’s Integrative Activity Program 57
The Angelicum Non-graded Open School
The Ladderized Curriculum at the Post-Secondary Level 58
Reference:
Garcia, Dolores G. (2013). Designing Curriculum. Rex Book Store, Inc. (RSBI)