education development

1. PROFESSIONAL EDUCA TION
Curriculum Development
DEFINITIONS
 Curriculum serves as the wheel and steering
agent of the school, from latin term “Curere”
which means “to run”.
 According to Jose Palma: Curriculum is not just
a list of subject areas as in basic education
curriculum (BEC), as these are mere listing of
titles, or course outlines or requiring a textbook
series. Instead, curriculum refers to the sum of
all learning content, experiences, and resources
that are purposely selected, organized and
implemented by the school in pursuit of its
peculiar mandate as a distinct institution of
learning and human development.
 Curriculum as Content- coverage of the
curriculum or the inclusion of new content
 Curriculum as a Plan- content, teaching
strategies, and even evaluation techniques
 Curriculum as a process- delivery of the planned
content
 Curriculum as a Product- outcome/learners
actually gained experience
Traditional View Progressive View
 Body of subject
matter prepared
by teachers
 Synonymous to
course
study/syllabus
 Written
documents/plan of
action in
accomplishing
goals
 Total experiences
of individual under
teacher’s guidance
(planed and
enacted by the
teacher learned by
students)
 Refered as a
sequence of
potential
experience set up
in the schools for
the purpose of
disciplining
children in ways of
thinking/acting
 Curriculum is always paired with the term
“development” connoting change. Only positive
change brings development. For change to be
positive results in development, it must have the
following characteristics: purposeful, planned
and progressive.
 Purposeful- change that is intentional or
directional. There must be clearly specified
targets or objective.
 Planning in this case means two things: there is
a series of systematic and sequential steps
leading to a target and these are executed over
a period of time.
 Positive change bring about improvement. It
takes a person or a group to a higher level of
perfection.
Curriculum Development System (CDS)- an
integrated, coherent (consistent) and comprehensive
(complete or inclusive) program for continually updating
and improving curriculum and instruction in a school so
that it can better attain its purpose.
CDS: Why of it ( also known as the thrusts of CDS)
 Unity- a coordinated, coherent curriculum
systems brings the school staff together to
articulate expected learning outcome.
 Continuity
 Quality-implies planning, development, and
control
CDS: the How of it
Stage I- Conceptualizing To underscore the
Stage II- Contextualizing thrust of quality
Stage III- Operationalizing- unity
Stage IV- Institutionalizing- ensure continuity
Curriculum Plan- is the advance arrangement of
learning opportunities for a particular population of
learners.
Curriculum Planning- is the process whereby these
arrangements of curriculum plans or learning
opportunities are created. It also occurs when school
faculties plan to fit new programs into existing ones, and
as the teachers responsibly work together and
individually arrange specific learning situations for the
pupils they teach.
Curriculum Laboratory- is a place or workshop where
curriculum materials are gathered or used by the
teachers or learners of curriculum.
Course of Study- is an official guide prepared for use
by the administrators, supervisors and teachers of a
particular school or school system as an aid to teaching
a given subject or areas of study for a given level or
grade.
Curriculum Development- process of selecting,
organizing, executing, evaluating learning experiences
on the basis of the needs, abilities and interests of
learners and the nature of the society or community. It
is continuous process for the possibilities of improving
the teaching-learning situation. Its goal is a positive
change: process, transformation in the lives of the
learners based on schools mission and goal.
II-Levels of Curriculum
 Societal Level of Curriculum- the farthest
form of the learners since this is where the
public stakeholders (politicians, special interest
groups, administrators, professional specialist)
participate in identifying the goals, the topics to
be studied, time to be spend in teaching-
learning and materials to aid instructions
 Institutional Level of Curriculum- refers to
the curriculum derived from the societal level,
with modification by local educators or lay
people; often organized according to the
subjects and includes topics and themes to be
studied, may also includes standards,
philosophies, lesson plans and teaching guides
 Instructional Level of Curriculum- refers to
how teachers use the curriculum developed in
the societal level and modified in the
institutional level, or what authorities have
determined; involves the teacher’s instructional
strategies, styles and materials used.
 Experiential Level of Curriculum¬- the
curriculum perceived and experienced by each
student and may, therefore, vary among
learners because of individual difference.
 Includes both curriculum processes-
(Procedures in creating, using and evaluating
the curricula) and curriculum product or
projects, resulting from curriculum and
development processes; includes curriculum
guides, course of study, syllabi, resource units

2. and other document that deal with content of
schooling.
PURPOSES OF CURRICULUM STUDY
 Anderson 1965 as cited by Aquino mentioned 5
fundamental purposes:
1. meet cultural demands
2. solve instructional problems
3. change people’s way of behaving
4. change perceptions
5. improve student’s learning experiences
Foundations of Curriculum
1. Philosophical Basis. Philosophy is an important
foundation of curriculum because philosophy advocated
or reflected by a particular school and its officials
influences its goals or aims and content as well as the
organization of its curriculum. It pertains to goals and
objectives.
 Idealism- Educators view students as a mind
to be molded by the teacher and subject matter
are patterned after the classics of ideas that
have stood the test of time.
 Realism- Educators emphasize the validity of
the senses to interpret the physical world,
promote the acquisition of skills necessary to
acquire and master factual knowledge and strive
to adjust students to realities of the physical
worlds and behavior sanctioned by adult culture.
 Scholasticism- educators are inspired by the
introduction of faith and reason in curriculum.
 Naturalism- Educators emphasize individual
development and they refrain from interpreting
with what the child wants to learn and
experience.
 Pragmatism- Educators focus on the
experience of the students. There is an emphasis
on how to think rather than what to think.
Emphasis on development of insights,
understanding and skills acquired in creative,
reflective, critical thinking. Subject matter for
stimulating exploration and practical action.
 Existentialism- Educators see the world as
essentially alienating (isolate or distance) and
absurd (meaningless). They conclude that the
only way to deal with predicament of existence
is to take responsibility to create one’s life. Main
concern is to free the child to do own thing.
Frees learners to choose what to learn and
believe. No course guides and content outlines.
2. Sociological Basis of curriculum has reference to
the Filipino life.
3. Psychological Basis. Psychology is a unifying
element of the learning process. It forms the basis for
the methods, materials and activities for learning and
subsequently serves as basis for many curriculum
decisions. It pertains to the nature of the learner.
Teaching-Learning Process and Curriculum
Development
a. Teaching Process
 Traditionalists- Teaching is a process of
imparting knowledge and skills required to
master a subject-matter.
 Progressivists and Humanists- Teaching is
perceived as stimulating, directing and guiding
the learners and evaluating the learning
outcome.
 Teaching process are planning, implementing
and evaluating look familiar with curriculum
development- because the process of teaching
replicates the process of Curriculum
development.
b. Learning as a Process in Curriculum
 Means that the end product of teaching is
learning.
 Learning is intentional and also unintentional.
c. Teaching and Learning go together
 Teaching is the cause and learning is the effect.
Learning outcomes can indicate teaching
performance.
 Learning in teaching and teaching for learning-
While teacher teaches, he/she learns in the
process. On the other hand, she/he teaches for
students to learn. They also are teaching
themselves how to learn.
d. Teaching and Learning in curriculum
Each complements and supplements each other. The
value placed in teaching will reap the same value in
learning, thus a good curriculum can be judge by the
kind of teaching and the quality of learning derived from
it.
Crafting the Curriculum
The curriculum Process involves planning or crafting the
curriculum, delivering or implementing the curriculum
and evaluating or assessing the curriculum.
Elements or components of Curriculum
1. Curriculum Goals and Objectives- Based on the
mandates of the constitution and the National
educational aims, each school shall be guided by its own
vision, mission, goals and objectives.
 Selection of Objective
1. Should describe behavior
2. Stated analytically and specifically
3. Developmental rather than terminal
4. SMART
5. Considers the 3 objective domains (C.A.P.)
2. Curriculum content or subject matter- content is a
compendium of facts, concepts, generalizations,
principles and theories.
 Selection of subject matter content
1. Self-suffiency 5. Utility
2. Significance 6. Learnability
3. Validity 7. Feasibility
4. Interest
 Principles in organizing different learning
contents
1. Balance- fairly distributed
2. Articulation- smoothly connected to the next
3. Sequence- logical arrangement/order
4. Integration- horizontal connection
5. Continuity- constant repletion, review and
reinforcement
3. Curriculum Learning experiences- Learning
Experiences refer to certain activities that the learner
undergoes in reaction to the environment with he has an
opportunity to interact.
 Criteria for selecting experiences
1. Appropriateness- should be appropriate and
suitable to the content, activities and level of
development of the learners.
2. Variety- should include minds on, hands on
and authentic learning experiences
3. Optimal value- should encourage the learners
to continue learning on their own
4. Feasibility- in terms of human, physical and
financial resources
4. Grade Placement
-Involves allocation of content to definite grade
capable of learning

3. -Considers such factors as: child’s ability,
difficulty of item, importance of content,
maturation, mental age, experiential background
5. Time Allotment
-Refers to specification of definite time for
subject/course; amount of time given to a
subject
-Considers such factors as: importance of
subject; child’s ability; grade level average
number of days/ hours
4. Curriculum Evaluation- is the attempt to assess or
judge the worth of students and educational practices,
materials or program. It determines whether a
curriculum has to be continued, stopped or revised.
School Purposes- can be mirrored in the statements
made in the School’s Philosophy, vision, mission, goals
and objectives.
 Philosophy- is a proposition that asserts the
encompassing beliefs, values of the school that
connects a person and his/her environment.
 Vision- expresses the characteristics of the final
outcome of the product after passing through
educational processes.
 Mission- is an expression of how the school
would implement its mission and effort.
 Goal- more tangible mission that would
specifically and clearly define the direction to
where the school is heading.
 Sources of Goals: Learner, Culture, Society and
knowledge Pool
 Objectives- present the concrete activities that
would lead the attainment of the goal.
 School program reflect and implement school
purpose. These programs are means of carrying
out the school vision and mission.
 Academic programs include curriculum,
instruction, co-curriculum, and supportive
services.
 Administrative/non-academic are made up of
school organization, personnel, finance, school
plant and facilities and school-community
relations.
Symbiotic Relationship
 The curriculum and school purposereinforce
each other in a symbiotic relationship. The
school purpose provides the direction for
curriculum development. The curriculum is the
blueprint of pre-conceived competencies and
learning contents and experiences on how the
school purpose may be achieved.
Curriculum Approaches- shows the viewpoint of
curriculum development and design, the roles of the
learners, the teachers, the curriculum specialists in
planning the curriculum. It includes the goals and
objectives of the curriculum.
1. Behavioral Approach- anchored on the behaviorist
principles based on the idea of Frederick Taylor. The
learning outcomes are evaluated as a change of
behavior based on stated objectives. The change of
behavior indicates the measures of accomplishments.
2. Managerial- The principal is the curriculum leader at
the same time the instructional leader and general
manager. The manager establishes the direction of
change and innovation, and planning and organizing
curriculum and instruction. This approach is more
concerned on organization and implementation and
administration of resources and restructures the schools
than on content, subject matter, methods and materials.
3. Systems- This approach examines the parts of the
total school district or school and how they relate to
each other.
4. Humanistic- anchored on progressive philosophy and
child-centered movement. The learner is at the center of
the curriculum. This approach believes that in the
curriculum development, the child is the prime
consideration.
Curriculum Models
1. According to focus:
 Subject-centered- focuses on the content of the
curriculum examples are subject design,
discipline design and broad field design or
interdisciplinary design and correlation design.
 Student-Centered- examples are child-centered,
experience-centered design and humanistic
design.
2. According to approach:
 Traditional curriculum model is seen as being
tidy and tended.
 Innovative curriculum model-child-centered or
activity-based and seen as reflections of
interdisciplinary, thematic and/or synergistic
teaching-learning paradigms.
3. According to Content:
 Topic based or competency based, both
curricula are normally oriented to the world of
work.
4. According to process:
Formative or Summative
5. According to Structure:
System, Linear or Cyclic
Curriculum Design -refers to the arrangements of the
components as elements of the curriculum. It includes:
a. aims, goals and objectives; b. subject matter or
content; learning activities; and evaluation.
A. Traditional Curriculum Design/ Ralph Tyler’s Model-
consider as the main stream way to conceptualize
curriculum. It is subject-centered where students are
expected to gain mastery of subject matter.
Tyler’s principles and its relationship to a curriculum
design process
1. What educational purposes should school seek to
attain?- starting curricular objectives/identifying
purposes or objectives.
2. What educational experiences can be provided that
are likely attain these purposes?- selecting learning
experiences
3. How can these educational experiences be effectively
organized?- organizing learning experiences
4. How can we determine whether these purposes are
attained?- evaluating the curriculum.
The Tyler model is deductive for it proceeds from the
general (examining the needs of society, for example) to
the specific (specifying instructional objectives).
Tyler recommends that curriculum planners identify
general objectives by gathering data from three sources:
 the learners
 contemporary life outside the school
 subject matter.
After identifying numerous general objectives, the
planners refine them by filtering them through
two screens:
 the philosophical screen
 the psychological screen

4. In the Tyler Model, the general objectives that
successfully pass through the two screens become what
are now popularly known as instructional objectives.
B. Taba Model/ Grassroot approach
Hilda Taba believed that the curriculum should be
designed by the teachers rather than handed down by
higher authority. Further, she felt that teachers should
begin the process by creating specific teaching-learning
units for their students in their schools rather than by
engaging initially in creating a general curriculum
design.
Taba advocated an inductive approach to Curriculum
development. Curriculum workers start with the specifics
and build up to a general design as opposed to the more
traditional deductive approach of starting with the
general design and working down to the specifics.
7 major steps of Grassroots Model
1. Diagnosis of need
2. Formulation of objectives
3. Selection of Content
4. Organization of content
5. Selection of learning experiences
6. Organization of learning activities
7. Evaluation and means of evaluation
C. The Saylor and Alexander Model
According to Galen Saylor and William Alexander,
curriculum is a plan for providing sets of learning
opportunities to achieve broad educational goals related
specific objectives for an identifiable population served
by a single school centre.
a. Goals, Objectives and domains- The model indicates
that curriculum planners begin by specifying the major
educational goals and specific objectives they wish to
accomplish. These are selected after careful
consideration of several external variables such as
findings from educational research, accreditation,
standards, views of community groups and others. Each
major goal represents a curriculum domain and they
advocate 4 major goals or domain: personal
development, human relations, continued learning skills
and specialization.
b. Curriculum Designing- decision is made on the
appropriate learning opportunities for each domain and
how and when these opportunities will be provided. Will
the curriculum be designed along the lines of academic
disciplines, or according to student needs and interests
or along themes? These should be considered.
c. Curriculum Implementation- Based on the design of
the curriculum plan, teachers would specify instructional
objectives and then select relevant teaching methods
and strategies to achieve the desired learning outcomes
among students in the classroom.
d. Evaluation- should be comprehensive using a variety
of techniques. It should involve the total educational
programme of the school and the curriculum plan, the
effectiveness of instruction and the achievement of
students.
Dimensions and Principles of Curriculum Design
(BASICS)
1. Scope- content, topics and learning experiences
2. Sequence-provide continuous and cumulative learning
3.Continuity- vertical repetition and recurring
appearances content.
4. Integration- interconnected
5. Articulation- vertically and horizontally
6.Balance- equitable assignment of content, time,
experiences and other elements
Role of Stakeholders in making the curriculum
operational
 Learners as the center of the curriculum
 Teachers as curriculum developers and
implementers
 Curriculum managers and administrators
 Parents as supporters to the curriculum
 Community members as curriculum resources
 Other stakeholders: Professional organizations
contribute in the school curriculum
 National government (DEPED/CHED) have
mandatory power over the implementation of
any curricula
 PRC- certifies the graduates as professionals
Role of Technology in Delivering the curriculum
 Paradigm shift from teacher-centered to
student-centered approach to learning
 Broadening realization that education is not
simply a delivery of facts and information, but
an educative process of cultivating the cognitive
affective, psychomotor and much more the
contemplative intelligence of the learners of a
new age.
 Increase in the use of new information and
communication technology or ICT.
Factors for technology selection
1. Practicality
2. Appropriateness in relation to the leaners
3. Activity/suitabilitry
4. Objective Matching
Pilot Testing or field try out is the common practices of
the curriculum makers to determine the strength and
weaknesses of a written or planned curriculum.
Curriculum Monitoring- a periodic assessment and
adjustment during the try out period. It is like a
formative evaluation. It determines how the curriculum
is working, such that the monitoring reports becomes
the basis of a decision on what aspects have to be
retained, improved or modified. Monitoring also provides
decision that would end or terminate the program.
Curriculum Evaluation- a systematic process of
judging the value, effectiveness and adequacy of a
curriculum: its processes, product and setting which will
lead to informed decision.
Two ways: 1. School-based evaluation 2. Accreditation
Tyler suggested a number of considerations in
undertaking an evaluation:
1. Objective setting
2. Expected Outcomes
3. Appropriateness of evaluation tools
4. Validity, reliability and objectivity
The Stufflebeam’s CIPP Model (Context, Input,
Product and Process)
 Widely used evaluation tool
 Context refers to the environment of the
curriculum. Context evaluation refers to situation
analysis.
 Input refers to the ingredients of the curriculum:
the goals, content, instructional strategies, the
learners, the teachers and all materials needed.
 Product indicates if the curriculum achieved its
goals.
 Process looks into the entire operation of the
curriculum how the curriculum has been
implemented.

5.  The CIPP Model can be taken as a whole or
each component taken separately. It is a long
and continuous process.
Curriculum Assessment is the process of collecting
information for use in evaluation. Any information, data
collected or obtained through various processes will be
analyzed for important decision making processes.
Assessing the Curriculum: Intended vs.
Implemented vs. Achieved Curriculum
Intended- refers to a set of objectives set at the
beginning of any particular plan.
Implemented- refers to the various learning activities
or experiences of the students in order to achieve the
intended curricular outcomes.
Achieved- refers to the curriculum outcomes based on
the first two types of curriculum.
 Each type of the curriculum should be linked to
one another.
Curriculum Criteria- guidelines on standard for
curriculum decision making.
Assessment Strategies are the structures through
which students’ knowledge and skills are assessed.
Recording Devices- provide various means of
organizing the recordings of information about student
achievement.
Linking Curriculum, Instruction and Assessment
 Curriculum content and objectives should match
with the instruction from where learning
experiences are provided.
 Curriculum is related to assessment. It
determines what assessment should be done,
and how to do it.
 What to accomplish is established by the
curriculum. How to determine
 Instruction and assessment should be
intertwined to provide a system that supports
and encourages student’s progress.
Nationwide Evaluation Studies in the Philippines
 Monroe Survey
 Swanson
 The Presidential commission to survey Phil.
Education (PCSPE)
 Survey of Outcomes of Elementary Education
(SOUTELE)
 The Household and School Matching Survey
(HSMS)
 The congressional Commission on Education
Study (EDCOM)
The Philippine Education Curriculum