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.

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

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.

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.

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.

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.

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

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

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

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?

FOUNDATION OF CURRICULUM

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?

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?

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

HISTORICAL FOUNDATION OF CURRICULUM

EDUCATION FROM ANCIENT EARLY FILIPINOS

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.

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.

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.

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.

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.

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.

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

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

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

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.

THE MODERN CURRICULUM

Around 1917

Had four basic areas

Science

Civics

Industry- Trades

Aesthetics

DEWEY

Pushed to have schools be a neutral institution

Democracy was a social institution that could be

enhanced by schools

Democracy in Education

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

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

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

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)

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

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

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

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

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