QUIRINO STATE UNIVERSITY

DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education

SELF-PACED LEARNING MODULE

IN

EDUC 17
THE TEACHER AND SCHOOL
CURRICULUM

PREPARED BY:

APRYLLE MAYE L. MAUYAO-BALORO

Subject Instructor

MIDTERM

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, SHAping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education

Module 2: The Teacher as a Knower of Curriculum

Lesson 1: The School Curriculum: Definition, nature and Scope

Learning Outcomes:
1. Define curriculum from different perspective;
2. Describe the nature and scope of curriculum.

Discussion:

Read Today’s Headline

1. “Philippines Shifts to K to 12 Curriculum”

2. “Nature Deficit Syndrome On the Rise Among School
Children”
3. “Teachers are Reluctant to Teach Beyond the
Written Curriculum”
4. “Co-curricular Activities: Learning Opportunities or
Distraction?”
5. “Parents Get Involved in School Learning”

What can you say of these headlines? Do these reflect what are going on in our
schools? Should the public know and be involved in the schooling of their citizens? What
are the implications of each headline to the classroom curriculum?

Each member of society seems to view school curriculum differently, hence there
are varied demands on what schools should do and what curriculum should be taught.
Some would demand reducing content and shifting emphasis to development of lifelong
skills. Others feel that development of character has been placed at the back seat of some
schools. More debates are emerging on the use of languages in the classroom. Should it
be mother tongue, national language or the global language?

There seems to be confusion about what curriculum should really be. To have a
common understanding of what curriculum really is, this lesson will present some
definitions as given by authors. Likewise, you will find in this lesson the description of the
nature and scope of curriculum from several point of view, and will explain how curriculum
is being approached.

Content Focus

Curriculum should be understood by teachers and other stakeholders: Students,

parents, politicians, businessmen, professionals, government officials or even the common
people The word Curriculum originates from the Latin word “currere” referring to the oval
track upon which Roman chariots raced.

The New International Dictionary defines curriculum as the whole body of a course
in an educational institution or by a department. Oxford dictionary defines curriculum
as courses taught in schools or universities.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
1
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education

Some Definitions of Curriculum

1. Curriculum is a planned and guided set of learning experiences and intended

outcomes, formulated through the systematic reconstruction of knowledge and
experiences under the auspices of the school, for the learners' continuous and willful
growth in personal social competence." (Daniel Tanner, 1980)

2. It is a written document that systematically describes goals planned, objectives,

content, learning activities, evaluation procedures and so forth. (Pratt, 1980)

3. The contents of a subject, concepts and tasks to be acquired, planned activities,

the desired learning outcomes and experiences, product of culture and an agenda
to reform society make up a curriculum. (Schubert, 1987)

4. A curriculum includes “all of the experiences that individual learners have in a

program of education whose purpose is to achieve broad goals and related specific
objectives, which is planned in terms of a framework of theory and research or past
and present professional practice." (Hass, 1987)

5. It is a programme of activities (by teachers and pupils) designed so that pupils will
attain so far as possible certain educational and other schooling ends or objectives.
(Grundy, 1987)

6. It is a plan that consists of learning opportunities for a specific time frame and place,
a tool that aims to bring about behavior changes in students as a result of planned
activities and includes all learning experiences received by students with the
guidance of the school. (Goodland and Su, 1992)

7. It provides answers to three questions:

1. What knowledge, skills and values are most worthwhile?
2. Why are they most worthwhile?
3. How should the young acquire them? (Cronbeth, 1992)

Some Points of View of Other Curricularists

Since the concept and meaning of curriculum are shaped by a person’s point of view,
this has added to fragmentation, and some confusion. However when we put together, the
different definitions from diverse points of view, would describe curriculum as dynamic
and perhaps ever changing.

Points of view about the curriculum can either be traditional or progressive

according to the person’s philosophical, psychological and even psychological orientations.
These views can also define what a curriculum is all about.

Curriculum From Traditional Points of View

Curriculum is mostly written documents such syllabus, course of study, books and
references where knowledge is found but is used as a means to accomplish intended goals.

 Robert M. Hutchins views curriculum as “permanent studies” where rules of

grammar, reading, rhetoric, logic and mathematics for basic education are

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
2
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education
emphasized. The 3Rs (Reading, Writing, ‘rithmetic) should be emphasized in basic
education while liberal education should be the emphasis in college.

 Arthur Bestor as an essentialist believes that the mission of the school should be
intellectual training, hence curriculum should focus on the fundamental intellectual
disciplines of grammar, literature and writing. It should include mathematics,
science, history and foreign language.

 Joseph Schwab thinks that the sole source of curriculum as a discipline, thus the
subject areas such as Science, Mathematics, Social Studies, English and many
more. In college, academic, disciplines are labelled as humanities, sciences,
languages, mathematics among others. He coined the word discipline as a ruling
doctrine for curriculum development.

 Phillip Phenix asserts that curriculum should consist entirely of knowledge which
comes from various disciplines.

Collectively from the traditional view of theorists like Hutchins, Schwab, Bestor and
Phenix, curriculum can be defined as a field of study. Curriculum is highly academic and
is concerned with broad historical, philosophical, psychological and social issues.

Curriculum From Progressive Points of View

A progressive view of curriculum is the total learning experiences of the individual.

 John Dewey believes that education is experiencing. Reflective thinking is a means

that unifies curricular elements that are tested by application.
 Holin Caswell and Kenn Campbell viewed curriculum as all experiences children
have under the guidance of teachers.
 Othaniel Smith, William Stanley and Harlan Shore likewise defined curriculum as a
sequence of potential experiences, set up in schools for the purpose of disciplining
children and youth in group ways of thinking and acting.
 Colin Marsh and George Willis also viewed curriculum as all the experiences in the
classroom which are planned and enacted by the teacher and also learned by the
students.

The nature of curriculum has given rise to many interpretations, depending on

aperson’s philosophical belief. Let us put all of these interpretations in a summary.

CURRICULUM is what is taught in school, a set of subjects, a content, a program of

studies, a set of materials, a sequence of courses, a set of performance objectives,
everything that goes within the school. It is what is taught inside and outside of school
directed by the teacher, everything planned by school, a series of experiences
undergone by learners in school or what individual learner experiences as a result of
school. In short, Curriculum is the total learning experiences of the learner, under the
guidance of the teacher.

Enrichment Activities:
Directions: Pick up a daily newspaper and read the latest headline. Choose one and
reflect on the headline that relates on curriculum and to your becoming a curricularist.
Write your answer in at least 3 paragraphs.
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
3
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education

Rubrics: This rubric will help you know exactly what I am expecting to find in an essay.
5/ 4 / VERY 3 / AVERAGE 2 / NEEDS 1/
EXCELLENT GOOD IMPROVEMENT UNACCEPTABLE

This paper is This paper The writer is Topic is not As yet, the paper
clear and is mostly beginning to well-defined has no clear
focused. It focused, define the topic, and/or there are sense of purpose
holds the and has even though too many topics. or central theme.
reader's some good development is To extract
Ideas attention. details and still basic or meaning from the
Relevant quotes. general. text, the reader
details and must make
quotes enrich inferences based
the central on sketchy or
theme. missing details.

The Paper (and The Sentences The writing lacks

organization paragraph organizational within a clear sense of
enhances and s) are structure is paragraphs direction. Ideas,
showcases the mostly strong enough make sense, but details, or events
central idea or organized, to move the the order of seem strung
theme. The in order, reader through paragraphs does together in a
order, and makes the text without not. loose or random
Organization
structure of sense to too much fashion; there is
information is the reader. confusion. no identifiable
compelling internal
and moves the structure.
reader
through the
text.

The writing The The text hums The text seems The reader has to
has an easy writing along with a choppy and is practice quite a
flow, rhythm, mostly steady beat, but not easy to read bit in order to
and cadence. flows, and tends to be orally. give this paper a
Sentences are usually more fair interpretive
Sentence well built, invites oral businesslike reading.
Fluency with strong reading. than musical,
and varied more
structure that mechanical
invites than fluid.
expressive
oral reading.

The writer The write The writer The writer Errors in

demonstrates understan shows seems to have spelling,
a good grasp ds good reasonable made little effort punctuation,
of standard writing control over a to use capitalization,
writing convention limited range of conventions: usage, and
conventions s and standard spelling, grammar and/or
(e.g., spelling, usually writing punctuation, paragraphing
punctuation, uses them conventions. capitalization, repeatedly
capitalization, correctly. Conventions are usage, grammar distract the
Conventions grammar, Paper is sometimes and/or reader and make
usage, easily read handled well paragraphing the text difficult
paragraphing) and errors and enhance have multiple to read.
and uses are rare; readability; at errors.
conventions minor other times,
effectively to touch-ups errors are
enhance would get distracting and
readability. this piece impair
ready to readability.
publish.

The form and The format The writer's The writer's The reader
presentation only has a message is message is only receives a garbled
Presentation of the text few understandable understandable message due to
enhances the mistakes in this format. occasionally, problems relating
ability for the and is and paper is to the

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
4
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education

reader to generally messily written. presentation of

understand easy to the text, and is
and connect read and not typed.
with the pleasing to
message. It is the eye.
pleasing to
the eye.

Comprehension Check:
A. Traditional or Progressive: What is your View of Curriculum?
1. What is your own definition of a curriculum? Write down your answer in the space
provided.
2. Do you have a traditional view of a curriculum, a progressive view or both? Explain
your view based on your definition.

B. Directions: Label the description or definition on the left with either Traditional (T),
or Progressive (P). Tick (/) the box that best corresponds to your answer.
No. Description (T) (P)
1 Teachers are required to teach the book from cover to cover.
2 If the learners and memorize the content, then the curriculum is best
3 Children are given opportunity to play outdoors.
4 Parents send children to a military type school with rigid discipline
5 Teachers are reluctant to teach beyond the written curriculum.
6 Prerequisites to promotion for the next grade are skills in reading, writing
and arithmetic only.
7 Teachers provide varied experiences for the children.
8 Learning can only be achieved in schools.
9 It is the systematic arrangement of contents in the course syllabus.
10 Co-curricular activities are planned for all to participate.

Lesson 2: Approaches to School Curriculum

Learning Outcomes:
1. Describe the different approaches to school curriculum
2. Explain by examples how the approaches clarify the definition of curriculum
3. Reflect on how the three approaches interrelate with each other

From the various definitions, we realized that curriculum is viewed in many ways. In
this lesson, let us look at the curriculum as either a Content, a Process or a Product to
fully understand the different perspectives of what curriculum is all about. This can be
one way of approaching curriculum.

Content Focus

Three Ways of Approaching a Curriculum •

1. Curriculum as a Content
2. Curriculum as a Process
3. Curriculum as a Product

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
5
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education

1. Curriculum as a Content or Body of Knowledge

Traditionalists commonly tend to equate a curriculum as a topic outline, subject matter
or concepts to be included in the syllabus or books. Examples are the Mathematics and
Science Curriculum which topics consist of addition, multiplication, subtraction, division,
distance, weight and more.

If curriculum is equated as content, thenthe Focus will be the body of knowledge to be

transmitted to students using appropriate teaching method. The likelihood of teaching will
be limited to acquisition of facts, concepts and principles of the subject matter; however,
the content can also be taken as a means to an end.

Curriculum is anchored on a body of knowledge or discipline.

Four ways of presenting the content in the curriculum:
1. Topical Approach – much content is based on knowledge, and experiences are included;
2. Concept Approach – fewer topics in clusters around major and sub-concepts and their
interaction, with relatedness emphasized;
3. Thematic approach – a combination of concepts that develop conceptual structures
4. Modular Approach – leads to complete units of instruction

Criteria in Selection of Content (Scheffer, 1970 in Bilbao, et al 2009)

1. Significance •
 Content should contribute to the ideas, concepts, principles and
generalization that should attain the overall purpose of the curriculum.
 Content becomes the means of developing cognitive, affective, or psychomotor
skills of the learners.
2. Validity
 Authenticity of the subject matter forms its validity.
 There is a need for validity check and verification at a regular interval,
because content may not continue to be valid.
3. Utility
 Usefulness of the content in the curriculum is relative to the learners who are
going to use this.
4. Learnability
 The complexity of the content must be within the range of the learners.
5. Feasibility
 Can the subject be learned within the time allowed, resources available,
expertise of the teachers and the nature of the learners?
 Are the contents of learning which can learned beyond the formal
teachinglearning engagement?
 Are there opportunities to learn these?
6. Interest
 Will the learners take interest in the content?
 What value will the contents have in present and future life of the learners?
 Interest is one of the driving forces for the students to lean better.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
6
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education

Guide in the Selection of the Content in the Curriculum

1. Commonly used in the daily life

2. Appropriate to the maturity levels and abilities of the learners
3. Valuable in meeting the needs and competencies of the future career
4. Related to other subject fields or discipline for complementation and integration
5. Important in transfer of learning to other disciplines

BASIC principles of Curriculum Content

In 1952, Palma proposed the principle BASIC as a guide in addressing CONTENT in the
curriculum. BASIC refers to Balance. Articulation, Sequence, Integration, and Continuity.
In organizing content or putting together subject matter, these principles as useful as a
guide.

Balance. Content should be fairly distributed in depth and breadth. This will guarantee
that significant contents should be covered to avoid too much or too little of the contents
needed within the time allocation.

Articulation. As the content complexities progresses with the education levels bridging
should be provided. This will assure no gaps or overlaps in the content.

Sequencing. The logical arrangement of the content refers to sequence or order. This can
be done vertically for deepening the content or horizontally for broadening the same
content. In both ways, the pattern is usually from easy to complex, what is known to the
unknown, what is current to something in the future.

Integration. Content in the curriculum does not stand alone or in isolation. It has
relatedness to other contents. Contents should be infused in other disciplines whenever
possible. This will provide a wholistic or unified view of curriculum instead of
segmentation. Contents which can be integrated to other disciplines acquire a higher
premium than when isolated.

Continuity. Curriculum should continuously flow as it was before, to where it is now, and
where it will be in the future. It should be perennial, it endures time. Content may not be
in the same form and substance as seen in the past since changes and development in the
curriculum occur. Constant repetition, reinforcement and enhancement of content are all
element of continuity.

2. Curriculum as a Process
Curriculum is not seen as physical thing as a noun, but as a verb or an action. It is the
interaction among the teachers, students and content. As a process, curriculum happens
in the classroom as the questions asked by the teacher and learning activities engaged in
by the students. It is an active process with emphasis on the context in which the processes
occur. Used in analogy of the recipe in a cookbook, a recipe is the content while the ways
of cooking is the process.

Curriculum as process is seen as a scheme about the practice of teaching. It is not a

package of materials or a syllabus of content to be covered. The classroom is only part of
the learning environment where the teacher places action using the content to achieve an
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
7
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education
outcome. Hence, the process of the teaching and learning process becomes the central
concern of teaching to emphasize critical thinking, thinking meaning-making and heads
on, hands-on doing and many others.

The process provides curriculum on how to teach the content. When accomplished, the
process will result various curriculum experiences for the learners.

Pedagogical Content Knowledge (PCK) – The intersection of the content and process
which will address the question: If you have this content, how will you teach this?

When educators ask teachers: What curriculum are you using? Some of the answers
will be 1. Problem-based. 2. Hands-on, Minds On 3. Cooperative Learning 4. Blended
Curriculum 5. On-line 6. Case-based and many more. These are the ways of teaching,
ways of managing the content, guiding learning, methods of teaching and learning and
strategies of teaching or delivery modes.

When curriculum is approached as a PROCESS, guiding principles are presented.

1. Curriculum process in the form of teaching methods or strategies are means to
achieve the end.
2. There is no single best process in method.
3. Curriculum should stimulate the learners' desire to develop the cognitive, affective,
psychomotor domain in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be described
as cognitive, affective, and psychomotor.
6. Flexibility in the use of the process or methods should be considered.
7. Both teaching and learning are the two important processes in the implementation
of the curriculum.

3. Curriculum as a Product
Product is what the students desire to achieve as learning outcomes. Central to the
approach is the formulation of behavioral objectives stated as intended learning
outcomes or desired products so that content on teaching methods may be organized
and the results evaluated. Products of learning are operationalized as knowledge, skills
and values.

Curriculum product is expressed in form of outcomes which are referred to as

achieved learning outcomes. There may be several desired learning outcomes, but if the
process is not successful, then there no learning outcomes will be achieved. These
learned or achieved learning outcomes are demonstrated by the person who has
meaningful experiences in the curriculum. All of these are results of planning content
and processes in the curriculum.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
8
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education

Enrichment Activities:
A. Making an Inventory of Curriculum Approach as Content, Process and Product
Directions: Choose a book that is being used in elementary, high school or college. Identify
the following: Content, Process, Product.

Inventory of the Curriculum Approach as Content, Process and Product

Title of the Book:
Grade Level: Subject area used:
No. Content Process Product/Outcome
Example: Example: Example:
A. Type of Curriculum in the A. Individual A. List of types of
classroom Research curriculum
B. Interview B. Skill in
C. Observation interview and
observation
1
2
3
4
5

B. Directions: Explain briefly.

1. After learning from this lesson, how would you prepare yourself to become a teacher,
using the three approaches to Curriculum?

Comprehension Check:
Directions: Match the concept in Column II with the choices in Column III. Write the letter
of your answer in Column I.

I.Answer II. Concepts III. Choices

1. Curriculum as way of doing A. Content
2. Authenticity of the content B. Process
3. Curriculum as the subject matter C. Product
4. Fair distribution of the content across the D. Validity
subjects
5. Curriculum as the outcome of learning E. Balance
6. Seamless flow of content vertically or F. Articulation
horizontally in the curriculum
7. Evidence of successful teaching G. Sequence
8. Enduring and perennial content, from past H. Integration
to future
9. Allowing the transfer of content to other I. Continuity
fields
10. Arranging of contents from easy to difficult J. Learning Outcomes

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
9
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education

Lesson 3: Curriculum Development: Process and Models

Learning Outcomes:
1. Explain and summarize the curriculum development process and models

Discussion:

Curriculum Development Process

Curriculum development is a dynamic process involving many different people and
procedures. Development connotes changes which is systematic. A change for the better
means alteration, modification or improvement of existing condition. To produce positive
changes, development should be purposeful, planned and progressive. Usually it is linear
and follows a logical step-by-step fashion involving the following phases: curriculum
planning, curriculum design, curriculum implementation and curriculum evaluation.
Generally, most models involve four phases.

1. Curriculum planning considers the school, vision, mission and goals. It also
includes the philosophy or strong education belief of the school. All of these will
eventually be translated to classroom desired learning outcomes for the learners.

2. Curriculum designing is the way curriculum is conceptualized to include the

selection and organization of content, the selection and organization of learning
experiences or activities and the selection of the assessment procedure and tools to
measure achieved learning outcomes. A curriculum design will also include the
resources to be utilized and the statement of the intended learning outcomes.

3. Curriculum implementing is putting into action the plan which is based on the
curriculum design in the classroom setting or the learning environment. The teacher
is the facilitator of learning and, together with the learners, uses the curriculum as
design guides to what will transpire in the classroom with the end in view of
achieving the intended learning outcomes. Implementing the curriculum is where
action takes place. It involves the activities that transpire in every teacher’s
classroom where learning becomes an active process.

4. Curriculum evaluating determines the extent to which the desired outcomes have
been achieved. This procedure is on-going as in finding out the progress of learning
(formative) or the mastery of learning (summative). Along the way, evaluation will
determine the factors that have hindered or supported the implementation. It will
also pinpoint where improvement can be made and corrective measures, introduced.
The result of the evaluation is very important for decision making of curriculum
planners, and implementers.

Curriculum Development Process Model

1. Ralph Tyler Model: Four Basic Principles

Also known as Tyler’s Rationale, the curriculum development model emphasizes the
planning phase. This is presented in his book Basic Principles of Curriculum and
Instruction. He posited four fundamental principles which are illustrated as answers to
the following questions:

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
10
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education
1. What education purposes should schools seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?

Tyler’s model shows that in curriculum development, the following considerations

should be made:
1. Purposes of the school
2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experience

3. Hilda Taba Model: Grassroots Approach

Hilda Taba improved on Tyler’s model. She believed that teachers should participate in
developing a curriculum. As a grassroot approach Taba begins from the bottom, rather
than from the top as what Tyler proposed. She presented seven major steps to her linear
model which are the following:

1. Diagnosis of learner’s needs and expectations of the larger society

2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the means of doing it.

3. Galen Saylor and William Alexander Curriculum Model

Galen Saylor and William Alexander (1974) viewed curriculum development as

consisting of four steps. Curriculum is “a plan for providing sets of learning opportunities
to achieve broad educational goals and related specific objectives for an identifiable
population served by a single school center.”

1. Goals, Objectives and Domains. Curriculum planners begin by specifying the

major educational goals and specific objectives they wish to accomplish. Each major
goal represents a curriculum domain: personal development, human relations,
continued learning skills and specialization.

2. Curriculum Designing. Designing a curriculum follows after appropriate learning

opportunities are determined and how each opportunity is provided.

3. Curriculum implementation. A designed curriculum is now ready for

implementation. Teachers then prepare instructional plans where instructional
objectives are specified and appropriate teaching methods and strategies are utilized
to achieve the desired learning outcomes among students.

4. Evaluation. The last step of the curriculum model is evaluation. A comprehensive

evaluation using a variety of evaluation techniques is recommended. It should
involve the total educational programme of the school and the curriculum plan, the
effectiveness of instruction and the achievement of students. Through the evaluation

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
11
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education
process, curriculum planner and developers can determine whether or not the goals
of the school and the objectives of instruction have been met.

Enrichment Activities:
Comparison of the Three Models: Directions: Determine the similarities and differences
of the three models of Curriculum Development Process.

How are the models similar?

Similar Features Tyler’s Taba’s Saylor and

Alexander
Tyler XXXXXXXXXXXXXX

Taba XXXXXXXXXXXXXX

Saylor & Alexander XXXXXXXXXXXXXX

Comment:

How are the models different?

Similar Features Tyler’s Taba’s Saylor and

Alexander
Tyler XXXXXXXXXXXXXX

Taba XXXXXXXXXXXXXX

Saylor & Alexander XXXXXXXXXXXXXX

Comment:

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
12
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education
Comprehension Check:
A. Directions: Identify the following:
1. _________ is a plan for providing sets of learning opportunities to achieve broad
educational goals and related specific objectives for an identifiable population served
by a single school center.
2. ________ is an approach which begins from the bottom, rather than from the
top.
3. It refers to the last step of the curriculum model.
4. A change for the better means ________________.
5. This phase of curriculum development process includes the resources to be
utilized and the statement of the intended learning outcomes.

B. Directions: Explain exhaustively the following.

1. How will you differentiate development and progress?
2. Describe the model of curriculum development which you understand well. Write in
two paragraphs.
3. What phase of the curriculum process do you find very important as a teacher?
Why?

LESSON 4: Foundations of Curriculum

Learning Outcomes:
1. Describe the foundations of curriculum development
2. Explain how each foundation influences the curriculum development

Discussion
Foundations of Curriculum
1. Philosophical Foundations
Educators, teachers, educational planners and policy makers must have a philosophy
or strong belief about education and schooling and the kind of curriculum in the teachers’
classrooms or learning environment. Philosophy of the curriculum answers questions like:
What are schools for? What subjects are important? How should students learn? What
methods should be used? What outcomes should be achieved? Why?

The various activities in school are influenced in one way or another by a philosophy.
John Dewey influenced the use of “learning by doing”, he being a pragmatist. Or to an
essentialist, the focus on the fundamentals of reading, writing and arithmetic are essential
subjects in the curriculum.

There are many philosophies in education but we will illustrate only those presented
by Ornstein and Hunkins in 2004.

A. Perrenialism
 Aim: To educate the rational person; cultivate intellect
 Role: Teachers assist students to think with reason (critical thinking HOTS)
 Focus: Classical subjects, literary analysis. Curriculum is enduring
 Trends: Use of great books (Bible, Koran, Classics) and Liberal Arts

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
13
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education
B. Essentialism
 Aim: To promote intellectual growth of learners to become competent
 Role: Teachers are sole authorities in the subject area
 Focus: Essential skills of 3Rs; essential subjects
 Trends: Back to basics, Excellence in education, cultural literacy

C. Progressivism
 Aim: Promote democratic social living
 Role: Teacher leads for growth and development of lifelong learners
 Focus: Interdisciplinary subjects. Learner-centered. Outcomes-based
 Trends: Equal opportunities for all, Contextualized curriculum, Humanistic
Education

D. Reconstructionism
 Aim: To improve and reconstruct society. Education for change
 Role: Teacher acts as agent of change and reforms
 Focus: Present and future educational landscape
 Trends: School and curricular reform, Global education, Collaboration and
Convergence, Standards and Competencies

2. Historical Foundations
Where is curriculum development coming from? The historical foundations will
show to us the chronological development along a timeline. Reading materials would
tell us that curriculum development during his own time. Here are eight among the
many, we consider to have great contributions.
Persons Contributions/Theories and Principles
Franklin Bobbit  He started the curriculum development movement.
(1876-1956)  Curriculum is a science that emphasizes students’
needs.
 Curriculum prepares learners for adult life.
 Objectives and activities should group together when
tasks are clarified.
Werret Charters  Like Bobbit, he posited that curriculum is science and
(1875-1952) emphasizes students’ needs.
 Objectives and activities should match. Subject matter
or content relates to objectives.
William Kilpatrick  Curricula are purposeful activities which are child-
(1875-1952) centered.
 The purpose of the curriculum is child development
and growth. He introduced this project method where
teacher and student plan activities.
 Curriculum develops social relationships and small
group instruction.
Harold Rugg(1998-  Curriculum should develop the whole child. It is child-
1960) centered.
 With the statement of objectives and related learning
activities, curriculum should produce outcomes.
 Emphasize social studies and suggested that the
teacher plans curriculum in advance.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
14
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education
Hollis Caswell (1901-  Curriculum is organized around social functions of
1989) themes, organized knowledge and learner’s interest.
 Curriculum, instruction and learning are interrelated.
 Curriculum is a set of experiences. Subject matter is
developed around social functions and learners’
interests.
Ralph Tyler (1902-  Curriculum is a science and an extension of school’s
1994) philosophy. It is based on students’ needs and interest.
 Curriculum is always related to instruction. Subject
matter is organized in terms of knowledge, skills and
values.
 The process emphasizes problem solving. Curriculum
aims to educated generalists and not specialists.
Hilda Taba ( 1902-  She contributed to the theoretical and pedagogical
1967) foundations of concepts development and critical
thinking in social studies curriculum.
 She helped lay the foundation for diverse student
population.
Peter Oliva (1992-  He described how curriculum change is a cooperative
2012) endeavor.
 Teachers and curriculum specialist constitute the
professional core of planners.
 Significant improvement is achieved through group
activity.

3. Psychological Foundation of Curriculum

Psychology provides a basis to understand the teaching and learning process. It
unifies the elements of the learning process. Questions which can be addressed by
psychological foundations of educations are: How should curriculum be organized to
enhance learning? What is the optimal level of students’ participation in learning the
various contents of the curriculum?

Three Groups of Learning Theoris

1. Behaviorism or Association Theories
2. Cognitive-Information processing theories
3. Humanistic Theories

3.1 Association and Behaviorism

3.2 Cognitive Information Processing

Persons Contributions/ Theories and Principles

Ivan Pavlov  He is the father of the Classical Conditioning Theory, the S-R
(1849-1936) theory (Stimulus-Response theory)
 The key to learning is early years of life is to train them what
you want them to become.
 S-R theory is a foundation of learning practice called
indoctrination.
Edward  He Championed the Connectionism Theory
Thorndike  He Proposed the three laws of learning:
(1874-1949) 1. Law of Readiness
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
15
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education
2. Law of Exercise
3. Law of Effect
 Specific stimulus has specific response,
Robert Gagne  He proposed the Hierarchical Learning Theory. Learning
(1916-2002) follows a hierarchy.
 Behavior is based on prerequisite conditions.
 He introduced tasking in the formulation of objectives.

Persons Contributions/ Theories and Principles

Jean Piaget  Theories of Jean Piaget
(1896-1980)  Cognitive development has stages from birth to maturity:
Sensorimotor stage (0-2), concrete operations stage (7-
11) and formal operations (11-onwards)
 Keys to learning
 Assimilation (incorporation of new experience)
 Accommodation (learning modification and adaption)
 Equilibration (balance between previous and later
learning)
Lev Vygotsky  Theories of Lev Vygotsky
(1896-1934)  Cultural Transmission and development:
Children could as a result of their interaction with society, actually
perform certain cognitive actions prior to arriving at developmental
stage.
 Learning precedes development
 Sociocultural development theory
 Pedagogy creates learning processes that lead to development
 The child is an active agent in his or her educational process.
Howard Gardner  Gardner’s Multiple Intelligences
 Humans have several different ways of processing
information and these ways are relatively independent of
one another.
 There are eight intelligences: linguistic, logico-
mathematical, musical, spatial, bodily/ kinesthetic,
interpersonal. Intrapersonal and naturalistic.
Daniel Goleman  Emotion contains the power to affect action.
 He called this emotional quotient.

3.1 Humanistic Psychology

Persons Contributions/ Theories and Principles
Gestalt  Gestalt Theory
 Learning is explained in terms of “wholeness” of the
problem.
 Human beings do not respond to isolated stimuli but to an
organization or pattern of stimuli.
 Keys to Learning
 Learning is complex and abstract.
 Learners analyze the problem, discriminate between
essential and nonessential data, and perceive

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
16
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education
relationship.
 Learners will perceive something in relation to the whole.
What/How they perceive is related to their previous
experiences.
Abraham  He advanced the Self-Actualization Theory and Classic Theory
Maslow of Human needs.
 A child whose basic needs are not met will not be interested in
acquiring knowledge of the world.
 He put importance to human emotions, based on love and
trust.
 Key Learning
 Produce a happy and healthy learner who can
accomplish, grow and actualize his or her human self.
Carl Rogers  Nondirective and Therapeutic Learning
 He established counselling procedures and methods for
facilitating learning.
 Children’s perceptions, which are highly individualistic,
influence their learning and behavior in class.
 Key Learning
 Curriculum is concerned with process, or product;
personal needs, not subject matter, psychological
meaning, not cognitive scores.

Social Foundations of Curriculum

Persons Contributions/ Theories and Principles
Schools and  Society as a source of change
Society  Schools as agents of change
 Knowledge as an agent of knowledge
John Dewey  Considered two fundamental elements- schools and civil
(1859-1952) society—to be major topics needing attention and
reconstruction to encourage experimental intelligence and
plurality.
Alvin Toffler  Wrote the book Future Schock
 Believed that knowledge should prepare students for the future
 Suggested that in the future, parents might have the resources
to teach prescribed curriculum from home as a result of
technology, not in spite of it. (Home Schooling)
 Foresaw schools and students worked creatively,
collaboratively and in independent of their age.

In summary, the foundation upon which curriculum is based are educational

philosophies, historical developments, psychological explanations, and societal influences.
All of these are interrelated to each.

Enrichment Activities:
Quick Check: Directions: Tag the Person
1. Lev Vygotsky
2. Daniel Goleman
3. William Kipatrick
4. Hilda Taba
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
17
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education
5. Ralph Tyler
6. John Dewey
7. Abraham Maslow
8. Carl Rogers
9. Franklin Bobbit
10.Alvin Toffler

Comprehension Check:
Directions: Each of the following statement is followed by suggested answers. Choose the
best letter that corresponds to your answer.

1. The acquisition of knowledge, skills and attitudes. It is not only a preparation for life
but it is life itself. This is so because, throughout man’s life, he learns many things, may
it be formally or informally.
a. Growth b. Socialization c. Education d. Development

2. The most important in the educative process who occupies the center stage in the
educational system.
a. The teaching-learning process c. The policymaker
b. The learner d. The teacher

3. Refers to a base upon which any structure or system stands.

a. Teacher b. Builder c. Parents d. Foundation

4. True or False: The knowledge of the pattern of human development will certainly
help a teacher to know what to expect of children, and at what approximate ages certain
patterns of behaviour may appear or are expected to appear.
a. True b. False

5. The study of human behaviour, of how a person acts and reacts under different
situations, consciously or unconsciously, mentally, physiologically, physically, overtly, or
covertly.
a. History b. Sociology c. Philosophy d. Psychology e. all of the above

6. The study of human beings living in groups, of how people act and interact under
different social situations, and how they relate themselves to one social situation, and how
they relate themselves to one another.
a. History b. Sociology c. Philosophy d. Psychology e. all of the above

7. True or False.
In other cases, knowledge of developmental patterns will allow teachers to identify learners
with developmental lags or delaysso as to provide guidance and intervention as early as
possible. Thus, teachers must learn to recognize the significance of this knowledge to their
teaching success, as well as to the learning process.
a. True b. False

8. The studies of past events that make us understand the present situation, and to
enable us to predict future events.
a. History b. Sociology c. Philosophy d. Psychology e. all of the above

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
18
“Molding Minds, SHAping Future”
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Bachelor of Secondary Education

9. A systematized truth or principles that serve as a guide for conductor thinking. It is

a fixed idea or principle arrived at after a very rigid scrutiny or study of the state of things,
situations, or events.
a. History b. Sociology c. Philosophy d. Psychology e. all of the above

10. Essentially refers to quantitative changes in an individual as he progresses in

chronological age. It may refer to increases in size, height, or weight.
a. Development b. Growth c. Cognitive d. Physical

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
19
“Molding Minds, SHAping Future”