Franklin Bobbit(1876-1956)

Bobbit believes that the learning objectives, together with the activities, should be grouped and
sequenced after clarifying the instructional activities and tasks. He also views curriculum as a science that
emphasizes the needs of the students. This viewpoint explains why lessons are planned and organized
depending on the needs of the students and these needs must be addressed by the teachers to prepare
them for adult life.

Bobbitt wrote The Curriculum: a summary of the development concerning the theory of the
curriculum.

Bobbitt created five steps for curriculum making: (a) analysis of human experience, (b) job
analysis, (c) deriving objectives, (d) selecting objectives, and (e) planning in detail. The first step was about
separating all of human experience into major fields. This was followed by step two, where the fields were
broken down into more specific activities. The third step was to form the objective from the abilities
needed to perform the activities. Next is the fourth step, where the objectives are selected from to find
ones that would serve as the basis for planning activities for the students. The last step was to lay out
activities, experiences, and opportunities that would be needed to obtain the objectives.

"Educate the individual according to his capabilities. This requires that the material of the
curriculum be sufficient various to meet the needs of every class of individuals in the community and that
the course of training and study be sufficiently flexible that the individual can be given just the things that
he needs"

Ralph Tyler (1902-1994)

Tyler did not intend for his contribution to
curriculum to be a lockstep model for development.
Originally, he wrote down his ideas in a book Basic
Principles of Curriculum and Instruction for his
students to give them an idea about principles for to
making curriculum. The brilliance of Tyler’s model is
that it was one of the first models and it was and still
is a highly simple model consisting of four steps.
Determine the school’s purposes (aka objectives).
Identify educational experiences related to purpose.
Organize the experiences
Evaluate the purposes

 Step one is determining the objectives of the school or class. In other words, what do the
students need to do in order to be successful? Each subject has natural objectives that
are indicators of mastery. All objectives need to be consistent with the philosophy of the
school and this is often neglected in curriculum development. For example, a school that
is developing an English curriculum may create an objective that students will write
essays. This would be one of many objectives within the curriculum.
 Step two is developing learning experiences that help the students to achieve step one.
For example, if students need to meet the objective of writing an essay. The learning
experience might be a demonstration by the teacher of writing an essay. The students
than might practice writing essays. The experience (essay demonstration and writing) is
consistent with the objective (Student will write an essay).
 Step three is organizing the experiences. Should the teacher demonstrate first or should
the students learn by writing immediately? Either way could work and preference is
determined by the philosophy of the teacher and the needs of the students. The point is
that the teacher needs to determine a logical order of experiences for the students.
 Lastly, step four is evaluation of the objectives. Now the teacher assesses the students’
ability to write an essay. There are many ways to do this. For example, the teacher could
have the students write an essay without assistance. If they can do this, it is evidence that
the students have achieved the objective of the lesson.

Werret Charters (1875-1952)

Aside from emphasizing the
students’ needs, he believes that the
objectives, along with the
corresponding activities, should be
aligned with the subject matter or
content. For that reason, department
chairpersons or course coordinators
scrutinize the alignment or matching
of objectives and subject matter
prepared by the faculty members.
 Charters's most significant contribution to the field of curriculum development came in
the form of his activity-analysis approach to curriculum construction. Activity analysis essentially
involved specification of the discrete tasks or activities involved in any social activity. For
purposes of curriculum construction, the resulting specifications translated into program
objectives. Activity analysis was considered a "scientific" approach to curriculum construction
insofar as it represented a quantification of human activities as a basis for selecting educational
objectives. Because activity analysis often amounted to little more than an accounting of tasks,
critics of the approach characterized it as "scientism" in curriculum work and rejected it as overly
mechanistic.
Charter's version of activity analysis differed from those of his contemporaries largely in
terms of the emphasis that he placed on the inclusion of social ideals in the curriculum. In 1923
Charters articulated seven "rules" that governed curriculum construction.

1. Identify major educational aims through a study of contemporary social

circumstances.
2. Classify the major aims into ideals and activities and reduce them to operational
objectives.
3. Prioritize the aims and objectives.
4. Reprioritize the aims and objectives to lend greater importance to those relevant
to children's experience than to those relevant to adults but remote from children.
5. Identify those aims and objectives achievable within the constraints of the school
setting, relegating those best accomplished outside the school to extra school
experiences.
6. Identify materials and methods conducive to the achievement of the selected aims
and objectives.
7. Order materials and methods consist with principles of child psychology.

William Kilpatrick (1871-1965)

For him, the purpose of curriculum is
child development, growth, and social
relationship. He also introduced the use of
small group interaction, and the project
method in which the teacher and students
plan together. Thus, it is called as the child-
centered curriculum.
 Historians believe that a study of past
events can yield insight into current and
future decision-making. In 1918 William
Heard Kilpatrick espoused a problem-solving
philosophy with his Project Method. After
initial popularity and use for twenty years,
the philosophy went out of favor due to the
difficulty in implementation in large-scale
systems. Recently constructivists have used
the theories of Piaget and Vygotsky to
develop a problem solving system, which
emphasizes an adaptive curriculum with
students as problem solvers.

This instructional process of student-directed learning has been promoted as a new idea,
which will solve the problem of student motivation and achievement in the modern world.
Kilpatrick's Project Method advanced similar ideas. ^ The purpose of this study was to explore in
more depth Kilpatrick's philosophy and its relationship to social constructivism. At his death,
Kilpatrick's personal writings were sealed for twenty years. The re-opening of this collection to
scholars offers an opportunity to scrutinize these primary sources utilizing standard qualitative
historical techniques. Constructivist theories based on Piaget's and Vygotsky's psychologies were
studied. The Connecticut Invention Convention curriculum was used as an example of a modern,
constructivist-based curriculum for this research investigation. Through a comprehensive study
of Kilpatrick's writings, which involved primary data, reviewing films and phonograph records,
and diaries, some similarities between Kilpatrick's educative process of purposeful activity, based
on the student's own developing experiences.

Harold Rugg (1886-1960)

He introduced the concept of the
development of the whole child, the
inclusion of social studies, and the
importance of curriculum planning in
advance.
Rugg is probably best remembered for his
contributions to social reconstructionism
during the Great Depression. In that period
he published three of his most important
books: Culture and Education in America
(1931), The Great Technology (1933), and
American Life and the School Curriculum
(1936). All three were concerned with the
problems of contemporary American society
and the role of the school in solving them.
Taken together, these three volumes are a
comprehensive statement of Rugg's mature
thought.
Due to his concern with creativity,
Rugg's reconstructionism differed
somewhat from that of his colleagues. Rugg
was convinced that in addition to the social
engineering endorsed by other
reconstructionists, the good society required
personal integrity on a large scale and,
further, that integrity could be nurtured
through creative self-expression.
Consequently, he consistently sought to
enlarge the scope of creative activities in the
school curriculum.
Rugg's work reflected most of the
significant developments in American
education during the first half of the 20th
century, when progressive education was in
its ascendancy. Early in his career—between
1915 and 1920, for example—he was
involved in the pioneering attempts to apply
the quantitative methods of science to
educational problems. Then in the 1920s he
was identified with the popular "child-
centered" approach to teaching. His two
most important books during this early
phase of his career were Statistical Methods
Applied to Education (1917), which became
a standard in the field, and The Child-
Centered School (1926, with Ann Shumaker),
which historian Lawrence A. Cremin refers to
as "the characteristic progressivist work of
the twenties."
During and after the 1930s Rugg was
a leading spokes-person for the
reconstructionist point of view—that is, the
view that formal education could, and
should, be utilized as an agent of social
change. Indeed, by virtue of his textbooks
Rugg was the only reconstructionist who
managed to present his views to significant
numbers of students, at least temporarily. In
1947 he published Foundations for American
Education, long the most comprehensive
treatment of the subject, and the 1950s
found him in the front rank of those
searching for the secrets of the creative
process.
Hollis Caswell (1901-1989)
He believes that subject
matter is developed around the
interest of the learners and their
social functions. So, the curriculum is
a set of experiences. Learners must
experience what they learn.
 Hollis Caswell define curriculum as “all experiences children have under the guidance of
the teachers.” In this regard, curriculum should contain all the experiences needed by the
children to learn, and a teacher should only act as a guide or facilitator.
The curriculum is composed of all the experiences children have under the guidance of
teachers. Thus, curriculum considered as a field of study represents no strictly limited body of
content, but rather a process or procedure.
In the years after World War II, Dr. Caswell opposed efforts to develop a standard national
curriculum for public schools, arguing instead for more differentiation in teaching methods. He
called for strengthening university centers that influence curricula and teacher training. He was
frequently outspoken on educational subjects and did not shun controversy. The provocative
subject of his 1952 address as the annual installment of the Charles P. Steinmetz Memorial
Lecture series was "The Great Reappraisal of Public Education". In 1958, in a speech at a
conference in Albany, he welcomed citizen interest in schools but opposed participation by
people who were not educators in planning curricula:
What should be taught in American history should not be left up to historians and not to
citizens' committees.
Caswell also disputed campaigns to do away with some of the so-called frills in education,
contending, for example, that driver training was worthwhile because it cut accidents and that
the draft in World War II showed the nation that physical education was not a frill either.

Hilda Taba (1902-1967)

The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum
theorist, a curriculum reformer, and a teacher educator. She was born in the small village of
Kooraste, Estonia. Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an
inductive approach to curriculum development
which meant starting with the specifics and building
toward a general design, rather than the traditional
deductive approach (starts with the general design
and work towards the specifics) which was rooted in
Tyler's model. Hilda Taba followed the grass-roots
approach in developing curriculum. For her, it
should be the teachers who should design the
curriculum rather than the higher authorities (Oliva,
1992). More specifically stated,
the Taba approach believes in allowing the process for evalutating student achievement
curriculum to be developed and/or authored of content after the content standards have
by the users (teachers). Under the Taba been established and implemented. The
Model teachers are expected to begin each main concept of this approach to curriculum
curriculum by creating specific teaching- development is that teachers must be
learning units and building to a general involved in the development of the
design. curriculum.
The Taba Model was developed by
Hilda Taba (1902 – 1967), an architect, a
curriculum theorist, a curriculum reformer,
and a teacher educator. She was born in the
small village of Kooraste, Estonia. Taba
believed that there has to be a definite order
in creating a curriculum.
Hilda Taba is the developer of the
Taba Model of learning. This model is used
to enhance the thinking skills of students.
Hilda Taba believed that there must be a

Peter Oliva (1992-2012)

Practical, readable, and now completely up to date,

Developing the Curriculum guides preservice and in-service
educational administrators step-by-step through the entire
curriculum development process-from the underlying
principles and concepts to the roles of school personnel, the
components of the process, technology in curriculum and
instruction, and the most up-to-date curriculum issues. The
text's many references to both historic and contemporary
works give readers an excellent synthesis of the principles
and practices they will have to know in order to create
effective curriculum as they enter their own careers in the field of education. This edition
updates readers on technology and the part-time instructor supervising interns at
curriculum in a new Chapter 14, The Digital the University of Central Florida. He has
Classroom. traveled extensively on educational and/or
governmental programs in Europe, the
In this new edition readers will
Middle East, and Latin America. Developing
benefit from: * Practical guidance and advice
the Curriculum has been translated into
from two leading authorities-Peter F. Oliva
Mandarin, Vietnamese, and Korean. William
and new co-author William R. Gordon II *
R. Gordon II has served as a teacher and
The latest information on how online
administrator in Orange County Florida
classes, blended learning, and mobile
Public Schools for the past twenty-seven
learning are changing today's classroom
years. He began his administrative career at
environment. * Information on the changing
University High School twenty years ago as a
nature of the workplace and the needs of
founding member of the school.
21st century learners that curriculum
Additionally, he was an assistant principal at
planners must address * Updates on the
Glenridge Middle School, Metro West
latest curriculum issues with the inclusion of
Elementary School, and Bonneville
new material on - Race to the Top -
Elementary School before becoming
Advanced Placement - International
principal at Killarney Elementary School. He
Baccalaureate - Common Core State
then moved to the principalship of Winter
Standards - Professional Learning
Park High School. Under his eleven-year
Communities - Digital Citizenship Peter F.
tenure at Winter Park High School the school
Oliva, formerly professor and chairperson at
was consistently named by the State of
Southern Illinois University, Florida
Florida as a "High-Performing School" due to
International University, and Georgia
the school's rigorous curriculum and
Southern University, is author of numerous
outstanding student achievement. Also, U.S.
articles in education journals and several
News and World Report repeatedly ranked
textbooks and is co-author of Supervision for
Winter Park High School in the top one
Today's Schools, now in its 8th ed. He has
percent of high schools in the nation. He
served as a high school teacher, guidance
currently serves as the Executive Area
counselor, and as a professor of education at
Director for the East Learning Community
the University of Florida, University of
where he is responsible for managing thirty-
Mississippi, Indiana State University, and the
eight K-12 public schools.
University of Hawaii. He has taught summer
sessions at Portland State College (Oregon),
Miami University (Ohio), and Western
Michigan University. He has also served as
Mary Jane Celestial Dumas
UNIT EARNER
Mary Jane Celestial Dumas
UNIT EARNER
Mary Jane Celestial Dumas
UNIT EARNER
Episode 1

1 .WHO AM I AS A PERSON? DO I HAVE PERSONAL QUALITIES THAT WOULD MAKE

ME A BETTER TEACHER SOMEDAY?

2. WITH THE USE OF THE CHECKLIST FIND OUT YOUR PERSONAL CHARACTERISTICS
WHICH WOULD HELP YOU MAKE BECOME A GOOD TEACHER. THE QUALITIES
LISTED ARE FEW OF THE MANY ATTRIBUTES NEEDED BUT THE LIST GIVEN YOU
WOULD SUFFICE.

LOOK INTO YOURSELF VERY WELL AND ANSWER EACH ITEM VERY HONESTLY.
ALL YOUR ANSWERS ARE CORRECT, SO YOU DO NEED TO WORRY.

NAME: MARY JANE C. DUMAS SCHOOL: ALI ALY-ROLDAN, MEMORIAL ELEMNTARY SCHOOL

AM I THIS PERSON?
Below are indicators of person qualities which maybe describe you. Place a / mark on the
blank each item if the indicator fits you most of the time or an x mark if the description does not
fit you most of the time.

√ 1. I am mentally alert. √ 7. I remain undisturbed under pressure.

√ 2. I make correct decision.
√ 3. I give attention to details.
√ 4. I analyze every situation.
√ 5. I am quick to make solution.
6. I maintain poise.
√ 8. I hold my anger.
√ 9. I am calm in the midst of chaos.
√ 10. I maintain dignity in all circumstances.
√ 11. I am very imaginative.
√ 12. I create new things.
√ 13. I like to try out new things. √ 37. I work for others.
√ 14. I accept responsibility and do it well. √ 38. I initiate to do job for all.
√ 15. I utilize to the maximum every material. √ 39. I assume responsibility with
confidence.
√ 16. I have happy disposition.
√ 40. I work to succeed.
√ 17. I appreciate other people.
√ 41. I am pleasant in action, words and
√ 18. I am tolerant of other persons.
appearance.
√ 19. I am kind and sympathetic.
√ 42. I am clean and neat as a person.
√ 20. I help voluntarily.
√ 43. I dress up appropriately.
√ 21. I adjust to different situation.
44. I am simple, beautiful/handsome.
√ 22. I look at the brighter side of life.
45. I am appealing to others.
√ 23. I enjoy company of others.
√ 46. I treat everybody with courtesy.
√ 24. I laugh at my own mistakes.
√ 47. I behave appropriately.
√ 25. I can adjust to any group as a member.
√ 48. I select social functions to attend.
26. I think that my suggestions are not
√ 49. I use appropriate language.
always correct.
√ 50. I adjust comfortably in a crowd.
27. I do not consider self as a better than
others. √ 51. I have deep concern for others.
√ 28. I treat everybody fairly. √ 52. I am always willing to share.
√ 29. I see other’s opinion as different from √ 53. I volunteer to the task for others.
mine.
√ 54. I give up personal time for the group.
√ 30. I give equal chance for everybody to be
√ 55. I work for the group even without
heard.
assurance in return.
√ 31. I work beyond the objectives set.
√ 56. I am fair in giving judgment.
√ 32. I do things without being told.
√ 57. I am consistent in words and actions.
√ 33. I do not give up easily on the task.
58. I am punctual in attendance.
√ 34. I set high goals for oneself.
√ 59. I am since in giving suggestions.
√ 35. I work with a sense of urgency.
√ 60. I extend help to many other
√ 36. I feel sure of what I do.
Personal Attributes Cluster of Items Numbers of Check Marks Interpretation

1. Intelligence 1-5 5 Very High

2. Emotional Stability 6-10 4 Average
3. Resourcefulness 11-15 5 Very High
4. Compassion 16-20 5 Very High
5. Buoyancy 21-25 5 Very High
6. Objectiveness 26-30 3 High
7. Self-motivation 31-35 5 Very High
8. Self-confidence 36-40 5 Very High
9. Pleasantness 41-45 3 Average
10. Refinement 46-50 5 Very High
11. Cooperativeness 51-55 5 Very High
12. Reliability 56-60 4 Average
Legend for Interpretation: 5—Very High; 4—Average, 3—High; 2—Low; 1—Very Low

The Observations
Your concrete experience, enabled to describe, what you are as a person. The qualities
reflect who you are. Make a similar observation of ten active teachers in a school. Your
observation will be done through a survey and will produce empirical evidences. This observation
will be skills to collect date, like when you doing research. You will be provided with a Survey
checklist for you to reduce 10 copies for your 10 respondent teachers. These teachers who will
become your respondent.

THE RESULTS IN THE MATRIX FOUND BELOW:

The Observe Information
Procedure:
1. To get the average, add the scores of the ten teachers and divide by 10.
2. Look at the legend in your own checklist, and determine the description of the average.
3. Study the results.

PERSONAL SCORES OF CHECKMARKS FOR EACH CLUSTER Ave Desc

ATTRIBUTES
T1 T2 T3 T4 T5 T6 T7 T8 T9 T10
1. Intelligence 5 3 4 4 5 5 4 5 3 5 4.3 Average
2. Emotional Stability 2 4 3 4 4 5 4 3 5 3 3.7 Average
3. Resourcefulness 4 3 4 3 4 2 4 3 4 4 3.5 Average
4. Compassion 4 5 4 4 5 4 4 2 4 5 4.1 Average
5. Buoyancy 3 4 4 5 4 3 3 5 4 4 3.9 Average
6. Objectiveness 4 4 4 2 2 3 4 5 4 2 3.4 High
7. Self-motivation 2 4 4 4 3 3 3 3 5 3 3.4 High
8. Self-confidence 4 4 4 3 5 3 4 2 4 3 3.6 Average
9. Pleasantness 5 3 4 5 4 3 4 4 5 4 4.1 Average
10. Refinement 3 3 5 4 4 5 4 3 5 3 3.9 Average
11. Cooperativeness 3 3 3 3 5 5 4 3 4 4 3.7 Average
12. Reliability 5 4 4 5 5 3 4 4 4 3 4.1 Average
Legend for Interpretation: 5—Very High; 4—Average, 3—High; 2—Low; 1—Very Low
The Observe Information

Procedure:
1. To get the average, add the scores of the ten teachers and divide by 10.
2. Look at the legend in your own checklist, and determine the description of the average.
3. Study the results.

PERSONAL ATTRIBUTES
SCORES OF CHECKMARKS FOR EACH CLUSTER Ave De Question:

1. Which of the twelve attributes is the highest among the teachers?

Based on the results, intelligence has the highest attribute that the teacher must.

2. Which of the twelve attributes is the lowest among the teachers?

Based on the results, objectiveness and self-motivation shared in the lowest attribute.

3. How many teachers are low in emotional stability?

Based on the results, there is no teacher that has low emotional stability. They were all in
average level.

4. How many teachers are high in compassion?

Based on the results, there is no teacher that has high compassion. All of them were in
average and very high compassion.

5. What six attributes are found to be strong among the teachers?

Based on the results, the six attributes found to be strong among the teachers are
intelligence, compassion, pleasantness, reliability, buoyancy and refinement.
6. What six attributes are found to be weak among the teachers?
Based on the results, objectiveness, cooperation, self-motivation, resourcefulness,
emotional stability and self-confidence were attributes that is weak among the respondents.

7. What interesting observations can spot from the other data not asked?
I think, on my own idea, communications skills is another data that was not asked. Based
on our book, communication skills is also one among the attributes that the teacher must
possessed, specifically at this time were 21st Century skills is being highlighted. We all know that
we are now in the advent of this new challenge (coping with the 21st Century Skills) in the
Philippine educational system.

My Reflection

After studying the results of your teacher survey, write down your reflections on the
following situations reported to have happened in the school setting.

1. Why are some teachers reported to have bumped a learner’s head on the wall or made a
child swallow scratch paper or pencil filings? What attributes do you think is low for this
teacher?

Bumping the learner’s head on the wall or made a child swallow scratch paper or pencil
filings tell us that the teacher has low emotional stability and compassion to his work. The
teacher with good emotional stability can maintain poise despite of the things that disturb them
such as those hardheaded students which has nothing to do in the class but to make noise.
Teachers remain undisturbed under the pressure in which despite of personal problems, they still
teach and remain to be okay in the front of his class. They hold their anger so that they will not
hurt their students who make way to make him irritated. He also remains calm in the midst of
chaos and maintains his dignity in all circumstances because teacher who maintains good
emotional stability can contribute to his effectiveness as an educator.
2. Why do you think some teachers are better loved by students than others?
Sometimes, in realistic sense, teachers with very high pleasantness are better loved by
the students than others. And also, the teachers with high refinement in which he treat his
students with courtesy and know how to adjust and socialize with them.

3. If you were to choose, which attributes should all teachers possess why?
For me, the attributes that the teacher should possess were centered into the two
qualities of a teacher: professional and personal. First is with intelligence and reliability
(professional). Secondly, with better emotional stability, with self-confidence and compassion
(personal).

My Future Application
Using what you have learned in this episode, when I become a teacher, I should…
be a teacher who is well equipped with the good attributes that a good educator must
have. Although nobody is perfect to perfectly possess these good attributes mentioned in the
questionnaires, I realized that this is not the problem. The most important thing is that I will try
to be a teacher more than those who is typical one.
This episode does not just highlight what define me most based on the number of checks
that I have in the checklist on “My Concrete Experience” above but it also tell me what attributes
I should have to effort more. This episode also tells me to become a teacher who is with “quality
of human acts by which we call them right or wrong, good or evil” referring to morality and we
have to grow in knowledge and in wisdom in our “sensitivity and openness to the variety of value
experiences in life. It also teaches me to be an educator that is mentally alert, make correct
decisions, give attention to details, analyze every situation and is quick to make solutions as part
of the intelligence where my teacher respondents got high marks.