Prof Ed 2 - Curriculum Development

Curriculum
Development
Professional Education
Exclusively for My Review Coach online LET review. Not for redistribution. © 2011 My Review Coach of MindGym Philippines.
Curriculum
All of the learning of
students which is
planned by and directed
by the school to attain
its educational goals.
–Ralph Tyler, 1949
Curriculum
A plan or program for all
experiences which the
learner encounters under
the direction of the school
–Oliva, 1982
What is the difference between
CURRICULUM and INSTRUCTION?
CURRICULUM INSTRUCTION
• Plan, program, • Means, methods,
content learning teaching act,
experience implementation,
• “what” is taught presentation
• Programmatic • “how” to teach
• Methodological
LEARNING
knowledge or skill
ELEMENTS OF CURRICULUM
1. Curriculum intent
2. Contents
3. Learning experiences
4. Evaluation
• Curriculum Intent
– Aims – broad statements of social or
educational expectations; what is hoped
to be achieved
– Goals – general statements of concepts,
values, and skills to be learned
– Objectives – specific learning outcomes;
basis for instructions
• Content
– Topics to be learned/covered
• Learning experiences
– Instructional strategies activities,
methods, and approaches to teach
contents
• Evaluation tools
– To check if intents were realized
INFLUENCES on CURRICULUM
1. Sociological and cultural
2. Philosophical
Metaphysics, Epistemology, Logic,
Axiology, Idealism, Realism,
Pragmatism, Perrennialism,
Existentialism, etc.
3. Historical
Pre-Spanish, Spanish, American,
Commonwealth, Japanese, 3rd and 4th
Republic
4. Psychological
Learners
Conditions of learning
Teaching and learning styles
LEVELS of CURRICULUM
According to Remoteness from Learners
1. Experiential  
- used and experienced by the learner
2. Instructional
- teacher’s instructional strategies
and materials
3. Institutional
- standards, philosophies, teaching
guides, themes of subjects to be taught
4. Societal 
- goals, topics, time frame, materials
MAJOR TYPES OF CURRICULUM DESIGN
1. SUBJECT-CENTERED
- emphasis on mastery of subject matter
- teacher with full control
- main instructional tool: textbook
- teaching of facts; no interrelations between
subject areas
examples: spiral, mastery learning,
open classroom, problem solving
2. LEARNER-CENTERED
- emphasis on holistic development of learner
- cooperative interaction: learners, teachers,
parents
- meaningful learning lessons based on
learners’ needs and interests
examples: activity-based, child-centered,
social process and life functions-focused,
process-oriented.
3. SOCIETY-BASED
- rooted on needs of society and culture
- emphasis on problem-solving processes and
human relations skills
- integrates subject matter to needs of learner
and society
PATTERNS OF
SUBJECT-CENTERED CURRICULUM
1. Mastery Learning Curriculum
– student master subjects through
remembering
2. Spiral Curriculum
– students are ready to learn concepts
when they reach required level of
development, and maturity; have
necessary experience topics treated
with corresponding degree of
complexity across levels,
3. Open Education Curriculum
allows students to be free to discover
important knowledge;
teachers - major curriculum developers
4. Problem Solving Curriculum

students guided to discover answers to
problems
5. Separate Subjects Curriculum

subjects independent in content and time
6. Correlated Subjects Curriculum
subjects related in content and time
may be factual, descriptive, normative
7. Broad Fields Curriculum
subjects integrated through principles or
themes
8. Core Curriculum
aims to create a universal sense of
inquiry, discourse, and understanding
among learners of different background
context or theme is the core of learning
PATTERNS OF
EXPERIENCE-CENTERED CURRICULUM
1. Activity-based
based on child’s needs
no advance planning
cooperative planning
2. Child-centered
uses experiential rather than rote learning
custom-made activities for children
3. Social processes and life functions-focused
centered on major cultural life activity of man
relate learners and society
4. Process-centered
focuses on personal attributes and skills of
individual learner in ever-widening
circles of self, others and society
emphasis on development of skills traits
that will serve the learner for life
Other types of Curriculum
• Overt, explicit, written
formally designed and reviewed
• Societal
massive, informal curriculum of family,
peers groups, communities, churches,
occupation, media & other socializing forces
• Hidden or covert
implied by nature and structure of
school, administrators,
teachers
• Null or censored curriculum
should not be taught; not important
• Phantom
messages prevalent in and through
exposure to any type of media
• Concomitant
from church – in the context of religious
expression, values, ethics, morals
• Rhetorical
ideas from policy makers, school
officials, administrators, politicians
• Curriculum-in-use
actual curriculum delivered
and presented by teachers
• Received or attained
content and concepts students learn
• Internal
processes, content and knowledge
combined with learner’s realities –
internalized by student
• Electronic
derived from internet
CURRICULUM DEVELOPMENT
Process of selective organizing, executing
and evaluating learning experiences based
on needs, abilities and interest of learners,
considering
nature of community
PHASES
1. Planning
2. Organization and Design
3. Implementation
4. Evaluation
5. Improvement
1. PLANNING
- situation analysis
- goal setting
- need identification
- budgeting
- decisions regarding implementation
and evaluation details
2. ORGANIZATION and DESIGN

- arrangement of curriculum elements
- selection of: content, subject matter,
sequence, focus, grade placement, time
allotment, activities
3. IMPLEMENTATION
- instructional phase of curriculum dev’t
4. EVALUATION
- determination of quality, effectiveness, or
value of a curriculum
- process and product evaluation
- Criteria:
a. Consistency with objectives
b. Comprehensive scope
c. Continuity
d. Balance
e. Coherence
f. Articulation
5. IMPROVEMENT or CHANGE
- Improvement: NO change in basic

curriculum elements
examples: substitution,
alteration, variation, restructuring,
value orientation
- Change: basic alteration in structure

and design of curriculum
CURRICULUM PLANNING LEVELS
MICRO LEVEL
1. Classroom
2. Team/grade/department
3. Individual school
4. School district
5. State
MACRO LEVEL
1. Regional
2. National
3. World
MAJOR MODELS of
CURRICULUM DEVELOPMENT
A. Ralph Tyler’s Ends-Means Model

1. Determine philosophy of school and
teacher
2. Identify educational experiences
related to the purposes
3. Organize these experiences content
4. Evaluate/reevaluate purpose results
B. Hilda Taba’s Inverted Model
1. Diagnose needs of schools and
community
2. Formulate specific objectives
3. Select content  student’s
developmental level
4. Organize content
5. Select activities
6. Organize activities
7. Evaluate lessons and units 
objectives
8. Check for balance and
sequence
GUIDELINES
to CURRICULUM DEVELOPERS
1. Curriculum change is inevitable and
desirable.
2. The curriculum is a product of its time.
3. Curriculum changes of earlier periods
often coexist and overlap curriculum
changes of later periods.
4. Curriculum change occur only as people
are changed.
5. Curriculum development is a cooperative
group activity.
GUIDELINES
to CURRICULUM DEVELOPERS
6. Curriculum development is basically a
decision-making process.
7. … never ends.
8. … is a comprehensive process.
9. … is more effective if it is comprehensive.
10. The curriculum planner starts from where
the curriculum is just as the teacher starts
from where the students are.
(Oliva, 2005)
CURRICULUM DESIGN MUSTS
 Holistic and coherent

 Accessible
 Student-centered
 Fosters learning and encourages
independence
 Based upon or has links to research and
scholarship
 Based on feedback, evaluation, review

Prof Ed 2 - Curriculum Development

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Curriculum

4. Problem Solving Curriculum

5. Separate Subjects Curriculum

2. ORGANIZATION and DESIGN

- Improvement: NO change in basic

- Change: basic alteration in structure

A. Ralph Tyler’s Ends-Means Model

 Holistic and coherent

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