TYPES OF CURRICULUM

• RECOMMENDED CURRICULUM

✓ proposed by schoolars and professional organization

• WRITTEN CURRICULUM

✓ implement/deliver lessons based on a curriculum that appear in school, district or division "documents"

• TAUGHT CURRICULUM

✓ implemented or delivered planned activities in the classrooms or schools

• SUPPORTED CURRICULUM

✓ implementation of supported curriculum

• ASSESSED CURRICULUM

✓ when students take a quiz or the mid-term and final exams

• LEARNED CURRICULUM

✓ can be achieved through learning objectives (cognitive, affective, & psychomotor domain)

• HIDDEN CURRICULUM

✓ unintended curriculum (not deliberately planned but may modify behavior or influence learning outcomes)

GOOD CURRICULUMS complement & cooperate with other programs of the community; in logical sequence;
continuously involving; complex of detail

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CURRICULUM DEVELOPMENT

✓ process of selecting, organizing, executing & evaluating the learning experience for the possibilities of improving the
teaching learning situation

PHASES OF CURRICULUM DEVELOPMENT

considers:

✓ needs of the learners

✓ achievable goals & objectives

✓ selection of the content to be taught

✓ motivation to carry out the goals

✓ strategies most fit to carry out the goals

✓ process to measure learning outcomes

• ORGANIZATION

✓ involves decisions, among other things, on grade placement & sequencing of content

• IMPLEMENTATION

✓ requires the teacher to implement what has been planned

• EVALUATION

✓ a match of the objectives with the learning outcomes will be made

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CURRICULUM DESIGN

• SUBJECT CENTERED DESIGN

✓ educators provide the subject matter

✓ easy to deliver for complementary books & materials are commercially available

• LEARNER CENTERED DESIGN

✓ takes each individual's needs, interests, and goals into consideration

• PROBLEM CENTERED DESIGN

✓ draws on social problems, needs, interest & abilities of the learners

Stage 1: Identifying Results/Desired Outcomes

✓ Content/Performance standard

✓ Essential understanding

✓ Objevtives-KSA

✓ Essential Question

Stage 2: Defining Acceptable Evidence/Assessment

✓ Assessment-Product

✓ Performance

✓ Assessment criteria/tools

✓ Six facets of understanding (e.i. a.p.e.s)

1. Explain

2. Interpret

3. Apply

4. Perspective

5. Empathy

6. Self knowledge

Stage 3: Learning Plan/Instruction

✓ Explore

✓ Firm up

✓ Deepen

✓ Transfer

• K-12 CURRICULUM (Enhanced Basic Education Curriculum)

1. Universal Kindergarten

2. Contextualization & Enhancement

3. Spiral Progression

4. Mother Tongue-Based Multilingual Education

5. Senior High School

6. College and Livelihood Readiness, 21st Century Skills

✓ a medium of instruction from pre-school to grade 3

EVERY CHILD A READER

✓ by the end of SY, every child passing preschool must be reader by grade 1

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SUBJECT CENTERED CURRICULUM

1. SEPARATE SUBJECT DESIGN

✓ subject related to another subject but not integrated to put emphasis on that certain area

e.g. Values Education in HS

2. CORRELATION DESIGN

✓ subjects are related to one another but each subject maintains its identity

e.g. Science & its related concepts in Math

3. DISCIPLINE DESIGN

✓ focus on specific discipline which the scholars used to study as specific content of their field

e.g. English & Social Studies through History

4. BROAD FIELD DESIGN (interdisciplinary)

✓ integration of contents that are related to each other to comprise ine subject area

e.g. geography + civics + culture + history = Social Studies

5. PROCESS

✓ general & not specific to any particular discipline but applicable to all

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LEARNER CENTERED DESIGN

1. CHILD CENTERED DESIGN

2. EXPERIENCE CENTERED DESIGN

✓ integration of habits & skills in learning the knowledge components of subject areas

✓ immediate felt interest & needs of learners

3. RADICAL DESIGN (Romantic)

✓ students need to gain awareness, competencies, & attitude to enable them to take control of their lives

✓ draws upon the ideas of critical theorists

4. HUMANISTIC DESIGN

✓ the development of the self is the ultimate objective of learning (the process of becoming)

✓ attributed to Abraham Mashlow & Carl Rogers

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PROBLEM CENTERED CUREICULUM

1. LIFE SITUATION DESIGN

✓ connection of subject to real situation increases the relevance of the curriculum

✓ deals w/ life situation of health, worthy home membership, vocation, citizenship, leisure, ethical character (problem
solving is heavily emphasize)

2. CORE DESIGN

✓ centered on general education & is based on problems arising out of common human activities

✓ curriculum is carefully planned before the students arrive (adjustments can be made)

3. RECONSTRUCTIONIST DESIGN

✓ engages the learner in a critical analysis of the local, national & international community

✓ gives attention to political practices of business & government groups & their impact on the economic realities of the
workforce

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COMPONENTS OF CURRICULUM DESIGN

• OBJECTIVES

✓ bases for the selection of content and learning experience

• LEARNING EXPERIENCE

✓ set the criteria against which learning outcomes will be evaluated

✓ instructional strategies and methods

• CONTENT/SUBJECT MATTER

✓ frequently and commonly used in daily life

✓ suited to the maturity levels and abilities of students

✓ valuable in meeting the needs and the competences of a future career

✓ compendium of facts, concepts, generalization, principles & theories

• EVALUATION APPROACHES

✓ methods and instruments to be used to asses the results of curriculum (quality, effectiveness or value of the program,
process and product)

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DESIGN ELEMENTS IN CURRICULUM

• SCOPE (Coverage)

✓ all the content, topics, learning experiences, & organizing threads comprising educational plan (units, sub-units,
chapters, sub-chapters)

✓ broad, limited, simple, general, etc.

• SEQUENCE (Order)

✓ vertical relationships among elements to provide continuous & cumulative learning

✓ hierarchical manner of arrangement for content & experience; cognitive, affective & psychomotor domain for
developmental patterns of growth
• ARTICULATION (Connectivity)

✓ establishes the vertical "linkage" from level to level, course to course to avoid glaring gaps & wasteful overlaps

✓ explains connectivity of learning that create seamless learning

• CONTINUITY (Spiral)

✓ vertical repetition & recurring appearances of the content (basic to most difficult)

✓ strengthen the permanency of learning & development of skills

• BALANCE

✓ equitable assignment of content, time, experiences and other elements

✓ content should be fairly distributed in depth & breadth of a particular discipline/learning area

• INTEGRATION

✓ organization is drawn from the world themes from real life concerns

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CRITERION IN CONTENT SELECTION

• VALIDITY

✓ content is true (autheticity) & related (rekevance) to the objectives

• CONTINUITY

✓ concepts be used to recur & be repeated w/ depth for effective learning

• SIGNIFICANCE

✓ content will contribute the basic ideas, concepts, principles and generalization to achieve the overall aim of the
curriculum

• INTEREST

✓ learner will value the content or subject matter if it is meaningful to him/her

• LEARNABILITY
✓ appropriateness of the content; subject matter should be within the range of the experience of the learners

• UTILITY

✓ usefulness of the content or subject matter

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CURRICULUM APPROACHES

• MANAGERIAL APPROACH

✓ school principal is the curriculum leader and at the same time instructional leader

• SYSTEMS APPROACH

✓ organizational chart of the school shows the line staff relationships of personnel and how decision are made

• BEHAVIORAL APPROACH

✓ change in behavior indicates the measure of the accomplishment

• HUMANISTIC APPROACH

✓ learner is the center of the curriculum

✓ total development of the individual is the prime consideration

• GRASSROOTS APPROACH (by Hilda Taba)

✓ teachers who teach or implement the curriculum should participate in developing it

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• CURRICULUM ASSESSMENT

✓ gather information about what students' know and can do

PILOT TESTING

✓ process of gathering empirical data to support whether the material or the curriculum is useful, relevant, reliable &
valid

MONITORING

✓ periodic assessment and adjusment during the try out period

✓ voluntary review of the curricular program to determine its status in terms of several ideas that include curriculum &
instruction

• CURRICULUM EVALUATION

✓ systematic process of judging the value effectiveness and adequacy of a curriculum to attain specified objectives

• CURRICULUM IMPROVEMENT

✓ enrich & modify certain aspects of a particular program w/o changing its fundamental conceptions

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• EDUCATIONAL TECHNOLOGY

✓ upgrading the quality of teaching and learning in school

✓ broadening the delivery of education outside school through non traditional approaches to normal and informal
learning

• MODEL OF CURRICULUM (by Ralph Tylers)

✓ purpose of the school (societal need)

✓ educational experience related to the purpose

✓ organization of the experience

✓ evaluation of the experience

• CIPP MODEL (by Stufflebeam)

1. CONTEXT

✓ environment of the curriculum or the real situation where the curriculum is operating

2. INPUT

✓ goals, instructional strategies, the learners, the teachers, the content and all the materials needed in the curriculum

3. PROCESS

ways and means of how the curriculum has been implemented

4. PRODUCT

✓ indicates if the curriculum accomplishes its goal