Curriculum Design Overview

• Curriculum is an interactive system for instruction and learning
• Curriculum uses goals, content, strategies, measurement, and resources

Nature of Curriculum

• The instructional program meets student needs
• Course outlines detail the knowledge to be taught
• All school guided experiences

Scope of Curriculum

• Curriculum includes breadth of content, experiences, and activities
• Goals for learning are benchmarks and a sequence of skills
• Methods are the teacher's instructional strategies
• Tools and media are Materials for learning
• Assessment measures student progress

Types of Curricula

• Written Curriculum includes formal teaching materials like lesson plans and textbooks
• Taught Curriculum refers to how teachers deliver content using various methods and tools
• Supported Curriculum includes resources like field trips, technology, and staff
• Assessed Curriculum refers to methods used to evaluate student success, like tests
• Recommended Curriculum has content and skills prioritized by experts
• Hidden Curriculum includes unwritten norms, values, and expectations
• Excluded Curriculum is content deliberately or unintentionally left out
• Learned Curriculum is the knowledge and attitudes students actually acquire

Roles and Responsibilities

• Students are co-creators
• Teachers are facilitators, developers, and implementers
• Administrators act as leaders
• Employers are partners
• Policymakers act as regulators
• Parents support the curriculum
• The community acts as curriculum resources

Major Conceptions of Curriculum

Humanistic Curriculum

• Emphasis is on personal growth and self-actualization
• Focus is on developing the whole person

Aspects of Humanistic Curriculum

• Holistic Development
• Student-Centered Learning
• Intrinsic Motivation
• Emotional and Social Learning
• Creativity and Critical Thinking
• Respect for Individual Differences

Social Reconstructionist Curriculum

• Addresses social issues and promote social change
• Critical analysis of societal problems
• The goal is to become active participants in building a just and equitable society

Aspects of Social Reconstructionist Curriculum

• Focus on Social Issues
• Active Citizenship
• Critical Thinking and Problem-Solving
• Collaborative Learning
• Empowerment and Agency
• Interdisciplinary Approach
• Ethical and Moral Development

Systemic Curriculum

• Sees education as interconnected parts
• There is an emphasis on efficiency, standardization, and alignment with educational standards and assessment

Aspects of Systemic Curriculum

• Setting Standards and Learning Outcomes, with specific and measurable goals
• Learning Outcomes include the skills and knowledge to be acquired

Alignment in Systemic Curriculum

• Aligning policies support the standards and learning outcomes
• Curricular Frameworks outline structure and content of the curriculum
• Alignment requires instructional Materials
• Classroom Instruction uses teaching methods and strategies
• Assessments measure student performance

Reorganization

• Maximizing Student Achievement focuses on student outcomes
• Continuous Improvement includes reviewing and updating to ensure effectiveness

Evaluation and Accountability

• Continuous Evaluation
• Accountability

Academic Curriculum

• Traditional approach is used
• Focus is on mastery of academic subjects and intellectual development
• Cognitive skills are prioritized through a structured learning environment

Aspects of the Academic Curriculum

• Subject-Centered
• Knowledge Acquisition
• Structured Learning
• Rigorous Standards
• Teacher-Centered Instruction
• Critical Thinking and Analysis
• Preparation for Higher Education

Foundations of Curriculum

Philosophical Foundations

Traditional Philosophies

• Idealism
• Realism

Modern Philosophies

• Pragmatism
• Existentialism

Educational Philosophies

• Perennialism
• Essentialism
• Progressivism
• Reconstructionism

Idealism - Plato

• The only true reality is ideas, emphasizing spiritual growth
• Teachers cultivate character, knowledge, and aesthetics, acting as models, friends, and guides

Realism - Aristotle

• Reality exists independently, emphasizing objective knowledge
• Understanding nature and universal laws is key
• Core subjects, cultural heritage, and intellectual development are part of the curriculum

Pragmatism - John Dewey

• Reality is practical and based on experience, with learning by doing
• Focus is on developing problem-solving skills and intelligence
• The curriculum is flexible, experience-based, and child-centered

Existentialism - Sartre

• Individual choice and responsibility are emphasized
• Encourages personal choice, diverse subjects, and emotional growth

Perennialism - Plato, Aristotle, or Thomas Aquinas

• Focuses on universal truths and intellectual growth
• Emphasizes literature, philosophy, theology, and core subjects

Essentialism - William Bagley

• Focuses on essential academic skills and character development
• Curriculum prioritizes reading, writing, math, and content mastery

Progressivism - John Dewey

• Centers on democratic learning and child-centered education
• Curriculum is flexible, interest-based, and encourages self-direction

Reconstructionism - Theodore Bramheld

• Focuses on social reform and addressing global issues
• Curriculum emphasizes social problems, critical thinking, and community involvement

Psychological Foundations

Gestalt Psychology

• Focuses on the whole being greater than the sum of its parts

Principles of Gestalt psychology

• Pragnaz perceives the simplest form possible
• Similarity groups similar items together
• Proximity groups items close together
• Continuity sees continuous patterns rather than separate parts
• Closure mentally fills in gaps to make a complete image
• Common Region groups elements in the same area

Conditions of Learning - Robert Gagne

• Focuses on effective instructional design

Events using Gagne's model for instructional design

• Gain Attention captures student focus
• Identify Objectives sets clear learning goals
• Recall Prior Learning activates previous knowledge
• Present Stimulus delivers new content
• Guide Learning provides guidance during practice
• Elicit Performance encourages student participation
• Provide Feedback reinforces correct responses
• Assess Performance evaluates understanding
• Enhance Retention/Transfer helps students apply learning in new contexts

Person-Centered Therapy - Carl Rogers

• Emphasizes students taking charge of thier own learning

Three Conditions in Person-centered Therapy

• Unconditional Positive Regard- acceptance without judgment
• Empathy- understanding and sharing feelings
• Congruence- authenticity and transparency from educators

Cognitive Development Theory - Jean Piaget

• Describes stages of cognitive growth

Stages of Piaget's cognitive development

• Sensorimotor stage (0-2) learning through senses and actions
• Preoperational stage (2-7) language and imagination develop
• Concrete operational stage (7-11) logical thinking about concrete events
• Formal operational stage (11+) abstract and critical thinking

Connectionism Theory - Edward Thorndike

• Learning is emphasized via stimulus-response connections

Three Laws: of Connectionism Theory

• Law of Readiness learning only happens when students are ready
• Law of Effect positive outcomes reinforce learning
• Law of Exercise repetition strengthens learning

Classical Conditioning - Ivan Pavlov

• Focuses on associating stimuli with responses

Elements of Classical Conditioning

• Unconditioned Stimulus- naturally triggers a response
• Unconditioned Response- automatic reaction
• Conditioned Stimulus- previously neutral trigger
• Conditioned Response- learned reaction

Hierarchy of Needs - Abraham Maslow

• Fulfilling individual needs supports learning

Five Levels : of Maslow's Hierarchy

• Physiological needs- food, water, shelter
• Security and safety needs- stability and protection
• Love and belonging needs- relationships and connection
• Esteem needs- respect and recognisition
• Self-actualization- Achieving potential

Steps For Curricular application

• Assess individual needs
• Create supportive environments
• Integrate social-emotional learning
• Differentiate instruction
• Connect learning to real life situation

Sociocultural Learning Theory - Lev Vygotsky

• Emphasizes social and cultural contexts in learning

Key Concepts of Sociocultural Learning Theory

• Zone of Proximal Development (ZPD) is the gap between what learners do independently and with guidance
• Scaffolding supports learners master tasks during learning
• Culturally Relevant Pedagogy incorporate backgrounds into learning
• Collaborative learning strategies encourages teamwork

Multiple Intelligence Theory - Howard Gardner

• Suggests individuals have diverse ways of processing information

Types of Intelligence

• Visual/Spatial- Visualizing Objects
• Linguistic/ Verbal- Language skills
• Logical/ Mathematical- Logical thinking and problem solving
• Body/ Kinesthetic - Physical movement skills
• Musical -Sensitivity to sounds
• Interpersonal - Understanding others
• Intrapersonal -Self awareness
• Naturalistic -Recognizing patterns in nature
• Existential- Deep thinking about life's big questions

Application For Curricular

• Assess student strengths
• Use varied teaching strengths
• Connect subjects
• Offered flexible assessment

Emotional Intelligence Theory - Daniel Goleman

• Focuses on managing emotions effectively

Components For Emotional intelligence Theory

• Self awareness- Recognizing emotions
• Self regulation- Controlling impulses
• Motivation- Inner drive for success
• Empathy- Understanding others feelings
• Social skills- Effective interpersonal interactions

Application For the Emotinal intelligence Theory

• Encourage discussions about emotions
• Use real life scenarios
• Design activities requiring emotional skills
• Promote self reflection

Historical Foundations

• The pre- Spanish Era was informal, oral, and practical
• the Pre-Spanish Era Reverence was focused for Aratos and Bathalas
• the Alibata alphabet were Used

Historical Span Era

• The focused reading, writing, and religion
• The Spanish Era Managed by religious organizations; religion-based materials dominated

Historical American Era

• Introduces an Americanized curriculum
• English became the medium of instruction

American Era emphasis:

• Emphasized body training e.g. singing, dancing, PE and mental training e.g. English, arithmetic
• Subjects included civics, geography, and science

Key Contributors to Curriculum Development

• Franklin Bobbit- Curriculum has a science; emphasizes students' needs and adult preparation
• Werret Charters- Advocated matching objectives with activities
• William Kilpatrick - Developed the child centered project method
• Harold Rugg - Emphasized developing the whole child and highlighted social studies
• Hollis Casswell - Promoted curriculum organized around social themes and student interests
• Ralph Tyler- Linked curriculum to school philosophy and focused on problem-solving and generalist education
• Hilda Taba - Contributed to concept development and critical thinking in social studies
• Peter Olivia - Described curriculum change as a cooperative effort involving teachers and specialists

Sociological Foundations

• Schools And Society
• Schools act as agents of change influenced by social needs
• Durkheim emphasizedhow society influences education and behavior
• Alvin Toffler Predicted home schooling due to technological advancements and promoted creative and collaborative learning
• Paulo Freire Advocated for critical reflection in education and emphasized questioning and problem-posing to raise student awareness
• John Goodlad Focused on active learning, critical thinking, and aligning content with educational standards

Legal Foundations

• Article XIV, Sec. 3 focuses on Paragraph 1 and 2 of the 1987 Philippine Constitution
• Paragraph 1: All educational institutions need to include the study of constitution as a part of curriculum
• Objectives of Philippine Education- Develop moral character and personal, Foster love for humanity and Promote respect for human rights
• Paragraph 2- The State most provide a system of free and compulsory education in elementary and high school levels
• Batas Pambansa Blg No. 232 focuses education on the Act of 1982
• Batas Pambansa Blg Establishes an integrated system of education covering the public and private schools and it's levels
• National Development Goals focus Achieve and economic development ,Ensure maximum participation of all citizens and strengthen national unity of values
• Republic Act 7722 is a higher education act of 1994
• Act Establishes the Commission on Higher Education focuses on regulating tertiary education
• Bodies focus education, Basic education and Technical, the purpose is to improve technical education and skills training
• The government must Promote competency-based education and provide skill certification
• The education also ensures access for marginalized groups and encourages industry collaboration to align training with job market needs
• Republic Act No. 1053, education includes act of 2013 Enhanced Basic
• The Act Mandates a learner-centered, inclusive, and developmentally appropriate curriculum
• And, introduces the education adding two years to the basic education cycle
• Another education factor, tongue-Based Multilingual Education for tongue education
• The act also, requires teacher education and training for effective curriculum implementation

Levels of Curriculum Implementation

National Level

Led by the Secretary of Education and key officials

National Standards

• Formulating educational policies
• National standards

Regional Level

• The Level Managed by the Regional Director

Responsible for

• Developing regional educational plans and standards ensuring staff recruitment and training
• National criteria in Managing region-wide projects

Division Level

• Led by the Division Superintendent

Responsibilities

• implementing division educational plan sources
• Overseeing resources to staff educational standards

School District Level

• It's Managed by the District Supervisor to provide instructional support

Responsibilities Includes

• Supervising curriculum compliance

Responsibility Includes

• Setting the school's mission and the objectives

Factors to Consider Implementation

To Government Requirements education

• To content selection and learning
• To facilities which supports the demands to the school policy,
• curriculum must Respond to changing societal

Curriculum Content Design For All Levels

• The curriculum level should be designed with cognitive and emotional needs
• methods of organization that are organized in a proper sequence way
• With the number of courses and the teacher qualifications meeting the scope of the subject
• The Examination system aligns with the content and assessment

The type of society for relevance

• Learning Occurs Through Active Student Involvemen

Learning Experiences

• Opportunities For Practice
• Student Satifactopm
• The Alignmeny and variety

Curriculum Evaluation

• And assessing the impact of a curriculums effects

Evaluation Is used For

• How the curriculum is process
• The curriculum is the main outcomes or not
• identifies strength

Key Definitions

• Is to gather, decide or not the curriculum should be accepted by the education board
• Evaluation Identifies strengths and how the curriculum does not meet its standards

Evaluation Process

• Curriculums, provides useful information that is applied or eliminated to meet goals

Reasons For Curriculum Evaluation

• Identifies strengths and to to get the standard level

Types of Evaluation

• And the measures achievement

Evaluation Process

• The conducted evaluation process at schools

Models

• That evaluates training program and that identifies individual strengths
• Stake and objective That is the foundation to follow or that over the standards