Curriculum Essentials: A Comprehensive Guide

CHAPTER 1: CURRICULUM ESSENTIALS In what form does it become a IMPORTANCE OF CURRICULUM: recommended curriculum? 1. Formal, non-formal, and informal do not - In...

CHAPTER 1: CURRICULUM ESSENTIALS In what form does it become a IMPORTANCE OF CURRICULUM: recommended curriculum? 1. Formal, non-formal, and informal do not - In the form of MEMORANDUM, exist without it. POLICIES, STANDARDS, and 2. Classrooms and teachers will be empty GUIDELINES. and nothing to do if there’s no 2. Written Curriculum curriculum. - where it originated? 3. It is at the heart of teaching profession. * from the recommended curriculum - in what form? Types of Curricula Simultaneously Operating in * syllabi, modules, books, instructional the Schools guides, lesson plan and the K to 12 for Basic According to Allan Glatthorn as mentioned by Education Bilbao et al (2008) 1. Recommended Curriculum- who’s agency 3. Taught Curriculum take care of it? - It is the IMPLEMENTATION PHASE Example: DepEd for Basic Education from what has been written in the (elem and highschool) written curriculum or planned, putting CHED for College life into it. TESDA for Vocational - Depends teaching and learning style Education - Aided through instructional materials UNESCO and facilities. 4. Supported Curriculum THE TEACHER AS A CURRICULARIST - Materials to make learning an According to Hayes, 1991; Ornstein & Hunkins, engaging one 2004; Hewitt, 2006- Curricularist is a professional - This includes: books, charts, posters, curriculum specialist and teacher is one of them\ non-print materials (PPT), movies, realias, mock-ups, and other electronic illustrations 1. KNOWS THE CURRICULUM (knower) - Includes room as well - Teachers begin knowing the subject - Supports authentic learning matter or content 5. Assessed Curriculum - Mastering content - Taught and supported will be 2. WRITES THE CURRICULUM (writer) evaluated (if teaching style is effective - Recording concepts, subject matter or and if materials are relevant) content or in other words they write - Present here are the ff: ASSESSMENT books, modules, laboratory manuals, for LEARNING, ASSESSMENT as instructional guides, etc,. LEARNING, and ASSESSMEN of 3. PLAN THE CURRICULUM (planner) LEARNING. - Done yearly, monthly, or daily 6. Learned Curriculum - Guide in the implementation of the - If there’s a change behavior. curriculum 7. Hidden/ Implicit Curriculum - Takes into consideration the ff: - Not planned but natural, + learners unpredictable and some are + support material conditions or just phenomenon + subject mater  + desired outcomes THE TEACHER AS A KNOWER OF + context of the learners among CURRICULUM others 4. INITIATES THE CURRICULUM (initiator) - Initiating in implementation (being Currere- Latin word for Curriculum open-minded and with full belief that - It refers to an oval track to which the curriculum will enhance learning Roman chariots raced - Through the recommended curriculum - The New International Dictionary 5. INNOVATES THE CURRICULUM defines curriculum as the whole body - Curriculum changes as it is dynamic of a course in an educational thus innovating helps the curriculum institution or by a department to be manifested - In Oxford English Dictionary - The ff: strategies in teaching, way of curriculum is taught as courses in doing, ways of evaluating, skills of the schools or universities teachers and kind of students 6. IMPLEMENTS THE CURRICULUM - Simply put action to the written SOME DEFINITIONS OF CURRICULUM curriculum 1. Daniel Tanner (1980) 7. EVALUATE THE CURRICULUM - Bringing desired results - planned and guided set of experiences and intended outcomes - formulated through the systematic 5. Grundy (1987) reconstruction of knowledge and experiences - it is a program of activities (teachers and pupils) under the auspices of the school designed so that pupils will attain so far as - focuses on the result of a personal social possible certain educational and other schooling competence ends or objectives 2. Pratt (1980) 6. Goodland and Su (1992) - written document that systematically describes - a plan that consists of learning opportunities for goals, planned, objectives, content, learning a specific time frame and place activities, evaluation procedures and so forth - a tool that aims to bring about behavior changes 3. Schubert (1987) in students as a result of planned activities and includes all learning experiences received by - all of the components inside the curriculum even students with the guidance of the school the desired outcomes made up to reform a society is a curriculum 7. Cronbeth (1992) 4. Hass (1987) - provides three questions - “all of the experiences that individual learners 1. What knowledge, skills, and values are most have in a program of education whose purpose is worthwhile? to achieve broad goals and related specific 2. Why are they most worthwhile? objectives, which is planned in terms of a framework of theory and research or past and 3. How should the young acquire them? present professional practice” SOME POINTS OF VIEW OF OTHER 4. Phillip Phenix CURRICURALISTS - Should consist entirely of knowledge which comes from various disciplines. Curriculum from Traditional Points of View - means only for accomplishing intended goals Curriculum from Progressive Points of View - comes from course of study, books, 1. John Dewey syllabus - Education is experiencing 1. Robert M. Hutchins - Reflective thinking is a means that - “permanent studies” unifies curricular elements that are - 3rs are emphasized tested by application - Liberal should be in college 2. Holin Caswell and Kenn Campbell 2. Arthur Bestor - All experiences children have under - Mission of the school should be the guidance of teachers. intellectual training 3. Othaniel Smith, William Stanley and - Curriculum should focus on the Harlan Shore fundamental intellectual disciplines - Sequence of potential experiences, set 3. Joseph Schwab up in schools for the purpose of - Discipline is emphasized, ruling disciplining children, and youth in doctrine for the development of the group ways of thinking and acting curriculum (subject areas: Science, 4. Colin Marsh and George Willis Mathematics, Social Studies, English, - The experiences in the classroom and many more) which are planned and enacted by he  teacher and also learned by the 1. Topical Approach- content is based on students. knowledge, and experiences are included APPROACHES TO THE SCHOOL 2. Concept Approach- fewer topics in CURRICULUM clusters around major and sub- concepts and their interaction, with Three ways of Approaching a Curriculum relatedness emphasized 3. Thematic Approach- a combination of 1. CONTENT concepts that develop conceptual 2. PROCESS structures 3. OUTCOME 4. Modular Approach- that leads to complete units of instruction 1. CURRICULUM AS A CONTENT OR BODY Criteria in the selection of content (Scheffer, 1970 OF KNOWLEDGE in Bilbao, et al. 2015) - Common for traditionalists to equate a curriculum to a topic outline, subject matter, or concepts to be included in 1. Significance the syllabus or a books - content should contribute to ideas, - Teaching is limited to the acquisition concepts, principles, and generalizations of facts, concepts, and principles of that should attain the overall purpose of the the subject matter. curriculum - significant if it develops the domains of There are four ways of presenting the learning or skills of the learners content in the curriculum. The ff are: 2. Validity 2. Appropriate to the maturity levels and - authenticity of the subject matter abilities of the learners. 3.Utility 3. Valuable in meeting the needs and - usefulness of the content in the curriculum competencies of the future career. is relative to the learners who are going to 4. Related to other subject fields or use these disciplines for complementation and - it may useful in the past but now or in the integration future 5. Important in the transfer of learning to 4. Learnability other disciplines. - the complexity of the content should be B A S I C S: Fundamental Principles for within the range of experiences of the Curriculum Contents (Palma, 1952) later on added learners by Hunkins and Ornstein (2018) which is the 5. Feasibility Scope or the last S in the acronym B A S I C S. - able to be learned within the time allowed, resources available, expertise of the B- alance teachers and the nature of the learners - Content should be fairly distributed in 6. Interest depth and breadth - will the learners take interest in the - Not too much or too little given with content the time allocation A-rticulation GUIDE IN THE SELECTION OF THE CONTENT IN THE CURRICULUM - Content complexity progresses with the educational levels, vertically or 1. Commonly used in the daily life. horizontally, across the same  discipline smooth connections or - Constant repetition, reinforcement bridging should be provided and enhancement of content are all - Seamlessness in the content is desired elements of continuity and can be assured if there is S-cope articulation S-equence - The breadth and depth of the content - Logical arrangement of the content - Coverage refers to sequence and order - Can be done through vertical if it’s for 2. CURRICULUM AS A PROCESS deepening the content or horizontal - As a verb or action not a noun for broadening the same content - Questions asked and learning - The pattern is usually from easy to activities is presented complex (known to the unknown; - Practice of teaching current to something in the future) - Uses content to achieve an outcome I-ntegration - Provides curriculum on how to teach - Relatedness or connectedness (Pedagogical Content Knowledge) - Done because it gives holistic and - Instruction, implementation and unified view of curriculum instead of teaching (connotes process) segmentation C-ontinuity - Continuously flow as it was before - It should be perennial  CURRICULUM DEVELOPMENT: PROCESSES AND MODELS 1. Curriculum planning - School vision, mission, and goals - Includes the philosophy or strong education belief of the school 2. Curriculum designing - Conceptualized (selection and organization of content, learning experiences or activities, assessment procedure and tools to measure to achieve learning outcomes 3. Curriculum implementing 3. CURRICULUM AS A PRODUCT - Putting action to the plan - the learning outcomes - Teacher is the facilitator of learning - the product of the curriculum is a and together with the learners student equipped with knowledge, - Uses curriculum as design guides to skills, and values what will transpire in the classroom - result of planning, content, and 4. Curriculum evaluating processes in the curriculum - Through summative and formative - central to the approach is the - It will determine factors that have formulation of behavioral objectives hindered or supported the implementation - Allow decision-making of curriculum planners and implementors