Final-Edited_PROFED-5-for-ASC-UPDATED.doc

UNIT I: AN OVERVIEW OF THE CURRICULUM Overview This unit tackles the concepts, nature and purposes of curriculum, curriculum development in the Philippine Context, types of curricula, foundations of curriculum, and its characteristics. Under the concepts, nature and purposes of curriculu...

UNIT I: AN OVERVIEW OF THE CURRICULUM Overview This unit tackles the concepts, nature and purposes of curriculum, curriculum development in the Philippine Context, types of curricula, foundations of curriculum, and its characteristics. Under the concepts, nature and purposes of curriculum, the origin of the term curriculum will be traced to give the students a clear view of what a curriculum is or all about its very nature. Furthermore, the importance of the curriculum will be discussed and how it was crafted or formulated by the different experts in the field. Development of the curriculum in the Philippine context is as important in tracing how it evolved and developed over time from the pre-Spanish period until such time that the Philippines gained its independence in July 4, 1946 – a liberation from the American Regime in the country. The types of curricula and how these types have been founded and its characteristics are worthy to be discussed to provide the students a better understanding about the entire unit. Learning Objectives At the end of the lesson, I am able to: 1. Define curriculum from different perspectives; 2. Describe the nature and scope of curriculum 3. Identify the different types of curricula; 4. Describe the different types of curricula implemented in schools; 5. Reflect on how each type of curriculum affects the other types 6. Compare and contrast the philosophical beliefs of perennialism, essentialism, progressivism and reconstructionism; 7. Discuss the influence of the four educational philosophies on curriculum; 8. Identify the application of behaviorist, cognitivist, constructivist and humanist principles in the classroom; 9. State the values and beliefs about the nature of learning; 10. Trace how history and society influenced curriculum; and 11. Determine the characteristics of a good quality curriculum. Setting Up I would like you to ponder on the following questions, before you continue reading the topics/lessons included in this module. Read the questions twice and try to reflect. 1. Do you know that everything has a beginning and an end? 2. Do you know the origin of the term, curriculum? 3. What do you think could be the possible reasons how a curriculum has been crafted? 4. Why do you think that you need to study about the curriculum? 5. Does the philosophy, goals, and objectives have something to do with the vision-mission of an educational institution? 6. From what philosophies are curriculum founded? 7. Which do you think is more important, the learner or the subject- contents? 8. How would you describe the characteristics of a good curriculum? 1|Page Lesson Proper THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE CONTEXT) Concepts, Nature and Purposes of Curriculum According to Bilbao, Purita (2015), the word curriculum is derived from the Latin curere meaning ‘to run’. This implies that one of the curriculum functions is to provide a template or design that enables your learning to take place. The concept of curriculum is dynamic and has many definitions. It can be defined simply as a listing of subjects to be taught in school or in a broader sense, as the total learning experiences of an individual in school and society as well. The following are some of the definitions of the curriculum that you need to reflect:  Curriculum is the sequence of potential experiences set up in school to discipline children and youth in group ways of thinking and act (Caswell and Campbell);  Curriculum is a structured set of learning outcomes or tasks that educators usually call goals and objectives (Howell and Evans);  Curriculum is the “what” of teaching;  Curriculum is the listings of subjects to be taught in school;  Curriculum is a document that describes a structured series of learning objectives and outcomes for a given subject matter area (Howell and Evans); and  Curriculum includes a specification of what should be learned, how it should be taught, and the plan for implementing/assessing the learning. The numerous definitions of a curriculum are influenced by modes of thoughts, pedagogies, political, and cultural experiences. There are two different points of view of the curriculum. These are the traditional perspective (Essentialist School) and the progressive point of view (Progressive School). The following are the characteristics of the curriculum as viewed by the Essentialist and the Progressive type of schools. You have to examine, assess, and reflect on how these characteristics could affect the operation of an institution. Table 1. Characteristics of the Curriculum Essentialist School Progressive School 1. It considers the curriculum as 1. It conceives the curriculum as something rigid, consisting of something flexible based on areas of discipline subjects, cited by Prof. interest. Arjay M. Esguerra at Ronnie E. Pasigui at slideshare.curriculumdevelopment.) slideshare.curriculumdevelopment 2. It is learner-centered, keeping in. mind that no two persons are alike. 2. It considers all learners as much Arjay M. Esguerra at as the same. It aims to fit the slideshare.curriculumdevelopment. learner into the existing social 3. Its factor of motivation is individual 2|Page  order and maintain the status quo, achievement believing that persons cited by Arjay M. Esguerra at are naturally good. Arjay M. Esguerra slideshare.curriculumdevelopment at slideshare.curriculumdevelopment.. 4. Uses facilitative approach. 3. Its major motivation is discipline 5. Uses life-experience approach and and considers freedom as an methods emphasize individual outcome and not a means of spontaneity, problem-solving, and education, Bilbao (2015) as cited development of creative by Prof. Ronnie E. Pasigui at responsibility. slideshare.curriculumdevelopment 6. Its measurement of outcome and. achievements are now devices 4. Its approach is authoritative. considering the subject matter and 5. It is book-centered and personality tests. recommended memory work, mastery of facts and skills, and development of abstract intelligence. 6. Its measurement of outcomes is standard tests based on subject matter mastery. (Zimmerman, B.J., 2015)) For your better and clearer understanding, the following are definitions of curriculum presented in tabular form: Table 2. Curriculum Definitions Traditional Points of View of Progressive Points of View of Curriculum Curriculum  Body of subjects or subject matter  Listing of subjects, syllabi, course prepared by the teachers for the of study, and list of courses or students to learn (Bilbao, 2015). specific discipline can only be  Synonymous to “course study”. called curriculum if these written (Bilbao, 2015) materials are actualized by the  “Permanent studies” where the learner (John Dewey). rule of grammar, reading,  Total learning experiences of the individual (Caswell and Smith). rhetoric, logic, and mathematics  All experiences children have for basic education emphasized under the guidance of teachers (Robert Hutchins) (Caswell & Campbell).  Curriculum should focus on the  Experiences in the classroom fundamental intellectual which are planned and enacted by disciplines of grammar, literature, the teacher, and also learned by and writing. It should also include the students (Marsh and Willis). mathematics, science, history, and  Curriculum is a sequence of foreign language (Arthur Bestor). potential experiences set up in  Discipline is the sole source of schools to discipline children and curriculum (Joseph Schwab). youth in group ways of thinking  Curriculum should consist entirely and act (Smith, Stanley, & Shore). of knowledge from various  Experiences in the classroom disciplines (Phenix, 1964 as cited which are planned and enacted by by Bilbao, P., Dayagbil, F. & teacher, and also learned by the Corpuz, B. (2015). students (Marsh and Willis). 3|Page  In short, the traditionalists see it as a straightforward document that outlines a standardized set of learning goals and outcomes for a given subject area and provides a specification of what should be learned, how it should be taught, and the learning implementation/assessment plan. On the other hand, the progressivists interpret curriculum as the school's overall effort to achieve desired school and out-of-school circumstances. For you to understand better, you have to learn the following terms, says Pasigui, Ronnie (2012): Curriculum planning is the process whereby the arrangement of curriculum plans or learning opportunities are created. A curriculum plan is the advanced arrangement of learning opportunities for a particular population of learners, while the curriculum guide is a written curriculum plan The place or workshop where curriculum materials are gathered or used by teachers or learners of a curriculum is a curriculum laboratory. At the same time, the collection of suggested learning activities and materials organized around a specific topic or area which a teacher might use in planning, developing, and evaluating a learning unit is a resource unit. Curriculum development is the process of selecting, organizing, executing, and evaluating learning experiences based on the needs, abilities, and interests of learners and the nature of society or community. It must be purposeful, planned, and progressive. TYPES OF CURRICULA According to Allan Grathon (2009) as cited by Bilbao, Purita (2012), there are seven (7) types of curricula operating in schools. But for purposes of identifying some of the types which may not be working in schools, 10 are presented below. You can then review and scrutinize the different types and provide examples in the activity at the end of the unit to have successful learning and, eventually, be effective in your teaching career. Table 3. Types of Curricula Type Description 1. Recommended Scholars and professional organizations propose it. Curriculum The curriculum may come from a national agency or any professional organization (Allan Grathon (2000), as cited by Bilbao et al. (2008)) who has a stake in education. 2. Written It includes documents, courses of study, or syllabi for Curriculum implementation. Curriculum experts make most written curricula with the participation of teachers. An example of this is the Basic Education Curriculum (BEC), and the written lesson plan of each classroom teacher is made up of objectives and planned activities of the teacher. (Allan Grathon (2000), as cited by Bilbao et al. (2008)) 3. Taught The different planned activities teachers implement or Curriculum deliver in the classrooms and schools, which are put into action, compose the taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. It varied according to the learning styles of the students and the teaching styles of the teacher. (Allan Grathon (2000), as cited by Bilbao et al. (2008)) 4. Supported Includes material resources such as textbooks, Curriculum computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities, 4|Page  which support and help in the implementation of the curriculum (Allan Grathon (2000), as cited by Bilbao et al. (2008)). Support curriculum enables each learner to achieve real and lifelong learning. 5. Assessed It refers to a tested or evaluated curriculum. Series of Curriculum evaluations are being done by the teachers at the duration and end of the teaching episodes to determine the extent of teaching or to tell if the students are progressing. Assessment tools like pencil-and-paper tests, authentic instruments like portfolios are being utilized (Allan Grathon (2000), as cited by Bilbao et al. (2008)). 6. Learned It refers to the learning outcomes achieved by the Curriculum students. Learning outcomes are indicated by the results of the tests and changes in behavior which can be either cognitive, affective or psychomotor (Allan Grathon (2000), as cited by Bilbao et al. (2008)). In other words, what you as students learn and what is measured. 7. Hidden It is the unintended curriculum that is not Curriculum deliberately planned but may modify behavior or influence learning outcomes. Peer influence, school environment, physical condition, teacher-learner interaction, the mood of the teacher, and many other factors make up the hidden curriculum (Allan Grathon (2000), as cited by Bilbao et al. (2008)). 8. Concomitant These are things that are taught at home; those Curriculum experiences that are part of a family's experiences or related experiences sanctioned by the family. This type of curriculum may be received at church, in the context of religious expression, lessons on values, ethics or morals, molded behaviors, or social experiences based on a family's preferences, Eisner, E.W. (1994) as cited by Wilson (1990). 9. Phantom The messages prevalent in and through exposure to Curriculum any type of media. These components and messages play a major part in your enculturation into the predominant meta-culture or acculturate you into narrower or generational subcultures (Eisner, E.W. , 1994) as cited by Wilson (1990). 10. Null Various contents that must not be taught to you Curriculum (Tanner and Tanner, 2007). (Excluded Sometimes your teacher ignores some content or Curriculum) skill, deliberately or unknowingly. S/He may consider some idea unimportant and forget it. Similarly, your teacher may avoid detailed descriptions of some topic for one or another reason. Sometimes also, you fail to learn specific knowledge, skills, or attitude for various reasons. FOUNDATIONS OF CURRICULUM DEVELOPMENT IN THE PHILIPPINES A. Historical Foundation B. Philosophical C. Psychological Foundation 5|Page  D. Social Foundation A. Historical Foundation of the Curriculum Curriculum Development in the Philippines touched on the religion, economic, political, and social influences and events in the country. Colonial rules in the Philippines tailored the curriculum to serve colonial goals and objectives, Bilbao (2015) as cited by Prof. Ronnie E. Pasigui (https://www.slideshare.net/arjaymesguerra/curriculum-development- 14099299). You have to examine the nature/system of the curriculum in the Philippines under the different periods as follows: 1. Pre-Spanish Period Pre-Spanish Curriculum  Informal education through interaction with other people.  No direct teaching, no formal method of instruction  Unplanned and unsystematic learning.  Education is for survival, conformity, and enculturation. 2. The Spanish Period Spanish-devised Curriculum  Consisted of the 3Rs: Reading, Writing, Religion  Goals: Acceptance of Catholicism, Acceptance of Spanish Rule  Schools: Parochial or Convent Schools, ungraded  Curriculum Organization: Subject-based Organization  Reading Materials: cartilla, caton, catecismo  Method of Instruction: dictation and individual memorization  Curricular aims: To teach young boys and girls to serve and love God; discover what is good and proper for one’s self; enable an individual to get along well with society 3. American Period  Creation of public school system to train Filipinos after the American way of life or to teach democracy as a way of life  American-devised Curriculum  Based on the ideals and traditions of America and her hierarchy of values (Bilbao, 2015 as cited by Prof. Ronnie E. Pasigui).  Reading materials were about American history, development, discoveries, and people.  Medium of Instruction: English  Primary curriculum consisted of three grades which provided body training and mental training.  Intermediate curriculum consisted of subjects such as arithmetic, geography, science, and English.  Collegiate Level included a teacher’s training curriculum appropriate for elementary mentors to replace the Thomasites.  Curriculum organization: separate-subject 4. The Curriculum during the Commonwealth  Period of expansion and reform in the Philippine curriculum (Bilbao, 2015 as cited by Prof. Ronnie E. Pasigui)  Courses in farming, trade, business, domestic science. 6|Page   The curriculum for the training of elementary teachers was expanded and elevated by the Bureau of Education from the secondary normal schools to the collegiate level.  Commonwealth Act 586, also known as Educational Act of 1940, recognized the elementary school system.  The collegiate normal schools (1939)=two years training beyond high school  Eliminated Grade VII and providing for the double single- session 5. The Japanese-devised Curriculum  Included Nippongo in the curriculum  Abolished English as the medium of instruction and as a subject  All textbooks were censored and revised  Training was done formally through schools with emphasis on vocational, technical, agriculture  The Japanese-devised Curriculum  Curricular content centered on values rooted for the love of labor  Teaching physical education and singing Japanese songs 6. The Curriculum during the Liberation Period  Restoration of Grade VII  Abolishment of the double-single session  Curriculum was developed and based on the characteristics and needs of the Filipino children.  Curriculum was still subject-centered.  Promotion of equal educational opportunities for all  Curricular content stressed:  Social orientation (ex. conservation of the Filipino heritage)  Training for occupation  Promotion of democratic nation-building  A new thrust on community development 7. The Curriculum during the Philippine Republic  Great experiments in the community school idea and the use of vernacular in the first two grades of the primary schools as the medium of instruction (Basilio, Marivic, uploaded by Jethro Bajan (2018)).  Schools are increasingly using instructional materials that are Philippine-oriented Max V. De Leon (2018)  The aim of education is for national development  Made education relevant to the needs of the changing world or the new society (Educational Development Decree of 1972 by President Marcos). 8. The Curriculum during the New Society  Curricular changes in the elementary education  Focused on the 3Rs  Integration of values in all learning areas  Emphasis on mastery learning  Curricular changes in the Secondary Education  Increased in time allotment  YDT and CAT introduced as new courses  Elective offerings as part of the curriculum  Curricular emphases are:  Moral values 7|Page   Proper methods of teaching  Retraining of teachers  Vocational and technical education  Bilingualism  National consciousness  Cultural values 9. Present (1986-present)  DECS Order No. 6 s. 1998, issued by Education Sec. Quisumbing strengthens the teaching of values in the New Elementary School Curriculum (NESC) launched in SY 1989-1990 under the Program for Decentralized Educational Development (PRODED) and Secondary Educational Development Program (SEDP)  Education aimed to promote national development and values education (Don Adams, 2002)  Implementation of NESC-addressed to civic, intellectual, and character development of the child  Implementation of RBEC  Implementation of the K-12 Curriculum Of all foreign educational systems, the American educational system has the greatest influence on our educational system. The following six curriculum theorists contributed their views on curriculum: a. Franklin Bobbit (1876-1956)- presented curriculum as a science that emphasizes students' needs. b. Werret Charters (1875-1952) considered curriculum also a science- based on students' needs, and the teachers plan the activities. c. William Kilpatrick (1871-1965) - viewed curriculum as purposeful activities which are child-centered. d. Harold Rugg (1886-1960) - emphasized social studies in the curriculum and the teacher plans the lesson in advance. e. Hollis Caswell (1901-1989) - sees curriculum as organized around social functions of themes, organized knowledge and learner's interests. f. Ralph Tyler (1902-1994) - believes that curriculum is a science and an extension of the school's philosophy based on students' needs and interests. The historical development demonstrates the numerous shifts in curriculum goals, values, and content. B. Philosophical Foundation of the Curriculum The philosophical foundation of the curriculum helps determine the driving purpose of education and the roles of the various participants. While all foundations propose to set goals of the curriculum, philosophy presents the manner of thinking from which those goals are created. One’s driving philosophy suggests if education should develop the individual or enforce group norms (Ornstein & Hunkins, pp. 34-36); if it is to enforce group norms, it further defines if that should be the current set or a move towards changing those norms. Philosophies vary in the perception of truth, ranging from absolute to relative and from moralistic to scientific (34-37). In all of this, one’s philosophy defines the role of the teacher, ranging from all- knowing authoritarian to that of a mentor, and the part of the student, ranging from an obedient vacant vessel to an individual worthy of actively 8|Page engaging in one’s educational process. As we look through history, we see how philosophies have gained and waned in popularity in society and how even psychological research is embraced, ignored, or even rejected based on philosophical standings of the time. Philosophy of education lays the solid framework for every curriculum. A curriculum manager or expert, implementer or teacher, head of school, evaluator supports a clear theory in his/her decision-making method. Table 5. Aims, Roles, Focuses, and Trends of Educational Philosophy Educational Philosophy Aim of Education Perennialism To educate the rational person; and To cultivate the intellect Essentialism To promote the intellectual growth of the individual and educate a competent person (Ornstein, A.C.1990)). Progressivism To promote democratic and social living. Reconstructionism To improve and reconstruct society; and Education for a change. Educational Philosophy Role of Education Perennialism Teachers help students think with reason. (Thomas, Both, 2016). Based on the Socratic methods of oral exposition or recitation (Bilbao, 2015). Explicit or deliberate teaching of traditional values Essentialism The teacher is the sole authority in his or her subject area or field of specialization (Bilbao, 2015)). Progressivism Knowledge leads to the growth and development of lifelong learners who actively learn by doing (Bilbao, 2015). Reconstructionism Teachers act as agents of change and reform in various educational projects, including research (Bilbao, 2015)). Educational Philosophy Focus in the Curriculum Perennialism Classical subjects, literary analysis. Curriculum is constant. Essentialism Essential skill of the 3Rs and essential subjects of English, Science, History, Mathematics, and Foreign Language Progressivism Subjects are interdisciplinary, integrative, and interactive. Curriculum is focused on student’s interests, human problems, and affairs. Reconstructionism Focus on the present and future trends and national and international interests (Bilbao, 2015) Educational Philosophy Curriculum Trends Perennialism Use of great books and return to liberal arts (Bilbao, 2015). Essentialism Excellence in education, back to basics, and cultural literacy (Bilbao, 2015) Progressivism School reforms, relevant and contextualized curriculum, humanistic education (Bilbao, 2015) Reconstructionism Equality of educational opportunities in education, access to global education (Bilbao, 2015) 9|Page  C. Psychological Foundations of the Curriculum Psychology provides a basis for the teaching and learning process. You, as learners, are not machines, and your mind is not a computer. As individuals, you are affected by biology and the culture to which you are exposed. It would be best to consider psychology in the learning and developing the curriculum to ensure that you can achieve more advanced, more comprehensive, and complete human understanding. The following are the three major groups of learning theories that help shape in crafting the curriculum: 1. Behaviorists Psychology/Behaviorism  Based on the idea that all behaviors are acquired through conditioning through your interaction with the environment.  Learning is organized so that you can experience success in the process of mastering the subject matter.  Method of teaching is introduced in a step-by-step manner with proper sequencing of the task. Proponents: Edward Thorndike, Ralph Tyler, Hilda Taba, Robert Gagne 2. Cognitive Psychology  focus attention on how you, as individuals, process information and how you monitor and manage thinking.  Learning constitutes a logical method for organizing and interpreting your understanding (Bilbao, 2015).  Knowledge is rooted in the tradition of subject matter where your teachers use many problems and thinking skills in teaching- learning (Bilbao, 2015)..  These are exemplified by reflective thinking, creative thinking, intuitive thinking, discovery learning, etc. (Bilbao, 2015). Proponents: Jean Piaget, Howard Gardner, Daniel Goleman 3. Humanistic Psychology  Is concerned with how you can develop your human potential.  is based on Gestalt psychology. Learning can be defined in terms of the fullness of the question and where the world is evolving. As a learner, you are reorganizing your expectations continuously.  The program concerns the process, not the goods, the personal needs, not the subject matter; the psychological sense, and the environmental circumstances in which you are exposed. Proponents: Gestalt, Abraham Maslow1, Carl Rogers E. Social Foundations of Education Schools exist within the context of society, and social culture influences, and their curricula. The relationship between curriculum and society is mutual and encompassing. Curriculum-society relationships are reciprocal and inclusive. Therefore, the curricula should represent and maintain the culture of society and its ambitions to be relevant. Simultaneously, the community should also be interested in the changes brought about by formal institutions called schools. According to Ornstein, A. and Hunkins, F. (1998), education systems are closely tied to the institutional network of society. Thus, to understand how the content of schooling is shaped in any society, you must understand the relationship between education and other institutions in society. In other words, to understand what is taught, how it is taught and why it is taught, you need to look at the social forces that shape the curriculum. When 10 | P a g e designing a curriculum, the following questions must be addressed:  To what extent should the curriculum consider the world outside of school?  How do changes in society affect curriculum? (Ornstein and Hunkins, 1998) Knowing the social foundations of the curriculum is crucial in making decisions about what should be included in the curriculum and eventually what happens in the classroom. Schools exist within the context of society and influence culture, which in turn shapes curriculum. The story ‘Curriculum of Forest School’ illustrates this point. A curriculum should be able to prepare (Sarah Beason) students for the present and the future. In other words, a curriculum should address your wants and needs by responding to social conditions locally, nationally, and globally (McNeil, 1995). You might ask, “Why do I need to study algebra? I do not intend to be a mathematician, computer scientist, or engineer”. The importance of such subjects in a curriculum may not be apparent to you as learners. Still, teachers know that solving algebra problems requires thought skills that may not seem instantly important but will benefit you indirectly later in your life in many careers and jobs. According to Burks (1998) content is valuable;  if it relates to the general body of knowledge needed by average human beings for conducting daily life (e.g. reading, writing);  when it is related to the specific present or future situation of the student (e.g. to be a journalist one needs good language skills);  if it develops thinking skills that probably increases the student’s success in other subject areas or general life-decisions (e.g. geography develops spatial thinking; art develops design skills); and  if it fulfills unavoidable requirements imposed by society as entry qualifications to certain vocational and professional programs (e.g. mathematics as a requirement for technical jobs). CHARACTERISTICS OF A GOOD CURRICULUM The effectiveness of the development of a curriculum determines the quality of the curriculum itself. According to Stabback, Philip (UNESCO, 2015), the following should be the characteristics of a good quality curriculum:  Values you as a child and holds that every child matters equally;  Is comprised of high quality ‘content’ which is up-to-date and relevant;  Suitably demanding;  Appropriately sequenced and progressive;  Balanced;  Integrated;  Is well-organized and structured;  Clearly documented or comprises a number of inter-related components expressed in consistent and coherent documents; and  Is underpinned by a set of theoretical and philosophical beliefs about how children learn. Furthermore, in their article published in the IOSR Journal of Nursing and Health Science (IOSR-JNHS), Mrs. Subharani P, Mrs. Bhuvaneswari G., Mrs. Tamil Selvi S. &, Mrs. Sujithra. S. identified the following characteristics of a good curriculum: 1. The Curriculum is continuously evolving. It evolved from one period to another, to the present. 11 | P a g e  For a curriculum to be effective, it must have continuous monitoring and evaluation. Curriculum must adapt its educational activities and services to meet the needs of a modern and dynamic community. 2. The Curriculum is based on the needs of the people. A good curriculum reflects the needs of the individual and the society as a whole. The curriculum is in proper shape in order to meet the challenges of times and make education more responsive to the clientele it serves. 3. The Curriculum is democratically conceived. A good curriculum is developed through the efforts of a group of individuals from different sectors in the society who are knowledgeable about the interests, needs and resources of the learner and the society as a whole. The curriculum is the product of many minds and energies. 4. The Curriculum is the result of a long-term effort. A good curriculum is a product of long and tedious process. It takes a long period of time in the planning, management, evaluation and development of a good curriculum. 5. The Curriculum is a complex of details. A good curriculum provides the proper instructional equipment and meeting places that are often most conducive to learning. It includes the student-teacher relationship, guidance and counseling program, health services, school and community projects, library and laboratories, and other school- related work experiences. 6. The Curriculum provides for the logical sequence of subject matter. Learning is developmental. Classes and activities should be planned. A good curriculum provides continuity of experiences. 7. The Curriculum complements and cooperates with other programs of the community. The curriculum is responsive to the needs of the community. The school offers its assistance in the improvement and realization of ongoing programs of the community. There is cooperative effort between the school and the community towards greater productivity. 8. The Curriculum has educational quality. Quality education comes through the situation of the individuals intellectual and creative capacities for social welfare and development. The curriculum helps the learner to become the best that he can possibly be. The curriculum support system is secured to augment existing sources for its efficient and effective implementation. 9. The Curriculum has administrative flexibility. A good curriculum must be ready to incorporate changes whenever necessary. The curriculum is open to revision and development to meet the demands of globalization and the digital age. 12 | P a g e References Books Bilbao, Purita, Filomena T. Dayagbil & Brenda B. Corpuz. 2015. Curriculum Development for Teachers Lorimar Publishing. Quezon City Metro Manila. Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum development. Quezon City: Lorimar Publishing, Inc. Burks, Kendra (1998). Elementary Instruction Specalist. Pleasanton Indepnedent School District. Cortes, C.E. (1981) The societal curriculum: Implications for multiethnic educations. In Banks, J.A (ed.) Educations in the 80’s: Multiethnic education. National Education Association. Corpuz and Salandanan 2015. Principles of Teaching. Lorimar Publishing. Quezon City Metro Manila. Daryl Tabogoc, CEO/President at “Dytabian Media Production” on Mar 15, 2013 7,251 views. Eisner, E.W. (1994) The educational imagination: On design and evaluation of school programs. (3rd. ed) New York: Macmillan. Longstreet, W.S. and Shane, H.G. (1993) Curriculum for a new millennium. Boston: Allyn and Bacon. Martin M (1989). “The curriculum a comparative perspective”. London unwind Published date- 12 April 2014Bevis. E.M. Olivia (1989). “Curriculum building in nursing in nursing”. New York: National league for nursing. Neeraja KP., (2003). “Textbook of nursing education” New delhi : Japee brothers medical publishers (p) Ltd. Oliva, P. (1997) The curriculum: Theoretical dimensions. New York: Longman. Pawilen, Greg T. 2015. Curriculum Development: A Guide for Teachers. Rex Book Store. Manila, Philippines. 13 | P a g e Reyes, Emerita & Erlinda Dizon, Ed.D. 2015. Curriculum Development. Adriana Publishing Co., Inc. Quezon City, Metro Manila. Sankaranarayana rd (2009). “Learning and Teaching Nursing”. Calicut: Benny publication 3 edition. Saylor, Galen J. William M Alexander & Arthur J. Lewis. 1981. Curriculum Planning for Better Teaching and Learning, 4th Edition. New York: Holt, Rinehart & Winston. Tanner, D., & Tanner, L. (2007). Curriculum Development: Theory into Practice (4th ed.). Upper Saddle River, New Jersey Columbus, Ohio: Pearson Merrill Prentice Hall. Tyler R.W. 1949. Basic Principles of Curriculum and Instruction. Chicago and London: University of Chicago Press. Wilson, L. O. (1990, 2004, 2006) Curriculum course packets ED 721 & 726, unpublished Journals European Journal of Contemporary Education, 2012, Vol. (20), No. 2. Mrs. Subharani P, Mrs. Bhuvaneswari G., Mrs. Tamil Selvi S. &, Mrs. Sujithra. S.IOSR Journal of Nursing and Health Science (IOSR-JNHS) e- ISSN: 2320–1959.p- ISSN: 2320–1940 Volume 3, Issue 2 Ver. IV (Mar-Apr. 2014), PP 48-50. www.iosrjournals.org Stabback, Philip (2015), Current and Critical Issues in Curriculum and Learning In-Progress Reflection. UNESCO IBE, No.2 IBE/2016/WP/CD/02. Webliography  http://www.cglrc.cgiar.org/icraf/toolkit/ What_is_curriculum_development_.htm  https://norhazwanishuib.wordpress.com/2017/06/18/reflective-3-taba- model-of-curriculum-development-efland-theory-cognitive/  https://www.edglossary.org/stakeholder/  http://egyankosh.ac.in/bitstream/123456789/42535/1/Unit-4.pdf):  http://home.cc.umanitoba.ca/~lewthwai/introSCIQ.html  https://norhazwanishuib.wordpress.com/2017/06/18/reflective-3-taba- model-of-curriculum-development-efland-theory-cognitive/  http://www.cglrc.cgiar.org/icraf/toolkit/ What_is_curriculum_development_.html.  https://www.officialgazette.gov.ph/k-12/  http://www.ibe.unesco.org/fileadmin/user_upload/COPs/ Pages_documents/Resource_Packs/TTCD/sitemap/Module_8/ Module_8.html  https://studymoose.com/historical-perspectives-on-curriculum- development-essay  https://idoc.pub/documents/curriculum-development-k6nqde1vpq4w  https://phdessay.com/curriculum-development/  https://www.slideshare.net/arjaymesguerra/curriculum-development- 14099299  https://www.coursehero.com/file/p6f43ja7/4-CURRICULUM-A-document- which-describes-a-structured-series-of-learning/ 14 | P a g e   https://studymoose.com/historical-perspectives-on-curriculum- development-essay  https://idoc.pub/documents/curriculum-development-k6nqde1vpq4w  https://www.slideshare.net/lollimallow/curriculum-development-lesson- 1-concepts-nature-and-purposes-of-curriculum-purita-b-bilbao  https://files.eric.ed.gov/fulltext/EJ1057820.pdf  https://studymoose.com/historical-perspectives-on-curriculum- development-essay  https://www.slideshare.net/rhamylle13/educational-laws-practices- trends-and-issues  https://www.dailybased.com/wp-content/uploads/2013/06/curriulum- notes.pdf  https://professionalteacher-reviewer.blogspot.com/2019/06/let- reviewer-curriculum-development.html  https://professionalteacher-reviewer.blogspot.com/2019/06/let- reviewer-curriculum-development.html  https://reviewgamezone.com/preview.php?id=13914)  https://www.dailybased.com/wp-content/uploads/2013/06/curriulum- notes.pdf  http://www.fnbaldeo.com/EDCI%20547%20-%20October%202015/ Resource%20Materials/Social%20&%20Historical%20Foundations %20of%20the%20Curriculum.pdf Assessing Learning 15 | P a g e  Activity 1 Name: ______________________________________ Date: ______________________ Course and Section: ______________________ Score: ____________________ Write your personal definition of curriculum. Discuss your definition. You will earn five (5) points for your personal definition and five (5) points for your discussion. Write clearly and avoid any erasures. Deadline of submission: to be announced in the group chat. Definition: Discussion: 16 | P a g e  Activity 2 Name: ______________________________________ Date: __________________ Course and Section: ______________________ Score: ________________ Direction: You discuss the points of view of curriculum development using the illustration below: You will earn five (5) points for your discussion and five (5) points for your reflection. Write clearly and avoid any erasures. Deadline of submission: to be announced in the group chat. Discussion: Reflection: 17 | P a g e  Activity 3 Note: Name: ______________________________________ Date:  Submit all the accomplished template. __________________  Prepare a 5 to 10- minute video that presents a summary of your Course and Section: insights regarding______________________ the lessons covered in unit 1. Score: ________________ Direction: You list down five (5) examples of the different types of curriculum. You will earn two (2) points for every correct example by filling out the table below. Write clearly and avoid any erasures. Deadline of submission: to be announced in the group chat. UNIT II: CURRICULUM PLANNING, DESIGN, AND Types of Examples ORGANIZATION Curriculum Overview 1. Recommend As pre-service teachers, and future educators you are expected to be ed and be trained in the fundamentals of curriculum planning, design, exposed and Curriculum organization at the classroom level. This unit will help you prepare to 2. Written assume the role of curricularists in the future. The discussion of every topic Curriculum starts with the general concept of curriculum planning, design, and organization leading to the contextualized application of the concept in the classroom 3. Taught level. Demonstrating knowledge of the topics covered such as Elements of curriculum design, Types, and Approaches of Curriculum design Curriculum and Curriculum mapping process will help you in the accomplishment of the intended learning outcomes for this unit. 4.Supported Have fun learning, future curricularists! Curriculum 5. Assessed Curriculum Learning Objectives At the end of the Unit, I am able to: 6. Learned 1. Analyze the different elements of curriculum; Curriculum 2. Gather insights on the following: Name: ______________________________________  criteria for selecting learning content, and Date: 7. Hidden __________________  principles of organizing content in the curriculum; Curriculum Course 3.and Section: ______________________ Score: prepare a developmentally-sequenced curriculum map with ________________ appropriately-aligned learning outcomes and competencies 8. Null Direction: based on acurriculum Provide lesson planrequirements. of your choice. You may download one, or askCurriculum a copy from a teacher who is a friend or a relative. Find a partner and exchange lesson plans with each other. Read the lesson plan carefully and 9. answer the following questions. Phantom Curriculum Setting Up you consider a lesson plan as a curriculum? Why? 1. Can _____________________________________________________________________ 10.Concomitta _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ___ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ___________________________ 2. What are the objectives of the lesson plan? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 18 | P a g e _____________________________________________________________________ _____________________________________________________________________ ___________________________ _____________________________________________________________________ Name: ______________________________________ Date: __________________ Course and Section: ______________________ Score: ________________ Continuation. 4. What strategies or methods of teaching are utilized? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ___ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ___________________________ 5. What evaluation procedure is used? _____________________________________________________________________ _____________________________________________________________________ ________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _________________________________________________________ 6. Do the four elements fit or match one another? Explain. _____________________________________________________________________ _____________________________________________________________________ ________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _________________________________________________________ 7. In what elements of the lesson plan did you find some difficulties or weaknesses? Describe the weaknesses or difficulties. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ___ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ________________________________ 8. Are there solutions to these conditions? What do you propose? 19 | P a g e Lesson Proper ELEMENTS OF CURRICULUM DESIGN There are four major components or elements of a curriculum and, the curriculum design reflects the nature and the organization of these elements. As can be seen in Figure 2.1, the elements are: Figure 1: Elements of Curriculum Design These are the following: 1. Aims, Goals and Objectives Educational aims are long-term goals. They are stated broadly on purpose because they are designed for a general level of education and by society. They provide students with long-term vision. Generally, aims are thought to be developed at the system level, such as in an education department or in government documents. It is embedded in the 1987 Philippine Constitution, which states that all schools shall aim to: 1. Inculcate patriotism and nationalism 2. Foster love of humanity 3. Promote respect for human rights 4. Appreciate the role of national heroes in the historical development of the country 5. Strengthen ethical and spiritual values develop moral character and personal discipline 6. Encourage critical and creative thinking 7. Broaden scientific and technological knowledge and promote vocational efficiency Aims, is compared to a compass that guides our students in general and point them in the right direction. They can, however, never be fully realized. Educational goals, like aims, are group expectations that can take several weeks, months, or even years to achieve. Goals differ from aims in that they are attainable, but many were not. 20 | P a g e Goals can be written at several levels of generalization, involving a large number of curriculum developers such as principals, teachers, subject specialists, teacher trainers, administrators, and others who may be involved in curriculum efforts on multiple levels at the same time. The various models range from a broad educational philosophy to more specific instructional objectives carried out at the classroom level. In the framework of educational aims and goals, it is essential to formulate more specific objectives. As stated earlier, aims and goals are long – term, objectives are short term. The term objectives refer to what is expected of students in daily activities. This can also be referred to as performance objectives. To fully understand objectives, remember the following:  Objectives should be clearly specified. Lesson plan objectives should clearly state the intended learning outcomes.  Objectives must also be appropriate. To determine the appropriateness of the objectives, curriculum developers and educators must reflect on the students’ needs and more importantly on the content to be included.  Objectives should be arranged logically, in order to find out that units of instruction are learned and for the purpose of evaluation.  Objectives require regular revision. Teachers should occasionally revisit objectives to analyze and to find out if they are still relevant and useful. Example of an Institution’s articulation of Aims, Goals and Objectives Vision: NEUST is a locally responsive and internationally recognized University of Science and Technology (NEUST Vision) Mission: To develop new knowledge and technologies and transform human resources into productive citizenry to bring about development impact to local and international communities (NEUST Mission). Goals: Practice professional and ethical teaching standards to respond to the demands of the local and international communities (College of Education Goals, NEUST, Sumacab Campus). Program Outcomes: Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching. (BEEd Program Outcome). Course Outcomes Apply principles and practices of curriculum planning and development operating in schools with emphasis on training methodology. (Course Outcome (CO) for Prof Ed 5). Objectives: Prepare developmentally sequenced lesson plans with well-aligned learning outcomes and competencies based on curriculum requirements (Intended Learning Outcome (ILO) for Prof Ed 5). From the given examples, take note that the formulation of the Behavioral Objectives or Intended Learning Outcomes for a specific subject cascade from the institution’s vision and mission, college goals and program outcomes and course outcomes. The formulated 21 | P a g e  objectives or intended learning outcomes will now serve as the starting point of the teacher in designing instruction in the classroom. In the classroom context, designing curriculum is designing instruction. In this case, teachers should begin with an end in mind. The behavioral objectives or the intended learning outcomes cascaded down from the curriculum aims, goals, and objectives will provide teachers and students with a clear understanding of what they are intended to accomplish after each learning episode. The decision regarding the choice of meaningful learning experiences, appropriate content, and assessment tasks will all be following the formulated behavioral objectives or intended learning outcomes. More importantly, this constructive alignment is in accordance with the OBE principle. See the illustration below. Figure 2. Constructive Alignment in Designing Curriculum 2. Content /Subject Matter A curriculum will not be complete without this element. Curriculum content or subject matter refers to the body of knowledge that needs to be taught and skills to be acquired by learners. Curriculum content takes many forms. To some, this refers to knowledge, or a compendium of facts, concepts, generalizations, principles, and theories. Curriculum content simply means the totality of what is to be taught in the school system (https://hyattractions.wordpress.com retrieved: 07/07/2020). The determination of curriculum content to be covered is based on the first element- Behavioral Objectives or Intended Learning Outcomes. Examples of Content or Subject Matter: K to 12 Curriculum Guide in Science Grade 3 – Living Things and Their Environment SECOND QUARTER/SECONDGRADING PERIOD Parts and Functions of Living Things  Humans  Animals  Plants  Characteristics of Living Things Heredity: Inheritance and Variation  Characteristics passed on from parents  Humans  Animals  Plants Ecosystems 22 | P a g e   Basic Needs In selecting content, Bilbao, et al (2015), remind us that: 1. subject matter should be relevant to the outcomes of the curriculum. An effective curriculum is purposive and focused on the planned learning outcomes. 2. subject matter should be appropriate to the level of the lesson or unit. An effective curriculum is progressive, leading students towards building on previous lessons. 3. subject matter should be up-to-date and, if possible, should reflect current knowledge and concepts. Criteria in the Selection of Learning Content In selecting developmentally – appropriate and valid content, teachers must be guided by the following criteria (Bilbao, et al 2015): 1. Self-sufficiency Do the contents selected help the learners to attain maximum self-sufficiency in learning but in the most economical manner? Example: Self-learning modules that will lead students to learn on their own, and at their own pace 2. Significance Do the contents selected contribute to the development of the learning abilities, skills, processes, and attitude of the learners? Select contents that will help learners attain holistic learning. 3. Validity Is the subject matter or content included authentic or is it already obsolete? Always check for the authenticity of the content. Search for the recent findings of researches and new trends in education, science, and technology. 4. Interest Are the contents selected meaningful to the life of the learners? The content is interesting if it is meaningful to the life of the learner. Let us find out what is interesting for them by also considering their developmental level as well as their background. 5. Utility Ask yourself, “will it add meaning to my students’ life or will it develop his human potential to be a better person”? Teachers must make sure that the contents to be included will be useful in their life at present or in the future. 6. Learnability Ask yourself again, “is it within the learning range or of the experiences of the learners”? In ensuring Learnability of our content, let us consider the grade and developmental level of our students. 7. Feasibility In checking on the feasibility of contents to be selected, answer this question, “can the subject matter be learned within the time allowed, resources available, the expertise of the teacher, and the nature of the learner”? If the answer to this question is yes, then it is feasible. Let us be realistic in including content to be taught to our class. 23 | P a g e BASIC Principles in the Organization of Learning Content (Bilbao, et al 2015) The Merriam Dictionary defines the organization as "the act or process of putting the different parts of something in a certain order so that they can be found or used easily”. In the case of curriculum designing, content is organized to ensure ease and efficiency of learning on the part of the students. Effective organization of content will also guarantee that the most learning competencies as stated in the curriculum will be acquired by students. Consider the following principles in the effective organization of content: 1. Balance Balance denotes the equitable and fair distribution of content among the different levels of instruction. The four distribution considers the number of units and the time allotment needed in covering the content per subject area, per grading period (in the case of basic education level) or term (in the case of tertiary level). 2. Articulation Articulation means the provisions for establishing the vertical linkage from level to level. Take note also that Articulation prevents the glaring gaps between levels. It simply means, content Learned in the lower level shall lead students to learn content in the next grade or year level. 3. Sequence It means sequential and graded arrangement of subject -matter. In this case, organization of content considers the difficulty and complexity of content to be included. Less difficult content is provided for the lower level while the more difficult and complex ones are included in the higher level. 4. Integration Integration means that horizontal link is present among the contents in all subject areas. Integration blends the curriculum content of several subjects into a related subject area. This principle in the effective organization of content prevents compartmentalization. 5. Continuity Continuity is the constant repetition, review, and reinforcement of learning (https://www.coursehero.com/file/p10t-4qpf/4-integration- The horizontal-connections-needed-in-subject-areas-that-are/). 3. References The reference follows the content. It tells where the content or subject matter has been taken (https://www.scribd.com/document/327443094/Curriculum-Education). The reference maybe a book, a module, or any publication (https://www.scribd.com/document/354481487/Ppt-of-Curriculum- Development). It must bear the author of the material and if possible, the publications (Bilbao, et al 2015). Internet sources or materials are also used as references and must also be cited properly. However, you are advised to exercise precaution in utilizing sources from the internet. Obtain and use only those coming 24 | P a g e from legitimate sources and sites. A proper citation must also be observed to avoid plagiarism issues. Some examples are the following in APA format: How to cite a book: one author (a book chapter) Easton, B. (2008). Does poverty affect health? In K. Dew & A. Matheson (Eds.), Understanding health inequalities in Aotearoa New Zealand (pp. 97–106). Dunedin, New Zealand: Otago University Press (Retrieved from https://aut.ac.nz.libguides.com/APA6th/referencelist). How to cite a website: Mendeley, J.A., Thomson, M., & Coyne, R.P. (2017, January 16). How and when to reference. Retrieved from https://www.howandwhentoreference.com (Retrieved from https://aut.ac.nz.libguides.com/APA6th/referencelist). How to cite a webpage: Mitchell, J.A., Thomson, M., & Coyne, R.P. (2017, January 25) APA citation. How and when to reference. Retrieved from https://www.howandwhentoreference.com/APAcitation 4. Teaching and Learning Methods Curriculum experiences are the heart and core of the curriculum. The curriculum should provide physical, mental, and emotional experiences or their integration to the learners. Curriculum experiences may include all the approaches and strategies of teaching so that students may embody and realize everything that is stated in the curriculum aims, goals, and objectives. In curriculum design, learning experiences are termed as Teaching and Learning Methods. These are meaningful learning activities where students derive experiences and learning which will help then internalize learning to arrive at the learning outcomes. The curriculum experiences answer what instructional strategies, resources, and learner-centered activities will be employed in the classroom. According to Bilbao, et al (2015), the teaching and learning methods should allow cooperation, competition as well as individualism, or independent learning among our students. Examples are: Cooperative learning activities help each of the learners learn and to work together, allowing them to find solutions to the problems encountered along the way. Independent learning activities, allow learners to develop personal responsibility, become independent and mature enough to discover learning on their own. This is also an avenue for them to discover their talent and hone their creative potentials. Competitive activities, lead learners to test their own boundaries in terms of learning and discovering things. Competitive activities also allow students to be exposed to healthy competition not only with others, but more importantly with themselves. The use of various delivery modes to provide learning experiences is also recommended. 25 | P a g e  5. Assessment/ Evaluation Generally speaking, Curriculum Evaluation refers to an ongoing process of collecting, analyzing, synthesizing, and interpreting information to aid in understanding what students know and can do. It refers to the full range of information gathered in the school to evaluate (make judgments about) student learning and program effectiveness in each content area. Regular evaluation of the total curriculum is necessary to ensure that the written and delivered curriculum is having the desired effect for students (https://www.grinell-k12.org, retrieved: 07/07/2020). Moreover, Stufflebeam, (1991) as cited by Reyes, et al (2015) define curriculum evaluation as the formal determination of the quality, effectiveness, or value of the program, process, or product of the curriculum. Evaluation is the systematic collection of evidence to determine whether certain changes are taking place in the learner as well as to determine the amount or degree of change in the learner. It can either be quantitative or qualitative. There are different models of evaluation available. These models will be discussed in a separate unit. In the classroom context, the teacher is responsible for designing the assessment tasks together with the formulation of objectives, determination of meaningful learning experiences, and appropriate content. As previously mentioned in this unit, assessment tasks are geared toward the attainment of the intended learning outcomes. The result of the assessment must be fed back to learners so that they are informed regarding the range of learning that they have gained or not. This information will become the premise if an adjustment has to be made. It could also be a basis for future instructional planning and design. Why do we need to assess? According to De Guzman, E., et al (2015), there are three (3) interrelated purposes of assessment. Knowledge of these purposes and how they fit in the learning process can result in more effective classroom management. 1. Assessment for Learning Assessment for learning pertains to diagnostic and formative assessment tasks that are used to determine learning needs and monitor the academic progress of students. 2. Assessment as Learning Assessment as learning employs tasks or activities that provide students with an opportunity to monitor and further their learning – to think about their learning habits and how they can adjust their learning strategies to achieve their goals. 3. Assessment of Learning Assessment of learning is summative and done at the end of the unit, task, process or period. Its purpose is to provide evidence of a student's level of achievement concerning curricular outcomes. APPROACHES AND TYPES TO CURRICULUM DESIGN There are three types of curriculum design models. These are subject- centered design, learner-centered design, and problem-centered design (Bilbao, et al 2015). 26 | P a g e  Subject-centered Design focuses on the content of the curriculum. It corresponds mostly to the textbook written for the specific subject, thus, this type of design aims for excellence in the subject matter content. Under the subject-centered design model, there are three subtypes. These include the subject design, the discipline design, the correlation design, and the Broadfield design. The subject design focuses on the cluster of content. However, the drawback of this design is that sometimes learning is so compartmentalized. It stresses so much on the content that it forgets about students' natural tendencies, interests, and experiences. The discipline design focuses on academic disciplines. Discipline, in this context, refers to specific knowledge learned through a method which the scholars use to study a specific content of their fields. The correlation design comes from a core, correlated curriculum design that links separate subject designs to reduce fragmentation. Subjects are related to one another, but each subject maintains its identity. The broad-field design is also known as interdisciplinary design. It is designed in such a way that the compartmentalization of subjects is avoided. Instead, contents that are related are integrated. A holistic curriculum, a broad-field design draws around themes and integration. Learner-centered Design advocates that the learner should be the center of the educative process. It has three subtypes, namely, child-centered design, experience-centered design, and humanistic design. The child-centered design is anchored on the needs and interests of the child. Here, the learner is not considered as a passive individual but as one who engages with his/her environment. Thus, a child learns by doing. Although the experience-centered design is similar to the child-centered design, it proposes that the interests and needs of the learner cannot be pre-planned. Therefore, it is the experiences of the learners which should become the starting point of the curriculum, and thus, the school environment. The humanistic design, on the other hand, draws on the development of self as the ultimate objective of learning. It stresses the whole person and the integration of thinking, feeling, and doing. The problem-centered design draws on a more progressive view of the curriculum and has two types, the life-situation design, and the core design. Life-situation design ensures that the contents are organized in ways that allow students to view problem areas. It uses the past and the present experiences of learners as a means to analyze the basic areas of living. The connection of subject matter to real life-situations increases the relevance of the curriculum. On the other hand, the core design centers on general education, and the problems are based on common human activities. The central focus of the core design includes common needs, problems, concerns of the learners. Approaches to Curriculum Design From the above-mentioned types of curriculum design, how would a teacher approach each curriculum design? Each curriculum is to be approached by the teacher base on its type. 27 | P a g e  1. Child-centered or Learner-centered Approach  Based on the underlying philosophy that the child is the center of the educative process (https://www.coursehero.com/file/p7f147c/Approaches-to-Curriculum- Design-1-Child-Learner-Centered-Approach-This-approach/)  The curriculum is constructed based on the needs, interests, purposes, and abilities of the (https://newyorkessays.com/essay- approaches-to-curriculum-design/) learner as well as the knowledge, skills, learning, and potentials of the learner 2. Subject-centered Approach  Anchored on the curriculum design which prescribes different and separate subjects into one broad field (https://www.coursehero.com/file/p7f147c/Approaches-to-Curriculum-Design-1- Child-Learner-Centered-Approach-This-approach/)  The primary focus is the subject matter and emphasis is on bits and pieces of information which are detached from life  Learning takes place inside the classroom only and subject matter serves as a means of identifying problems in living 3. Problem-centered Approach  Based on the curricular design which assumes that in the process of living, children experience problems, thus, problem- solving enables the learners to become increasingly able to achieve complete or total development as individuals.  Learners are independent learners that are capable of directing and guiding themselves in resolving problems, they are problem solvers CURRICULUM MAPPING PROCESS (Bilbao, et al 2015) Curriculum mapping is a process for collecting and recording curriculum- related data that identifies core skills and content taught, processes employed, and assessments used for each subject area and grade or program level. The completed curriculum map then becomes a tool that helps teachers keep track of what has been taught and plan what will be taught. A curriculum map is a planning tool, a procedure for examining and organizing a curriculum that allows educators to determine how content, skills, and assessments will unfold over the year. It is a visual timeline that outlines the desired learning outcomes to be achieved, the lesson content, skills, and values to be taught, the strategies to be utilized, and how the progress of the students will be measured. A curriculum map can be designed individually by a teacher, or it can be a collaborative effort by teachers belonging to the same department or program. It can also be done at the level of the whole school or the educational system. The curriculum map, like the curriculum itself, is not rigid. It is a continuous work in progress that serves as a basis for the development or enhancement of a curriculum. At the tertiary level, a curriculum map is a tool to validate if a match exists between core program outcomes (competencies) and the content of a curricular program (on a per course or subject basis). Curriculum Mapping Process  Make a matrix/spreadsheet (use you Microsoft excel).  Place a timeline that you need to cover. (E.g. One quarter, one semester, one year)  Enter the intended learning outcomes, skills needed to be taught.  Enter the content areas/ subject areas to be covered.  Enter and align the name of the resources available.  Enter the teaching-learning methods to achieve outcomes.  Enter and Align the assessment procedure and tools to the intended learning out6comes, content areas, and resources.  Circulate the map among all involved personnel for their inputs. 28 | P a g e   Revise and refine map based on suggestions and distribute to all concerned. ELEMENTARY SCIENCE GRADE 3 Note: For Quarter 2, there are still two major content which are 3. Living Things 3.1 Plants and 4. Heredity: Inheritance and Variation Content Content Performance Learning Learning Standards Standards Competency Materials Grade 3 – Matter FIRST QUARTER/FIRST GRADING PERIOD 1. Properties The Learners The learners The learners Learning 1.1 demonstrate should be able should be able Guide in Characteristics understanding to.. to.. Science & of solids, of.. Health: liquids, gases Ways of Mixtures Group Describe the sorting common different materials and objects found objects based BEAM – Grade describing at home and in on their 3 Unit 4 them as solid, school characteristics Materials LG – liquid or gas, according to (e.g. Shape, Science 3 based on solids, liquids Weight, materials observable and gas. Volume, Ease Module 1 properties of Flow) Classify objects and materials as solid, liquid, and gas based on some observable characteristics. Describe ways on the proper use and handling solid, liquid and gas found at home and in school. Changes that Effects of Investigate the Describe BEAM -G3 materials temperature different changes in Unit 3 undergo on materials changes in materials Materials- materials as based on the Distance affected by effect of Learning temperature temperature: Module 4.1 solid to BEAM G3 Unit liquid 3 Materials 4.2 liquid to Module 44-49 solid 4.3 liquid to gas 4.4 solid to gas Grade 3-Living Things and Their Environment SECOND QUARTER/SECOND GRADING 29 | P a g e 1. Living The learners The learners The learners Things demonstrate should be able should be able 1.1 Humans understanding to.. to.. of.. 1.2 A sense Organs Practice 1. describe the Parts and healthful parts and functions of habits in functions of the sense taking care of the sense organs of the the sense organs of the human body. organs. human body; 1. 2. enumerate healthful habits to protect the sense organs; 2. Living Parts and Enumerate 3. describe the BEAM – Grade Things functions of ways of animals in 3 – Unit 2 2.1 Animals animals and grouping their Animals DLP importance to animals based immediate Science 3 DLP humans on their surrounding; 19 Beam- structure and Grade 3 – Unit importance. 2 Animals DLP 4. identify the Science 3 31- parts and 32 Learning function of Guide in animal; Science & Health: The 5. classify Body Guards animal according to parts and use; 6. state the importance of animals to humans; 7. describe ways of proper handling of animals. Note: There are different formats of curriculum map available depending on the its purpose and objective of the teacher or of the one who will do the mapping process. 30 | P a g e References Books Bilbao, Purita P., Dayagbil Filomena T., Corpuz, Brenda B. (2015). Curriculum Development for Teachers. Cubao, Quezon City: Lorimar Publishing Co., Inc. De Guzman, Estefania S., Adamos, Joel L. (2015). Assessment of Learning. Cubao, Quezon City: Adiana Publishing Co., Inc. Reyes, Emerita D., Dizon, Erlinda (2015). Curriculum Development. Assessment of Learning. Cubao, Quezon City: Adiana Publishing Co., Inc. Webliography 1. www.ibe.unesco.0rg, retrieved: 07/07/2020) 2. https://www.grinell-k12.org, retrieved: 07/07/2020 3. https://www.slideshare.net/lalynEspanola/chapter-2-174763741). 4. https://www.scribd.com/document/354481487/Ppt-of-Curriculum- Development). 5. https://www.scribd.com/document/327443094/Curriculum-Education 6. https://www.coursehero.com/file/p10t-4qpf/4-integration-The horizontal- connections-needed-in-subject-areas-that-are/ 7. http://www.ibe.unesco.org/en/glossary-curriculum-terminology/c/curriculum- aims-goals 8. https://www.slideshare.net/vbdeocampo/vision-mission-and goals-of-the- curriculum 9. https://www.coursehero.com/file/p10tqpf/4-integration-The-horizontal- connections-needed-in-subject-areas-that-are 10. https://aut.ac.nz.libguides.com/APA6th/books 11. https://www.scribd.com/presentation/322559431/subject-centered-design- ppt 12. Leslie Owen Wilson 1990, 1997, 2003, 2017pdf file, lifted from https://thesecondprinciple.com/instructional-design/writing-curriculum/ 31 | P a g e Assessing Learning 32 | P a g e  Activity 5 Name: ______________________________________ Date: ______________________ Course and Section: ______________________ Score: ____________________ Direction:  Research/download a sample of K to 12 Curriculum Guide. You may select a particular subject area.  Read and study the curriculum guide. Look for the different elements of curriculum found in the CG.  Provide your own matrix/table in presenting your output. Draw and accomplish your matrix/table in this page (Do not share the format of your matrix/table to your classmates). 33 | P a g e  Activity 6 Name: ______________________________________ Date: ______________________ Course and Section: ______________________ Score: ____________________ Direction: With your sample of a downloaded K to 12 Curriculum Guide, prepare a developmentally-sequenced curriculum map with well-aligned learning outcomes and competencies based on curriculum requirements for a specific subject and grade level, containing 1 lesson or 1 unit only. Answer the following questions: 1. What is meant by developmentally-sequenced curriculum map? 2. How can you say that the mapping you prepared is developmentally sequenced? 3. Prove that the activities, methods and strategies and assessment activities are aligned to the learning outcomes and competencies. 4. Provide your learning insights regarding the lessons covered in this unit. Prepare a 5-slide power point presentation and create a 5 to 10 - minute video of your output. 34 | P a g e UNIT III: CURRICULUM DEVELOPMENT Overview Several books on education will demonstrate that the curriculum in the Philippines underwent radical changes. These changes are critical in order to adapt to the changing educational paradigm. The Educational Decree of 1863, which was promulgated during this time period, provided Filipinos with a comprehensive educational system from elementary to tertiary levels. Since then, and until now the curriculum underwent revision and innovation and is still continuing to evolve in order to adapt and become relevant to the ever-changing needs of the society - locally and globally. The curriculum is the very heart of the school system. There can be no school if there is no curriculum. It is the very reason for the existence of any learning institution. The school caters to the students. Hence, the curriculum as the foundation of the teaching-learning process has to be geared towards the rapid societal changes and to the new responsibilities for the new breed of Filipinos. It is in this sense that curriculum needs to be carefully reviewed, evaluated and revised as the necessity arises to adjust on the changing and evolving needs of the country and its people. This unit discusses the what, and the how of curriculum development and its process. Different curriculum models will also be discussed as well as the important roles of stakeholders in the curriculum development. Learning Objectives At the end of the Unit III, I should be able to: 1. state the meaning of Curriculum Development; 2. explain how the curriculum development process takes place; 3. discuss the roles of the stakeholders in curriculum development; 4. illustrate by means of a diagram the curriculum Setting Up Direction: Based on your learning and understanding from Unit I and II. 1. Enumerate the role of stakeholders in creating curriculum. 2. Compare the curriculum 10 years ago from the current curriculum we have now. List down the changes that you observed. 35 | P a g e Lesson Proper DEFINITION OF CURRICULUM DEVELOPMENT What is Curriculum Development? The best way to define Curriculum Development is to take each term and explain briefly the concept behind it. Curriculum The term curriculum is derived from the Latin root “curere,” which means “to run,” as defined in the previous unit. In educational parlance, the "course of the race" came to stand for the "course of study" over time. Curriculum can now mean different things to different people depending on how it is used. Curriculum is more than just a list of subjects that students must take as part of a course of study. Curriculum, in a broad sense, refers to the overall framework of the educational system, which includes everything from instruction to management and administration. It is a broad collection of the academic institution's students' growth and experiences. In addition, it defines both learning and experiential activities and the means of delivering it to the learners. Curriculum is dynamic because it is constantly changing to meet the changing needs of society and people. It is also viewed traditionally and progressively, but both perspectives prioritize students. Development Development is a specific word that connotes change. Change means any alteration or modification in the existing order of things. However, change may not necessarily result in development, it must have the following characteristics (Palma, 1992) so that change would eventually lead to development: Change must be PURPOSEFUL Change that is intentional or directional is referred to as purposeful change. There must be well-defined targets or objectives. This type of change is something that one wills or causes to occur, rather than something that happens by chance. As a result, it includes control over or responsibility for the effect caused by the change. (https://www.slideshare.net/JingjingFrancisco/a-report-on-curriculum- development). Change must be PLANNED It is necessary to plan for change. In this context, planning refers to two things. To begin, there is a series of careful, systematic, and sequential steps that lead to a goal. Second, these are carried out over a period of time. (https://www.slideshare.net/JingjingFrancisco/a- report-on-curriculum-development). Change must be PROGRESSIVE Positive change brings about improvement. It takes a person or a group to higher levels of perfection with the vision aiming for what is ideally relevant in the future (https://thuongknn.wordpress.com/). Curriculum Development should then be concerned with the creation of plans for teaching and learning activities in classroom settings that will result in positive changes in the lives of learners and 36 | P a g e  society as a whole. It is based on the school’s mission and goals and identifies ways of translating these into a coherent and coordinated program of meaningful experiences and conditions eliciting responses that will lead to the transformation of the learners into authentic, warm and sensitive human beings (https://www.studymode.com/essays/Curriculum-Development-Process- 887334.html). Curriculum Development When viewed in a classroom setting or in a teacher’s perspective, Curriculum development describes all the ways in which a training or teaching organisation plans and guides learning. This learning can take place in groups or with individual learners. It can take place inside or outside a classroom. It can take place in an institutional setting like a school, college or training centre, or in a village or a field. It is central to the teaching and learning process (Rogers and Taylor 1998). From this description, one can infer that curriculum development can take place in many settings, and may involve many people. This means that it is a cooperative venture among teachers, supervisor, curriculum expert, learners, parents and other stakeholders (Andres and Francisco, 1989). MODELS OF CURRICULUM DEVELOPMENT The first step in curriculum development is to create a model. The type of curriculum used is determined by a curriculum development model. It includes educational philosophy, teaching methods, and methodology. (https://www.slideshare.net/camilleCasela/leadership-curriculum-design). There are numerous curriculum development models. Curriculum development, as a process, is concerned with reviewing, planning, developing, implementing, and maintaining curriculum while ensuring that the stakeholders involved in this process have a strong commitment to and ownership of the curriculum. For formulating policy, the challenge lies in the discussion on the form, content, aims and goals of curriculum. Often referred to as curriculum components. These curriculum components have a great impact on roles of the stakeholde