Module 1-4 Educ-318 PDF

THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) MODULE 1 CURRICULUM AND THE TEACHER: An Overview Module Overview: Module 1 will provides an overview about the school curriculum particularly its definitions, types and importance. Moreover, this al...

THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) MODULE 1 CURRICULUM AND THE TEACHER: An Overview Module Overview: Module 1 will provides an overview about the school curriculum particularly its definitions, types and importance. Moreover, this also gives a glimpse into the multifaceted roles of the teacher especially that of a curricularist. This module is organized into two (2) lessons: Lesson 1 The School Curriculum: Definitions, Types, and Importance Lesson 2 The Teacher as Curricularist Module Objectives: At the end of this module, the students are expected to: 1. demonstrate general conceptual understanding about the school curriculum. 2. discuss the roles of the teacher as curricularist. Lesson 1 THE SCHOOL CURRICULUM: Definitions, Types, and Importance Introduction This lesson sets the context of this entire course which is the school curriculum. The topics included in this lesson are: Defining Curriculum, Types of Curriculum, and Importance of Curriculum. Objectives At the end of the lesson, you are expected to be able to: 1. Write your own definition of curriculum. 2. Discuss the importance of curriculum in the educative process. 1|Page Prepared by: Dr. Juse Lyn P. Hiponia (USeP-CEd Faculty) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) ACTIVITY Direction: Based on your observation and understanding as a student, make a concept map about the curriculum operating in schools. CONCEPT MAP ANALYSIS  Write a brief explanation of your concept map. ________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ABSTRACTION A. DEFINITIONS OF CURRICULUM (Bilbao et al., 2015; Reyes et al., 2015) The definitions of curriculum can be “prescriptive” or “descriptive” in nature. These two terms are differentiated by Ellis (2004). Prescriptive Curriculum. Prescriptive curriculum specifies what “ought” to happen (i.e., it is generally in the form of a plan, intended program or some kind of expert opinion of what needs to take place in the course of study). (Ellis, 2004) 2|Page Prepared by: Dr. Juse Lyn P. Hiponia (USeP-CEd Faculty) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Sample Definitions: 1. Curriculum is a continuous reconstruction, moving from the child’s present experience out into that represented by the organized bodies of truth that we call studies… the various studies… are themselves experience – they are that of a race. (Dewey, 1902) 2. Curriculum is the entire range of experiences, both directed and undirected, concerned in unfolding the abilities of the individual. (Bobbitt, 1918) 3. The curriculum is all the learning experiences planned and directed by the school to attain its educational goals. (Tyler, 1957) 4. Curriculum is all planned learning outcomes for which the school is responsible…Curriculum refer to the desired consequences of instruction. (Popham & Baker, 1970) 5. Curriculum refers to a written plan outlining what students will be taught (a course of study). Curriculum may refer to all courses offered at a school in a particular area of study. (McBrien & Brandt, 1997). Descriptive Curriculum. The emphasis of descriptive curriculum is on “how” things are in real classrooms (i.e., it provides “hints” of curriculum in action). Sample Definitions: 1. All experiences children have under the guidance of teachers. ( McBrien & Brandt, 1997) 2. Those learnings each child selects, accepts, and incorporates into himself to act with, on, and upon, in subsequent experiences. (Hopkins, 1941) 3. All experiences of the child which the school accepts responsibility. (Ragan, 1960) 4. The set of actual experiences and perceptions of the experiences that each individual learner has of his or her program of education. (Hass, 1987) 5. The reconstruction of knowledge and experience that enables the learner to grow in exercising intelligent control of subsequent knowledge and experience. (Tanner & Tanner, 1995) 3|Page Prepared by: Dr. Juse Lyn P. Hiponia (USeP-CEd Faculty) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) B. TYPES OF CURRICULUM There are basically seven (7) types of curriculum operating in schools, they are the: (1) recommended; (2) written; (3) taught; (4) supported; (5) assessed; (6) learned, and; (7) hidden curriculum. Brief descriptions of these different types of curriculum are presented in the table below. Type Description RECOMMENDED This is the curriculum found in schools recommended by CURRICULUM government agencies like DepEd (Basic Education), TESDA (Vocational Education), and CHED (Higher Education). Recommendations are either in the form of memoranda, policies, standards and guidelines. Other institutions, professional bodies or international organizations (e.g., DOST, UNESCO) also recommend curricula in schools. WRITTEN These documents or materials (e.g., lesson plan, syllabi, CURRICULUM module, books, etc.) are based on ‘recommended curriculum’. They are used to ensure attainment of educational goals of school. TAUGHT This curriculum is what the teacher actually teaches in the CURRICULUM class. Taught curriculum is based on the ‘written curriculum’ and is largely influenced by teacher’s teaching style and students’ learning style. SUPPORTED Supported curriculum is that which has been provided with CURRICULUM support resources (e.g., books, worksheets, movies, models, realia, laboratories, etc.) that help the teacher make the teaching and learning process more meaningful ASSESSED The assessed curriculum is that which appears in tests and CURRICULUM performance measures (e.g., Teacher-made Tests, Regional Tests, and National Tests). LEARNED This refers to what students actually learn – that is, CURRICULUM demonstrated through the changes (i.e., cognitive, affective, and psychomotor) that occur as a result of school experiences as measured by tools in assessment. HIDDEN / IMPLICIT This curriculum not intentionally planned; however, it CURRICULUM impacts the learner’s behavior. Some contributors to “Unintended school’s ‘hidden curriculum’ are: physical environment, Curriculum” policies; peer influence; cultural practices; natural calamities, etc. 4|Page Prepared by: Dr. Juse Lyn P. Hiponia (USeP-CEd Faculty) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) C. IMPORTANCE OF CURRICULUM IN SCHOOLS How important is curriculum in schools? Is it crucial to its function and existence? According to Bilbao, et al., (2015) curriculum is the very heart of the school system…there can be no school if there is no curriculum. Curriculum is vital to schooling and the educative process. In the absence of curriculum, the school will not have a clear goal and ways of achieving that goal. APPLICATION  Review your concept map. Write your own definition of curriculum (20-30 words only). ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Closure In the next lesson, you will learn about the multi-faceted role of teacher in the classroom and in school --- that is, with emphasis on his/her role as ‘curricularist.’ Lesson 2 THE TEACHER AS CURRICULARIST Introduction What exactly are the roles of a teacher? In this lesson, you will learn about the multi-faceted role of a teacher, most especially his/her role as ‘curricularist’. The topics included in this lesson include are: The Multi-faceted Roles of a School Teacher and The Roles of Teacher as Curricularist. Objectives At the end of the lesson, you are expected to be able to: 1. describe the multi-faceted role of teachers in school. 2. discuss the role of the school teacher as a ‘curricularist’. 5|Page Prepared by: Dr. Juse Lyn P. Hiponia (USeP-CEd Faculty) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) ACTIVITY Direction: In the dialog boxes below, write the roles that teachers have based on your own observation. ANALYSIS  If you are to cluster the roles of the teacher that you have listed above, what are these clusters?  What are the insights that you have gained from the activity? ABSTRACTION A. THE MULTIFACETED ROLE OF A SCHOOL TEACHER Are you aware that the teacher’s role is very complex? Teachers do interrelated actions about curriculum, instruction, assessment, evaluation, teaching and learning. Not only that, they are also expected to engage in research, community work and other social functions. 6|Page Prepared by: Dr. Juse Lyn P. Hiponia (USeP-CEd Faculty) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) The other roles of teachers are: learning mediator, interpreter and designer of learning programs and materials; leader, administrator and manager; scholar, researcher and lifelong learner; community, citizenship and pastoral role; assessor; learning area/subject/discipline/phase specialist (Norms and Standards for Educators: http:www.polity.org.za). B.THE TEACHER AS CURRICULARIST Despite the fact that a teacher is in the classroom daily (i.e., heavily engaged in the educative process) he/she is seldom being referred to as a ‘curricularist’. Why? What is really a curricularist? In the past, curricularists are referred only to those who developed curriculum theories. According to the study conducted by Sandra Hayes (1991), the most influential curricularist in America include John Dewey, Ralph Tyler, Hilda Taba and Franklin Bobbit. (Bilbao et al., 1915) Nowadays, however, a new perception about the role of teacher has evolved. Teachers are now considered as curricularists despite not having the accomplishments of Dewey, Tyler, Taba or Bobbit. The teacher, as a curricularist, have the following attributes/roles: KNOWER (The teacher knows the curriculum). The teacher as a learner starts with knowing about the curriculum, the subject matter or the content. As a teacher, one has to master what are included in the curriculum. WRITER ‘Writes the curriculum’. A classroom teacher takes record of knowledge concepts, subject matter or content. The teacher writes books, modules, laboratory manuals, instructional guides, etc. PLANNER ‘Plans the curriculum’. The teacher prepares yearly, monthly or daily plan of the curriculum that will serve as a guide in its implementation. INITIATOR ‘Initiates the curriculum’. A transformative teacher never hesitate to try and /or initiate something new and challenging (i.e., due to many constraints) for the attainment of quality education. INNOVATOR ‘Innovates the curriculum’. It has been said that, creativity and innovation are hallmarks of an excellent teacher. Since curriculum is always dynamic, a good teacher always dares to ‘innovate’. IMPLEMENTOR ‘Implements the curriculum’. The teacher engages with the learners (i.e., with the aid of support provided by the school system) in order to achieve the desired learning outcomes as indicated in the written curriculum. EVALUATOR ‘Evaluates the curriculum’. The teacher evaluates the curriculum especially at the classroom level. The data that he/she contributes can help inform decision makers in determining whether or not a curriculum should be modified, terminated or continued. 7|Page Prepared by: Dr. Juse Lyn P. Hiponia (USeP-CEd Faculty) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) APPLICATION 1. Reflect on the role of the teacher as a ‘curricularist’. What are the implications of these to you as a pre-service teacher? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Closure This is the end of module 1, in the next module, you will learn about the Nature of Curriculum. 8|Page Prepared by: Dr. Juse Lyn P. Hiponia (USeP-CEd Faculty) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) MODULE 2 FOUNDATIONS OF CURRICULUM Module Overview: Module 2 is about the foundations of curriculum development. This module is organized into four (4) lessons: Lesson 1. Philosophical Foundations Lesson 2. Historical Foundations Lesson 3. Psychological Foundations Lesson 4. Sociological Foundations Module Objective: At the end of this module, the students are expected to:  Discuss how each foundation influence the process of curriculum development. Lesson 1 Philosophical Foundations Introduction What is going on in schools are in one way or another influenced by philosophy. In curriculum, philosophy answers questions like: What are schools for? What subjects are important? How should students learn? What methods should be used? What outcomes should be achieved? Why? Abstraction Below are some of the philosophies in education (Ornstein and Hunkins, 2004) : Philosophy Aim Role of Teacher Focus Trends To educate the Assist students to Classical Subjects; Use of great books Perennialism rational person; think with reason Literary Analysis (Bible, Koran, cultivate intellect. (Critical thinking; Classics) and HOTS) Liberal Arts. To promote Serve as sole Essential skills of Back to basics, Essentialism intellectual growth authorities in the the 3Rs; essential Excellence in of learners – for subject area. subjects. education, cultural them, to become literacy. competent. Promote Leads for growth Inter-disciplinary Equal opportunities Progressivism democratic social and development of subjects; Learner- for all; living. lifelong learners. centered; Contextualized Outcomes-based. curriculum; Humanistic education. To improve and Acts as agent of Present and future School and Reconstructionism reconstruct society. change and reform. educational curricular reform, Education for landscape. Global education, change. Collaboration and Convergence, Standards and competencies. 1|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Lesson 2 Historical Foundations Introduction The historical foundations of curriculum will provide us knowledge about its chronological development along a time line. Here we will get to know eight (8) of the many individuals who made significant contributions in the field of curriculum development. Abstraction List of some prominent individuals and their significant contribution(s) to the field of curriculum: Individuals Contributions/ Theories and Principles Franklin Bobbit (1876-1956)  He started the curriculum development movement.  Curriculum is a science that emphasizes students’ needs.  Curriculum prepares learners for adult life.  Objectives and activities should group together when tasks are clarified. talkcurricullum.wordpress.com Werrett Wallace Charters (1875-1952)  Posited that curriculum is science and emphasizes students’ needs.  Objectives and activities should match.  Subject matter or content should relate to objectives. educational research techniques William H. Kilpatrick (1871-1965)  Curricula are purposeful activities which are child-centered.  The purpose of the curriculum is child development and growth.  Introduced project method where teacher and student plan the activities.  Curriculum develops social relationships and small group greatthoughtstreasury.com instruction. Harold Rugg (1886-1960)  Curriculum should develop the whole child (i.e., it is child- centered).  Curriculum should produce outcomes – that is, with the statement of the objectives and related learning activities.  Emphasized social studies and suggested that the teacher plans curriculum in advance. prabook.com  He said, “…through schools of the world we shall disseminate a new conception of government – one that will embrace all the collective activities of men; one that will need to postulate scientific control and operation of economic activities in the interest of all people.” 2|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Hollis L. Caswell (1901-1989)  Curriculum is organized around social functions of themes, organized knowledge and learner’s interest.  Curriculum, instruction and learning are interrelated.  Curriculum is a set of experiences.  Subject matter is developed around social functions and learners’ interests. dl.tufts.edu Ralph W. Tyler (1902-1994)  Curriculum is a science and an extension of school’s philosophy. It is based on students’ needs and interest.  Curriculum is always related to instruction.  Subject matter is organized in terms of knowledge, skills and values.  The process emphasizes problem solving  Curriculum aims to educate generalists and not specialists. digitalcommonwealth.org Hilda Taba (1902-1967)  Contributed to the theoretical and pedagogical foundations of concepts development and critical thinking in social studies curriculum.  Helped lay the foundation for diverse student population. northazwanishuib.wordpress.com Peter Oliva (_____)  Described how curriculum change is a cooperative endeavor.  Teachers and curriculum specialist constitute the professional core of planners.  Significant improvement is achieved through group activity. sites.goggle.com 3|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Lesson 3 Psychological Foundations Introduction What is psychology? The terms ‘psychology’ is derived from the Greek word psyche which means soul. It is a discipline devoted to the study of behaviour, mind and thought. Specifically, it deals with study of mental processes that determines a person’s behaviour and thinking. Abstraction Psychology, when applied to teaching and learning provides the basis for understanding how students learn and understand a body of knowledge. The curriculum developer has to know how students’ learn and how to take into consideration individual differences when designing a curriculum. It is only when students learn and gain from the curriculum will the curriculum be considered successful. Psychology provides a basis to understand the teaching and learning process. It unifies elements of the learning process. Psychological foundations address the following questions:  How should curriculum be organized to enhance learning?  What is the optimal level of students’ participation in learning various contents of the curriculum? Four Psychological Perspectives or School of Thought The four psychological perspectives or school of thought that has had an impact on curriculum are: behaviourism, cognitivism, humanism and constructivism. Behaviorism Constructivism CURRICULUM Cognitivism Humanism Four Psychological Perspectives 4|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Psychological Perspectives Influencing Curriculum PSYCHOLOGICAL PERSONS PERSPECTIVE  Ivan Pavlov (1849-1936). A Russian physiologist, he introduced the theory of classical conditioning through a series of experiments with dogs. Behaviorism  B.F. Skinner (1904-1990). A famous American psychologist and behaviorist. He developed the theory of ‘operant conditioning’. His theory was based upon the idea that ‘learning is a function of change in overt behavior.’  Edward L. Thorndike (1874-1949). He defined learning as habit formation. Based on his experiments, he proposed three laws: (1) Law of Effect; (2) Law of Exercise; (3) Law of Readiness.  Albert Bandura (1925- ). A Canadian-American psychologist, he proposed the ‘social learning theory’--- he states that most human behavior is learned through observation, imitation, and modeling.  Max Wertheimer (1880-1943). An Austro-Hungarian Psychologist, he has made significant contributions to Gestalt psychology and approach. Cognitivism Gestalt theory stresses that ‘the whole of anything is greater than its parts’.  Wolfgang Köhler (1887-1967). A German psychologist and one of the key figures in the development of Gestalt psychology. His greatest contribution is perhaps ‘insight learning’.  Fergus Ian Muirden Craik (1935- ). A Scottish-Canadian cognitive psychologist who was known for his research on levels of processing in memory. The work was done in collaboration with Lockhart and later with Tulving.  David Paul Ausubel (1918-2008). He is an American psychologist who advanced a theory which contrasted ‘meaningful’ from ‘rote’ learning. In his view, to learn meaningfully, students must relate ‘new knowledge’ (concepts and propositions) to ‘what they already know’.  Abraham Maslow (1908-1970). He proposed the Maslow’s Hierarchy of Needs (1943) which emphasized on fulfilling innate human needs in Humanism priority, culminating in self-actualization.  Carl Rogers (1902-1987). He was a psychotherapist who believed that the ‘client is the most important person’ and developed a client-centered therapy. When applied to education, he proposed that classrooms become learner-centered and teachers should facilitate learning.  Arthur W. Combs (1912-1999). He believed that how a person perceives one’s self is most important and that the basic purpose of teaching is help each student develop a positive self-concept. The role of the teacher is that of facilitator encourager helper colleague and friend of his/her students. 5|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0)  Jerome S. Bruner (1915-2016). He was an American psychologist who made significant contributions to human cognitive psychology and Constructivism cognitive learning theory in educational psychology. A major theme in his theoretical framework is that: learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.  Jean Piaget (1896-1980). A Swiss psychologist who was known for his work on ‘child development’. His theory of cognitive development is about the nature and development of human intelligence.  Lev Semyonovich Vygotsky (1896-1934). A Soviet psychologist who developed the Vygotsky's Cognitive Development Theory. This theory postulates that ‘social interaction is fundamental to cognitive development’.  Ernst von Glasersfeld (1917-2010). A German philosopher and psychologist who authored ‘Radical Constructivism’ --- this is the idea that all learning must be constructed, and there is no utility or meaning in instruction that is teacher or textbook driven. Some Humanistic Techniques in the Classroom  Establish a warm, democratic, positive and non-threatening learning environment in which learner’s self- concept and self-esteem are considered essential factors in learning.  When it seem appropriate, function as a facilitator where he or she works and shares ideas with students.  When the teacher is comfortable, the teacher may occasionally show his/her “rea; person” by telling students how he or she feels.  Provide learning experiences that will lead to the development of habits and attitudes that teachers want to foster.  Teachers should be role models and should set good examples.  Students and teachers plan together the experiences and activities of the curriculum.  Students are given choices (with limitation) and freedom (with responsibilities); the extent of choices and freedom is related to the maturity level and age of student.  Learning is based on life experiences, discovery, exploring and experimenting. (Reyes, et al., 2015) 6|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Lesson 4 Sociological Foundations Introduction “Education systems are closely tied to the institutional network of society.” Hence, to understand how the content of schooling is shaped in any society, the relationship between education and other institutions in society must first be clearly understood. This specifies the importance of knowing the ‘social forces’ that shape the curriculum in order to understand: what is taught; how it is taught; and why it is taught. “Schooling exists within the context of society and influence culture which in turn shapes curriculum.” Thus, a curriculum should be able to prepare students for the present and the future – that is, by responding to social conditions locally, nationally and globally (McNeil, 1995). Abstraction Some of the major social factors that influence the curriculum are: changing economy, changing family institution, cultural diversity, special interest groups, and knowledge that is considered by the society as ‘most worth’ (see diagram below). Cultural Diversity Special Family Interest Institution Groups Changing 'Most Worth' CURRICULUM Economy Knowledge Major Social Factors that Influence Curriculum 7|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Example 1: Changing Economy and Curriculum The main function of education is to produce people with appropriate skills and knowledge to enable them to participate in the nation’s economy. The nature of schooling tends to reflect the nature of the society in which it is found. (See diagram below) Curriculum: Curriculum: Curriculum: Basic Skills Factory Model ? o o o Apprenticeship o Compartments o Didactic Teaching o Didactic Teaching AGRARIAN INDUSTRIAL INFORMATION SOCIETY SOCIETY SOCIETY Changing Economy and Curriculum Example 2. Knowledge that is ‘Most Worth’ Ornstein and Hunkins (1998) have the following as guiding principles in the selection of knowledge for a rapidly changing society: 1. Knowledge should comprise basic tools (this includes reading, writing, arithmetic, oral communication and computer literacy). 2. Knowledge should facilitate learning how to learn (provide learners with skills and tools to be efficient and effective independent learners). 3. Knowledge should be applicable to the real world (to be able to apply their knowledge in the solution of real-world problems). 4. Knowledge should improve learners’ self-esteem and personal integrity (learners need to feel good about themselves and be able to get along with others). 5. Knowledge should consist of many forms and methods (because there are different ways of learning, various options and alternatives should be provided for acquiring knowledge). 6. Knowledge should prepare the individual for the world of technology (able to keep abreast and function in an accelerating world of science and technology). 7. Knowledge should prepare individuals for the world of bureaucracy (able to deal with various types of bureaucratic organizations in government, business, industry and services). 8. Knowledge should permit the individual to retrieve old information (to modify and transform old knowledge to produce new knowledge). 9. Knowledge acquisition should be a lifelong process (schools provide the basics and beyond that individual learn from other sources such as books, newspapers, television, and internet). 10. Knowledge should be taught in context with values (teaching has to incorporate values because interpretation of knowledge reflects the value structure of the individual). 8|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) APPLICATION Activities: 1. Draw a diagram that will show the factors that influence the K to 12 curriculum of our country. 2. Draw a diagram that will show the factors that influence the curriculum (e.g., English, Physical Education, or Science) that you are in right now. 3. Have you observed changes in the curriculum at this time of pandemic? Describe your observation. CLOSURE In the next module, you will be introduced to the different models and processes in curriculum development. 9|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) MODULE 3 CURRICULUM PROCESS MODELS Module Overview: Module 3 will introduce you to three of the several models and processes in curriculum development. This module is organized into four (4) lessons, they are: Lesson 1. The Tyler’s Model Lesson 2. Taba’s Model Lesson 3. Oliva Model Lesson 4. Saylor and Alexander Model Module Objective: At the end of this module, the students are expected to:  Differentiate the different process models in curriculum development. Lesson 1 The Tyler’s Model Introduction The Tyler’s Model in the field of curriculum was developed by Ralph W. Tyler (1902-1994) whose major contribution in the field of curriculum is the rationale for curriculum planning in the realm of educational policy. In this lesson, you will learn about the Tyler’s Curriculum Rationale and Ends-Means Model. Abstraction The Tyler’s Rationale Tyler’s curriculum rationale was stated in four questions which must be answered when developing any curriculum plan of instruction, these questions are: 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that will likely attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether the purposes are being attained? These questions may be reformulated into a four-step process: Step 1. Stating objectives Step 2. Selecting learning experiences Step 3. Organizing learning experiences Step 4. Evaluating the curriculum 1|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Tyler’s Ends-Means Model (Reyes, et al., 2025) This ends-means model of Tyler introduced a revolutionary idea to curriculum planning. The model indicates that the curriculum developer should start by deciding what purposes the curriculum is to have and then plan accordingly. The ‘ends’ are the goals, educational objectives, and purposes. These ‘ends’ are to be identified by examining five elements: (1) learners; (2) community; (3) subject matter; (4) philosophy; (5) psychology. ENDS MEANS Philosophy, Aims, Curriculum Content & Goals & Objectives Activities Tyler’s Ends-Means Model Tyler’s Five Elements: Bases in the Identification of ’Ends’ 1. Learners. Information about the learner’s needs, wants, and abilities can help educators in motivating students to learn. 2. Community. The local community and the society are the student’s learning laboratory. By studying the community and society, the student can find problems to solve and ways of solving them. 3. Subject Matter. According to Tyler, “to master a subject, one must understand its underlying structure”. His view was influenced both by John Dewey (i.e., learning by doing) and Jerome Bruner (i.e., structure of knowledge). 4. Philosophy. “Sound curriculum development begins with sound thinking, and sound thinking begins by formulating a philosophy.” 5. Psychology. He believed that “effective curriculum development requires understanding the learners’ levels of development and the nature of the learning process.” 2|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Lesson 2 Taba’s Model Introduction The Taba’s Model was developed by Hilda Taba ( ). She believed that teachers should participate in developing a curriculum. As a grass-roots approach Taba begins from the bottom rather than from the top in contrast to what Tyler proposed. Abstraction Taba’s Grass-roots Model (Bilbao, et al., 2015) This approach to curriculum development is ‘inductive’ in nature – that is, starting from the specifics and building up to a general design. Taba believed that teachers should begin the process by creating teaching- learning units for their students in their schools instead of a general curriculum design. She presented seven major steps to her model which are the following: DIAGNOSIS OF LEARNERS’ NEEDS AND EXPECTATIONS OF THE LARGER SOCIETY FORMULATION OF LEARNING OBJECTIVES SELECTION OF LEARNING CONTENTS ORGANIZATION OF LEARNING CONTENTS SELECTION OF LEARNING EXPERIENCES ORGANIZATION OF LEARNING ACTIVITIES DETRMINATION OF WHAT TO EVALUATE AND THE MEANS OF DOING IT Strengths of the Taba’s Model  It involves teachers in its development which gives them a level of commitment and ownership not common to other models and which prepares teachers to implement the model.  Its unit base ties curriculum to instruction. Since “curriculum” is often interpreted to mean a document, as separate from instruction, too often curriculum development is thought of as disconnected from teaching. By bringing together curriculum and instruction, the model ties theory to practice. 3|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Lesson 3 Oliva Model Introduction Peter Oliva first introduced a curriculum development model in 1976 which he later expanded in 1992. His target was to develop a model that was simple, comprehensive and systematic. Abstraction The figure below shows the curriculum development model proposed by Oliva in 1976. The model presented here is linear which started with the ‘statement of philosophy’ and ends with ‘evaluation’. His model has twelve components which are also briefly presented in this lesson. Statement of Statement of Statement of Design of Plan Implementation Evaluation Philosophy Goals Objectives Oliva’s 1976 Model for Curriculum Development The Twelve Components of the Oliva Model Uploaded: Dazmin Daud (ResearchGate) 4|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Component Description I  The curriculum developer states the aims of education and their philosophical and psychological principles. The aims are based on the beliefs about the needs of the society and the individuals living in that society. II  This requires an analysis of the needs of the community in which the school is located, the needs of students served in that community, and the exigency of the subject matter that will be taught in the given school. III and IV  Specify curricular goals and objectives based on the aims, beliefs and needs specified in components I and II. V  Organize and implement the curriculum and to formulate and establish the structure by which the curriculum will be organized. VI and VII  These components seek for an increasing level of specification. Here, instructional goals and objectives are started for each level and subject. A distinction between goals and objectives is also showed. VIII  This involves the selection of instructional strategies for use with students in the classroom. IX  In phase A, the curriculum worker initiates the preliminary selection of evaluation techniques. At this stage, the curriculum planner thinks ahead and begins to consider ways to assess student achievement. X  Implementation of instructional strategies takes place. XI  Evaluation of instruction is carried out. XII  Evaluation of the Curricular Program – this completes the cycle. This model combines a scheme for curriculum development (components I – V and XII) and a design for instruction (components VI – XII). Use of the Model  It offers a process for the complete development of a school’s curriculum. Example, development of schoolwide, interdisciplinary programs that cut across areas of specialization (e.g., career education, guidance and extra-class activities).  A faculty can focus on the curricular components of the model (components I and V and XII) to make programmatic decisions  A faculty can concentrate on the instructional components (VI to XI). Summary of the Oliva Model The exact strength of the Oliva model is its inclusion of foundations. The original model requires a statement of philosophy, which is extremely important and, unfortunately, is not common among curriculum documents. Oliva’s revised model includes societal and student needs which are also invaluable parts of curriculum models. 5|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Lesson 4 Saylor and Alexander Curriculum Model Introduction Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of four steps. Curriculum is “a plan for providing learning sets of learning opportunities to achieve broad educational goals and related specific objectives for an identifiable population served by a single school centre.” Abstraction Below is the diagram of the Saylor and Alexander Curriculum Model. Descriptions of the components of this diagram are also provided here. Bases (external variables) Goals, Objectives and Domains Curriculum Curriculum Curriculum Designing Implementation Evaluation FEEDBACK Saylor and Alexander’s Curriculum Development Model Goals, Objectives and Domains  Curriculum planners begin by specifying the major educational goals and specific objectives they wish to accomplish.  Each major goal represents a curriculum domain: o Personal development o Human relations o Continued learning skills o Specialization  The goals, objectives and domains are identified and chosen based on research findings, accreditation standards, and views of the different stakeholders. Curriculum Designing  Designing the curriculum follows after appropriate learning opportunities are determined and how each opportunity is provided.  Example of questions to be answered during designing stage: o Will the curriculum be designed along the lines of academic disciplines, or according to student needs and interests or along themes? Curriculum Implementation  A designed curriculum is now ready for implementation. 6|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0)  Teachers prepare instructional plans where instructional objectives are specified and appropriate teaching methods and strategies are utilized to achieve the desired learning outcomes among students. Evaluation  The last step of the curriculum model is evaluation.  A comprehensive evaluation using a variety of evaluation techniques is recommended.  It should involve the total educational programme of the school and the curriculum plan, the effectiveness of instruction and the achievement of students.  Through the evaluation process, curriculum planner and developers can determine whether or not the goals of the school and the objectives of instruction have been met. APPLICATION Activity: Compare the four models using the template below. A. Similar Features Tyler’s Model Taba’s Model Oliva Model Saylor & Alexander Tyler’s Model Taba’s Model Oliva Model Saylor & Alexander B. Different Features Tyler’s Model Taba’s Model Oliva Model Saylor & Alexander Tyler’s Model Taba’s Model Oliva Model Saylor & Alexander  Which of the four models do you prefer the most? Why? CLOSURE In the next lesson, you will be introduced to the different roles of teachers in the school curriculum processes. 7|Page Faculty: Dr. Juse Lyn P. Hiponia (USeP-CEd) First Semester, SY 2020-2021  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) MODULE 4 THE TEACHER & THE SCHOOL CURRICULUM PROCESSES Module Overview: Module 4 is about the roles of the teacher in major curriculum processes taking place in school. This module is organized into four (4) lessons, they are: Lesson 1. The Teacher as Curriculum Designer Lesson 2. The Teacher as Curriculum Implementer and Manager Lesson 3. The Teacher as Curriculum Evaluator Module Objective: At the end of this module, the students are expected to:  Discuss the concepts, principles and processes involved in curriculum designing, implementation, management and evaluation.  Apply knowledge gained in preparing lesson plans on selected topics.  Appreciate the tasks of the teacher as curriculum designer, implementer, manager and evaluator. 30  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Lesson 1 The Teacher as Curriculum Designer Introduction  Every teacher as curricularist should be involved in designing a curriculum.  Designing a curriculum is one of the teacher’s roles as a curricularist.  Designing a curriculum is a very challenging task.  It is here where the style and creativity of the teacher come in.  This lesson will provide the necessary concepts in designing a curriculum. Abstraction A. Labels or Names for Curriculum Design Curriculum design is also known by other labels or names, these are: Syllabus, Lesson Plan, Unit Plan or a Course Design. B. Elements or Components of a Curriculum Design Whatever the label or name it is given, however, they all have the following in common: (1) Intended Learning Outcomes (ILO) or Desired Learning Outcome (DLO) – formerly labelled as behavioural objectives; (2) Subject Matter or Content; (3) Teaching and Learning Methods;(4) Assessment Evaluation. I. Intended Learning Outcomes (ILO)  The journey of the teacher as a curriculum designer begins with the identification of the ‘intended learning outcomes’.  Intended Learning Outcome (ILO) is a phrase which refers to the anticipated results after completing the planned activity or lesson. o ILO are expressed in action words (i.e., found in the revised Bloom’s Taxonomy of Objectives (Andersen and Krathwohl, 2003) o The statement should be SMART: Specific, Measurable, Attainable, Result- Oriented, and Time-bound.  In framing learning outcomes, it is good practice to: o Express each outcome in terms of what successful students will be able to do. o Include different kinds of outcomes, such as:  Cognitive Objectives (e.g., learning facts, theories, principles, concepts, etc.) 31  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0)  Performance Outcomes (e.g., learning how to carry out procedures, calculations, and processes)  Affective Outcomes (i.e., for developing attitudes or values required for a particular profession) II. Content/Subject Matter The content or subject matter is actually the topic that will be covered. In the selection of content, the following are the principles to consider:  Subject matter should be relevant to the outcomes of the curriculum.  Subject matter should be appropriate to the level of the lesson or unit. III. References The list of references follows the content. The references can be a book, module, publication, new paper clip, etc. It must bear the name of the author(s), year published, title of the book/article, edition (if applicable), and publisher. IV. Teaching and Learning Methods This part outlines the teaching and learning activities (e.g., lecture, laboratory experiments, field work, field trip, film viewing, etc.) for the particular lesson. Ideally, this should allow independent learning, cooperation, and competition.  Independent Learning. This allows learners to develop personal responsibility. The degree of independence to learn and how to learn is enhanced.  Cooperative Learning. This allows learners to work and learn together in an atmosphere where democratic process is encouraged. The teacher will serve as ‘guide’ in the process.  Competitive Activities. This allows the testing of students competencies against another in a healthy manner. V. Assessment / Evaluation This is the process by which information about what the students ‘have learned’ or ‘not learned’ are generated. Its three forms are:  Self-Assessment. This enables students to monitor and evaluate their own learning.  Peer Assessment. This allows students to provide feedback on each other’s learning. 32  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0)  Teacher Assessment. The teacher prepares and administers tests and gives feedback on the students’ performance. C. Types of Curriculum Design Models  Subject-Centered Design. This focuses on the content of the curriculum and corresponds mostly to the textbooks. This design has its variations which focus on: individual subject; a combination of subjects; specific discipline; a combination of disciplines which are a broad field or interdisciplinary.  Learner-Centered Design. The emphasis of this design is very strong in the elementary level since the ‘subject’ is the focus in high school and college. Examples of curriculum design which are learner-centered are: Child-centered Design; Experience-Centered Design, and; Humanistic Design.  Problem-Centered Design. Problem-centred design generally draws on social problems, need, interest and abilities of the learners. In this design, curriculum content cuts across subject boundaries, examples: Life-Situation Design and Core Problem Design. D. Approaches to Curriculum Design Approach Principles / Beliefs Child or Learner-Centered  Acknowledge and respect the fundamental rights of the child.  Make all activities revolve around the overall development of the learner. Philosophy: The child or the  Consider the uniqueness of every learner in multicultural learner is the center of the classroom. educative process.  Consider using differentiated instruction or teaching.  Provide motivating supportive learning environment for all the learner. Subject-Centered  The primary focus is the subject matter.  The emphasis is on bits and pieces of information which may be detached from life.  The subject matter serves as a means of identifying problems of living.  Learning means accumulation of content or knowledge.  Teacher’s role is to dispense the content. 33  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Problem-Centered  The learners are capable of directing and guiding themselves in resolving problems, thus developing every learner to be independent.  The learners are prepared to assume their civic responsibilities through direct participation in different activities.  The curriculum leads the learners in recognition of concerns and problems in seeking solutions. Learners are problem-solvers themselves. 34  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Lesson 2 The Teacher as Curriculum Implementer and Manager Introduction  “A good plan is work half done.”  Next step to curriculum planning and designing is curriculum implementation.  The task of the teacher is to implement recommended or written curriculum.  The success of learning depends on the implementation effort.  No curriculum should stop at the planning or designing phase. It has to be implemented. Abstraction A. Curriculum Implementation: Definitions SADC MoE Africa, 2000 Curriculum implementation means putting into practice the written curriculum that has been designed in syllabi, course of study, curricular guides, and subjects. It is a process wherein learners acquire the planned or intended knowledge, skills, and attitudes that are aimed at enabling the same learners to function effectively in society. Ornstein and Hunkins Curriculum implementation is the interaction between the curriculum (1998) that has been written and planned and the persons (teachers) who are in charge to deliver it. To them, curriculum implementation implies the following:  Shift from what is current to a new or enhanced curriculum.  Change in knowledge, actions, attitudes pf the persons involved.  Change in behavior using new strategies and resources.  Change which requires efforts hence goals should be achievable. Loucks and Lieberman Curriculum implementation is the trying out of a new practice and (1983) what it looks like when actually used in a school system. It simply means that implementation should bring the desired change and improvement. 35  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Bilbao, et al. (2015) Classroom Context: o Curriculum implementation means “teaching” what has been written in the lesson plan. o Implementing means using the plan as a guide to engage with the learners in the teaching-learning process with the end in view that learning has occurred and learning outcomes have been achieved. o It involves the different strategies of teaching with the support instructional materials to go with the strategy. Larger Scale: o Curriculum implementation means putting the curriculum into operation with the different implementing agents. o Curriculum implementation takes place in a class, a school, a district, a division, or the whole educational system. o In higher education, curriculum implementation happens for the course, a degree program, the institution, personal interaction, personal contacts, and support. B. Implementing the Curriculum in the Classroom The Role of Technology in Delivering the Curriculum Instructional media may also be referred to as media technology or learning technology. Technology plays a crucial role in delivering instruction to learners. The following are the primary roles of educational technology in delivering the school curriculum’s instructional program:  Upgrading the quality of teaching and learning in schools.  Increasing the capability of the teacher to effectively inculcate learning, and for students to gain mastery of lessons and courses.  Broadening the delivery of education outside schools through non-traditional approaches to formal and informal learning.  Revolutionizing the use of technology to boost educational paradigm shifts that give importance to student-centered and holistic learning. Types of Instructional Media/Technology Non-projected Media Projected Media  Real Objects  Overhead Transparencies  Models  Opaque Projection 36  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0)  Field Trips  Slides  Kits  Filmstrips  Printed Material (Books,  Films Worksheets)  Vide  Visuals (Drawings, Photographs,  Multimedia Presentations Graphs, Charts, Posters)  Visual Boards (Chalkboard, Whiteboard, Flannel Board, etc.)  Audio Materials Factors in Technology Selection 1. Practicality o Is the equipment (hardware) or already prepared lesson material (software) available? o If not, what would be the cost in acquiring the equipment or producing the lesson in audio or visual form? 2. Appropriateness (i.e., in relation to the learners) o Is the medium suitable to the learners’ ability to comprehend? o Will the medium be a source of plain amusement or entertainment, but not learning? 3. Activity/suitability o Will the chosen media fit the set instructional event, resulting in wither information, motivation, or psychomotor display? 4. Objective-matching o Overall, does the medium help in achieving the learning objective(s)? 37  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Lesson 3 The Teacher as Curriculum Evaluator Introduction  The lesson is about the teacher as curriculum evaluator.  It will present the ways of evaluating the curriculum  Curriculum evaluation is a component of curriculum development that responds to public accountability.  Curriculum evaluation is premised on the concept of alignment of planned, written, and implemented curriculum. Abstraction A. Curriculum Evaluation: Definitions Persons Definitions Ornstein & Hunkins Curriculum evaluation is a process done in order to gather data that (1998) enables one to decide whether to accept, change, or eliminate the whole curriculum of a text book. McNeil (1977) Evaluation answers two questions: 1) Do planned learning opportunities, programmes, courses and activities as developed and organized actually produce the desired results? 2) How can a curriculum be improved? Gay (1985) Evaluation is to identify the weaknesses and strengths as well as problems encountered in the implementation, to improve the curriculum development process. It is to determine the effectiveness of and the returns on allocated finance. Oliva (1988) It is a process of delineating, obtaining and providing useful information for judging alternatives for purposes of modifying or eliminating the curriculum. B. Reasons for Curriculum Evaluation  It identifies the strengths and weaknesses of an existing curriculum that will be the basis of the intended plan, design or implementation.  It will guide whether the results have equalled or exceeded the standards.  It provides information necessary for teachers, school managers, curriculum specialists for policy recommendations that will enhance achieved learning outcomes. 38  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) C. Example of Curriculum Evaluation Model: The Tyler Objectives Centered Model (Tyler, 1950) Action Curriculum Elements Evaluation Process Taken Yes No 1. Objectives/Intended  Pre-determine intended learning outcomes or Learning Outcomes objectives. 2. Situation or context  Identify the situation/context that gives opportunity to develop behavior or achieve objectives. 3. Evaluation  Select, modify and construct evaluation instruments Instruments /Tools or tools.  Check its objectivity, reliability and validity. 4. Utilization of Tools  Utilize the tools to obtain results.  Compare the results obtained from several instruments before and after to determine the change. 5. Analysis of Results  Analyze the results obtained to determine strength and weaknesses. Identify possible explanation about the reasons for the particular pattern. 6. Utilization of Results  Use the results to make necessary modifications. D. Simple Way of Curriculum Evaluation Process (Bilbao, et al., 2015) 1. Does the curriculum emphasize curriculum outcomes? 2. Does the implemented curriculum require less demand? 3. Can this curriculum be applied to any particular level? (kindergarten, elementary, secondary, tertiary) 4. Can the curriculum aspects be assessed as (a) written; (b) taught; (c) supported; (d) tested, and; (e) learned? 5. Does the curriculum include formative assessment? 6. Does the curriculum include summative assessment? 7. Does the curriculum provide quantitative methods of assessment? 8. Does the curriculum provide for qualitative methods of assessment? 9. Can the curriculum provide the data needed for decision making? 10. Are the findings of evaluation available to stakeholders? E. Curriculum Evaluation Through Learning Assessment  What is achieved learning outcome? An achieved learning outcome is defined in outcomes-based education (OBE) as a product of what have been intended in the beginning of the learning process.  Types of Tests to Measure Knowledge, Process and Understanding (KPU) 39  THE TEACHER AND THE SCHOOL CURRICULUM (Version 1.0) Type of Test Examples Objective Tests (i.e., requires only one and one  Pencil-and-Paper Test correct answer)  Simple Recall (e.g., Fill in the Blanks, Enumeration, Identification)  Alternative Response Test (e.g., True or False, Yes or No)  Multiple Choice Test  Matching Type Test Subjective Test (Used when learning outcomes  Essay which indicate student’s ability to originate and o Restricted Response Item express ideas is difficult to measure through o Extended Response Item objective type of test.  Assessment Tools to Measure Authentic Learning Performance and Products (KPUP) Performance Assessment Description Tools A tools that consist of a list of qualities that are expected to be Checklist observe as present or absent, The presence is to be marked [ / ] and the absence is marked [ X ]. Example: Checklist in the Use of Microscope A tool that uses a scale in a number line as a basis to estimate Rating Scale the numerical value of a performance or a product. Example: Likert Scale Rubrics  Levels of Assessment for the Levels of Learning Outcomes Levels of Learning What to test/assess? Type of Value in Outcomes/Assessment Assessment Assessment Level 1 - Knowledge Who, what, When, How, Why Pencil & Paper / 15% Non-Paper & Pencil Level 2 – Process Skills Constructed meaning from Pencil & Paper / 25% Knowledge Non-Paper & Pencil Level 3 - Understanding Explanations, Interpretations, Pencil & Paper 30% Applications, Empathy, Perspective and Self Knowledge. Big ideas, principles and generalizations. Level 4 – Products / Transfer of understanding to life Checklist/Rating 30% Performance situations as Products or Scale Performance Total 100% 40