L.e.t. Curriculum Development.pptx

Bicol University COLLEGE of INDUSTRIAL TECHNOLOGY Legazpi City

CURRICULUM DEVELOPMENT L.E.T. REVIEW PROF. DIONISIO G. MONIS, JR. Lecturer

NATURE, CONCEPTS & PURPOSES OF CURRICULUM A. Progressive Points of View of Curriculum - curriculum is considered as the total learning experiences of individual learner, rather than a listing of subject matters, written syllabi and list of courses or specific discipline. Caswell and Campbell viewed curriculum as “all learning experiences children have under the guidance of a teacher.” Smith, Stanley and Shores defined curriculum as a sequence of potential experiences set up in the schools for the purpose. Marsh and Willis view curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and learned by the learners.

Traditional Points of View of Curriculum: * Curriculum - is a body of subjects or subject matters prepared by the teachers for the students to learn (20th century) * Robert Hutchins – views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric and logic , and mathematics for basic education are emphasized. * Arthur Bestor - believes that the mission of the school should be intellectual training, focus on the fundamental intellectual disciplines of grammar, literature and writing. * Joseph Schwab - views curriculum as an academic discipline.

RALPH TYLER’S MODEL OF A CURRICULUM FOUR BASIC PRINCIPLES OF THE CURRICULUM : 1. It must have educational purpose for which the school seek to attain. 2. It includes educational experiences that are likely to attain the purposes. 3. It must use various strategies that can facilitate effective learning and for the attainment of educational purposes.

TYPES OF CURRICULUM OPERATING IN SCHOOLS: 1. Recommended curriculum. It is the curriculum prescribed / recommended by the DepEd in the case of Basic Education and by the CHED in the case of the Tertiary Education. 2. Written Curriculum. This refers to the course of Study or Syllabi prepared by expert teachers that conform to the recommended curriculum. 3. Taught curriculum. This is the curriculum that consists of the planned learning activities intended for the learners in order to achieve the objectives. 4. Supported curriculum. This is the taught curriculum aided with materials that support the teaching process in facilitating learning.

Types of Curriculum Operating in Schools: 5. Assessed curriculum. This refers to to tested or evaluated curriculum. At the end of teaching or at certain duration of teaching episodes, series of evaluation are being done by the teachers to determine the extent of teaching and learning outcomes. 6. Learned curriculum. This refers to the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior which are the cognitive, affective and psychomotor. 7. Hidden curriculum. This is the unintended curriculum which influence the learners in learning, such as: peer influence, school environment, physical condition , teacher-learner interaction, mood and personality of the teacher and many more.

MAJOR FOUNDATIONS OF CURRICULUM 1. PHILOSOPHICAL FOUNDATION 2. HISTORICAL FOUNDATION 3. PSYCHOLOGICAL FOUNDATION A. BEHAVIORIST PSYCHOLOGY B. COGNITIVDE PSYCHOLOGY C. HUMANISTIC PSYCHOLOGY 4. SOCIAL FOUNDATION

PHILOSOPHICAL FOUNDATION • The philosophy of a curriculum planner, implementor or evaluator reflects his or her life experiences, common beliefs, social and economic background , and foremost, his/her education. • John Dewey looks at “education as a way of life” a laboratory in which philosophy becomes concrete and is tested. • According to the Perennialists, the purpose of the curriculum is to educate the rational person’s intellect; help students to think with reason. • According to the Essentialists, the curriculum is aimed at promoting intellectual growth of the individual and educate a competent person; the teacher is the sole authority in his or her subject area or field of specialization.

Philosophical Foundation . . . . • According to the Progressivists , education aims to promote democratic and social living, such that knowledge leads to growth and development of lifelong learners who actively learn by doing; subjects therefore must be interdisciplinary, integrative, and interactive. • To the Reconstructionists, education aims to improve and reconstruct society for change; with the teachers as the agents of change and reform in various educational projects and research.

HISTORICAL FOUNDATION: • Franklin Bobbit (1876-1956). He presented a curriculum as a science that emphasizes on student’s need. The curriculum must prepare students for adult life. • Werret Charters (1875-1952). Curricula must be childcentered. The purpose of the curriculum is child growth and development. • Harold Rugg (1886-1960). Curriculum according to Rugg, should develop the whole child. The child is considered the center of the educative process. • Hollis Caswell (1901-1989). He sees the curriculum as organized around social functions of themes, organized knowledge and learner’s interest. He believes that a curriculum is a set of experiences.

HISTORICAL FOUNDATION . . . . . . • Ralph Tyler (1902-1994). He believes that curriculum is a science and an extension of school’s philosophy. It is based on student’s needs and interest.

PSYCHOLOGICAL FOUNDATION : Psychology provides the basis for the teaching and learning process. A. Behaviorist Psychology – * Edward Thorndike Theory of Connectionism influenced both Ralph Tyler and Hilda Taba * Ivan Pavlov’s Classical Conditioning and Skinner’s Operant Conditioning

* Albert Bandura’s Modeling and Observation * Robert Gagne (Behaviorist) – Hierarchy of Learning which involves: (1987) - intellectual skills on knowing how to categorize and use symbols - information or knowing what knowledge about facts - cognitive strategies or learning skills - motor skills - attitudes, feelings and emotions learned through experiences

B. Cognitive Psychology Cognitive psychology aims to develop in a learner how to store information; how to retrieve data; and generate conclusions. - the teacher focuses her attention on how the learner’s processes ; and how they monitor’s and manages thinking on the part of the learner. - Jean Piaget – Stages of Cognitive Development - Lev Vigostky – Social constructivism - Howard Gardner – Multiple Intelligences - Felder & Silverman – for their Learning Styles - Daniel Goleman – for Emotional Intelligences

3. Humanistic Psychology: Humanistic psychology is concerned with how learners can develop their human potential. - It is built on Gestalt psychology where learning can be explained in terms of the wholeness of the problem and reorganizing his/her own perception. - Abraham Maslow’s Theory of Human Needs for self-actualization

4. Social Foundations of Education Schools exist within a social context. Societal culture affects and shapes schools and their curriculum. - The schools are only one of the many institutions that educate society , address diversity, explosion of knowledge, school reforms and education for all.

MASLOW’S HIERARCHY OF NEEDS

Self-actualization

Self-respect & self-esteem

Love & belongingness

Safety and security

Physiological Needs

AIMS, GOALS AND OBJECTIVES OF CURRICULUM IN ALL SCHOOLS & LEVELS • • • • • • • • •

Inculcate patriotism and nationalism Foster love of humanity Promote respect for human rights Appreciate the role of national heroes in the historical development of the country Teach the rights and duties of citizenship Strengthen ethical and spiritual values Develop moral and personal discipline Encourage critical and creative thinking Broaden scientific and technological knowledge and promote vocational efficiency

CRITERIA IN THE SELECTION OF SUBJECT MATTERS/CONTENTS FOR THE CURRICULUM 1. SELF-SUFFICIENCY – less teaching and learning efforts but more results or learning outputs in an economical manner. 2. SIGNIFICANCE - When contents contribute to basic 3. VLIDITY – When contents are not yet obsolete, and are updated with the explosion of knowledge 4. INTEREST - The content is meaningful and interesting to the learners 5. UTILITY - Usefulness of the content in the daily life of the learners 6. LEARNABILITY - Lessons should be within the range of the experiences of the learners 7. FEASIBILITY - Lessons can be learned within the allocated time, space and resources.

CURRICULUM APPROACHES • BEHAVIORAL APPROACH – In the learning competencies, the activities and contents are specified are arranged to match with the learning objectives. Objectives are stated in behavioral form. • MANAGERIAL APPORACH - he principal or head of the school is the overall manager of the school who sets rules and policies and priorities to change or make innovations in planning, organizing curriculum and instruction. • SYSTEMS APPROACH - The systems include the administration, counseling, curriculum,. Instruction and evaluation. • HUMANISTIC APPROACH - This is rooted in the progressive philosophy and child-centered movement. It is focused on the total development of the child’s personality.

Stages in the Systems Management To Teaching and Learning A.Pre-Active Stage: A. B. C. D.

Specification of Objectives in the behavioral form Specification of Learning Contents Identification of Entry Behaviors (giving a pre-test) Other considerations: 1) Determination of appropriate teaching strategies 2) Allocation of time 3) Allocation of Space 4) Organization of Groups 5) Selection of resources or materials for teaching 6) Identification of values for integration 7) Writing the lesson plan

Active Stage: Actual teaching-learning process 1. 2. 3. 4.

Communication skill of the teacher Art of questioning Classroom management Skill in the use and handling of teaching materials and devices 5. teacher’s personality: - personal traits - social traits - emotional traits 6. Classroom setting

POST-ACTIVE STAGE : Evaluation Purposes: 1. Identifying strengths and weaknesses of the students 2. Determining student’s level of mastery of the lesson 3. Determining aspects in teaching that need adjustment and improvement 4. Determining whether the students need remediation lesson, reinforcement lesson or enrichment lesson

Robert Gagne’s Events of Learning MOTIVATION PHASE APPREHENDING PHASE ACQUISITION PHASE RETENTION PHASE RECALL PHASE GNERALIZATION PHASE FEEDBACK PHASE

KINDS OF CURRICULUM DESIGN 1. Subject-centered design model (Henry Morrison & William Harris). This model focuses on the content of the curriculum. This design corresponds mostly to the use of textbook. A. Subject-design. Subject-matters are mainly taken from books. B. Discipline design. This focuses on the entire subject, not only a part of it. C. Correlation design. S subject area is made as the core or center of all other subjects. D. Broad field design or interdisciplinary. A broad subject tackles on its branches or sub-areas.

2. LEARNER CENTERED CURRICULUM A. Child-centered (John Dewey, Rouseau, Pestallozi, and Froebel). The learners are considered as active participants in a classroom and they learn more by doing or hands-on. B. Experience-centered design. The child remains to be the focus while their needs become the starting point of the curriculum. It emphasizes on the various experiences of the learners that are flexible based on their interests. C. Humanistic design. (Abraham Maslow and Carl Rogers). It emphasizes on the self-actualization of the learners which they can achieve in their later life through the process of learning while still in school.

3. Problem-centered Design. A. Life-situatio0n design. Contents of the curriculum are organized in ways that allow students to clearly view problem areas clearly. It uses past and present experiences of the learners to analyze the basic areas of living. B. Core design. It centers on general education and the problems are based on common human activities. The focus of the core design includes : common needs, problems, concerns of the learners.

DIMENSIONS OF CURRICULUM DESIGN (CURRICULUM CRAFTING) A. SCOPE. Tyler in Ornstein (2004) defines scope as all the content or coverage composed of learning experiences and organizing threads comprising the educational plan. It includes the cognitive, affective and psychomotor content. B. SEQUENCE. Contents and experiences are arranged in hierarchical , logical and systematic manner. 1. Simple to complex behaviors 2. Prerequisite learning 3. Whole to part learning 4. Chronologicval learning.

PRINCIPLES IN CURRICULUM DESIGNING ACCORDING TO SEQUENCE:

1. World-related sequence – a. Space (from closest to farthest b. Time (chronological) c. Physical feature (age, shape, size, distance, brightness, and others) 2. Concept-related – a. class relations (groups of things that share common concepts)

b. Propositional relations (Sequence is arranged in a way that evidence comes or presented before proposition.

3. Inquiry-related sequence. This is based on scientific method of inquiry. It uses the processes of generating, discovering and verifying knowledge, content and experiences logically and methodically. 4. Learning-related sequence (How to learn). a. Empirical prerequisites – sequence of the curriculum is based on empirical studies where the prerequisite is required before learning the next level.

b. Familiarity – prior learning is important in curriculum sequencing (familiar first before the unfamiliar)

c. Difficulty – easy contents are taken ahead than the difficult ones. d. Interest sequence – contents and experiences that stimulate interest are those that are novel. These can arouse curiosity and interest to learn.

IMPLEMENTING THE CURRICULUM Stakeholders are individuals or institutions that are interested in the school curriculum. They get involved in many different ways in the implementation , because the curriculum affects them directly or indirectly.

Components of implementation: 1. The learners as the center of the curriculum 2. The teachers as curriculum developers & implementers 3. Curriculum managers and administrators 4. Parents as supporters to the curriculum 5. Community members as curriculum resources 6. Other stakeholders in curriculum implementation (agencies: DepEd, CHED, PRC)

TECHNOLOGY IN THE IMPLEMENTATION OF CURRICULUM Factors for Technology Selection: 1. Practicality - readily available less cost but can assure better and greater learning outcome. 2. Appropriateness in relation to the learners – the materials or media tech to be used are suitable to the learner’s ability and comprehension. 3. Activity / suitability – the chosen media must fit the set of instructional events, resulting in either information, motivation or psychomotor display. 4. Objective-matching - as a whole, the media must help in achieving the learning objectives.

PILOT TESTING OR FIELD TRY-OUT OF THE CURRICULUM

• Pilot testing is a necessary process in gathering data empirical data to support whether the material (curriculum) is : - useful - relevant - reliable - valid Steps: 1. First try-out (one module is tried to a small group of pupils/students) 2. Second try-out (using a complete set of the written materials) 3. Modification /revision 4. Production of copies by the volume 5. Full implementation 6. Monitoring 7. Evaluation

CURRICULUM EVALUATION TYPES OF EVALUATING THE CURRICULUM: 1. School-based evaluation 2. Accreditation Areas for Accreditation 1. Program of Studies 2. Classroom Management 3. Instructional Processes / Methodologies Used 4. Graduation Requirements 5. Administrative support 6. Academic Performance of students

ASSESSING THE CURRICULUM PURPOSE OF CURRICULUM ASSESSMENT: 1. 2. 3. 4.

Highlight curriculum expectations Gather information about what students know and can do Motivate students to learn better Motivate & encourage teachers to meet the identified needs of students 5. Provide evidence to tell bow well the students have learned 6. Obtain feedback that helps teachers, students and parents make good decisions to guide instruction

PARAMETERS OF ASSESSING THE CURRICULUM

intended currICULUM CURRICULUM

implemented currICULUM

achieved currICULUM

PARAMETERS OF ASSESSMENT A. Intended Curriculum 1. 2. 3. 4. 5. 6. 7. 8. 9.

Are the objectives achievable within the learner’s developmental levels? Can the objectives be accomplished within thee time frame? Are the resources adequate to accomplish the objectives? Are the objectives specific and clear? Are there ways of measuring the outcomes of the objectives? Are the objectives observable? Are the objectives or learning tasks doable? Are the objectives relevant? Overall, are the objectives SMART?

IMPLEMENTED CURRICULUM 1. Are the learning activities congruent with the stated objectives? 2. Are the materials and methods appropriate for the objectives set? 3. Does the teacher have the skill to implement the activities or use the strategy? 4. Does the teacher utilize the various ways of doing to complement the learning styles of the students? 5. Are there alternative activities for the learners to accomplish the objectives? 6. Are there activities provided to address individual differences? 7. Do the activities motivate maximum learning?

8. Do the activities motivate the learners to do more and harness their potentials? 9. Do the activities utilize multiple sensory abilities of the learners? 10. Do the activities address multiple intelligences of the learners?

ACHIEVED CURRICULUM 1. Do the learning outcomes achieved by the learners approximate the level of performance set at the beginning of the curriculum? 2. Are the learning outcomes achieved higher or lower than the objectives set? 3. Do the achieved outcomes reflect the knowledge, skills and attitudes intended to be to be developed? 4. How many percent of the learners in the class perform higher than the level set at the start? 5. Do the curricular outcomes reflect the goals and the aspirations of the community where the curriculum was implemented?

CRITERIA for ASSESSMENT OF CURRCIULUM

• SUPPLANTIVE APPROACH -

In this approach, the teacher attempts to promote learning by providing explicit directions and explanations. This is highly teacher-directed.

• GENERATIVE APPROACH – This is referred to as “constructivist” or “developmental” . Much of its emphasis is for the teacher to provide opportunities for the students to make own educational goals and experiences as well as the knowledge that results.