LET Reviewer: CURRICULUM DEVELOPMENT
CURRICULUM DEVELOPMENT
• Curriculum is derived from the Latin word currere, which means,“run” or “move quickly.”
• Curriculum, according to traditional schools is a group of subjects
arranged in a certain sequence peculiar to a specific field for the
purpose of instruction.
• Robert M. Hutchins believes that curriculum for basic education
should emphasize 3Rs, and college education should be grounded
on liberal education.
• Joseph Schwab believes that discipline is the sole source of
curriculum.
• The MAJOR FOUNDATIONS of curriculum are Philosophical,
Historical, Psychological, and Social.
• The FOUR EDUCATION PHILOSOPHIES that relate to curriculum are
Perennialism, Essentialism, Progressivism, and Reconstructionism.
• Perennialism believes that teachers help students think with reason
based on the Socratic methods of oral exposition or recitation,
explicit or deliberate teaching of tradition values.
• The Aim of Education in Perennialism is to educate the rational
person, and to cultivate the intellect.
• Essentialism is the physical foundation related to the statement,
“The teacher is the sole authority in his/her subject area or field of
specialization.”
• The Aim of Education in Essentialism is to promote the intellectual
growth of the individual and educate a competent person.
• Progressivism is where subjects are interdisciplinary, integrative,
and interactive.
• The Aim of Education in Progressivism is to promote democratic and
social living.
• Reconstructionalism is where teachers act as agents of change and
reform in various educational projects including research.
• The Aim of Education in Reconstructionism is to improve and
reconstruct society, since education is for change.
• The GUIDELINES FOR A GOOD CURRICULUMmust encourage inquiry
and creativity, be democratic with regards to procedure, accept
individual differences, take into consideration scientific and
scholarly findings and methods, minimize memorization and
maximize discovery, take into consideration the potential for
achievement through either the individual learner or the group,
and must employ teacher resources in a multi-dimensional role.
• The two SCHOOLS OF THOUGHT IN CURRICULUM DEVELOPMENT are
the Essentialist and Progressivist.
• The Essentialist considers the curriculum as something rigid
composed of various subject areas, book-centered, and
memorization method is used to master facts and skills.
• The PROGRESSIVIST includes the Pragmatists, Experimentalists,
Reconstructionists, and Existentialists.
• The Progressivists conceives the curriculum as something flexible
based on areas of interest, learner-centered, and is aimed toward
the holistic development of the learner.
• The three DIMENSIONS IN CURRICULUM DEVELOPMENT are
Philosophic-Theological Dimensions, Psychological Dimensions, and
Social Dimensions.
• The PHILOSOPHIC-THEOLOGICAL DIMENSIONSincludes Essentialism,
Idealism, Pragmatism, Progressivism, Existentialism,
Reconstructionism, and Realism.
• Essentialism is value centered and includes ideals that are essential
to one’s culture and should never be forgotten.
• Idealism is the preservation of one’s freedom and the concentration
should be on moral, intellectual, and aesthetic development of the
learner.
• Pragmatism believes that education must be useful to the society
and that the meaning of ideas lies in it consequences.
• Progressivism emphasizes self-activity and believes that education
must be flexible.
• Existentialism believes that education should enable man to make
choices in life.
• Reconstructionism aims to develop inherent powers of the learner,
and espouses a critical re-examination and reconstruction of the
current problems and situations to modify them.
• Realism is education based on natural phenomena and social
institutions, and should be based on the actualities of life.
• The Psychological Dimensions is the consideration of the Principles
and Laws of Learning such as Association, Field Theories, etc.
• The SOCIAL DIMENSION includes curriculum for individual
development (Individual or Italian Humanism), curriculum for social
development (Social or Northern Humanism), and curriculum for
individual and social development (Democratic Education, John
Dewey).
• The three APPROACHES TO CURRICULUM DESIGN are Subject-
Centered Curriculum, Child-Centered Curriculum, and Problem-
Centered Curriculum.
• Subject-Centered Curriculum is organized on the basis of separate
and distinct subjects, each of which embodies a body of knowledge
and skills.
• Child-Centered Curriculum is the child is considered the center of
educative process.
• Problem-Centered Curriculum is where the child is guided toward
maturity within the context of the social group, which helps the
child to solve his problems.
• Marsh and Willis viewed curriculum as “all experiences in the class
which are planned and enacted by the teacher, and also learned by
the students.”
• Caswell and Campbell viewed curriculum as “all experiences children
have under the guidance of teachers.”
• John Dewey define curriculum as “the total learning experience of
the individual.”
• Traditionalists view the curriculum as “a body of subject or subject
matter prepare by the teacher for the student to learn.”
• Curriculum theorists like Bobbit, Charters, Kilpatrick, Rugg and
Caswell believes that curriculum is CHILD-CENTERED.
• Ralph Tyler believes that curriculum is a science and an extension of
a school’s philosophy.
• Ralph Tyler views curriculum as it is based on students’ needs and
interest, it is always related to instruction, subject matter is organized
in terms of knowledge, skills, and values, the process emphasizes
problem solving and curriculum aims to educate generalist and not
specialists.
• “Learning should be organized so that students can experience
success in the process of mastering the subject matter,” s related to
Behaviorist Psychology.
• Cognitive theorists believe that learning constitutes a logical method
for organizing and interpreting learning.
• Humanistic psychologists believe that curriculum is concerned with
the process not the products; personal needs not subject matter,
psychological meanings and environmental situations.
• “Society as ever dynamic, is a source of very fast changes which are
difficult to cope with,” is related to the Social Foundations of
Curriculum.
• The Philosophical foundationsof curriculum help in answering what
schools are for, what subjects are important, how students should
learn and what material and methods should be used.
• The Historical development of curriculum shows the different
changes in the purposes, principles and content of the curriculum.
• The three TYPES OF CURRICULUM PATTERNS are Traditional,
Integrative, and Unified.
• Subject, Correlated, and Broad-Fields Curriculum are under the
TRADITIONAL CURRICULUM PATTERN.
• Subject Curriculum is where the school subjects constitute the bases
for organizing school experiences of the learners and various
subjects are offered based on their logical relationship so as to meet
the multifarious needs of the child.
• Correlated Curriculum articulates and establishes relationships
between two or more subjects on the basis of a topic or a theme to
help students gain a better understanding of the topic.
• Broad-Fields Curriculum combines several specific areas into larger
fields.
• Integrative Curriculumeliminates school subject division, aims to
foster integration of the learner to his socio-cultural milieu and is
leaner-centered and socially oriented.
• Under INTEGRATIVE CURRICULUM PATTERN are Leaner-Centered,
Experience Curriculum, and Core Curriculum.
• Learner-Centered organizes the learning experiences and content
around the life of the child.
• Experience Curriculum places emphasis on the immediate interests
and needs of the child and not on the anticipated needs.
• Core Curriculum also called social function or Area-of-Living
Curriculum, where the learning experiences are organized on the
basis of major functions of social aspects of living intended to enable
the learner to study the problems that demand personal and social
action.
• The Unified Program is a balance between the direct teachings of
the subject skills and unified learning experiences based on
problems, which are life centered.
• The CHARACTERISTICS OF A GOOD CURRICULUM are that it
complements and cooperates with other programs of the
community, it provides for the logical sequence of subject matter, is
continuously evolving and is complex of detail.
• The seven TYPES OF CURRICULUM OPERATING IN SCHOOLS are
Recommended Curriculum, Written Curriculum, Taught Curriculum,
Supported Curriculum, Assessed Curriculum, Learned Curriculum,
and Hidden Curriculum according to Glatthorn.
• A recommended curriculum is a curriculum proposed by scholars
and professional organizations.
• The recommended curriculum is the curriculum that may come from
a national agency like the DepEd, CHED, DOST, or any
professional organization who has stake in education.
• A written curriculum is a curriculum that appears in school, district,
or division documents.
• Taught curriculum are the different planned activities, which are
put into action in the classroom that are carried activities that are
implemented in order to arrive at the objectives or purposes of the
written curriculum.
• Supported curriculum are resources like textbooks, computers,
audio-visual materials, which support and help in the
implementation of the curriculum.
• Assessed curriculum is that which is tested and evaluated.
• Learned curriculum refers to the learning outcomes of the students,
which are indicated by the results of the tests and changes in
behavior that can either be cognitive, affective, or psychomotor.
• A hidden curriculum is the unintended curriculum, which is not
deliberately planned but may modify behavior or influence learning
outcomes.
• Peer influence, school environment, physical condition, teacherlearner
interaction, mood of the teachers and many other factors
make up the hidden curriculum.
• Objectives is the element or component of the curriculum that
provides the bases for the selection of learning content and learning
experiences which also set the criteria against which learning
outcomes will be evaluated.
• Learning experiences is the component of the curriculum is the
instructional strategies, resources and activities that will be
employed.
• Content of the curriculum is the subject matter that is to be included.
• Evaluation is the component of the curriculum that is where the
methods and instruments that will be used to assess the results of
the curriculum.
• Interest in selecting subject matters is a criterion that should be
considered in developing a curriculum.
• The CONSIDERATIONS that should be used in the selection of
learning content of a curriculum are if its frequently and commonly
used in daily life, suited to the maturity levels and abilities of
students, valuable in meeting the needs and the competencies of a
future career.
• Learning experiences are the components of the curriculum that
includes instructional strategies and methods that put into action
the goals, and use the contents in order to produce an outcome.
• The goals, instructionalstrategies, the learners, the teachers, the
content and all the materials needed in the curriculum are
considered as the INPUT based on Stufflebeam’s CIPP Model.
• Hilda Taba’s model of curriculumdevelopment is called the
“grassroots approach,” which means that teachers who teach or
implement the curriculum should participate in developing it.
• In Ralph Tyler’s Model of curriculum development, the
considerations that should be made are purpose of the school,
education experiences related to the purpose, organization of the
experiences and evaluation of the experiences/outcomes.
• The Humanistic Design Model in developing a curriculum is
attributed to Abraham Maslow and Carl Rogers.
• The Managerial Approach in curriculum development is when the
school principal is the curriculum leader and at the same time
instructional leader.
• The Planning Phase of curriculum implementation includes
decisions about the needs of the learners, the achievable goals and
objectives to meet the needs, the selection of the content to be
taught, the motivation to carry out the goals, the strategies most fit
to carry out the goals, and the evaluation process to measure learning
outcome.
• Curriculum assessment is the process where a teacher would gather
information about what his students know and can do.
• Curriculum Evaluation is the process of obtaining information for
judging the worth of an educational program, product, procedure,
educational objectives or the potential utility of alternative
approaches designed to attain specified objectives.
• Curriculum planning includes decisions about the needs of learners,
the achievable goals and objectives to meet the needs, the selection
of the content to be taught, the motivation to carry out the goals,
the strategies most fit to carry out the goals and the evaluation
process to measure learning outcomes.
• Curriculum Development is the process of selecting, organizing,
executing, and evaluating the learning experiences on the basis of
the needs, abilities and interests of the learners, and on the basis of
the nature of the society or community for the possibilities of
improving the teaching-learning situation.
• Thematic teaching is a mode of instructional delivery used by
teachers when teaching a subject focusing on a theme.
• Generic Competency Model is where the subject specialist teaches
his/her subject and activities will draw on processes and skills
important to each discipline.
• Content-based instruction is the integration of content learning with
language teaching.
• BEC was the national curricular innovation implement by
virtue of DepEd Order No. 43, s. 2002.
• The New Teacher Education Curriculum for BEEd and BSEd is
implemented by virtue of CMO No. 30, s. 2004.
• The Learning Environment is the NCBTS domain where a teacher
creates an environment in her classroom that promotes fairness,
safe and conducive to learning.
• Diversity of Learners emphasizes the ideal that teachers can facilitate
the learning process even with diverse learners, by recognizing and
respecting individual differences and by using knowledge about their
differences to design diverse sets of learning activities to ensure
that all learners can attain the desired goals.
• Personal Growth and Professional Development emphasizes the
ideal that teachers value having a high personal regard for teaching
profession, concern for professional development, and continuous
improvements as teachers.
• Social Regard for Learning focuses on the ideal that teachers serve
as positive and powerful role models of the value in the pursuit of
different efforts to learn.
• A teacher that organizers the parents of his teachers into a
Homeroom Parent-Teacher Association so that he will be able to
establish a learning environment that responds to the needs of the
children and the community is adhering to the Community Linkages
(Domain 6) NCBTS Domain.
• UbD is anchored on three points that are INTERRELATED ACADEMIC
GOALS, which are acquiring knowledge, understanding content,and
transferring or applying knowledge as it is understood.
• Teaching for Understanding, the main tenet of UbD, is where
understanding is reached through the formulation of a “big idea”,
which would lead the students to an “understanding” or to answer
an “essential question” beyond the lessons taught.
• Backward Design Concept exemplifies the concept of “teaching for
understanding”, wherein curricula are based on a desired result
rather than the traditional method of constructing the curricula,
focusing on facts and hoping than and understanding will follow.
• The three STEPS OF BACKWARD DESIGN are
1. Identifying desired results,
2. Defining acceptable evidence, and
3. Planning learning experiences and instruction.
• Defining acceptable evidence through the different types of
assessment refers to the process by which educator will teach and
gauge the level of a student.
• STAGE 3 OF THE BACKWARD DESIGN of the UbD-Based curriculum is
when a teacher would prepare her lesson based on the following
sequence: Explore, Firm-up, Deepen, and Transfer.
• Medium of Instruction Rationalized refers to the use of mother
tongue as medium of instruction from pre-school to Grade III in
President Aquino’s 10 ways to fix Philippine Education.
• Outcome-Based Education is an approach to education in which
decisions about the curriculum are driven by the exit learning
outcomes that the students should display at the end of the course.
• Brain-Based Learning’s suggests that the brain learns naturally, an
approach to teaching based on research in neuroscience and allows
teachers to connect learning to students’ real life experience.
• Benjamin Bloom and Robert Magerdefined educational objectives
as an explicit formulation of the ways in which students are expect
to change by the educative process, and intent communicated by
statement describing a proposed changed in learners.
• The three BIG DOMAINS of objectives are Cognitive,Affective, and
Psychomotor Domains.
• Cognitive Domain is the domain of thought process, which includes
knowledge, comprehension, application, analysis, synthesis, and
evaluation.
• Knowledge is the recall, remembering of prior learned materials in
terms of facts, concepts, theories and principles, also known as the
lowest cognitive level.
• Comprehension is the ability to grasp the meaning of material and
indicates the lowest form of understanding.
• Application is the ability to use the learned material in new and
concrete situation.
• Analysis is the ability to break down material into component parts
so that its organizational structure may be understood.
• Synthesis is the ability to put parts together to form a new whole.
• Evaluation is the ability to pass judgment on something based on a
given criteria.
• Affective Domain is the domain of valuing, attitude and appreciation,
which includes receiving, responding, valuing, organization, and
characterization of value or value complex.
• Receiving is the students’ willingness to pay attention to particular
events, stimuli or classroom activities.
• Responding is the active participation on the part of the students.
• Valuing is concerned with the worth or value o a student attaches to
a particular phenomenon, object, or behavior.
• Organization is concerned with bringing together different values
and building a value system.
• Characterization of value or value complex is the development of a
lifestyle based on a value system.
• Psychomotor Domain is the domain of the used of psychomotor
attributes, which includes perception, set, guided response,
mechanism, complex overt responses, adaptation, and origination.
• Perception is the use of sense organs to guide motor activities.
• Set refers to the readiness to take a particular type of action.
• Guided response is concerned with the early stages in learning
complex skills.
• Mechanism is where responses have become habitual, and
performance skills are executed with ease and confidence.
• Complex overt responses are skillful performance and with complex
movement patterns.
• Origination refers to creating new movements and patterns to fit
the situation.
• The K-12 Basic Education Curriculum was officially implemented by
virtue of RA 10533.
• The K-12 Program provides sufficient time for mastery of concepts
and skills, develops lifelong learners, and prepares graduates for
tertiary education, middle-level skills development, employment,
and entrepreneurship.
• The SALIENT FEATURES of the K-12 Program are Universal
Kindergarten, Contextualization and Enhancement,Spiral
Progression,Mother Tongue-Based Multilingual Education,Senior
High School,College and Livelihood Readiness, let Century Skills.
• Universal Kindergarten lays the foundation for lifelong learning and
for the total development of a child where the student learns the
alphabet, numbers, shapes, and colors through games, songs and
dances in their Mother Tongue.
• Contextualization and Enhancements includes examples, activities,
songs, poems, stories, and illustrations, which makes the lessons
relevant to the learners and easy to understand.
• Mother tongue-based multilingual education will allow the students
to learn best through their first language.
• Spiral progression is where subjects are taught from the simplest
concepts to more complicated concepts through grade levels in spiral
progression.
• Senior High School is two years of specialized upper secondary
education where students may choose a specialization.
• Thesubjects that Grades 11 and 12 will take are defined by their
choice of career track, which may fall under either the Core
Curriculum of specific Tracks.
• The seven LEARNING AREAS under the Core Curriculum are Language
Literature, Communication, Mathematics, Philosophy, Natural
Sciences, and Social Sciences.
• The three TRACKS that each Senior High School Student can choose
from are Academic, Technical-Vocational-Livelihood, and Sports and
Arts.
• The ACADEMIC TRACK includes three strands: Business,
Accountancy, Management (BAM); Humanities, Education, Social
Sciences (HESS); and Science, Technology, Engineering, Mathematics
(STEM).
• The subjects under the SPORTS TRACK are Safety and First Aid,
Human Movement, Fundamentals of Coaching, Sports Officiating
and Activity Management, Fitness, Sports and Recreation
Leadership, Psychosocial Aspects of Sports and Exercise, Fitness
Testing and Basic Exercise Programming, Practicum (in-campus), and
Work Immersion/Research/Career Advocacy/Culminating Activity
(Apprenticeship).
• The Certificates of Competency (COC) or National Certificate Level
I (NC I) may be obtain by the students under the Technical Vocational
Education & Training after finishing Grade 10.
• A National Certificate Level II (NC II) may be obtain by a student
after finishing a Technical-Vocational-Livelihood Track in Grade 12,
provided that he/she passes the competency-based assessment of
TESDA.
• College and Livelihood Readiness, 21st Century Skills are skills that
every graduate will be equipped with, which will prepare them to
go into different paths.
• Under the COLLEGE AND LIVELIHOOD READINESS, 21ST CENTURY
SKILLS, every graduate will be equipped with Information, media
and technology skills, Learning and innovation skills, Effective
communication skills, and Life and career skills.
• Components of the Educative Processare the learner, teacher and
the school.
• The factors affecting the growth and development of an individual
are heredity and environmental influences.
• Heredity is the process by which the new organism is endowed with
certain potentials (inherited from parents) for his later
development.
• Environmental influences are the interaction between an individual’s
inherited traits, his surrounding and his nurture.
• Maturation is the process by which heredity exerts influence long
after birth.
• The Phylogenetic principle of development states that development
follows an orderly sequence, which is predictable and true to all
members of a certain race.
• The two predictable trends of development are cephalocaudal trend
and proximodistal trend.
• The cephalocaudal trend is defined as the development from head
to foot where as the proximodistal trend is the earlier development
of the body nearest the center.
• The Ontogenetic principle of development states that the rate of
development is unique to every individual where it is brought about
by one’s heredity as well as environmental influences.
• Individual differences refers to the idea that no two individuals are
exactly the same or alike.
• In Piaget’s concrete operational stage, a teacher should provide the
activities that involves a child’s skills in classification and order, which
requires appropriate use of logic.
• Psychoanalytic theory by Sigmund Freud emphasizes the importance
of sensitive periods in development.
• Contrary to Freud’s theory that the primary motivation of human
behavior is sexual nature, Erikson asserts that it is Social in
nature. (Psychosocial Theory)
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