Cognate 6 Unit 1 - Curriculum Development

this is an introduction to curriculum development.

1. Tarlac State University –College of Arts and Social Sciences
Unit 1
Concepts and
Nature of Curriculum

2. Tarlac State University –College of Arts and Social Sciences
•Defining curriculum
through Word Cloud

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The curriculum should consist of permanent
studies–the rulesofgrammar,reading,
rhetoric and logic, and mathematics (for
elementary and secondary), the greatest
books of the western world (beginningatthe
secondarylevelof schooling).
Hutchins,1936

8. Tarlac State University –College of Arts and Social Sciences
The curriculum must consist essentially of
disciplinedstudyin fivegreatareas:(1)
commandofmother tongueandthe
systematic studyofgrammar,literature,and
writing,(2) mathematics, (3) sciences, (4)
history, (5) foreign languages.
Bestor,1956

9. Tarlac State University –College of Arts and Social Sciences
The curriculum is such permanent subjects as
grammar,reading,logic,rhetoric,
mathematics, and the greatest books of the
western world thatembodyessential
knowledge.
Marsh&Willis,1995

10. Tarlac State University –College of Arts and Social Sciences
•Thecurriculumisasystematicgroupof
coursesorsequenceofsubjectsrequiredfor
graduationorcertificationinamajorfieldof
study.
Oliva,2008

11. Tarlac State University –College of Arts and Social Sciences
•Schoolingisnolongerjustfortheelite;itis
nowauniversalexperience.
•Citizenshipskillscantakeprecedenceover
classicalknowledge.
•Thediversityamonglearnersbecamemore
prominent; thus,promptingtheriseofnew
courses.

12. Tarlac State University –College of Arts and Social Sciences
•Schoolingisnolongerjustfortheelite;itis
nowauniversalexperience.
•Citizenshipskillscantakeprecedenceover
classicalknowledge.
•Thediversityamonglearnersbecamemore
prominent; thus,promptingtheriseofnew
courses.

13. Tarlac State University –College of Arts and Social Sciences
•Thecurriculum maybe definedin twoways:
(1) it is the range of experiences, both direct
and indirect, concerned in unfolding the
abilities of the individual, or (2) it is a series of
consciously directed training experiences that
the schools useforcompletingandperfecting
theindividual.
•Bobbit,1924

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•The curriculum is now generally considered to
be all of the experiences that learners have
undertheauspicesofthe school.
Doll,1970

15. Tarlac State University –College of Arts and Social Sciences
Nature of Curriculum
•Often viewed as list of courses
•Total learning experience in school and
in the society

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Traditional definition
•Body of subjects or subject matter prepared by the
teachers for the students
•Synonymous to course of study and syllabus
•In the 20th century, focused on the 3Rs in basic
education and on liberal education in tertiary
education (Hutchins)
•Focused on intellectual discipline (Bestor& Schwab)
•Focused on knowledge alone (Phenix)
•Made up of foundations, domains, research theories
and principles

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Progressive definitions
•Actualized list of subjects, syllabi (Dewey)
•All experiences children have under the guidance of
teachers (Caswell & Campbell)
•Sequence of potential experiences set up in the
schools for the purpose of disciplining children and
youth in group ways of thinking (Smith, Stanley &
Shores)
•Experiences in the classroom which are planned and
enacted by the teacher and also learned by students
(Marsh & Willis)

18. Tarlac State University –College of Arts and Social Sciences
Elements/
Components of Curriculum
1.Aims, goals, and objectives
2.Subject matter/content
•Communication arts—macro skills and effective use of language
•Mathematics—numeric and computational skills, geometry and
measurement, algebra, logic, and reasoning
•Sciences—branches, exploration, discovery of natural
phenomenon and use of scientific method

19. Tarlac State University –College of Arts and Social Sciences
Elements/
Components of Curriculum
2. Subject matter/content
•Social Studies—basics of Geography, History, Sociology,
Anthropology, Economics, Civics, Political Science and Psychology
•Music—basics of music theory, practice in listening, singing, and
playing musical instruments and music preparation
•Physical Education—health, physical fitness, individual and team
sports, spectatorship, and wise use of leisure
•Vocational Education—psychomotor, manipulative skills in basic
crafts, trades, design, work ethic, and appreciation of manual
productive work

20. Tarlac State University –College of Arts and Social Sciences
Elements/
Components of Curriculum
2. Subject matter/content
•Social Studies—basics of Geography, History, Sociology,
Anthropology, Economics, Civics, Political Science and Psychology
•Music—basics of music theory, practice in listening, singing, and
playing musical instruments and music preparation
•Physical Education—health, physical fitness, individual and team
sports, spectatorship, and wise use of leisure
•Vocational Education—psychomotor, manipulative skills in basic
crafts, trades, design, work ethic, and appreciation of manual
productive work

21. Tarlac State University –College of Arts and Social Sciences
Elements/
Components of Curriculum
Criteria in selecting subject matter content
oSelf-sufficiency. learned on one’s own with minimal effort and less
resources
oSignificance. leading to knowledge, skill, and attitude
oValid. authentic and updated
oInterest. meaningful, important
oUtility. frequently and commonly useful
oLearnability. within the range of experience of learners
oFeasibility. learnable given resources, expertise, reality in the society
oDevelopmentally appropriate. taught based on learner’s maturity
oRelevant to career
oRelated to other subject areas

22. Tarlac State University –College of Arts and Social Sciences
Elements/
Components of Curriculum
Principles in planning the curriculum
oBalance. in terms of depth and breadth
oArticulation. horizontal and vertical
oSequence. logically arranged
oIntegration. intra, inter, transdisciplinary
oContinuity. repetitive, reinforced learning

23. Tarlac State University –College of Arts and Social Sciences
Elements/
Components of Curriculum
Principles in planning the curriculum
oBalance. in terms of depth and breadth
oArticulation. horizontal and vertical
oSequence. logically arranged
oIntegration. intra, inter, transdisciplinary
oContinuity. repetitive, reinforced learning

24. Tarlac State University –College of Arts and Social Sciences
Elements/
Components of Curriculum
3. Learning Experiences
Characteristics of teaching methods
oMeant to achieve an end
oTranslate objectives into actions
oVaried
oEngaging cognitively, affectively
oFlexible
oSuitable to learning styles

25. Tarlac State University –College of Arts and Social Sciences
Elements/
Components of Curriculum
3. Learning Experiences
Characteristics of teaching methods
oMeant to achieve an end
oTranslate objectives into actions
oVaried
oEngaging cognitively, affectively
oFlexible
oSuitable to learning styles

26. Tarlac State University –College of Arts and Social Sciences
Elements/
Components of Curriculum
4. Evaluation approaches
Determine quality, effectiveness or value of the
curriculum
CIPP Model
•contextor environment
•inputor goals, strategies, learners, content
•processor the ways and means of implementation
•productor extent of achievement

27. Tarlac State University –College of Arts and Social Sciences
Prompt
Guided by the previous discussion,
what do you think must be the
essential parameters to consider
when developing a curriculum?

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Relationships between
curriculum and instruction
Curriculum Instruction

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Models of the Curriculum–
Instruction Relationship
Dualistic Model:
•Curriculum sits on one side and instruction on the other – no
intersection.
•Discussions of curriculum are divorced from their practical
application to the classroom.
•Under this model the curriculum and the instructional
process may change without significantly affecting one
another.

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Models of the Curriculum–
Instruction Relationship
Interlocking Model:
•Curriculum and instruction are shown as systems entwined.
•The separation of one from the other would do serious harm
to both.

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Concentric Models:
•Mutual dependence is the key feature of concentric models.
•Two conceptions of the curriculum–instruction relationship
that show one as the subsystem of the other.
Models of the Curriculum–
Instruction Relationship

32. Tarlac State University –College of Arts and Social Sciences
Models of the Curriculum–
Instruction Relationship
Cyclical Model:
•Curriculum and instruction are separate entities with a
continuing circular relationship.
•Curriculum makes a continuous impact on instruction and,
vice versa, instruction has impact on curriculum.
•The essential element of feedback is stressed.

33. Tarlac State University –College of Arts and Social Sciences
Curriculum as a discipline
•Subject of study
•Major in graduate school

34. Tarlac State University –College of Arts and Social Sciences
Characteristics of curriculum
as a discipline
•It has principles.
E.g., It provides maximum
opportunities for learners.
It has constructs such as sequencing of courses,
behavioral objectives, integrated studies, and
multiculturalism.
•It has knowledge and skills.
E.g., It is related to sociology,
psychology, philosophy,
communication, supervision

35. Tarlac State University –College of Arts and Social Sciences
Characteristics of curriculum
as a discipline
•It has theoreticians and practitioners.
E.g.,
Franklin Bobbit(1876-1956). Learning objectives,
together with the activities, should be groupedand
sequenced after clarifying the instructional activities
and tasks.
Curriculum emphasizes the needs of the students.
WerretCharters (1875-1952). The objectives, along
with the corresponding activities, should be
alignedwith the subject matter or content.

36. Tarlac State University –College of Arts and Social Sciences
Characteristics of curriculum
as a discipline
•It has theoreticians and practitioners.
E.g.,
Hollis Caswell (1901- 1989). Subject matter is
developed around theinterest of the learners and
their socialfunctions.
Ralph Tyler (1902-1994). The purpose of curriculum
is to educate the generalistsand not the specialists,
and the process must involve problem solving.

37. Tarlac State University –College of Arts and Social Sciences
Characteristics of curriculum
as a discipline
Curriculum specialists
•Transform curriculum knowledge into practice.
•Stimulate research on curricular problems.
Fields of curriculum specialists
•Philosopher, Psychologist, Sociologist, Technology
expert, Historian, Instructor, etc.

38. Tarlac State University –College of Arts and Social Sciences
References
Wilson,L.O.(2019).Typesofcurriculum.Accessed
at https://thesecondprinciple.com/instructional-
design/types-of-curriculum/
Wiles,J.W.&Bondi,J.C.(2011).Curriculum
development:Aguideto practice 8
th
Ed. New
Jersey:PearsonEducation,Inc.
Null,W.(2011).Curriculum:Fromtheoryto
practice.Maryland:Rowman& Littlefield Publishing
Group, Inc.

39. Tarlac State University –College of Arts and Social Sciences
End.