Module 1- Curriculum Essentials TC 235.pdf

Teacher and the Curriculum Lesson 1

1. Module 1
Curriculum Essentials

2. Module 1.1: The Teacher and
the School Curriculum

3. M1.1.1 The Curricula in School

4. OBJECTIVES:
●Discuss the different curricula that exist in the schools
●Analyze the significance of curriculum and curriculum
development in the teacher’s classroom

5. Have you read “The Saber-Tooth Curriculum by
Harold Benjamin (1939)?. Take some time to read it
and find out what curriculum is all about during
those times.

LINK:
https://docs.google.com/document/d/1oOgF3zebfhL
KzFBC40rlYYyvlZXVxcSmSyOia6kBD_g/edit?usp=shari
ng

6. In 1939, curriculum was seen as
tradition of organized knowledge
taught in schools of the 19th century
In the 20th century the scope
broadened to include several modes
of thoughts or experiences.
Formal, non-formal or informal
education do not exist without
curriculum.

7. QUESTIONS:
1.Does the sabre-tooth curriculum exist at the present? Give
examples

2.What does the author mean, when he said “A curriculum
should be timeless?” Explain

3.What is the difference between education and training.

8. ●Teachers will have nothing to do
●Classroom will be empty
●Teachers will have no guide
Curriculum is the heart of the teaching
profession
No Curriculum Means:

9. 1.Basic Education


2.Technical Vocational Education
-post secondary. Taken care of Technical Education and Skills Development Authority
(TESDA). For the TechVoc track in SHS of DepEd, DepEd and TESDA work together.
3.Higher Education
-Baccalaureate or Bachelor Degree and the Graduate Degrees (Master’s and
Doctorate) under the regulation of CHED
Current Philippine Curriculum
ELEMENTARY SECONDARY
Kindergarten,
G1 to G6
Junior High Senior High
G7 to G10 G11 and G12

10. In whatever levels of schooling and in various types of learning
environment, several curricula exists.
Types of Curricula Simultaneously Operating in Schools
by Allan Glatthorn (2000) as mentioned in Bilbao, et.al (2008)
1.Recommended Curriculum
2. Written Curriculum
3. Taught Curriculum
4. Supported Curriculum
5. Assessed Curriculum
6. Learned Curriculum
7. Hidden/Implicit Curriculum

11. Type of Curriculum Example
1.Recommended Curriculum Assessment for Learning
2. Written Curriculum Karen is demonstrating how to crochet a pot holder which is
taught in her EPP class
3. Taught Curriculum Sir Vernel is guides the students in planting Lettuce through
hydroponics.
4. Supported Curriculum The DepEd officially implementing the Matatag K-10 Curriculum
5. Assessed Curriculum Powerpoint presentation for English class
6. Learned Curriculum GMRC Books
7. Hidden/Implicit Curriculum Peer influence in classroom overall dynamics
INSTRUCTIONS: Match the examples to the type of curriculum

12. 1.Recommended Curriculum
●Almost all curricula found in our schools are recommended.
●Recommendations come from DepEd, CHED and TESDA.
●These government agencies regulate and oversee the Philippine
Education.
●Memoranda or policies, standards and guidelines.
●UNESCO

13. 2. Written Curriculum
●Documents based on the recommended curriculum.
●Course study, syllabi, modules, books, or instructional guides among
others.
●Lesson plan

14. 3. Taught Curriculum
●From what has been written or planned, the curriculum has to be
implemented.
●Put to life the written curriculum.
●Skill to facilitate learning based on the written curriculum with aid from
instructional materials
●Taught curriculum is dependent to the teaching style of the teacher and
the learning style of the learners

15. 4. Supported Curriculum
●Support materials that the teacher needs to make learning and teaching
meaningful and facilities where learnings occur outside and inside the 4
walled building
●Print materials like books, charts, posters, worksheets, or non-print
materials like PPT, movies, slides, models, realias, mock-ups and other
electronic illustrations.
●Playground, science laboratory, Gym, audio-visual rooms, zoo, museums,
market, plaza, and places for authentic and experiential learning.

16. 5. Assessed Curriculum
● Assessment as, of and for learning
●Taught and supported curricula have to be evaluated
●FOR = to find the progress of learning
●OF = to find out how much has been learned or mastered

17. 6. Learned Curriculum
●Student changed behavior is learned curriculum. From non-reader to
reader
●Positive outcome of teaching is also an indicator of learning which is
measured by tools in assessment
●Learned curriculum will also demonstrate higher order and critical thinking
and lifelong skills.

18. 7. Hidden/ Implicit Curriculum
●Not deliberately planned, but has a great impact on the behavior of the
learner
●Peer influence, school environment, media, parental pressures, societal
changes, cultural practices, natural calamities, etc.
●Teacher should be conscious and attentive of the hidden curriculum

19. PRACTICE FURTHER:
INSTRUCTIONS: Identify the curriculum present in situations and examples given.
1.Anna cannot focus in class because she is having dysmenorrhea
2.Republic Act No. 7610 June 17, 1992. AN ACT PROVIDING FOR STRONGER
DETERRENCE AND SPECIAL PROTECTION AGAINST CHILD ABUSE
3.Course Guides
4.The children’s application of simple arithmetic in giving change in their sari-sari
store
5.Angeline was recognized as the Valedictorian of their class.
6.Teacher Analize used an organizational chart to introduce the legislative branch
of the Philippine Government
7.The PDF format for the Matatag K-10 Curriculum

20. SEATWORK 1:
How significant are the different types of curriculum and curriculum
developments in the teacher’s classroom?

21. M1.1.2 The Teacher as a Curricularist

22. Objectives:
Enhance understanding of the roles of the teacher as a
curricularist

23. Are you aware that the teacher’s role in school is
very complex?
A classroom teachers is involved with curriculum
continuously all day. But is seldom has teacher
been called a curricularist.

24. CURRICULARIST
●PAST = those who developed curriculum theories.
●According to Sandra Hayes (1991), the most influential are
John Dewey Ralph Tyler Hilda Taba Franklin Bobbit

25. CURRICULARIST
●A curriculum specialist (Hayes, 1991; Ornstein & Hunkins, 2004; Hewitt,
2006)
●A person who is involved in curriculum knowing, writing, planning,
implementing, evaluating, innovating, and initiating may be designated as
a curricularist.

Does this descriptions make us teachers a curricularist?

26. SO WHAT DOES THE TEACHER DO TO DESERVE THE
LABEL OF CURRICULARIST?

27. 1.KNOWS THE CURRICULUM (KNOWER)
●Learning begins with knowing.
●Teacher masters the curriculum both
formal (disciplines, logic) and informal
(derived from experiences, vicarious,
unintended)
●Mastery of the subject matter

28. 2. WRITES THE CURRICULUM (WRITER)
●Takes record of knowledge concepts,
subject matter or content which
needs to be preserved through
writing
●Writes books, modules, laboratory
manuals, instructional guides, and
reference materials in paper or
electronic media

29. 3. PLANS CURRICULUM (PLANNER)
●It is the role of a teacher to make a
yearly, monthly or daily plan of the
curriculum
●The teacher takes into consideration
the learners, support material, time,
subject matter or content, the desired
outcomes, the context of the learners
among others

30. 4. INITIATES CURRICULUM (INITIATOR)

●Leading in the implementation of
what is required by the educational
authorities
●Starting is always difficult but the
teachers are always at the frontlines
in pushing for the applications of
these changes

31. 5. INNOVATES THE CURRICULUM (INNOVATOR)
●Creativity and innovation are
hallmarks of an excellent teacher.
●One can never find a single eternal
curriculum that would perpetually fit
thus a teacher must be creative and
innovative in coping to curriculum
changes

32. 6. IMPLEMENTING THE CURRICULUM (IMPLEMENTER)
●The teachers implement what is
planed and recommended
●It is where teaching, guiding,
facilitating skills of the teachers are
expected to be of the highest.
●This is where teachings as a science
and as an art will be observed.
●It is here where all elements of the
curriculum come to play

33. 7. EVALUATES THE CURRICULUM (EVALUATOR)
●Evaluation of teaching.
●Is the curriculum working? Does it
bring the desired result? What do
outcomes reveal? Are the learners
achieving?

34. Doing these multi-faceted work qualifies a
teacher to be a curricularist.

A curricularist will be knowing, writing,
implementing, innovating, initiating and
evaluating the curriculum

35. SEATWORK 2:
Answer the Self-Check Activity.
Copy of the material will be given by your instructor.

36. Module 1.2: The Teacher as a
Knower of Curriculum

37. M1.2.1 The School Curriculum: Definition, Nature
and Scope

38. OBJECTIVES:
●Define curriculum from different perspectives
●Describe the nature and scope of curriculum

39. DEFINITIONS OF
CURRICULUM

40. Traditional Points of View
●Robert M. Hutchins - “permanent studies” where rules of grammar,
reading, rhetoric, logic and mathematics for basic education are
emphasized. 3Rs for basic education while liberal education for college.
●Arthur Bestor (essentialist) - believes that the mission of the school
should be intellectual training, hence curriculum should focus on the
fundamental intellectual disciplines of grammar, literature and writing. It
should include mathematics, science, history and foreign language.
●Joseph Schwab -thinks that the sole source of curriculum is a discipline,
thus the subject areas such as Science, Mathematics, Social Studies,
English and many more. In college, academic disciplines as a ruling
doctrine for curriculum development.

41. Traditional Points of View
●Philip Phenix - asserts that curriculum should consist entirely of
knowledge which comes from various disciplines.

COLLECTIVELY, in the traditional views of the curriculum it can de
defined as a field of study. From these views, curriculum is mostly
written documents such as syllabus, course of study, books and
references where knowledge is found but is used as means to
accomplish intended goals.

42. Progressive Points of View
●John Dewey - believes that education is experiencing. Reflective thinking
is a means that unifies curricular elements that are tested by application.
●Holin Caswell, William Stanley and Harlan Shore - likewise defined
curriculum as a sequence of potential experiences, set up in schools for
the purpose of disciplining children and youth in group ways of thinking
and acting.
●Colin Marsh and George Willis - also viewed curriculum as all the
experiences in the classroom which are planned and enacted by the
teacher and also learned by the students.

43. Progressive Points of View
PROGRESSIVISTS view curriculum as a total learning experiences of the
individual.

44. SUMMARY OF THESE VIEWS
Curriculum is what is (1) taught in school, a (2) set of
subjects, a (3) content, a (4) program of studies, a (5) set
of materials, a (6) sequence of courses, a (7) set of
performance objectives, (8) everything that goes within
the school. In short, curriculum is the total learning
experiences of the learner under the guidance of the
teacher.

45. M1.2.2 Approaches to the School Curriculum

46. OBJECTIVES:
●Describe the different approaches to school curriculum
●Explain by examples how the approaches clarify the
definition of curriculum
●Reflect on how the three approaches interrelate with
each other
●Examine textbooks that proves all three are present in
the curriculum

47. There are various definitions of curriculum. In this
lesson, let us look at the curriculum as either a
Content, a Process, or a Product to fully
understand the different perspectives of what
curriculum is all about.

48. 1.Curriculum as a
Content or Body
of Knowledge

49. CONTENT

= body of knowledge to be transmitted to students
using appropriate teaching methods
= acquisition of facts, concepts and principles of
the subject matter

50. All curricula have content regardless of their
design or models. In most educational setting,
curriculum is anchored on a body of
knowledge or discipline.

There are 4 ways of presenting the content of
the curriculum.

51. 1.Topical Approach - much content is based on knowledge, and
experiences are included
2.Concept Approach - with fewer topics in clusters around major
and sub-concepts and their interaction, with relatedness emphasized
3.Thematic Approach - as a combination of concepts that develop
conceptual structures
4.Modular Approach - leads to complete units of instruction.

52. CRITERIA IS SELECTION OF CONTENT (Scheffer, 1970 in Bilbao, et al 2015)
SIGNIFICANCE
Value of the content in
the formulation of new
ideas
VALIDITY
Authenticity of the
content over time. Is it
still a fact?
UTILITY
Usefulness of that
content to the students’
life
LEARNABILITY
The complexity must be
within the range of
learners’ experiences
FEASIBILITY
Can it be learned within
the time frame?
INTEREST
Will learners take interest
in the content?

53. May also include…
1.Commonly used in daily life
2.Appropriate to the maturity levels and abilities
of the learners
3.Valuable for the future career
4.Related to other subject field or discipline for
complementation and integration
5.Important in the transfer of learning to other
disciplines

54. Palma in 1952 proposed that the contents in the
curriculum should be guided by BALANCE,
ARTICULATION, SEQUENCE, INTEGRATION and
CONTINUITY (BASIC)
However, Hunkins and Ornstein (2018) added
and important element which is SCOPE.
BASIC – BASICS

55. BASICS meaning
BALANCE
Content must be fairly
distributed in depth and
breadth.
ARTICULATION
Seamlessness in the
content, no gaps and no
overlaps
SEQUENCE
Logical arrangement of
the content
(vertically/horizontally)
(easy to complex)
INTEGRATION
Relatedness and
connectedness to other
contents
CONTINUITY
Perennial and endures
time. Constant
enhacement
SCOPE
Scope must encompass
cognitive, affective and
psychomotor skills
(more content is not
always better

56. 1.Curriculum as a
Process

57. What curriculum
are you using?
It’s…
1.Problem-Based
2.Hands-on, Minds-on
3.Cooperative Learning
4.Blended Curriculum
5.On-line
6.Case-based

58. PROCESS

= not NOUN but as a VERB (action)
= interaction among teachers, students, and content
= Teaching and Learning Activities
= Content and Process goes hand in hand
= Instruction, Implementation, Teaching
=Teaching Ways

59. Guiding Principles:
1.Curriculum process in the form of teaching methods or
strategies are means to achieve the end. (MEANS = process)
2.There is no single best process or method
3.Curriculum process should stimulate the learners’ desire to
develop KSA
4.In choosing methods, teaching and learning styles must be
considered
5.Every method or process must result to an outcome
6.Flexibility in the use of the process or method should be
considered
7.Both teaching and learning are the two important processes
in the implementation of the curriculum

60. 1.Curriculum as a
Product

61. Besides being viewed as …
Content that is transmitted
Process that gives action to content
PRODUCT that students desire to achieve.

62. PRODUCT

= student equipped with the KSA
= CHANGE
= behavioral
= meaningful experiences in the curriculum

63. CONCLUDING QUESTION

After learning from this lesson, how would
you prepare yourself to become a teacher,
using the three approaches to curriculum?

64. Assignment
Making Inventory of Curriculum Approach as Content, Process, and
Product
INSTRUCTIONS: Choose a book that is being used in elementary, high school
and college. Identify the following: CONTENT, PROCESS, PRODUCT.
Use short bond paper and attach pictures as proof of the books under
inventory.
Do this with your groups.
Sample format is in the next slide.

65. Title of the Book:
Grade Level: Subject Area Used

CONTENT
EXAMPLE:
A.Type of curriculum
in the classroom
PROCESS
EXAMPLE
A.Individual research
B.Interview
C.Observation
PRODUCTION/OUT
COME
EXAMPLE:
A.List of types of
curriculum
B.Skill in
interview and
observation
1.
2.
3.

66. M1.2.3 Curriculum Development: Process and
Models

67. OBJECTIVES:
●Explain and summarize the curriculum development
process and models

68. CURRICULUM DEVELOPMENT PROCESS
1.CURRICULUM
PLANNING
2. CURRICULUM
DESIGNING
3. CURRICULUM
IMPLEMENTING
4. CURRICULUM
EVALUATION
Consideration of the school vision,
mission and goals
Selection and organization of
content, learning experiences,
assessment procedures and tools
Putting the plan into action
Determining the extent to which the
desired outcomes have been
achieved
Generally, most models involve these four phases

69. Curriculum
Development
Process Models

70. 1.RALPH TYLER MODEL: Four Basic Principles
●Also known as “Tyler’s Rationale”
●Emphasis in the PLANNING phase
●4 fundamental principles which are illustrated as answers to
the ff. Questions:
○What education purposes should schools seek to attain?
○What educational experiences can be provided that are
likely to attain these purposes?
○How can these educational experiences be effectively
organized?
○How can we determine whether these purposes are being
attained or not?

72. 2. HILDA TABA MODEL: Grassroots Approach
●Improved Tyler’s model
●Teachers should participate in developing the curriculum
●Presented 7 major steps

74. 3. GALEN SAYLOR AND WILLIAM ALEXANDER
CURRICULUM MODEL: Administrative Model
●Curriculum is “a plan for providing sets of learning
opportunities to achieve broad educational goals and
related specific objectives for an identifiable
population served by a single school center”
●

75. Saylor and Alexander Curriculum
Model

76. CONCLUDING QUESTION:
●How do the three models differ from
each other?