In your presence there is fullness of joy. “
”
Curriculum De Develo ment FEATURES OF A CURRICULUM Who do the Teachers teach – teach – The The learners
Who Teaches – Teaches – The teacher
What do the Teachers teach – teach – Knowledge, Skills and Attitude (Values) With whom do we Teach – Teach – Community Partners
How do the Teachers teach – teach – Strategies and Methods
How much of the teaching was Learned - Performance TYPES OF CURRICULUM Recommended Written Taught Supported Proposed by scholar and Appear in school, These are what From resources such as professional district, division or teachers implement or textbooks, computers, organizations (DepEd, country documents deliver in the audio-visual materials CHED, DOST) (Syllabi) classrooms or school. which support and help in the implementation of Made by curriculum These are varied experts with the activities that are the curriculum. participation of teachers. implemented in order to arrive at the objectives Ex: BEC and written or purposes of the lesson plan made up of objectives and planned written curriculum. curriculum. activities of the Used by learners with teachers. guidance of teachers. Varies according to the learning styles of students and the teaching styles of teachers. Assessed Learned Hidden Tested and evaluated What students actually learn and Unintended curriculum what is measured At the end of the teaching process, Not deliberately planned but may series of evaluations is done by the Refers to the learning outcomes modify behavior or influence teachers to determine the extent achieved by the students learning outcomes. of learning or to tell if the students Learning outcomes are indicated Peer influence, school are progressing. by the results of the tests and environment, physical condition, Pencil and paper tests, portfolio changes in behavior (Cognitive, teacher-learner interaction, mood Affective, Psychomotor) Psychomotor) of the teachers may make up hidden curriculum. curriculum. CURRICULUM APPROACHES Behavioral Managerial Systems Humanistic Curriculum is usually The principal is the Parts of the total school Considers the formal or based on a blueprint curriculum leader and at district are determined in planned curriculum and the same time terms of how they relate the informal or hidden Blueprint: goals and instructional leader, who to each other. curriculum objectives are specified; contents and activities is supposed to be the Ex: Organizational chart Considers the whole are arranged to match general manager. – – shows the line-staff child and believes that in with the learning General managers set relationships of a curriculum, the total objectives. the policies and priorities personnel and how development of the
DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740
- 1 -
and establishes the decisions are made. individual is the prime direction of change and consideration innovation and plans Learner is at the center and organizes of the curriculum. curriculum. curriculum and instruction. Less concerned about the content that about organization and implementation Curriculum managers look at curriculum changes and innovations as they administer the resources and restructure the schools. Principles of Curriculum Design SCOPE BALANCE ARTICULATION Coverage of the curriculum. curriculum. Content should be fairly Each subject matter is smoothly connected to Depth and breadth of the distributed in depth and the next, glaring gaps and wasteful overlaps in curriculum. breadth of the particular the subject matter will be avoided. Includes time, diversity and learning area or discipline to maturity of the learners. ensure that the level will not be overcrowded or less crowded. SEQUENCE INTEGRATION INTEGRATION CONTINUITY Logical arrangement of the Horizontal connections are Constant repetition, review and reinforcement subject matter. needed in subject areas that of learning. Deepening and broadening of are similar so that learning will content as it is taken up in the be related to one another and higher levels. will help learners get a unified view of reality and outlook in life. CURRICULUM DESIGN MODELS Subject Design Easy to deliver, has complementary books written, and available support materials. Learning is compartmentalized: stresses the content so much that it forgets about students’ natural tendencies, interests and experiences. Discipline Design Focuses on academic discipline Often used in college SUBJECT-CENTERED DESIGN Correlation Design Comes from a core, correlated curriculum designs that link separate subject designs Focuses on the content of in order to reduce fragmentation. the curriculum Subjects are related to one another, but each subject maintains its identity. Broad Field Design (Interdisciplinary) (Interdisciplinary) Variation of the subject-centered subject-centered design. Made to prevent the compartmentalization of subjects and integrate the contents that are related to each other. o ther. Sometimes called “holistic curriculum” because it draws around themes and integration. Child-centered Design LEARNER-CENTERED Anchored on the needs needs and interest of the child. child. DESIGN Learners interact with the teachers and the environment, there is a collaborative effort on both sides to plan lessons, select content, and do activities together. Learner is the center of the educative process Learning is the product of the child’s interaction with the environment. environment. Experience-centered Design
Begins with educational plans that start with the setting of goals or objectives as these are important ingredients in curriculum implementation for evaluating the learning outcomes as a change of behavior. The change of behavior indicates the measure of the accomplishment.
DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740
- 2 -
Believes that the interests and needs of the learners cannot be pre-planned. Experiences of the learners become the starting point of the curriculum. Learners are made to choose from various activities that the teacher provides. The learners are empowered to shape their own learning from the different opportunities given by the teacher. Humanistic Design The development of self is the ultimate objective of learning. Stresses the whole person and the integration of thinking, feeling and doing. It stresses the development of positive self-concept and interpersonal skills. Life Situations Design Contents are organized in ways that allow students to clearly view problem areas. Uses the past and present experiences of learners as a means to analyze basic areas of living. Core Design Focuses on general education, and the problems are based on common human activities. It includes common needs, problems and concerns of the learners.
PROBLEM-CENTERED DESIGN
Draws on social problems, needs, interests and abilities of the learners
DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740
- 3 -
