PROFESSIONAL EDUCATION

Hierarchy of Needs

1. Physiological Needs – Physiological needs are basic. The body craves food, liquid,
sleep, oxygen, sex, freedom of movement, and a moderate temperature.
2. Safety Needs – safety from physical attack, emotional attack, fatal disease, invasion,
extreme losses (job, family members, horne, friends)
3. Love & Belonging Needs – The love or belongingness needs come into play after the
physiological and security drives are satisfied. Gratification is a matter of degree rather
than an either-or accomplishment.
• Inclusion – part of a group colleagues, peers, family, clubs.
• Affection – love and be loved.
• Control – influence over others and self.
4. Esteem Needs – The esteem needs are of two types. There’s self-esteem, which is the
result of competence or mastery of tasks. There’s also the attention and recognition that
come from others. Wanting this admiration is part of what McClelland labels “need for
power.”
5. Self-Actualization- Maslow described the need for self-actualization as “the desire to
become more and more what one is, to become everything that one is capable of
becoming”

The Teacher and the School Curriculum

Definitions of Curriculum
Traditional definitions Progressive definitions
• A set of courses constituting an • Sum total of all the learning
area of specialization. experiences inside and outside the
• Is an identification of proper goals. school
• Can be considered as a system of • Entire range of experiences,
dealing with people and the undirected and directed,
process. concerned with the unfolding of the
• Is a means of attaining the aims or individual’s abilities
philosophy of education. • Set of learning and experiences for
• Planned learning experiences students planned by the school to
• List of subjects and courses attain the aims of education
• Ordinary • Sum total of all the learning
• Limited experiences
• Enriched
• Broad
Types of Curricula
1. Recommended curriculum
- These are recommendations in the form of memoranda or policy, standards and
guidelines that came from government agencies such as TESDA, CHED,
UNESCO, etc.
2. Written curriculum
- Includes documents based on the recommended curriculum. (tangible version)
3. Taught curriculum
- The teacher and the learners will put life to the written curriculum. Skills of the
teacher, instructional materials and facilities are necessary.
4. Supported curriculum
- Includes documents based on the recommended curriculum.
5. Assessed curriculum
- This is the curriculum that is evaluated after it has been taught.
6. Learned curriculum
- These are measured by tools in assessment, which can indicate the cognitive,
affective and psychomotor outcomes.
7. Hidden/Implicit curriculum
- This is the unwritten curriculum- peer influence, school environment, media,
parental pressures, societal changes, etc.

The Teacher as a Curricularist: Roles of a Curricularist

• Initiator – Implementation of a new curriculum requires the open mindedness of the
teacher and the full belief that the curriculum will enhance learning.
• Innovator – Creativity and innovations are hallmarks of an excellent teacher.
• Implementer – An implementer gives life to the curriculum plan. It is where the
teaching, guiding, facilitating skills of the teacher are expected at the highest level.
• Evaluator – Determines if the desired learning outcomes have been achieved.
• Knower – As a teacher, one has to master what are included in the curriculum.
• Writer – A classroom teacher takes record of knowledge, concepts, subject matter or
content.
• Planner – A teacher’s role is to make yearly, monthly or daily plan of the curriculum
which serves as a guide in the implementation of the curriculum
Factors to Consider in Planning a Curriculum
1) The learner
2) Support materials
3) Time
4) Subject matter or content
5) The desired outcomes
6) Context of the learners
Views of Curriculum
Traditional view Progressive view
• Robert Hutchins • John Dewey
• Arthur Bestor • Holis Caswell & Kenn Campbell
• Joseph Schwab • Othaniel Smith, William Stanley and
• Philip Phenix Harlan Shore
• Collin Marsh & George Willis

I. Traditional View
1. Robert Hutchins
- Views curriculum as “permanent studies” where rules of grammar, reading,
rhetoric logic and math are emphasized.
- The 3Rs should be emphasized in basic education while liberal education
should be emphasized in college.
2. Arthur Bestor
- Believes that the mission of the school should be intellectual training which
include Math, Science, History and Foreign Language.
3. Joseph Schwab
- He thinks that the sole source of curriculum is discipline, thus the subject
areas such as Science, Mathematics’ Social Studies, English and many
more.
- In college, academic disciplines are labelled as humanities, sciences,
languages, mathematics among others. He coined the word discipline as a
ruling doctrine for curriculum development.
4. Phillip Phenix
- Curriculum should consist entirely of knowledge which comes from various
disciplines.
II. Progressive View
1. John Dewey
- Believes that education is experiencing. Reflective thinking is a means to
unify curricular elements that are tested by application
2. Hollis Caswell and Kenn Campbell
- Viewed curriculum as all experiences children have under the guidance of
teachers.
3. Othaniel Smith, William Stanley and Harlan Shore
- 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.
4. Colin Marsh and George Willis
- Viewed curriculum as all the experiences in the classroom which are
planned and enacted by the teacher and also learned by the students.
Three Ways of Approaching a Curriculum
• Curriculum as a Content or Body of Knowledge
- The knowledge to be transmitted
• Curriculum as a Process
- What actually happens in the classroom when the curriculum is practiced
• Curriculum as a Product
- Learning outcomes desired of learners.
Principles of Curriculum Content
B - Balance
A - Articulation
S - Scope
I - Integration
C - Continuity
✓ Balance – equitable assignment of content, time, experiences and other elements
✓ Articulation – curriculum is arranged vertically or horizontally –smooth
o Vertical alignment- to arrange the learning outcomes of a specific subject
grade-wise (content in a lower level is connected to the next level). What student
will learn in one grade level prepares them for the next grade level.
o Horizontal Alignment- to arrange the learning outcomes across subjects per
grade. This happens at the same time like social studies in Grade Six related to
science in Grade Six
✓ Scope – coverage or boundaries
✓ Integration – curriculum is integrated and interconnected
✓ Continuity – vertical repetition and recurring approaches of content
Curriculum Development
- It is a dynamic process involving many different people, and procedures

▪ Four Phases of Curriculum Development

1. Planning
- Vision, mission, goals (philosophies of the school), learning outcomes
(objectives) Designing
2. Designing
- Selection and organization of content, activities, assessments and resources
3. Implementing
- Putting into action the plan (all learning activities that transpire in the
classroom)

4. Evaluating
- Determines the extent to which the learning outcomes have been achieved.
Curriculum Development Process Models
• Ralph Tyler
- Father of Behavioral Objectives
- Grand Father of Curriculum Design
- Ralph Tyler Model
- Tyler’s Rationale
- Linear Model
- 4 basic Principles
- This model emphasizes the PLANNING PHASE

FOUR BASIC PRINCIPLES:

1) Purpose of the School.
2) Educational Experiences related to the Purpose
3) Organization of the Experiences
4) Evaluation of the Experiences
• Hilda Taba
- Grassroots Approach
- 7 Major Steps in Curriculum
1) Diagnosis of learners’ needs
2) Formulation of Learning Objectives
3) Selection of Learning contents
4) Organization of learning contents
5) Selection of learning experiences
6) Organization of learning experiences
7) Determination of what to evaluate and the means of doing it.

▪ Gaylen Saylor and William Alexander

- Curriculum Model
- Described curriculum as a “plan for providing sets of learning opportunities to
achieve board educational goals and related specific objectives for an
identifiable population served by a single school center.

1. Goals, Objectives, and Domains

2. Curriculum Designing
3. Curriculum Implementation
4. Evaluation
Foundations of Curriculum

I. Historical foundations
- These are the chronological development of curriculum along a timeline.
▪ Franklin Bobbit
✓ He started the curriculum development movement.
✓ Curriculum is a science that emphasizes students’ needs.
✓ Curriculum prepares learners for adult life.
✓ Objectives and activities should group together when tasks are clarified.

▪ Werret Charters
✓ Like Bobbit, he posited that curriculum is science and emphasizes students’
needs.
✓ Objectives and activities should match. Subject matter or content relates to
objectives.

▪ William Kilpatrick
✓ Curricula are purposeful activities which are child centered.
✓ The purpose of the curriculum is child development and growth.
✓ He introduced this project method where teacher and student plan the activities.
✓ Curriculum develops social relationships and small group instruction.

▪ Harold Rugg
✓ Curriculum should develop the whole child.
✓ With the statement of objectives and related learning activities, curriculum
should produce outcomes.
✓ Emphasized social studies and suggested that the teacher plans curriculum in
advance.

▪ Hollis Caswell
✓ Curriculum is organized around social functions of themes organized
knowledge and learner’s interest.
✓ Curriculum, instruction and learning are interrelated.
✓ Curriculum is a set of experiences. Subject matter is developed around social
functions and learners’ interests.

▪ Ralph Tyler
✓ Curriculum is a science and an extension of schools’ philosophy. It is based on
students’ needs and interests.
✓ Curriculum is always related to instruction. Subject matter is organized in terms
of knowledge, skills, and values.
✓ The process emphasizes problem solving. Curriculum aims to educate
generalists and not specialists.
 ▪ Hilda Taba
✓ She contributed to the theoretical and pedagogical foundations of concepts
development and critical thinking in social studies curriculum.
✓ She helped lay the foundation for diverse student population.

▪ Peter Oliva
✓ He described how curriculum change is a cooperative endeavor.
✓ Teachers and curriculum specialist constitute the professional core of planners.
✓ Significant improvement is achieved through group activity.

II. Sociological Foundations

- Issues from society including groups and institutions in the culture and their
contribution to education
- Society as a source of change
- Schools as agents of change
- Knowledge as an agent of change

▪ John Dewey/Emile Durkheim

✓ Considered two fundamental elements – schools and civil society- to be major
topics needing attention and reconstruction to encourage experimental
intelligence and plurality.

▪ Alvin Toffler
✓ Wrote the book Future Shock.
✓ Believed that knowledge should prepare student for the future.
✓ Suggested that in the future, parents might have the resources to teach
prescribed curriculum from home as a result of technology, not in spite of it.
(Home Schooling)

▪ Paolo Freire
✓ Education as a means of shaping the person and society through critical
reflections and “conscientization”.
✓ Teachers use questioning and problem posing approach to raise students’
consciousness.
✓ Emphasis on questioning problem posing and
✓ critical thinking.

▪ John Goodlad
✓ Curriculum organized around needs of society and the students.
✓ Reduce student conformity in classroom.
✓ Constant need for school improvement.
✓ Emphasis on active learning and critical thinking.
✓ Involvement of students in planning. Curriculum content and instructional
activities.
 ✓ Need to align content with standards

▪ William Pinar
✓ Broaden the conception of curriculum to enrich the practice.
✓ Understand the nature of the educational experience.
✓ Curriculum involves multiple disciplines.
✓ Curriculum should be studied from a historical, racial, gendered,
phenomenological, postmodern, theological and international perspectives.

Oliva’s 10 Axioms for Curriculum Designers

▪ Peter Oliva
- He created the 10 Axioms for Curriculum Designers
- Axioms are principles that practitioners as curriculum designers can use as
guidelines or a frame of reference.

10 Axioms
1. Curriculum change is inevitable, necessary and desirable.
- Societal development & knowledge revolution come so fast and requires new
curriculum designs.
2. Curriculum is the product of its time.
- Curriculum is timeless which means it responds to changes that came from
current social forces, educational reforms, etc.
3. Curriculum changes made earlier can exist concurrently with newer curriculum
changes.
- Curriculum development changes can co-exist and overlap
4. Curriculum change depends on people who will implement the change.
- It is best that teachers design and own the changes.
5. Curriculum changes is a cooperative group activity.
- Group decisions in some aspects of curriculum development are suggested.
Consultations with stakeholders, when possible, will add a sense of ownership.
6. Curriculum Development is a decision-making process made from choices of
alternatives.
- A curriculum developer/designer must decide what contents to teach ma and
what methods or strategies to use.

7. Curriculum development is an on-going process.

- As the needs of the learners change, as society changes, and as new knowledge
and technology appear, the curriculum must change.
8. Curriculum development is more effective if it is a comprehensive process rather
than a piecemeal.
- A curriculum design must be based on careful plan, intended outcomes clearly
established
9. Curriculum Development is more effective when it follows a systematic process.
- A curriculum design should always be SMART desired outcomes
 10. Curriculum development starts from where the curriculum is.
- An existing design is a good starting point for any teacher who plans to enhance
and enrich a curriculum

Components of Curriculum Design

Curriculum Design
- means the organization of curriculum components
- it can be:
✓ lesson plan (miniscule curriculum)
✓ syllabus
✓ unit plan
✓ course design
Major Components
1. Behavioral
▪ The objectives should be SMART: Specific, Measurable, Attainable, Result-oriented
and Time-bound.
2. Content/Subject Matter
▪ Subject matter should be relevant to the outcomes of the curriculum.
3. Teaching and Learning Methods
▪ These are the activities where the learners derive experiences.
Teaching and Learning Methods
▪ Cooperative learning activities allow students to work together. Students are guided
to learn on their own to find solutions to their problems. The role of the teachers is to
guide the learners.
▪ Independent learning activities allow learners to develop personal responsibility. The
degree of independence to learn how to learn is enhanced. This strategy is more
appropriate for fast learners
▪ Competitive activities, where students will test their competencies against another in
a healthy manner, allow learning to perform to their maximum. They mostly become
the survivors in a very competitive world.

▪ Direct Instruction: Barak Rosenshine Model (in Ornstien & Hunkins, 2018) Detailed
Steps
1. State Learning Begin lesson with a short statement of objective
Objectives

2. Review Introduce short review of previous or prerequisite

learning

3. Present new Present materials in small, sequenced manner

Materials

4. Explain Give clear and detailed instructions and explanations

5. Practice Provide active practice for all students

6. Guide Guide students during initial practice

Provide seatwork activities

7. Check for Ask several questions

understanding Assess students comprehension

8. Provide feedback Provide systematic feedback and corrections