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Reviewer midterm edu 532

Educational Psychology (Araullo University)

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MODULE 10: HISTORICAL FOUNDATIONS OF CURRICULUM HISTORICAL FOUNDATION OF CURRICULUM

NOTE: • Curriculum development in the Philippines touched on the

religion , economic, political and social influences and events
• Philippine education came from various foreign influences that took place in the country.
this can be traced back to our glorious history . • Colonial Rules in the Philippines tailored the curriculum to
• Of all foreign educational system , American educational serve colonial goals and objectives .
system has the greatest influence on our educational system.

6 CURRICULUM THEORISTS (views on curriculum from historical

perspective)

1.FRANKLIN BOBBIT ( 1876-1956)

- Bobbit presented curriculum as science that emphasizes

students’ need .
- Curriculum prepares students for adult life .
- To Bobbit , objectives w/ corresponding activities should
be grouped and sequenced.

2.WERRET CHARTERS (1875-1952)

- Like Bobbit , Charters’ curriculum is a science that gives

emphasis of students’ need.
- Listing of objectives and matching these w/
corresponding activities ensures that the content subject
matter is related to objectives
- Subject matter and objectives are planned by teacher.

3.WILLIAM KILPATRICK (1871-1965)

- Curricula are purposeful activities which are child

centered.
- The purpose of the curriculum is child development and
growth.
- The project method was introduced by Kilpatrick where
teacher and student plan activities .
- Curriculum develops social relationships and small group
instruction.

4.HAROLD RUGG (1886-1960) –

- To Rugg, curriculum should develop the whole child.

- child – centered
- with the statements of objectives and related learning
activities ,curriculum should produce outcomes
- emphasize social studies and
- teacher plans the curriculum in advance .

5.HOLLIS CASWELL ( 1901 -1989)

- Sees curriculum as:

* organized around social functions of themes
* organized knowledge and learner’s interest .
- Believes that curriculum is set of experiences .
- Subject matter is developed around social functions and
learners’ interest .

6.RALPH TYLER (1902-1994)

- As one of the hallmarks of curriculum, Tyler believes that

curriculum :
- is a science and extension of school’s philosophy.
- based on the students needs and interest
- always related to instruction .
- Subject matter organized in terms of knowledge , skills
and values .
- The process emphasizes problem solving .
- The curriculum aims to educate generalists and not
specialists.

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NATURE/SYSTEM OF CURRICULUM IN THE PHILIPPINES UNDER *social orientation

DIFFERENT PERIODS ( conservation of Filipino Heritage)
*training occupation
*Promotion of democratic nation building
PERIOD WAY OF CURRICULUM *A new thrust on community development.
• Informal Education through interaction with other
1. Pre-Spanish people. • Great experiments in the community school idea
Period • No Direct teaching ,no formal method of instruction and the use of vernacular in the first two grades of
• Unplanned and unsystematic learning primary schools as the medium of instruction .
• Education is for survival ,conformity and • Schools increasingly using instructional materials
7. The curriculum
enculturation that are Philippine oriented.
during the
• Consisted of the 3 R’S • The aim of education is for national development
Philippine
• Goals: ACCEPTANCE of: Catholicism and Spanish
Republic • Made education relevant to the needs of changing
rule
world or the new society ( Educational
• Schools : Parochial or convent schools , ungraded
Development Decree of 1972 by President Marcos
• Curriculum organization : Subject – Based
Organization
• Reading Materials: 3 C’s cartilla, caton, catecismo • Curricular changes in the elementary education
• Method of instruction : dictation and individual - Focused on the 3R’S
2. The Spanish memorization . - Integration of values in all learning areas
Period • Curricular aims : to teach young boys and girls to - Emphasis on mastery learning
serve and love God; discover what is good and • Curricular changes in the Secondary Education.
proper for one’s self; enable an individual to get - Increase in time allotment
along well with society. - YDT and CAT introduced as new courses.
- Elective offerings as part of the curriculum .
• Creation of public school system to train Filipinos • Curricular emphases are:
after the American way of life and to teach - Moral values
democracy as a way of life. - Proper methods of teaching
3. American • American-devised curriculum - Retaining of teachers
Period • Based on the ideals and - Vocational and technical education
• traditions of America and her hierarchy of values - Bilingualism
• Reading materials were about American History 8. The Curriculum - National consciousness
,development ,discoveries and people. during the New - Cultural values
• Primary curriculum consisted of three grades which Society.
provided body training and mental training. • (Department of Education, Culture and Sports )DECS
• Intermediate curriculum consisted of subjects such Order No. 6 S. 1998, issued by Education Sec.
as arithmetic, geography ,science and English . Quisumbing strengthens the teaching of values in
• Collegiate level included a teacher’s training the:
curriculum appropriate for elementary mentors to - New Elementary School Curriculum (NESC) SY
replace the Thomasites ( American teachers) 1989-1990 under the program of
Notes: Decentralized Educational Development
- to establish a new public school system – (PRODED) and Secondary Educational
- to teach basic education Development Program (SEDP)
- to train Filipino teachers, with English as • Education aimed to promote national development
medium of instruction . and values education.
9. Present (1986-
Present) • Implementation of NESC -addressed to civic ,
• Period of expansion and reform in the intellectual, and character development child
Philippine curriculum. • Implementation of RBEC( Revised Basic Education
4. Curriculum • Courses in farming, trade business, Curriculum)
During Domestic science, • Implementation of K -12 Curriculum.
commonwealth character development.
• The curriculum for training of elementary
teachers was expanded and elevated by the
Bureau of Education from the secondary
normal school to collegiate level.
• Commonwealth Act of 586, also known as
CHECK FOR UNDERSTANDING :
educational Act of 1940,
recognized the elementary school system. 1. Common wealth - character education and citizenship
• The collegiate normal schools (1939) = two 2. Present( 1986-present )- supports 21st century skills
years training beyond high school 3. The Spanish Period – religious education
• Eliminated grade 7 and providing the double 4. Japanese Era- Formal training and education
single-session. 5. The curriculum during the New Society.-education for national
development.
• Included Nippongo in the curriculum.
• Abolished English as a medium of instruction and a FAQ’S
subject
• All textbooks were censored and revised. WHAT ARE THE BENEFITS OF LRSRNING HISTORICAL FOUNDATION OF
• Training was done formally through schools with CURRICULUM DEVELOPMENT?
emphasis on vocational ,technical ,agriculture.
• The Japanese -devised curriculum - Learning about the historical foundation of curriculum
• Curricular content centered on values rooted for
allows us to step outside of here and now , gaining a
love of labor.
bigger picture and seeing ourselves within it , realizing
5. The Japanese- • Teaching physical Education and singing Japanese
devised songs. that the field of education must remain dynamic in order
curriculum to be effective .
• Restoration of Grade 7 - By exploring the historical foundations of curriculum ,
• Abolishment of double-single session we can promote a sense of freedom and encourage
• Curriculum was developed based on the educational reform , gain sense of understanding of the
characteristics and needs of the Filipino children. efforts that were made in the past and appreciate the
6. The curriculum • Curriculum as still subject centered.
present practices
during • Promotion of equal educational opportunities for all
Liberation .
Period • Curricular content stressed:

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Module 11 :KEY ROLES OF TEACHERS AS CURRICULARISTS FRANKLIN BOBBIT

• The role of the teacher in school is very complex - He felt that the curriculum was a way to prepare
• Teachers do a series of interrelated actions about curriculum students for their future roles in the new industrial
,instruction, assessment , evaluation , teaching and learning . society
• A classroom teacher involved with curriculum continuously
all day . RALPH TYLER-
• But very seldom has a teacher been describe as curricularist. - He believed that learning should be meaningful to the
student and his community
Who are curricularists?
- It should be taught through appropriately designed and
- We can say that curricularists are the persons who are organized learning experiences .
involved in curriculum knowing , writing, planning , - Learning should be evaluated not only to see what
implementing, evaluating , innovating and initiating. students are really learning, but to see what changes
- A teacher’s role is broader and inclusive of other might need to be made to the curriculum.
functions and so teacher is a curricularist.

What does a teacher do to deserve the label as curricularist.

1. Knows the curriculum
- The classroom is the first place of curricular engagement - The teacher as the learner starts with knowing about curriculum,
. the subject matter or the content.
- The first school experiences sets the tone to understand - Knower
the meaning of schooling through the interactions of
2. Writes the curriculum
learners and teachers that will lead to learning.
- Hence, curriculum is the heart of schooling. - A classroom teacher takes record of knowledge concepts, subject
matter or content.
MOST INFLUENTIAL CURRICULARIST
- Writer
JOHN DEWEY
3. Plans the curriculum
- He felt that the curriculum should ultimately produce
- A good curriculum has to be planned. It is the role of the
students who would be able to deal effectively with the
teacher to make a yearly, monthly or daily plan for the
modern world .
curriculum.
- Curriculum should build an orderly sense of the world
- Planner
where the child lives.
- Reflective Thinking is a means that unifies curricular 4. Initiates the curriculum
elements that are tested by application.
- Implementation of a new curriculum requires the open
HILDA TABA mindedness of the teacher, and the full belief that the
curriculum will enhance learning.
- The developer of the Taba Model of learning.
- Initiator
- This model is used to enhance the thinking skills of the
students. 5. Innovates the curriculum
- TABA believe that there must be a process for evaluating
student achievement of content after the content Creativity and innovation are hallmarks of an
standards have been established and implemented. excellent teacher, A curriculum is always dynamic,
- The main concept of this approach to curriculum hence it keeps on changing.
development is that teachers must be involved in the - Innovator
development of the curriculum.
6.Implements the curriculum

- The curriculum that remains recommended or written will

never serve its purpose. Somebody has to implement it.
- Implementor

7. Evaluates the curriculum

- How can one determine if the desired learning outcomes have

been achieved? Is the curriculum working?

- Evaluator

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B. Selection of supplementary materials

Skill-building Activity (answers may vary) - Supplementary materials are instructional and learning resources
which are selected to complement,enrich or extend the curriculum. Such
1. I will master the subject matter that I have to teach. resources include, for example, specialized materials selected to meet
diverse needs or rapidly changing circumstances, library materials, digital
2. I will implement what I have planned for my teaching. resources, the school system’s media collection, classroom collections
and teacher-selected resources for individual classes.
3. I will monitor and assess if my students are learning.

4. I will modify my activity to suit my learners in my classroom.

The objectives for the selection of supplementary materials are as
follows:
5. I will lead in the implementation of a new curriculum in my
school. a. to provide a wide range of materials that will enrich and support the
curriculum, taking into consideration the individual needs and varied
6.I will write instructional materials based on the interests, abilities, socio-economic backgrounds, learning styles and
recommended school curriculum. developmental levels of the students served;

b. to provide materials that will stimulate growth in factual knowledge,

literary appreciation, aesthetic values

CHECK FOR UNDERSTANDING and ethical standards;

_KNOWER 1. The teacher has to master what are included in
c. to provide a background of information that will enable students to
the curriculum. It is the acquiring academic knowledge about
comprehend their role as citizens in society and to make intelligent
formal (disciplines, logic) or informal (derived from
judgments in their daily lives;
experiences)
WRITER 2. The teacher records laboratory manuals, d. to provide resources representing various points of view on
instructional guides, and reference materials in paper or controversial issues so that students as young citizens may develop, under
electronic media guidance, the skills of critical thinking and critical analysis;

INNOVATOR 3. The teacher takes into consideration several e. to provide resources representative of the many religious, ethnic and
factors in designing and revising a curriculum. cultural groups in our nation and the contributions of these groups to our
heritage; and
INNITIATOR 4. It is where teaching, guiding and facilitating
skills of the teacher is expected to be the highest level. f. to place principle above personal opinion and reason above prejudice in
the selection of material of the highest quality in order to ensure a
IMPLEMENTOR 5. The teacher reinvents ways how curriculum comprehensive collection appropriate for all users.
can be enhanced to fit in students’ needs and interests.

C. Removal of outdated supplementary materials

Module 12 Guidelines in Selecting Textbooks and
Other Instructional Materials To ensure that the supplementary media collection remains
relevant, the media and technology professionals, assisted by the media
Instructional Materials and technology advisory committee, shall review materials routinely to
determine if any material is obsolete, outdated or irrelevant.
- These are devices that assist the facilitator in the
teaching-learning process. Food for Thought!
- Instructional materials are not self-
supporting; they are supplementary training devices. If you have questions that you cannot ask to your teacher, this may help
- Instructional materials constitute all materials, you clarify things out.
whether print, non-print, digital or any
combination thereof, used in the instructional 1. Explain the importance of instructional materials.
program.
- Instructional materials play both an essential and a significant
role in teaching and in learning of various subjects. In terms of learning,
• In order to help fulfill the educational goals and objectives of
instructional materials promote teachers’ efficiency and improve students’
the school system, teachers and school
performance.
• administrators strive to provide instructional materials that
will enrich and support the curriculum and enhance student 2. What will happen if instructional materials fail to serve their purpose?
learning.
• Instructional materials should be representative of the rich - Teachers tend to use the materials selectively and modify the
diversity of our nation and appropriate for the maturity levels suggested activities to suit their own purposes, needs and interests. If the
and abilities of the students. instructional materials do not fit to students’ needs, learning is affected
and the outcomes are not satisfactory.
A. Selection of textbooks

-Textbooks are systematically organized materials comprehensive

enough to cover the primary objectives outlined in the standard course of
study for a grade or course.

-Formats for textbooks may be print, non-print or digital media,

including hardbound books, softbound books, activity-oriented
programs, classroom kits and technology-based programs or materials
that require the use of electronic equipment in order to be used in the
learning process.

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Answers on Skill-building Activity • Implementation is a process of clarification whereby individuals and

groups come to understand and practice a change in attitudes and
Answer on Check for Understanding Activity (answers may vary) behaviors: often involving using new resources.
Sample Responses • Implementation involves change which requires effort and will produce a
certain amount of anxiety, and to minimize these, it is useful to organize
Criterion 1: Scope and Sequence
implementation into manageable events and to set achievable goals.
Textbook contains a comprehensive standard scope and sequence for a
Kurt Lewin’s Theory in Curriculum Change
particular college course or set of courses. It is easily divisible into smaller
sections, with text that is not overly self-referential in order to enable • Kurt Lewin (1951), considered to be the father of social
modularity as much as possible. psychology suggested a model explaining change(see Figure
7.1). According to him, all persons are faced with two
Criterion 2: Content Accuracy
competing forces:
Content is presented with no or minimal bias or slant, taking into account • Driving Forces: These are forces that that are driving or pushing
the context of the particular subject being addressed. It must avoid you to do something and change in a particular direction. They
presenting information that will make the text obsolete quickly, taking into tend to initiate a change and keep it going. In the workplace,
account the particular subject being addressed. pressure from your
boss, financial incentives and competition for promotion may be
Criterion 3: Instructional Design examples of driving forces.
• Restraining Forces: These are forces restraining or preventing
Textbook contains a variety of instructional materials, including reflective you from doing something and changing. In
questions, learning activities, and other features which promote learner the workplace, apathy, hostility, obsolete equipment may be
engagement and active learning. examples of restraining forces.
• Equilibrium: When these two forces (driving and restraining)
Criterion 4: Text Clarity
are equal, the status quo is maintained. In other words, there
Content is written in accessible and internally-consistent prose for the is no effort towards change and so you do the same thing you
intended reader. It must contain a structured, clear, and logical progression did before. For example, in the school setting, the principal who
of topics. It must contain no grammatical, spelling, or other typographical is autocratic and constantly pressures his or her staff which
errors. may bring about change in the short run. In other words, the
driving forces have overpowered the restraining forces and
Criterion 5: Accessibility and Inclusive Design when this happens, change is initiated. As long as the driving
forces are more powerful than the restraining forces, change will
Textbook must provide accessible and structured text and images to meet continue. The methods used by the principal may lead to
the needs of diverse learners. It must reflect diversity and inclusion increased hostility and antagonism and manifest themselves in
regarding culture, gender, ethnicity, national origin, age, disability, sexual teachers refusing to cooperate and reluctant to do more than is
orientation, education, and religion, whenever possible, taking into account required .In other words, the restraining forces have got
the context of the particular subject being addressed. stronger and change slows down.
MODULE 14 Curriculum Implementation

Curriculum Implementation

A well-designed curriculum is now ready for implementation. As a step

in the curriculum development, curriculum implementation requires the
pedagogical skills of the teachers to give justice on the process taken inorder
to meticulously design a curriculum. As a process, the teacher will prepare
instructional plan, where instructional objectives are specified and
appropriate teaching methods are utilized combined with an effective
assessment strategy.

It is the act of putting into action the written plan and the
conceptualized design of the curriculum with the use of the pedagogical
expertise and creativity of the teacher. This pedagogical expertise concerns
planning thelesson, the choice of methods and strategies, identification of
learning experiences, assessment strategies and the choice and integration
of technology in teaching. Cooperation and collaboration among teachers,
co teacher as well as the learners are of value to make the implementation
successful and fulfilling. The support of the principal and the school
administration is also necessary.

Ornstein and Hunkins (2009 )stated that:

• Implementation requires educators to shift from the current program

which they are familiar with to the new or modified program.

• Implementation involves changes in the knowledge, actions and

attitudes of people

• Implementation can be seen as a process of professional development

and growth involving ongoing interactions, feedback and assistance.

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CHECK FOR UNDERSTANDING MODULE 15

____B__1. Curriculum implementation Factors Influencing the Implementation of a Curriculum in Schools

___C___2. Restraining Forces Content Notes.

___E____3. Implementation As you may already know, curriculum implementation entails putting
into practice the officially prescribed courses of study, syllabuses and
___A_4. Driving forces subjects. The process involves helping the learner acquire knowledge or
experience. It is important to note that curriculum implementation cannot
__D___5. Equilibrium
take place without the learner
a. They tend to initiate a change and keep it going.
. The learner is therefore the central figure in the curriculum
b. Collaboration and cooperation of all the members of implementation process. Implementation takes place as the learner
acquires the planned or intended experiences, knowledge, skills, ideas and
the academe are crucial in this phase. attitudes that are aimed at enabling the same learner to function effectively
in a society
c. They tend to prevent something from happening.

d. It shows that nothing has been done or changed

Nature of Implementation
e. It is an effort to produce certain amount of progress.
• Focuses on the actual implementation of the curriculum from the national
LESSON WRAP-UP level to the local school context

FAQs . • It describes the dynamics of how various curriculum workers strive to do

their functions in order to attain educational goals, programs, and policies
Food for Thought!
set by the country, region, division, district, and down to the local school
If you have questions that you cannot ask to your teacher, this may help you level. Each of these levels has specific functions to do.
clarify things out.
• The implementation of the curriculum is influenced by the educational
1. What does curriculum implementation involve? goals set by the government or schools

- It involves shift from the current program, changes in the knowledge,

actions and attitudes of people, and professional development and growth
involving ongoing interactions, feedback and assistance. It is also a process Implementation as a Change Process Five Guidelines
that involves helping the learners acquire knowledge or experience andhelp for successful curriculum change:
them become successful individuals.
1. Innovations must be technically sound.
KEY TO CORRECTIONSAnswers on Skill-building Activity (answers may vary)
2. Innovation requires changes in the structure of the traditional
Restraining forces are factors that act to restrain or decrease the driving
school.
forces – they make it difficult to move a change forward or implement a
program successfully.
3. Innovation must be manageable and feasible for the average
a) Fear of the unknown – people tend to stay in their comfort zones and teacher.
refuse to change. Ex. K12
4. Implementation of successful change efforts must be organic
implementation. rather than bureaucratic.

b) Negative attitudes to change – the behavior of the implementors and 5. Avoid the “do something “do anything syndrome”.
those who will be affected by such implementation may have negative
attitude or behavior. Ex. New policies/rules

c) Obsolete Equipment – equipment that are obsolete may impact the

quality of implementation. It deals with machinery, learning resources,
instructional materials that facilitate the implementation.

d) Traditional values – people who are traditionalists may become

resilient to accept change and become too sensitive to change their values
and belief.

e) Limited resources – insufficiency of materials or resources in

curriculum implementation influence thesuccess of Ex.

Definition:

Implementation takes place as the learner acquires the intended

experiences, knowledge, skills, ideas and attitudes that are aimed at
enabling the same learner to function effectively in a society.

Curriculum implementation therefore refers to how the planned or officially

designed course of study is translated by the teacher into syllabuses,
schemes of work and lessons to be delivered to students. The
implementation, as an essential part of curriculum development, brings into
existence the anticipated changes.

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Factors that Influence Curriculum Implementation promote academic excellence and little else. This
action by the teacher obviously can affect the
1. The teacher Teachers must be involved in curriculum
achievement of the broad goals and objectives of
planning and development so that they can implement and
the curriculum.
modify the curriculum for the benefit of their learners.

2. The Learners The learner factor influences teachers in Check for Understanding
their selection of learning experiences, hence the need to
consider the diverse characteristics of learners in curriculum It is time to check if you have fully understood
implementation. For example, home background and our topic for today! Identify the concept being
learner ability can determine what is actually achieved in the talked about in each statement.
classroom.

3. Resource Materials and Facilities From your experience,

you are aware that no meaningful teaching and learning take __________________1. They must be
place without adequate resource materials. This applies to involved in curriculum planning and
curriculum implementation as well. Education should supply development so that they can implement and
schools with adequate resource materials such as textbooks, modify the curriculum for the benefit of their
teaching aids and stationery in order to enable teachers and learners.
learners to play their role satisfactorily in the curriculum
implementation process.
__________________2. This should develop
4. The School Environment One other factor that influences multi perspective and make learning
curriculum implementation concerns the particular autonomous. There should be teacher support
circumstances of each school. Schools located in rich socio- in trying new task, reflection on the new
economic environments and those that have adequate experiences and challenge.
human and material resources can implement the
curriculum to an extent that would be difficult or impossible
__________________3. It is deem necessary
for schools in poor economic environments.
for the curriculum implementation to succeed.
5. Culture and Ideology Cultural and ideological differences The role of stakeholders like peers, school
within a society or country can also influence curriculum leader, parents and curriculum specialist are
implementation. Some communities may resist a necessary.
domineering culture or government ideology and hence
affect the

6. Instructional Supervision ___________________4. Material support

like supplies, equipment, conductive learning
Curriculum implementation cannot be achieved unless it has
been made possible through the supervisory function of the
environment like classroom, laboratory should
school head. The head does this through: made available in this process of change.

• deploying staff,

• allocating time to subjects taught at the school,

___________________5. They hold the key to
• providing teaching and learning materials, and
what is actually transmitted and adopted from
• creating an atmosphere conducive to effective teaching the official curriculum
and learning.

The head teacher maintains a school tone and culture that

create the climate of social responsibility. Effective
curriculum implementation does not take place in a school
where the head is incapable of executing supervisory
functions.

7.Assessment

Assessment in the form of examinations influences

curriculum implementation tremendously. Due to
the great value given to public examination
certificates by communities and schools, teachers
have tended to concentrate on subjects that

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