TEACH ER AND THE SCHOOL CURRICULUM

WEEK 1
 Development Lesson 1: Concepts, Nature and Purposes of Curriculum (Purita B. Bilbao)
Traditional Point of View on what curriculum is
 Robert M. Hutchins views curriculum as “permanent studies”, where the rules of
grammar, reading, rhetoric and logic and mathematics for basic education are emphasized
-Basic Education should emphasize the 3Rs and college education should be grounded on
liberal education.
 Arthur Bestor, an essentialist, believes that the mission of the school should be
intellectual training; -curriculum should focus on the fundamental intellectual discipline
of grammar, literature and writing. It should also include mathematics, science, history
and foreign language.
 Joseph Schwab’s view of curriculum is that discipline is the sole source of curriculum.
He said that curriculum should consist only of knowledge which comes from discipline
which is the sole source.
 In our education system, curriculum is divided into chunks of knowledge we call subject
areas in the basic education such as English, Mathematics, Science, Social Studies and
others. In college, discipline may include humanities, sciences, languages and many
more.
 Most of the traditional ideas view curriculum as written documents or a plan of action in
accomplishing goals.

Progressive Points of View

 Curriculum is defined as the total learning experiences of the individual. This definition
is anchored on John Dewey’s definition of experience and education. He believed that
reflective thinking is a means that unifies curricular. Thought is not derived from action
but tested by application.
 Caswell and Campbell viewed curriculum as “all experiences children have under the
guidance of teachers”.
 Marsh and Willis view curriculum as all the “experiences in the classroom which are
planned and entered by the teacher, and also learned by the students.”
 Smith, Stanley and Shores 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.”

CHARACTERISTICS OF CURRICULUM

1. The curriculum is continuously evolving. It evolves from one period to another, to the
present. For a curriculum to be effective, it must have continuous monitoring and
evaluation.
2. The curriculum is based on the needs of the people. A good curriculum reflects the needs
of the individual and the society as a whole.
3. The curriculum is democratically conceived. A good curriculum is developed through the
efforts of a group of individuals from different sectors in the society who are
knowledgeable about the interests, needs and resources of the learner and the society as a
whole.
4. The curriculum is the result of a long term effort. A good curriculum is a product of a
long and tedious process.
 5. The curriculum is a complex of details. A good curriculum provides the proper
instructional equipment and meeting places that are often most conducive to learning
6. The curriculum provides for the logical sequence of subject matter. Learning is
developmental. Classes and activities should be planned.
7. The curriculum complements and cooperates with other programs of the community. The
curriculum is responsive to the needs of the community. There is cooperative effort
between the school and the community towards greater productivity.
8. The curriculum has educational quality. Quality education comes through the situation of
the individual’s intellectual and creative capacities for social welfare and development.
9. The curriculum has administrative flexibility. A good curriculum must be ready to
incorporate changes whenever necessary.
Hence, the purpose of the curriculum is encapsulated in the four capacities – to enable each
child or young person to be a successful learner , a confident individual, a responsible citizen and
an effective contributor.
WEEK 2

TYPES OF CURRICULUM

 1.Recommended Curriculum 2. Written Curriculum 3. Taught Curriculum 4. Supported

Curriculum 5. Assessed Curriculum 6. Learned Curriculum 7. Hidden Curriculum 8.
Concomitant Curriculum 9. Phantom Curriculum 10. Null

Recommended Curriculum
 Most of the curricula are recommended and proposed by scholars and professional
organizations. The curriculum may come from a national agency or any professional
organization who has stake in education.

Written Curriculum
 Includes documents, course of study or syllabi for implementation. Most written curricula
are made by curriculum experts with participation of teachers. An example of this is the
Basic Education Curriculum (BEC) and the written lesson plan of each classroom teacher
made up of objectives and planned activities of the teacher.
Taught Curriculum
 The different planned activities which are put into action in the classroom compose the
taught curriculum. These are varied activities that are implemented in order to arrive at
the objectives or purposes of the written curriculum. It varied according to the learning
styles of the students and the teaching styles of the teacher.

Supported Curriculum
 In order to have a successful teaching, other than the teacher, there must be materials
which should support the implementation of a written curriculum. Support curriculum
includes material resources such as textbooks, computers, audio-visual materials,
laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should
enable each learner to achieve real and lifelong learning.

Assessed Curriculum
 This refers to a tested or evaluated curriculum. Series of evaluations are being done by
the teachers at the duration and end of the teaching episodes to determine the extent of
teaching or to tell if the students are progressing. Assessment tools like pencil-and-paper
tests, authentic instruments like portfolio are being utilized.
 Learned Curriculum
 This refers to the learning outcomes achieved by the students. Learning outcomes are
indicated by the results of the tests and changes in behavior which can be either
cognitive, affective or psychomotor.

Hidden Curriculum
 This is the unintended curriculum which is not deliberately planned but may modify
behavior or influence learning outcomes. Peer influence, school environment, physical
condition, teacher-learner interaction, mood of the teacher and many other factors make
up the hidden curriculum.

Concomitant Curriculum
 Things that are taught at home; those experiences that are part of a family's experiences,
or related experiences sanctioned by the family. This type of curriculum may be received
at church, in the context of religious expression, lessons on values, ethics or morals,
molded behaviors, or social experiences based on a family's preferences.

Phantom Curriculum
 The messages prevalent in and through exposure to media.

Null Curriculum
 Null is what is not taught. Not teaching some particular idea or sets of ideas may be due
to mandates from higher authorities, to a teacher’s lack of knowledge, or to deeply
ingrained assumptions and biases.

DISTINCTION OF SOME TERMS

 Curriculum and Syllabus. Sometimes, these two terms are equated. Curriculum is wider
in scope than syllabus. A syllabus is part of a curriculum but it is not the curriculum.
Syllabus is the content of the school subjects offered in the school.
 Curriculum and Scheme of Work. Curriculum is not the scheme of work. A scheme of
work is a breakdown of the contents of what students are expected to learn in a given
period.
 Curriculum and Course of Study.A course study is an educational program leading to the
award of a certificate at the end of the program for a particular set of learners.
 Curriculum and Lesson Note.A lesson note is a guide for teachers to assist them in the
orderly presentation of a lesson to the learner in order to facilitate learning.

IMPORTANCE OF THE CURRICULUM

Curriculum is the very heart of the school system. There can be no school if there is no
curriculum. Curriculum is the reason for existence of the school. Curriculum is the very vital
software without which building and other facilities, (as well as teachers, too) will have nothing
to do in the school.
WEEK 3
NOTE: Some concepts below were already taken in some of your subjects in Professional
Education. You may go over your notes for better understanding.

PHILOSOPHICAL FOUNDATIONS OF CURRICULUM

Philosophy provides educators, teachers and curriculum makers with framework for
planning, implementing and evaluating curriculum in schools. It helps in answering what school
are for, what subjects are important, how students should learn and what materials and methods
should be used. In decision making, philosophy provides the starting point and will be used for
the succeeding decision making. The philosophy of a curriculum planner, implementer or
evaluator reflects his or her life experiences, common beliefs, social and economic background
and education.
Perennialism
 Aim of Education -To educate the rational person; To cultivate the intellect
 Role of Education -Teachers help students think with reason
 Focus in the Curriculum - Classical subjects, literary analysis and curriculum is constant
 Curriculum Trends -Use of great books and return to liberal arts
Essentialism
 Aim of Education - To promote the intellectual growth of the individual and educate a
competent person
 Role of Education - The teacher is the sole authority in his or her subject area or field of
specialization.
 Focus in the Curriculum - Essential skills of the 3 R’s and essential subjects of English,
Science, History, Math and Foreign Language.
 Curriculum Trends - Excellence in education, back to basics and cultural literacy
Progressivism
 Aim of Education -To promote democratic and social living
 Role of Education-Knowledge leads to growth and development of lifelong learners who
actively learn by doing
 Focus in the Curriculum -Subjects are interdisciplinary, integrative and interactive.
 Curriculum is focused on students’ interests, human problems and affairs
 Curriculum Trends - School reforms, relevant and contextualizes curriculum, humanistic
education
Reconstructionism
 Aim of Education - To improve and reconstruct the society ; Education for change
 Role of Education - Teachers act as agents of change and reform in various educational
projects including research
 Focus in the Curriculum - Focus on present and future trends and issues of national and
international interests.
  Curriculum Trends - Equality of educational opportunities in education; access to global
education

HISTORICAL FOUNDATIONS OF EDUCATION

Philippine education came about from various foreign influences. This can be traced back to the
glorious history. Of all foreign educational systems, the American educational system has the
greatest influence on our educational system.

The following six curriculum theorists contributed their views on curriculum:

 Franklin Bobbit (1876-1956) - presented curriculum as a science that emphasizes on

students' need. Curriculum prepares for adult life.
 Werret Charters (1875-1952) - considered curriculum also as a science which is based on
students' need and the teachers plan the activities.
 Harold Rugg (1886-1960) - Curriculum should develop the whole child. He emphasized
social studies in the curriculum and the teacher plans the lesson in advance.
 William Kilpatrick (1871-1965) – viewed curriculum as purposeful activities which are
child-centered. The purpose of curriculum is child development and growth.
 Hollis Caswell (1901-1989) - sees curriculum as organized around social functions of
themes, organized knowledge and earner's interests.
 Ralph Tyler (1902-1994) - believes that curriculum is a science and an extension of
school's philosophy.

WEEK 4
NOTE: Some of the topics below were taken in other Professional subjects which you finished
already. Go over your notes regarding the given topics.
PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM
Psychology provides basis for the teaching and learning process. It unifies elements of the
learning process and some of the some of questions which can be addressed by psychological
foundations.

The following are the three major groups of learning theories:

1. Behaviorists Psychology - consider that learning should be organized in order that students
can experience success in the process of mastering the subject matter, and thus, method of
teaching should be introduced in a step by step manner with proper sequencing of task.

(Activity: Discuss the contributions of Edward L. Thorndike, Ivan Pavlov and Robert Gagne to
the present views on curriculum)

2. Cognitive Psychology - focus their attention on how individuals process information and how
the monitor and manage thinking. For the cognitive theorists, learning constitutes a logical
method for organizing and interpreting learning. Learning is rooted in the tradition of subject
matter where teachers use a lot of problem and thinking skills in teaching learning. These are
exemplified by practices like reflective thinking, creative thinking, intuitive thinking, discovery
learning, etc.
(Activity: Discuss the contributions of Jean Piaget, Lev Vygotsky, Howard Gardner, Felder and
Silverman and Daniel Goleman to curriculum development.)

3. Humanistic Psychology - concerned with how learners can develop their human potential.
Based on Gestalt psychology where learning can be explained in terms of the wholeness of the
problem and where the environment is changing and the learner is continuously reorganizing
his/her perceptions. Curriculum is concerned with the process not the products, personal needs
not subject matter; psychological meaning and environmental situations.

(Activity: Give the contributions of Abraham Maslow and Carl Rogers to the present field of
curriculum development.

 Edward Thorndike (which influenced Tyler and Taba, the well known curricularists)
-Connectionism
 Ivan Pavlov Classical Conditioning - B.F. Skinner Operant Conditioning
 Albert Bandura -Modeling and Observation theory
 Robert Gagne Hierarchical Learning - consider that learning should be organized in
order that students can experience success in the process of mastering the subject matter.
The method is introduced in a step by step manner with proper sequencing of task which
is viewed by other educational psychologist as simplistic and mechanical.
 Jean Piaget Cognitive Development Stages
 Lev VygotskySocial Constructivism
 Howard GardnerMultiple Intelligences
 Felder and Silverman Learning Styles
 Daniel Goleman - Emotional Intelligences

To the cognitive theorists, learning constitutes a logical method for organizing and
interpreting learning. Learning is rooted in the tradition of subject matter and is similar
to the cognitive development theory. Teachers use a lot of problem and thinking skills in
teaching and learning. These are exemplified by practices like reflective thinking,
creative thinking, intuitive thinking, discovery learning and many more.
 Gestalt Theory
 Abraham Maslow - Theory of human needs for self- actualizing person
 Carl Roger Humanist - Non-directive lives

Psychologists are concerned with how learners can develop their human potential; the
process not the products; personal needs not the subject matter; psychological meaning
and environmental situations. In summary, psychology has great influence in the
curriculum. Learners are not machines and the mind is not a computer. Humans are
biological beings affected by their biology and cultures. The psychological foundations
will help curriculum makers in nurturing a more advanced, more comprehensive and
complete human learning.
SOCIAL FOUNDATIONS OF CURRICULUM
Schools exist within the social context. Societal culture affects and shapes schools and their
curricula. In considering the social foundations of curriculum, we must recognize that schools
are only one of the many institutions that educates society. The home, the family, community,
likewise , educate the people in the society. But schools are formal institutions that address more
complex and interrelated societies and the world.
Society as ever dynamic is a source of very fast changes which are difficult to cope with and to
adjust to. Thus, schools are made to help to understand these changes. In order for schools to be
relevant, schools’ curricula should address diversity, explosion of knowledge, school reforms
and education for all. The relationship of curriculum and society is mutual and encompassing.
Hence, to be relevant, the curricula should reflect and preserve the culture of society and its
aspirations. At the same time, society should also imbibe the changes brought about by the
formal institutions called schools.