EDU C 9 : T H E T E A C H E R

AND T H E S C H O O L
CURRICULUM

RONA R. DELA ROSA

ASSOCIATE PROFESSOR II
 Addressing the Professor
Properly.
Be Attentive in Class.
Stay for the Entire Class.
Avoid Signaling, Sending Signs
That Class Time is Up.
Classroom Contact the Professor When You
Etiquette Have to Miss Class
Turn Off Your Cell Phone.
Do Not Bring Food or Drink to
Class.
Contribute to the Class
Discussion When Appropriate.
Avoid Side Conversations.
 COURSE DESCRIPTION
This course includes the study of the fundamental research-based concepts and principles
in curriculum and curriculum development as a foundation to engage prospective teachers
as curricularists.

It also focuses on the more active role of the teacher in planning a developmentally-
sequenced teaching-learning process; identifying constructively-aligned learning outcomes
and competencies; contextualizing, localizing and indigenizing curricula; implementing
relevant and responsive learning programs and evaluating the curriculum towards its
improvement.
 COURSE DESCRIPTION
The teachers’ individual, collegial, and collaborative roles in managing school
curriculum change vis-à-vis various contexts of teaching-learning curricular
requirements and curricular reforms shall also be given emphasis.
 1. demonstrate research-based knowledge of the concepts,
theories and principles in curriculum and curriculum
development within and/or across curriculum teaching areas;
2. demonstrate skills in designing and developing
constructively-aligned and developmentally-sequenced
learning programs, experiences and instructional processes
consistent with curricular needs;
3. demonstrate knowledge in implementing contextualized
learning programs and/or instructional plans that are relevant
COURSE and responsive to the needs of diverse learners;

OUTCOMES

AFTER SUCCESSFUL COMPLETION OF THE COURSE, THE PRE-SERVICE TEACHER SHOULD BE ABLE TO:
 4. demonstrate knowledge of teaching strategies
that are inclusive of learners from indigenous groups;
5. Demonstrate skills in the selection and use of
tools appropriate for monitoring, critiquing and
assessing instructional plans; and seek advice
concerning strategies that can enrich teaching
practice.
COURSE
OUTCOMES

AFTER SUCCESSFUL COMPLETION OF THE COURSE, THE PRE-SERVICE TEACHER SHOULD BE ABLE TO:
WEEK NO TOPIC

1-4 Nature of the Curriculum

5-8 Foundations of Curriculum

9 Midterm Examinations

10-12 Phases and Process of Curriculum Development

13-15 Trends and Issues on Curriculum and Curriculum Development

16-17 AUTHENTIC ASSESSMENT PRESENTATION

 REFERENCES
Aldinger, Cynthia (2015). Life is the Curriculum. Create Space Independent Pub.
Bago, Adelaida L. (2008). Curriculum Development: the Philippine Experience. 2008
Estes (2015). Instruction: a models approach. 7th ed. Pearson (D).
Flinder. (2012). The curriculum studies reader, 4th ed. Routledge.
Glatthorn, Allan. (2012). Curriculum leadership: strategies for development and implementation. Thousand
Oaks, California: SAGE Publications.
Henderson, (2014). Reconceptualizing curriculum development: inspiring and informing action. Routledge.
Helbowitsh, Peter S. (2013). Basic Principles of Curriculum and instruction. Chicago. The University of Chicago
Press.
Lemlech, Johanna Kasin. (2010). Curriculum and Instructional Methods for the Elementary and Middle School.
Allyn and Bacon.
Marsh, Colin, J. (2004). Key concepts for Understanding Curriculum. Oxon. Routledge Falmer.
Milman (2013). Teaching Models: designing instructions for 21st Century learners. Pearson Education.
Ornstein (2016). Curriculum: foundations, principles, and issues with enhanced Pearson e-text access. Pearson
Education.S;
Pawilen, G. (2019). The Teacher and the School Curriculum-First Edition. REX Book Store. Manila, Philippines.
Slattery, 2012. Curriculum development in the postmodern era: teaching and learning in the age of
accountability.
 WEEK N0 Project/Requirements

Report Handouts/Lecture Notebook/ Compilation of

7 or 8
Activities/Weekly Log (index card)

Report Handouts/Lecture Notebook/ Compilation of

16 or 17
Activities/Weekly Log (index card)

Major Organize a seminar ( venue, speaker, program, food,

Requirement certificate, documentation, portfolio)
 Class Discussion/ Group Demonstration Teaching

Handouts/Lesson Plan/PPT/Quiz
Submit on February 26 and March 25

Per Group
Demonstration Teaching after the discussion of the
topic assigned.
The topic for demonstration teaching is the application
of the topic discussed.
GROUP DEMONSTRATION TEACHING
Lesson Plan 20%
Instructional Materials 30%
Demo Teaching Execution 50%
NAME (SURNAME FIRST) COURSE
BSE YEAR AND SECTION COURSE SCHEDULE

WEEK ACTIVITY ACTIVITY

DATE ATT RECITATION QUIZ ASSGN REPORT Signature
NO (IND) (GRP)

LECTURE NOTEBOOK PROJECT

EXAM SCORE MIDTERM GRADES
NAME (SURNAME FIRST) COURSE
BSE YEAR AND SECTION COURSE SCHEDULE

ACTIVITY ACTIVITY
WEEK NO DATE ATT RECITATION QUIZ ASSGN REPORT SIGNATURE
(IND) (GRP)

10

11

18

LECTURE NOTEBOOK PROJECT

EXAM SCORE FINAL GRADES
CURRICULUM
Curriculum is a planned, structured and
sequential set of courses, which
includes the knowledge, skills and
attitudes that students are expected
to learn.
Nature of
Curriculum
 It is as dynamic as change.

It is a listing of subjects to
By Definition be taught in school.

It is a total learning experiences of

a person in and out of the school
setting.
By points of View
 JOHN DEWEY BELIEVED THAT REFLECTIVE THINKING IS A MEANS
THAT UNIFIES CURRICULAR ELEMENTS. 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.”

By points of View
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.”

CURRICULUM AS VIEWED BY THE MARSH AND WILLIS DEFINED CURRICULUM AS ALL THE
PROGRESSIVIST AS, SOMETHING THAT
“EXPERIENCE IN THE CLASSROOM WHICH ARE PLANNED AND
INDIVIDUALS HAVE ACTUALIZED THE
WRITTEN MATERIALS THAT PROVIDE ENACTED BY THE TEACHER, AND ALSO LEARNED BY THE
TOTAL LEARNING EXPERIENCES. STUDENTS.

PROGRESSIVE
 JOSEPH SCHWAB DEFINED THAT DISCIPLINE IS THE SOLE SOURCE
OF CURRICULUM. THIS CURRICULUM IS DIVIDED INTO CHUNK OF
KNOWLEDGE SUCH AS THE ENGLISH, MATHEMATICS, SCIENCE,
SOCIAL STUDIES, ETC.

ROBERT M. HUTCHINS VIEWS CURRICULUM AS “PERMANENT
STUDIES” WHERE THE RULES OF GRAMMAR, READING, RHETORIC
AND LOGIC AND MATHEMATICS FOR BASIC EDUCATION ARE
By points of View EMPHASIZED.

ARTHUR BESTOR BELIEVES THAT THE MISSION OF THE SCHOOL
SHOULD BE INTELLECTUAL DISCIPLINE OF GRAMMAR, LITERATURE
AND WRITING. IT SHOULD ALSO INCLUDE MATHEMATICS, SCIENCE,
HISTORY, AND FOREIGN LANGUAGE.
IT IS THE BODY OF SUBJECTS OR
SUBJECT MATTER PREPARED BY THEREFORE, CURRICULUM IS VIEWED AS WRITTEN DOCUMENTS
THE TEACHER FOR THE OR A PLAN OF ACTION IN ACCOMPLISHING GOALS.
STUDENTS TO LEARN.
IT IS SIMILAR TO SYLLABUS OR
COURSE STUDY.

TRADITIONAL
 View on
DYNAMIC PROCESS
Curriculum SYSTEMATIC CHANGES
Development MEANS FOR BETTER CHANGE IN ANY
ALTERATION, MODIFICATION OR
IMPROVEMENT
POSITIVE CHANGE
PURPOSEFUL, PLANNED AND PROGRESSIVE
 Two models of curriculum
development

Hilda Taba—her advocacy Ralph Tyler Model:

was called grassroots Four Basic Principles
approach
 (born December 7, 1902,
Kooraste, Russian Empire [now
Estonia]—died July 6, 1967,
Burlingame, California, U.S.)
Estonian-born American
educator, who is considered
one of the most-significant
contributors to the fields of
intergroup education and
curriculum design.
HILDA TABA
 Hilda Taba—grassroots
approach: Seven steps
01 02 03
Diagnosis of learner Formulation of
needs and
Selection of 07
learning learning content
expectations of the objectives
larger society Determination of
what to evaluate
and the means of
04 05 06 doing it.

Selection of
Organization of Organization of
learning
learning content learning activities
experiences
 Ralph W. Tyler's long and
illustrious career in education
resulted in major
contributions to the policy
and practice of American
schooling. His influence was
especially felt in the field of
testing, where he
transformed the idea of
measurement into a grander
concept that he called
evaluation; in the field of
RALPH W. TYLER
curriculum,
 What educational purposes should
the school seek to attain?

What educational experiences can be

provided that are likely to attain these
Ralph Tyler Model: purposes?

Four Basic
Principles How can these educational
experiences be effectively organized?
Known as Tyler’s
Rationale
How can we determine whether these
purposes are being attained or not?
Therefore, these considerations
were made:

1.Purpose of the school

2. Educational experiences
3. Organization of the
experiences
4. Evaluation of the experiences
5 Types of
Curriculum
 Supported Curriculum
Materials such as textbooks, computers, audio-
visuals, laboratory equipment, playgrounds

This enables the learners to achieve real and life long

learning.
Written Curriculum

Documents, course of study or syllabi

Written lesson plan
 Assessed Curriculum
Tested or evaluated curriculum
At the end of the teaching episodes, series of
evaluation are being done by the teachers to
determine the extent of teaching or tell if the
students are progressing.

Pencil-and-paper tests, authentic instruments like

portfolio
 Recommended Curriculum

My come from a national agency like

Department of Education
Commission on Higher Education Department
of Science and Technology Philippine
Association for Teacher Education

They may recommend a curriculum to be

implemented in the elementary or secondary
education.
 Taught Curriculum
Planned activities were put into action in the
classroom

Varied activities based from objectives or

purpose of the written curriculum

This varies to the learning styles of students

and the teaching styles of teachers.
Thank you!
Be prepared for next
meeting!
FOUNDATIONS OF
CURRICULUM
 CURRICULUM DEVELOPMENT IS ANCHORED ON A VERY SOLID
FOUNDATION. ALTHOUGH CONSIDERED TO BE A NEW DISCIPLINE, ITS
SIGNIFICANCE IN THE LIGHT OF GLOBAL DEVELOPMENTS HAS NOW
BEEN ACKNOWLEDGED.

WHAT PHILOSOPHICAL, HISTORICAL, PSYCHOLOGICAL AND SOCIOLOGICAL

INFLUENCES INFORM THE CURRENT SCHOOL CURRICULUM? HOW DO THESE
FOUNDATIONS REFLECT THE DEVELOPMENT OF CURRICULUM IN OUR 21ST
CENTURY CLASSROOMS AND LEARNING ENVIRONMENT? WHO ARE THE
IDENTIFIED CURRICULARISTS WITH THESE FOUNDATIONS?
1. PHILOSOPHICAL FOUNDATIONS EDUCATORS, TEACHERS, EDUCATIONAL PLANNERS
AND POLICY MAKERS MUST HAVE A PHILOSOPHY OR STRONG BELIEF ABOUT
EDUCATION AND SCHOOLING AND THE KIND OF CURRICULUM IN THE TEACHERS’
CLASSROOMS OR LEARNING ENVIRONMENT.

PHILOSOPHY OF THE CURRICULUM ANSWERS THE QUESTIONS LIKE: WHAT ARE

SCHOOLS FOR? WHAT SUBJECTS ARE IMPORTANT? HOW SHOULD STUDENTS LEARN?
WHAT METHODS SHOULD BE USED? WHAT OUTCOMES SHOULD BE ACHIEVED? WHY?

THE VARIOUS ACTIVITIES IN SCHOOL ARE INFLUENCED IN ONE WAY OR ANOTHER BY A

PHILOSOPHY.
JOHN DEWEY INFLUENCED THE USE OF <LEARNING BY DOING=, HE BEING A
PRAGMATIST. OR TO AN ESSENTIALIST, THE FOCUS US ON THE FUNDAMENTALS OF
READING, WRITING, ARITHMETIC, THE ESSENTIAL SUBJECTS IN THE CURRICULUM.
THERE ARE MANY PHILOSOPHIES IN EDUCATION BUT WE WILL ILLUSTRATE ONLY
THOSE AS PRESENTED BY ORNSTEIN AND HUNKINS IN 2004.