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THE NATURE and SCOPE of
CURRICULUM DEVELOPMENT
PHILIPPINE CONTEXT
Definitions of Curriculum
• the total effort of the school to
bring about desired outcomes
in school and out-of-school
situations
• A sequence of potential
experiences set up in school
for the purpose of disciplining
children and youth in group
ways of thinking and acting
• A structured set of learning
outcomes or task that
educators usually call goals
and objectives. (Howell and Evans 1995)
• Is the ‘what’ of teaching
• Listing of subjects to be taught
in school
• A document which describes a
structured series of learning
objectives and outcomes for a
given subject matter area
• Includes specification of what
should be learned, how it
should be taught, and the plan
for implementing/assessing the
learning
Curriculum Planning
A Curriculum Plan is the
advance arrangement of
learning of opportunities for a
particular population of
learners
A Curriculum Guide is a
written curriculum
• A process whereby the
arrangement of curriculum
plans or learning opportunities
are created.
• The process of preparing for
the duties of teaching,
deciding upon goals and
emphases, determining
curriculum content, selecting
learning resources and
classroom procedure,
evaluating progress, and
looking toward next steps.
Curriculum
Development
• The Process of Selecting,
Organizing, Executing and
Evaluating learning
experiences on the basis of the
needs, abilities and interests of
the learners and the nature of
the society or community.
• Is a place or workshop(s)
where curriculum materials
are gathered or used by
teachers or learners of
curriculum
Resource Unit- A collection or
suggested learning activities
and materials organized
around a given topic or area
which a teacher might utilize
in planning, developing, and
evaluating a learning unit.
Curriculum
Laboratory
Two Schools of Thought on Curriculum
Development
The Essentialist School The Progressive School
The Essentialist School
• Considers the curriculum as
something RIGID consisting of
discipline subjects
• Considers ALL LEARNERS
ARE THE SAME and it aims to
fit the learner into the existing
social order and thereby
maintain the status quo
• Major motivation is
DISCIPLINE and considers
freedom as an outcome and
not a means of education
• NO interest in social actions
and life activities
• Approach is
AUTHORITATIVE and the
teacher’s role is to assign
lessons and to recite
recitations.
• It is BOOK-CENTERED and
the methods recommended are
MEMORY WORK, MASTERY
of FACTS and SKILLS, and
DEV’T of ABSTRACT
INTELLIGENCE
• Measurement of outcomes are
STANDARD TESTS based on
SUBJECT MATTER
MASTERY
The Progressive School
• Conceives the curriculum as
something flexible based on
areas of interest
• LEARNER-CENTERED, having
in mind that no two-persons are
alike
• Factor of motivation is
INDIVIDUAL ACHIEVEMENT
believing that learners are
naturally good.
• Role of the teacher is to
STIMULATE direct learning
process
• Uses LIFE EXPERIENCES
APPROACH to fit the student
for future social life
• Constant revision of aims and
experimental techniques of
teaching and learning are
imperatives in curriculum
development in order to create
INDEPENDENT THINKING,
INITIATIVE, SELF RELIANCE,
INDIVIDUALITY, SELF
EXPRESSION and ACTIVITY in
the learner.
• Measurement of outcomes are
devices TAKING INTO
CONSIDERATIONS SUBJECT
MATTER and PERSONALITY
VALUES
Progressive
• Listing of subjects, syllabi,
course of study and list of
courses or specific discipline
can only be called curriculum
if these written materials are
actualized by the learner
• Total learning experiences of
the individual
• All experiences children have
under the guidance of teachers
Caswell & Campbell
• Experiences in the classroom
which are planned and
enacted by the teacher and
also learned by the student Marsh
&Willis
• Body of subjects or subject
matter prepared by the
teachers for the students to
learn
• Synonymous to ‘course study’
• ‘Permanent studies’ where the
rule of grammar, reading,
rhetoric, logic and
mathematics for basic
education are emphasized Hutchins
• Most of the traditional ideas
view curriculum as written
documents or plan of action in
accomplishing goals
Essentialist
Different Theories
• Conflicting philosophies of
education have influenced
curriculum principles and practices
• A number of ‘self-evident
educational truths’ in the past are
now seen to be rather educational
myths; such as teachers know,
children or learners don’t; all
learners should be treated alike
• Fundamental concepts of some
curricula have changed
• In many areas, new methodologies:
programmed instructions, computer
assisted instruction, tutorials, large
and small group instruction, and a
variety of individualized instruction
procedures have been developed.
• subject matter for the mind, with
priority in value of literature,
intellectual history, ideas of religion,
philosophy, studies
• Observable facts, the world of things
• School’s dependence on
scholasticism
• Another curriculum stresses the
importance of experience-process
• A recent curricular emphasis is that
of existing choice. The learner must
learn skills, acquire knowledge, and
make decisions.
Different Emphases

ymdp08

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The Nature and Scope of Curriculum Development

  • 1. THE NATURE and SCOPE of CURRICULUM DEVELOPMENT PHILIPPINE CONTEXT
  • 2. Definitions of Curriculum • the total effort of the school to bring about desired outcomes in school and out-of-school situations • A sequence of potential experiences set up in school for the purpose of disciplining children and youth in group ways of thinking and acting • A structured set of learning outcomes or task that educators usually call goals and objectives. (Howell and Evans 1995) • Is the ‘what’ of teaching • Listing of subjects to be taught in school • A document which describes a structured series of learning objectives and outcomes for a given subject matter area • Includes specification of what should be learned, how it should be taught, and the plan for implementing/assessing the learning
  • 3. Curriculum Planning A Curriculum Plan is the advance arrangement of learning of opportunities for a particular population of learners A Curriculum Guide is a written curriculum • A process whereby the arrangement of curriculum plans or learning opportunities are created. • The process of preparing for the duties of teaching, deciding upon goals and emphases, determining curriculum content, selecting learning resources and classroom procedure, evaluating progress, and looking toward next steps.
  • 4. Curriculum Development • The Process of Selecting, Organizing, Executing and Evaluating learning experiences on the basis of the needs, abilities and interests of the learners and the nature of the society or community. • Is a place or workshop(s) where curriculum materials are gathered or used by teachers or learners of curriculum Resource Unit- A collection or suggested learning activities and materials organized around a given topic or area which a teacher might utilize in planning, developing, and evaluating a learning unit. Curriculum Laboratory
  • 5. Two Schools of Thought on Curriculum Development The Essentialist School The Progressive School
  • 6. The Essentialist School • Considers the curriculum as something RIGID consisting of discipline subjects • Considers ALL LEARNERS ARE THE SAME and it aims to fit the learner into the existing social order and thereby maintain the status quo • Major motivation is DISCIPLINE and considers freedom as an outcome and not a means of education • NO interest in social actions and life activities • Approach is AUTHORITATIVE and the teacher’s role is to assign lessons and to recite recitations. • It is BOOK-CENTERED and the methods recommended are MEMORY WORK, MASTERY of FACTS and SKILLS, and DEV’T of ABSTRACT INTELLIGENCE • Measurement of outcomes are STANDARD TESTS based on SUBJECT MATTER MASTERY
  • 7. The Progressive School • Conceives the curriculum as something flexible based on areas of interest • LEARNER-CENTERED, having in mind that no two-persons are alike • Factor of motivation is INDIVIDUAL ACHIEVEMENT believing that learners are naturally good. • Role of the teacher is to STIMULATE direct learning process • Uses LIFE EXPERIENCES APPROACH to fit the student for future social life • Constant revision of aims and experimental techniques of teaching and learning are imperatives in curriculum development in order to create INDEPENDENT THINKING, INITIATIVE, SELF RELIANCE, INDIVIDUALITY, SELF EXPRESSION and ACTIVITY in the learner. • Measurement of outcomes are devices TAKING INTO CONSIDERATIONS SUBJECT MATTER and PERSONALITY VALUES
  • 8. Progressive • Listing of subjects, syllabi, course of study and list of courses or specific discipline can only be called curriculum if these written materials are actualized by the learner • Total learning experiences of the individual • All experiences children have under the guidance of teachers Caswell & Campbell • Experiences in the classroom which are planned and enacted by the teacher and also learned by the student Marsh &Willis • Body of subjects or subject matter prepared by the teachers for the students to learn • Synonymous to ‘course study’ • ‘Permanent studies’ where the rule of grammar, reading, rhetoric, logic and mathematics for basic education are emphasized Hutchins • Most of the traditional ideas view curriculum as written documents or plan of action in accomplishing goals Essentialist
  • 9. Different Theories • Conflicting philosophies of education have influenced curriculum principles and practices • A number of ‘self-evident educational truths’ in the past are now seen to be rather educational myths; such as teachers know, children or learners don’t; all learners should be treated alike • Fundamental concepts of some curricula have changed • In many areas, new methodologies: programmed instructions, computer assisted instruction, tutorials, large and small group instruction, and a variety of individualized instruction procedures have been developed. • subject matter for the mind, with priority in value of literature, intellectual history, ideas of religion, philosophy, studies • Observable facts, the world of things • School’s dependence on scholasticism • Another curriculum stresses the importance of experience-process • A recent curricular emphasis is that of existing choice. The learner must learn skills, acquire knowledge, and make decisions. Different Emphases

Notas do Editor

  1. Some authors define curriculum as the total effort of the school to bring about desired outcomes in school and out-of-school situations It is also defined as a sequence of potential experiences set up in school for the purpose of disciplining children and youth in group ways of thinking and acting