UNIVERSITY OF CALOOCAN CITY

C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
MODULE 1
Lesson 1 CURRICULUM:
CONCEPTS, NATURE & PURPOSE
I.

5) the strategies most fit to carry

out the goals and
6) The evaluation process to
measure learning outcomes.

Learning Processes and

Curriculum Development

One of the most often repeated

definitions of a curriculum are that
curriculum is the total learning
experience. This description implies
that the crux of a curriculum is the
different planned and unplanned
activities which have been lived, acted
upon or done by the learners with the
guidance of the teacher.
Teaching as Process of Curriculum
Good teaching is difficult to agree
upon. While it remains to be difficult to
agree on what good teaching is,
effective
teaching
can
be
demonstrated. Effective teaching is
one that will bring about the intended
learning outcomes.
Teaching Process as a Series of Actions
Planning
Implementing
Evaluation
Planning Phase- includes decision
about:
1) the needs of the learners ,
2) the achievable goals and
objectives to meet the needs ,
3) the selection of the content to
be taught,
4) the motivation to carry out the
goals,

Implementation phase
Requires the teacher to
implement what has been planned. It
means to put into action the different
activities in order to achieve the
objectives through the subject matter.
Two important players are involved:
The teacher
The learner
Their interaction is important in the
accomplishment of the plan.
Evaluation phase
A match of the objectives with
learning outcomes will be made.
Information should be determined so
that the type of evaluation should be
chosen to fit the purpose.
Simply the Evaluation phase will
answer the questions if the plans and
implementation have been
successfully achieved
The assumptions on learning are:

That teaching is a goal-oriented

with the change of behavior as
the ultimate end;

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C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT

That teachers are the ones who

shaped actively their own
actions;
That teaching is a rational and a
reflective process; and
That teacher by their actions
can influence learners to
change their own thinking or
desired behavior,
teaching is a way of changing
behavior through the
intervention of the teacher.

Guides in the process of good

teaching
Good teaching is one that is
well
planned
and
where
activities are interrelated to
each other
Good teaching is one that
provides learning experiences
or situations that will ensure
understanding, application and
critical thinking
Good teaching is based on the
theories of learning.
Good teaching is one where the
learner is stimulated to think
and reason.
Good teaching utilizes prior
learning and its application to
new situations.
Good teaching is governed by
democratic principles.
Good teaching embeds a sound
evaluation process.
Learning
Curriculum

as

Process

in

Learning is usually defined as a

change in an individuals behavior
caused by experiences or self activity.
Intentional learning occurs when
activities
Lesson 2 CURRICULUM: ELEMENTS
AND COMPONENTS
II.

BASIC
ELEMENTS
CURRICULUM

OF

SUBJECT-MATTER:

Designation of what area of

content, facts, arena of endeavor, that
the curriculum deals with. (This is a
further elaboration of the "topic"
description in the Aim.)

INSTRUCTIONAL PLAN:

Describes the activities the

learners are going to engage in, and
the sequence of those activities. Also
describes what the TEACHER is to do
in order to facilitate those activities.
(This is like the traditional "lesson
plan" except for a curriculum it may
include more than one lesson.)

Aim:

One sentence (more or less)

description of overall purpose of
curriculum, including audience and the
topic.

Rationale:

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C.P.E- Section A
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Paragraph describing why aim is
worth achieving. This section would
include assessment of needs.

Goals and objectives:

List of the learning outcomes

expected from participation in the
curriculum. This section includes a
discussion of how the curriculum
supports national, state, and local
standards.

Audience and pre-requisites:

Describes who the curriculum is for

and the prior knowledge, skills, and
attitudes of those learners likely to be
successful with the curriculum.

MATERIALS:

Lists materials necessary for

successful teaching of the curriculum.
Includes a list of web pages. Often, the
web site will NOT be the only materials
needed by the students. They may
need
books,
tables,
paper,
chalkboards, calculators, and other
tools. You should spell these additional
materials out in your teaching guide.
Also includes the actual materials
(worksheets and web pages) prepared
by the curriculum developer, any
special requirements for classroom
setup and supplies, and a list of any
specific
hardware
and
software
requirements

INSTRUCTIONAL PLAN:

Describes the activities the

learners are going to engage in, and

the sequence of those activities. Also

describes what the TEACHER is to do
in order to facilitate those activities.
(This is like the traditional "lesson
plan" except for a curriculum it may
include more than one lesson.)

PLANS FOR ASSESSMENT

AND EVALUATION:

Includes plan for assessing learning

and evaluating the curriculum as a
whole. May include description of a
model
project,
sample
exam
questions, or other elements of
assessment. Also should include plan
for evaluating the curriculum as a
whole,
including
feedback
from
learners.
Quality curriculum
Greater depth and less
superficial coverage
Focus on problem solving
Facilities the mastery of
essential skill and knowledge
Coordinated
Articulation multi-level
sequence study
Emphasize academic and
practice
Effective integrated curricula
Mastery of a limited numbers of
objectives
III.

Components of Curriculum

Component 1:

Curriculum Aims, Goals and

Objectives
Component 2

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HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
Curriculum Content or Subject
Matter
Component 3
Curriculum Experience
Component 4
Curriculum Evaluation

Lesson 3 TEACHING LEARNING

PROCESS & CURRICULUM
DEVELOPMENT
IV.

Teaching Learning Process

Teaching As a Process in Curriculum

Planning
Implementing
Evaluate
Planning Phase:
The needs of the learners
The achievable goals and
objectives to meet the
needs.
The selection of the content
to be taught
The motivation to carry out
the goals
The strategies most fit to
carry out the goals.
The evaluation process to
measure learning outcomes.

Will answer the question if the

plans and implementation have been
all successfully achieved.
In the three phases of teaching, a
continuous process of feedback
and reflection is made.
Feedback is to give information as to
whether the three phases were
appropriately done and gave good
results.
Reflection is a process embedded in
teaching where the teacher inquires
into his or her actions and provides
deep and critical thinking.
Assumptions

That teaching is goal oriented

with the change of behaviour as
the ultimate end;

The teachers are the ones who

shape actively their own
actions;

That teaching is rational and a

reflective process; and

That teachers by their actions

can influence learners to
change their own thinking or
desired behaviour, thus
teaching is a way of changing
behaviour through the
intervention of the teacher.

Implementation Phase:
Requires the teacher to
implement what has been planned.
Teacher and the learner are the
two important players in
implementation.

Guides in the Process of Good

Teaching

Is one that is well planned and

where activities are interrelated
to each other.

Is one that provides learning

experiences or situations that

Their INTERACTION is important

in the accomplishment of the plan.
Evaluation Phase:

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C.P.E- Section A
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EDUCATION 203: CURRICULUM DEVELOPMENT
will ensure understanding,
application and critical thinking.

Is based on the theories of

learning.

Is one where the learner is

stimulated to think and reason.

Utilizes prior learning and its

application to new situations.

Is governed by democratic
principles.

Embeds a sound evaluation

process.

To teach is to make someone

to learn.
This statement means that the end
product of teaching is learning.
What is learning?
What are the ways of learning?
When do we say we have
learned?
Let us now look closer at the
concepts of learning as it
relates to the concept of
curriculum.
Learning
A change in an individuals behaviour
caused by experiences or self-activity.
Learning can only happen through the
individuals activity or his/her own
doing.
Intentional learning
Occurs when activities are purposely
arranged for the students to
participate and experience. Like when
a learner acquires knowledge in the
classroom or when one observes a
demonstration activity.

Unintentional learning
When a child touches a lighted
candle and feels it is hot.
Two Principal Types of Learning
1. Behavioural Learning
Theories
Emphasizes observable such as new
skills, knowledge, or attributes
which can be demonstrated. The forms
of behaviour are observable and
measurable.
According to this group of theories, if
the individual has changed behaviour,
he has learned.
2. Cognitive Learning Theories
Are concerned with human learning in
which unobservable mental processes
are used to learn and remember new
information or acquire skills.
Related to Cognitive Learning
Theories
1. Discovery Learning - Jerome
Bruner
Individual learns from his
own discovery of the environment
Learners are inherently curious,
thus they can be self motivated until
they find answers to their problem.
Learners, when actively involved in
their own learning, will continuously
construct their own knowledge
Each individual is capable of learning
how to learn.
Learning is flexible, exploratory and
independent.

UNIVERSITY OF CALOOCAN CITY

C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
2. Reception Learning -David
Ausubel

practice, elaboration or
rehearsal.

Poses a contrast to the discovery

learning of Bruner. To Ausubel, though
learners are inherently curious, they
may not be able to know what is
important or relevant and they need
external motivation in order to learn.

Recall Phase Recall

previous learned
information. To learn to gain
access to that which has been
learned is a critical phase in
learning.

However, both theories believe

that learners should be actively
involved in their own learning.

Generalization Phase
Transfer of information to new
situation allows application of
the learned information in the
context in which it was learned.

Both also emphasize that prior

learning is important in order to learn
new things and because knowledge
continuously changes once it is in
learners mind.

Feedback Phase
Students must receive feedback
on their performance. This will
serve as reinforcer for
successful performance.

3. Events of Learning -Robert

Gagne
Motivation Phase
The learner must be motivated to
learn by expectation that learning
will be rewarding

Some General statements which

describe learning based on the
theories of learning

Apprehending Phase

The learner attends or

pay attention if learning has to
take place.

Acquisition Phase
While the learner is paying
attention, the stage is set and
the information presented.
Learner transforms information
into meaningful form.

Retention Phase The

newly acquired information
must be transferred from shortterm to long-term memory. This
may take place by means of

Learning does not take place in

an empty vessel.
Each learner has his/her own
learning style.
Learning will be enhanced when
the learner is stimulated,
directed, guided and feedback
is immediately given.
Learning takes place when all
the senses are utilized.
Learning is both observable and
measurable.
Learning is a result of
individuals experiences and
self-activity.
Learning is a social process
where interactions with other
learners and the teacher are
needed.
Learning by trial and error

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HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
Ways of Learning

Learning By Insight

This type of learning is related to the

stimulus-response theory of learning.

From a simple trial and error learning

to learning by conditioning,
educational psychologists believe that
human beings learn also by insights.

Reaction, action and reaction where

the beginning reaction is due to a
stimulus.
When the result is correct or satisfying
then the response will be repeated.
This type of learning is oftentimes
risky and time consuming because the
next step will only follow depending on
the result.
Making several errors would be very
expensive in time, effort and money.
However, trial and error is the easiest
way of doing things without
necessarily anticipating a definite
objective.
Learning By Conditioning
The Classical Conditioning theory of
Pavlov serves as the basis of this
learning.
Training is the simple term to describe
the learning here, thus even animals
can be trained to do something but
such action does not refer to learning.
Aside from Pavlovs Classical
Conditioning,
Skinners Operant Conditioning
plays a great role in this kind of
learning.
Learning here is a product of what the
individual does which will result to
either pleasant or unpleasant
behaviour.
Drill and practice are some learning
activities based on this conditioning.

In this type of learning a higher level

of intelligence is being utilized.
A sudden flash of idea or solution to a
problem sometimes called aha
learning as an example of insightful
learning.
Insight is looking oneself with deeper
thinking.
Learning by insight requires thinking
skills of the learner.
Through insights the learner will also
be capable of deep reflection
Learning By Observation and
Imitation through modelling.
It is through observation and imitation
from a model that a person will be a
able to do similar thing.
This process of learning assumes that
one learns from someone
Anchored on the social learning of
Albert Bandura, learning by
observation and imitation requires a
model, hence it is referred to as notrial learning.
Learning By Observation and
Imitation through modelling Four
(4) Phases
Attentional Phase:
The learner observes a model;
Reproduction Phase:

UNIVERSITY OF CALOOCAN CITY

C.P.E- Section A
HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT
The learner matches their
behaviour to the model.
Retention Phase:
The learner copies, practice or
rehearse what has been
observed.
Integrated

Motivational Phase:
Learners will imitate the
behaviour for getting a chance
to be reinforced by becoming
like the one from whom the
behaviour has copied.
MODULE 2
Lesson 1 CURRICULUM MODELS
AND TYPES.
WHAT IS CURRICULUM MODELS?

Broad Fields curricula

Madeus and Stafflebeam (1989)

outline approaches
methods
procedures

Teaching
and
learning
and target
the needs
and
characterist
ics of
particular
groupthat
of
parts

consist of interacting
serves as a guide or procedure

Dependent on Several Perspective:

According to focus

Core

either subject or studentcentered

According to approach

Traditional

traditional or innovative

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HANDOUTS ON
EDUCATION 203: CURRICULUM DEVELOPMENT

Linear

Innovative

Cyclical

According to content

According to process

formative or summative

According to structure

topic-base or
competency-based

system, linear or cyclic

System

Four Broad Categories of Curriculum

Design
1. Traditional curriculum model
2. The Student-Centered model
3. The Critical model
4. The Structural model

Linear

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EDUCATION 203: CURRICULUM DEVELOPMENT
3 CURRICULUM MODEL

3.
The
Hidden
Curriculum

The Tyler Model

The Taba Model
The Saylor and Alexander Model
4 FUNDAMENTAL QUESTIONS
1. What educational purposes should
the school seek to attain?
2. What educational experiences can
be provided that are likely to attain
these purpose?
3.
How
can
these
educational
experiences be effectively organised?
4. How can we determine whether
these purposes are being attained?
(Adapted from Tyler 1949)
TYPES OF CURRICULUM
1. Overt,
Curriculum

Explicit

or

Written

Is usually confined to those written

understandings and directions formally
designated
and
reviewed
by
administrators, curriculum directors
and teachers, often collectively.

2. Societal Curriculum
The
massive,
ongoing,
informal
curriculum of family, peer group,
neighborhoods,
churches
organizations, mass, media and other
socializing forces that educate all of
us throughout our lives.

or

Covert

Implied by structure and nature of

school, which refers the kinds and
learning's of children derive from the
very nature and organizational design
of the public school as well as the
behaviors and attitudes of teachers
and administrators.
4. The Null Curriculum
Which we do not teach, thus giving
students the message that these
elements are not important in their
educational experiences or in our
society.
5. Phantom Curriculum
The messages prevalent in a through
exposure to any type of media. These
components and messages play a
major part in the enculturation of
students into the predominant metaculture, or in acculturating students
into
narrower
or
generational
subcultures.
6. Concomitant Curriculum
This type of curriculum may be
received at church, in the context of
religious expression, lessons values,
ethics or morals, molded behaviors, or
social experiences based on the
familys preferences.

7. Rhetorical Curriculum

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Ideas offered by policy makers, school
officials, administrators, or politicians.
8. Curriculum-in-use
Is the actual curriculum that is
delivered and presented by each
teachers.
9. Received Curriculum
Those things that students actually
take out of classroom; those concepts
and content that are truly learned and
remembered.
10. The Internal Curriculum
Processes,
content,
knowledge
combined with the experiences and
realities of the learners to create new
knowledge. While educators should be
aware of this curriculum, they have
little
control
over
the
internal
curriculum since it is unique to each
students.
11. The Electronic Curriculum
Those
lessons
learned
through
searching the internet for information,
or
through
using
e-forms
of
communication.

Lesson 2 DIMENSIONS AND PRINCIPLE

OF CURRICULUM DESIGN
Objective:
this lesson will allow us to consider
some of the dimensions and provide
some principles in its use in curriculum
development.

Scope
defines as all the content, topics,
learning experiences and organizing
threads comprising the educational
plan.
provides boundaries in curriculum as
it applies to the different educational
levels.
it should include time, diversity and
maturity of the learners, complexity of
content, and level of education.
Dimensions of the curriculum design
Sequence
contents and experiences are
arranged in hierarchical manner,
where the basis can either be logic of
the subject or on the developmental
patterns of growth of the cognitive,
affective and psychomotor domains.
Four
principles
of
Sequence
(Smith, Stanley and Shore, 1957)
Simple to Complex learning
content and experiences are
organized from simple to complex,
from concrete to abstract, form easy
to difficult.
Prerequisite learning
it means that there are fundamental
things to be learned ahead.
Whole to part learning

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the meaning can very well be
understood if everything will be taken
as a whole.
Chronological learning
the order of events is made as a
basis of sequencing the content and
the experiences. This can be arranged
from the most recent to the distant
past or vice versa.
Five major principles for organizing
content
(Posner and Rudnitsky 1957)
1. World-related sequence
a. Space
- spatial relation will be the
basis for the sequence.
b. Time
- the content is based from the
earliest to the more recent.
c. Physical attributes
- this principles refers to the
physical
characteristics
of
the
phenomena.
2. Concept-related sequence
a. Class relation
- refers to the group or set of
things that share common practices.
Teaching the characteristics of the
class ahead of the member of the
class.
b. Proportional relations
- a statement that asserts
something. Sequence are arranged so

that the evidence presented ahead

before proposition.
3. Inquiry-related sequence
- this is based on the scientific
method of inquiry. Based on the
process of generating, discovering and
verifying knowledge, content and
experiences are sequence logically
and methodically.
4. Learning-related sequence
a. Empirical prerequisites
- sequence is primarily based on
empirical study where the prerequisite
is required before learning the next
level.
b. Familiarity
- prior learning is important in
sequence. What is familiar should be
taking up first before the unfamiliar.
c. Difficulty
- easy content is taken ahead
than the difficult one.
d. Interest
- contents and experiences that
stimulate interest are those that are
novel. These can arouse curiosity and
interest of learners.
Dimensions of the curriculum design
Continuity
- this process enables learners
strengthen the permanency of
learning and development of skills.
Gerome Bruner called this spiral
curriculum where the content is
organized according to the

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C.P.E- Section A
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interrelationship between the
structure of the basis ideas of a major
discipline.

identify
approaches
curriculum.

Dimensions of the curriculum design

enhance and integrate the

experiences and observations based
on the features and characteristics of
the different approaches.

Integration
Everything is integrated and
interconnected. Life is a series of
emerging themes.
- organization is drawn from the
world themes from real life concerns.
Dimensions of the curriculum design
Articulation
Vertical Articulation
- the contents are
arranged from level to level or grade
to grade so that the content in the
lower level is connected to the next
level.
Horizontal Articulation
- happens when the
association is among or between
elements that happen at the same
time.

the
in

commonly
used
the
design
of

The six (6) features of the curriculum

1. Who teaches?
-- the Teacher
Good teachers bring a
shining
light
into
the
learning
environment, and are needed to sort
out
the
knowledge
from
the
information but more important,
excellent teachers are needed to sort
the wisdom from the knowledge.
2. Who do the teachers teach?
-- the Learners
the learners are at the
center stage in the educative process.
They are the most factors in the
learning environment. There is no
teaching without them.

Dimensions of the curriculum design

they come from different

sectors of the society.

Balance

3. What do the teachers teach?

- equitable assignment of
content, time, experiences and other
elements to establish balance is
needed in curriculum design.
Lesson 3 APPROCHES TO CURRICULUM
DESIGN
Objective
this lesson will bring the various
phases of designing a curriculum.

-- knowledge, skills, values

to help the learners cope with
the rapid changes to understand and
to succeed in the new work in the
work place, we must design a
curriculum oriented to tomorrow.
4. How do teachers teach?
-- Strategies and Methods

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Teachers should select teaching
methods, learning activities and
instructional materials or resources
appropriate to learners and aligned to
the objective of the lesson. Situations
should be creative to encourage
learners to use higher order thinking
skills.

feature of a curriculum that should be

given emphasis.

5. How much of the teaching was

learned?

Partnership is the means not an

end to be pursued in itself. Society
changes, teachers will have a new
beginning, an opportunity to recast
their role in their communities, to
change
their
attitude
to
their
community, to change the attitude of
their communities and societies about
them.

-- Performance
These learning outcomes
indicate the performance of both
teachers and the learners. Learning
outcomes
are
the
product
performance of the learners as the
result of teaching. Performance is the

6. With whom do we teach?

-- Community Partners

Teaching
undertaking

is

collaborative